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The COVID-19 pandemic is pressing educational institutions across the globe to transfer rapidly from face-to-face learning to e-learning. However, e-learning has some multifaceted problems waiting to be solved and optimized. This study uses a survey questionnaire to collect research data. By integrating two predictors and four moderators into expectation-confirmation model, this article develops a causal research model and studies the continuance intention of using e-learning after the pandemic and how we can optimize online learning systems to benefit the traditional education systems in the long term. This article fills the literature gap of studies on IS continuance intention of e-learning from a problem-driven perspective. Based on the research results, this article suggests policy-makers and educators not only develop continuous training for both instructors and students on e-learning to enhance their ability and acceptance of e-learning systems but also build a more comprehensive technical environment to accelerate the adoption as well as to increase the continuance usage intention of e-learning systems. In addition, high-quality educational designs of e-learning that contain interaction mechanisms and customizations according to students’perceptions and attitudes toward e-learning are needed. We also call on scholars from around the globe to continue investigating the critical factors of e-learning adaptation and online educational environment optimization for proposing better solutions to counter crises similar to the COVID-19 pandemic in the future. IEEE

The pandemic is forcing educational institutions around the world to rapidly transition from face-to-face instruction to e-learning. However, e-learning has some multi-faceted problems that are waiting to be solved and optimized. Therefore, this article aims to discuss how we can optimize online learning systems to benefit traditional education systems in the long run. Based on the findings, this article suggests policy makers, educators, and system developers not only develop continuous training for teachers and learners on e-learning to improve their skills and acceptance of online education systems but also create a more comprehensive technical environment to accelerate adoption and increase the intention to continue using e-learning systems. The proposed insights in this article are applicable to a wide set of projects for online education. In addition, this article calls on scholars from around the world to further explore the critical factors for adapting online education and optimizing online education environments to propose better solutions for future crises similar to the COVID-19 pandemic. IEEE

Introduction. The period of active global cybernetization and business automation was marked by a problem for Russian employers in the form of a shortage of qualified personnel capable of ensuring the development and competitiveness of business in the world markets.Methodology and sources. Sociology of education as a social institution has been developing since 1970 s. Its current theoretical foundation is based on two principles: 1) The principle of mutual convergence of social institutions (education – business, education – state, education – family); 2) Variety of educational practices as a factual manifestation of the phenomenon of continuous education. Today corporative learning is one of such practices that radically change the ecosystem of traditional education.Results and discussion. There was a problem of forming a system of training new human resources that meet the changing economic realities. Until the 1990s, before the collapse of the country and the beginning of political and economic reforms, the Russian Federation had a system of higher education as one of the most stable and well-established mechanisms for training personnel for all sectors of the economy. An indicator of the effectiveness of this system was that graduates of Russian universities were invited to work by well-known corporations from many countries of the world.Over the years of reforms, Russia has lost its previous model of education, which today significantly affects the quality of training. Many Russian enterprises are forced to follow the path of independent training and retraining of specialists. Development of corporative is necessary to compensate for the limitations of traditional higher education. At first, the training was organized locally and had a haphazard character, but over time, Russian entrepreneurs began to adopt foreign experience in forming a knowledge system in the company and even create corporate universities.Conclusion. The study examines the prerequisites for the formation of the system and the development of the corporate education market, provides current models of knowledge accumulation and suggests the author's cognitive model of professional development of personnel.

COVID‐19 has immensely disrupted tertiary education ecosystem. The crisis has compelled numerous unprecedented and accelerated changes. The traditional and conventional way of teaching and learning has completely shifted to fully online. Nonetheless, the trend of integrating technology in the classrooms is not new. This has led to numerous questions and arguments of the existing concepts and theories of traditional education. This phenomenon also provides new opportunities for educational institutions to explore and leverage on the prospects of online modalities, fashioning unique inquiries. Thus, the key purpose of this research paper is to identify the challenges and opportunities encountered by lecturers during the Covid-19 pandemic. The results of the interviews showed that there are some challenges that the lecturers faced; for example, unpreparedness to tackle the new norm of online teaching and learning process, internet connection, and online engagement. The findings from the interview showed that there are opportunities which have emerged from the Covid-19 pandemic such as experimenting with numerous digital tools and platforms, employing different online teaching and learning modalities, and commissioning online assessments to support the students’ needs and engagement. It is postulated that the findings of the research although may be preliminary, are able to facilitate vital discussions on fashioning best practice guidelines for asynchronous or synchronous modalities post the COVID-19 pandemic.

This article discusses the problem of the impact of distance learning on the motivation to learn in students studying arts. Learning arts such as music, dance, and fine arts via distance learning is proving to be a real challenge for students and teachers. The aim of the present study is to determine how distance learning affects the learning motivation of students studying art at the university. Method: a questionnaire for measuring academic motivation and a modified scale for measuring students' engagement in online learning, and a survey. Sample: 109 students from first to fourth-year in university, studying specialties related to music, fine arts and dance Results: The results showed that distance learning did not prove to be a major obstacle in establishing the learning material, but students who are internally motivated to learn prefer traditional learning. The main difficulties in distance learning turned out to be technical - the use of too many and different learning platforms, lack of a good internet connection, organizational - time management difficulties, easy distraction and psychological factors such – overwhelming written information, the high demands of the teachers, and a lack of social exchange. Correlation analysis found that students who prefer traditional education have a high intrinsic motivation to study art-related disciplines. ANOVA did not establish statistically significant differences in the factors, course and specialty.

The rapid development of cloud computing and wireless communication technology has brought a huge impact to traditional education methods, especially for college English education where the teaching mode is relatively simple and the impact is more than other disciplines. How to make full use of this information technology revolution and make it an opportunity for us to innovate in English education has become a topic that many scholars are paying attention to. Research on teaching innovation in the context of cloud computing and wireless communication has yielded fruitful results. This research wants to fully absorb the valuable experience of these research results, through the establishment of an optimized SVM algorithm model, and then conduct an online questionnaire survey of English majors in colleges and universities in Zhejiang Province in the form of a questionnaire survey. The design of the questionnaire mainly includes the following aspects: students’ satisfaction with English education in the context of cloud computing and wireless communication, their own comprehensive English ability, and teacher’s teaching ability. According to the data obtained from the questionnaire survey, combined with the SVM algorithm model for analysis, so as to optimize English teaching, the research results show that, in the context of cloud computing and wireless communication, college students are generally low in satisfaction with traditional English classroom teaching, but have a higher interest in the teaching innovation of cloud computing and wireless communication technology. This provides us with useful ideas for the realization of the path innovation of college English education at this stage.

This study investigates the development of research skills in the course of higher education training programs for future elementary school teachers. The purpose of this article is to analyze the formation and development of the scientific and pedagogical outlook of higher education students by employing an innovative approach to traditional education. The article identifies the role of modern children’s books in the development of educational competencies by university students in the elementary education field.The authors suggest optimal methods for future teachers’ research competence development by using the material of modern children’s literature. The emphasis on the creative nature of teaching instruction and the application of learning technologies in the education process are outlined. The proposed design foundation for unconventional teaching methods is focused on generating interest in the content of the subject being taught, emphasizing creative approach to the learning exercise completion and ongoing pedagogical evaluation and research. These principles define the educational content and the teaching methods.The author underlines the importance of using the training method in the classroom for the independent assignments to activate the students’ creative potential and curiosity.The study shows how the training session in the works of modern children’s literature could contribute to the language quality and literary education improvements for future elementary school teachers.It is proposed in the article to design a system of training sessions to develop personal and professional competencies and skills required for the future elementary school teachers. The authors hope that the content of the article is of interest to all Ukrainian language students and educators of all levels from elementary to postgraduate education. Keywords: educational process; research skills and competence; language and literary competence; children’s literature, integration; innovation in training; training, hands-on training.

This paper reports an analysis of university lecturers and students’ experience of the online mode of learning in the COVID-19 situation. It as qualitative research employed semi-structured interviews and observation of online classes to gather data. It reports on how online classes enabled university lecturers and students to manage online learning and improve technological skills with consistent practice of various information and communication technology (ICT) tools. Despite limited technological and pedagogical knowledge, lecturers initiated online learning as an alternative to physical classroom learning in the crisis. Both lecturers and students, thus, were intimidated by new technologies and ways of learning at the beginning. In absence of ICT training, their consistent practices of online learning enabled them to develop some level of confidence in using ICT in teaching and learning activities. Many students from remote rural villages, however, are unable to access online education due to the lack of the internet, smart devices and electricity. The online mode of learning, albeit it is reported a potential strategy to shift from the traditional education system to modern learning, cannot be sustainable in the context where there is limited or no infrastructure for the internet and electricity.

Sports psychology is a branch of psychology and is a sports course that takes both theory and practice into account. It is not only an integral part of the talent training curriculum system of sports colleges and universities, but also a basic compulsory course for social sports majors in comprehensive universities. Sports psychology has currently become one of the significant theories in PE teaching, which not only guides PE teaching, but also helps solve existing problems in PE teaching and drives the development of PE teaching. Subject to the impact of traditional education mode and educational concept, etc., however, there are some problems in the existing the teaching of sports psychology, such as students’ low interest, poor initiative and poor educational effect. To raise students’ learning interest, this paper selected a problem-oriented modular teaching mode, and applied it to the sports psychology classroom, to improve the learning effect. In this study, we first used data mining technology to build an anxiety prediction model and then identified a problem to be solved. After that, the problem was designed and analyzed, the known problem was confirmed, new information was collected, old and new knowledge was integrated, until the problem was finally solved. On this basis, based on virtual simulation technology, an experimental simulation teaching system for sports psychology was presented. It was found through research that the problems-oriented teaching mode can significantly enhance the effect of sports psychology and PE teaching and increase students’ learning initiative. The learning effect was significantly better than that of traditional teaching methods.

The formation of readiness of future foreign languages teachers for the innovative activity is one of the maim tasks of the educational process of the higher educational teachers training institution. The article deals with the theoretical aspects of the problem of readiness for the innovative activity, it analyzes the concepts of the professional competence and innovative activity. Professional development of future teacher of philological subjects – process is complicated and lengthy. Theoretical and practical study is necessary part during of future teacher’s master of system or research knowledge in the branch of philological subjects in conjunction with general professional training. The problem of using of interactive methods in the preparation of teacher-philologists of higher school is considered in the article. Professional development of future teacher of philological subjects – process is complicated and lengthy. Theoretical and practical study is necessary part during of future teacher’s master of system or research knowledge in the branch of philological subjects in conjunction with general professional training. The problem of using of interactive methods in the preparation of teacher-philologists of higher school is considered in the article. The readiness to innovation teaching activities – particularly personal status of teacher, which implies the presence of a motivation-value attitude to the professional activity. Thus, the analysis of the scientific and methodological literature has shown that innovation interactive methods, in contrast to traditional teaching methods, are more effective. As a result, there is not only a transformation of goals, from teaching a foreign language to learning speaking a foreign language, but also rethinking the role of a teacher and students. Readiness for innovative teaching activities is noted – particularly the personal status of the teacher, which implies the presence of a motivating value approach to the professional activity, having effective ways and means of achieving educational goals, the ability to be creative and reflective. Many of the problems facing teachers working in an innovative way, linked to low innovation competence – teacher motivation systems, knowledge, skills, personal qualities that provide effective use of new educational technologies work with future specialist. The use of innovative teaching methods of the future teacher's linguist in teaching activities is analyzed; the content of the innovation process in education is defined; the object and tasks of educational innovation are grounded; conceptual design of efficient provision of educational technologies in the formulation of future professional competence of teachers. The effectiveness of the projecting of innovation teaching largely depends on adequate choice and the implementation of consecrate pedagogical technologies. Pedagogical technologies in the process of traditional education are called «organizational forms and methods of education. The function of a teacher can be described as a system of consequent operation, expressed in planning, observation and correction of students’ activities. The education development priority of «philological department at Hryhoriy Skovoroda University in Pereiaslav is the implementation of modern information technologies that provide access to the network of high quality databases, expanding the possibility for students to capture complex information. It is realized by building individual module teaching programs with varying levels of complexity depending on specific needs, using the interactive methods, delivering distance education, producing electronic textbooks.

With the continuous development of network technology and the popularization of information technology, the limitations of traditional education are becoming more and more prominent, while online education has become more and more popular and become a powerful means of personalized education. This article researches and analyzes the development situation of the CAI (Computer Aided Instruction) system at home and abroad, collects the current basic CAI system, focuses on the basic technologies adopted by these systems, determines the introduction of the MVC framework function, Starting from the reality, this paper discusses the feasibility of the system development, deeply studies the system requirements and functional requirements, further understands the theoretical basis and technical requirements required by the system, and determines the overall structure of the intelligent teaching assisted MOOC system. In depth analysis of intelligent teaching assistant MOOC system modules, analysis of system use cases, architecture system functions and technology, determine the function of each module of the system, establish a database management system, introduce the teaching quality evaluation system based on BP neural network, and realize the system design and test. The experimental results show that 90% of the students are interested in the ICAI MOOC system, and 86% of the students are satisfied with the teaching video of the teaching resource management part. In the system performance test, when the number of concurrent users reaches 1000, the system response time is less than 30 ms. The above results prove that the ICAI MOOC system proposed in this paper is helpful for English teaching. After the deployment of the system, teaching satisfaction has been greatly improved, and it has been well received by teachers and students.

PurposeThe present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.Design/methodology/approachDifferent research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.FindingsThe study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.Research limitations/implicationsThe research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.Social implicationsAs faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.Originality/valueThis paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

The article presents the serious educational games and the video materials (video algorithms) as a means to improve the perception and increase the quality of education in Bulgaria of the students among the medical specialties Nurse and Midwife. The issue of creating models of serious educational games is considered. A serious educational game created with the help of the Kahoot learning platform is presented. The introduction of new technological innovations in the educational process is an important step towards the modernization of the education of today's generation of students. According to a study conducted among students, serious games and video algorithms are effective means of raising the level of education of future Nurses and Midwives. Along with traditional education, they contribute to the formation of highly effective knowledge, skills, competencies, and the acquisition of professional qualities.

With the prevailing COVID-19 pandemic, university education is almost entirely done through the online system, since traditional education cannot be continued. Hence, it has become very important to find the best models and learning platforms for online teaching and the problems students are facing in this process. And also checking the possibilities and students' perspectives on moving to an online system are important. Therefore, there is a need to research and find out whether these objectives are being met. The data were collected through an online survey and which covered the public and private universities in Sri Lanka, and the conclusion is based on the more than 900 responses received from undergraduates. The study discovered that university students most commonly use smartphones and laptops for online education and are connected to the Internet through smartphones via hotspots. The University Learning Management System (LMS) and Zoom also became popular learning platforms among them for conducting online lectures. The study also discovered that a high percentage of students liked to use these types of online learning in the future after the commencement of the university via the university LMS and Learn-Zoom free versions. But, the problem with access to the Internet due to the lack of internet coverage in certain areas is the main challenge they are faced with. However, the research advises that it is time to resolve the issues realized by the above findings for the benefit of future online learning and to carry out such educational activities without interruption.

The Department of Higher Education intends to transform the traditional education theories and practices in the education and training of teachers for the twenty-first century. The attributes of a competent and qualified teacher underpin the envisaged changes in the curriculum to aptly prepare teachers. However, the realizations of the intentions of the department appear to be in vain. Accordingly, the current case studies conducted through qualitative procedures aimed to investigate how teacher educators adhere to the proposals of the Minimum Requirement of Teacher Education Qualifications (MRTEQ). The data gathered through the analysis, of course, guides intended to search for the link between the Life Science curriculum content knowledge and the plan to assess the competences promulgated by the South African Qualification Authority (SAQA). The findings pointed out that the course guide indicated learning outcomes, critical outcomes, and course and module outcomes; however, the assessment criteria were not aligned to the learning outcomes, module outcomes, and assessment techniques or tools. Therefore, the study recommends that academics in teacher education should explore and reflect on the models that could explicitly measure the performance of competencies (foundational, practical, and reflexive) authentically and reliably. https://doi.org/10.26803/ijlter.20.7.3

PurposeRecent refugees in the Netherlands face barriers on the road to starting their own business. Few studies have looked at barriers specific to recent refugees. In this article, these barriers are analysed through the eyes of support programmes that aim to help recent refugees to become an entrepreneur.Design/methodology/approachThe experiences of seven support programmes were explored using in-depth interviews to evaluate how the approaches were supporting recent refugees. The programmes were mostly private initiatives with public funding, focused on local support for recent refugees. They were first interviewed in 2017, followed by in-depth interviews in 2018. Their narratives were used to gain in-depth impressions of the route recent refugees have to follow to start a business.FindingsThe results strongly suggest that the most prominent obstacles recent refugees face are connected to the political-institutional context of Dutch society. National provisions and the local implementation of these provisions have created a complicated web that is hard to untangle for newcomers. Language skills and network formation are additional barriers.Research limitations/implicationsThese barriers are not overcome by using traditional education and training programmes focused around skills and motivation of the potential entrepreneur. Support programmes should focus on support to understand or overcome the bureaucratic complexity. The trainings should also increase language skills and offer support in network formation.Originality/valueThe empirical data in this study reveal that the focus of training programmes may have to shift to overcome barriers in the political-institutional context.

The article discusses the main issues and problems associated with the transition to online learning in the high system school. It is outlined the difference between distance learning in the traditional education system and full online training. There are presented the dates of the world statistical studies in this direction, determined the problems that arise within the framework of the higher education system during the transition to full online training. The article shows that such kind type of education is fairy new direction, and a large number of the universities may take a lot of difficulties and of different nature when introducing it. It was emphasized that the main problem of using this type of training may be the fact that as result of its implementation, the structure of competition between higher educational institutes can be radically changed. The main problems and difficulties of such kind online learning and teaching, control problem of acquired knowledge are opened and discussed on the example of teaching the discipline “Probability Theory and Mathematical Statistics”. According to the authors, for the successful functioning of online training it is needed to reduce the number of students in the group, to provide the teacher with technical and material support; to increase the part of active asynchronous components; to think about optimization of the control knowledge system.

As a force contributing to social and economic development, E-Learning is fast becoming an accepted and indispensable part of the main-stream of educational systems in both developed and developing countries, with particular emphasis for the latter. This growth has been stimulated in part with the increasing use of networked computers as a medium for network-enabled transfer of skills, information, and knowledge in various areas. The traditional context of learning is experiencing a radical change. The concept of traditional education does not fit well with the new world of lifelong learning, in which the roles of instructor, students, and curriculum are changing. Rather than replacing traditional classrooms and teaching methodology, E-Learning should serve as a complementary mechanism to lifelong or remote learning.Today, Egypt has thousands of training companies and institutions giving training and educational programs, including degree, non-degree and certificate programs. The need to evaluate an E-learning system has been proved to be vital to establishments in the planning phase of their training programs. The choice is critical and quality management becomes crucial. One of the biggest E-learning projects in Egypt is the E-learning system of the ministry of education. This system is based on a well known collaboration suite named Centra. On the other hand, E-learning in the Egyptian universities/institutions is still in the very early stage. There are many theoretical and technological issues that need to be explored. Therefore, the need for a tested quality management scheme is becoming crucial.E-learning quality has been defined in terms of the design of the e-learning experience, the contextualized experience of learners, and evidence of learning outcomes. However, E-Learning course design and overall program quality are sometimes compromised in an effort to simply get something running in response to pressing demands of the consumer. Accordingly, educators and researchers have voiced concerns over the lack of appropriately rigorous evaluation studies of E-Learning programs and systems. Hence, comes the Demand-Driven Learning Model (DDLM) as a Quality Standard. The DDLM has five main components: the quality standard of "superior structure," three consumer demands (content, delivery, and service) and learner outcomes. It is important that these constructs are operationally defined to allow easy application of the DDLM by practitioners and researchers.On the other hand, Literatures have shown different best practices in the area of assessing and evaluating E-Learning quality in different contexts and in different countries. However, best practices in Egyptian context are still very limited and not mature enough to be reported. Accordingly, the objective of this paper is to demonstrate the best practice of the Hybrid E-Learning model at the Regional IT Institute, as well as to evaluateInternational Journal of Internet Education http://ijie.journals.ekb.egJuly, 2021 ISSN: 1687-6482International Journal of Internet Education http://ijie.journals.ekb.egthis Hybrid model using the Demand-Driven Learning Model. It emphasizes the two E-Learning degree programs delivered by the Institute namely: the Master of Science in Business Information Technology, delivered in cooperation with Middlesex University in the UK, and the Master of Science in Human Resources Education in cooperation with University of Louisville in the USA.Building on the DDML model, the evaluation has been performed through conducting four focus groups, in which current and previous students have participated. The results showed that participants emphasized the critical importance of the blend between the two learning extremes (the traditional and the E-Learning models) particularly in the dimensions of the delivery, service and outcomes. Meanwhile, the content dimension showed no significant difference among the three models, namely; the E-learning, the traditional learning and the hybrid E-Learning model applied at RITI. The concept of Hybrid E-Learning is still not mature enough; however, presenting the best practice of the Regional IT Institute may help adding to the stream of literature in this domain, particularly in the Middle East area.

Background Visual art training is a student-led approach using Western art pieces as the main teaching resources. It has been developed and applied in nursing and medical education in the United States. This study aimed to adapt visual art training to Chinese cultural context, then to compare the efficacy of the culturally-tailored visual art training versus traditional education on observational and diagnostic skills at 3-month follow-up among Chinese nursing students in master program. Methods This study included Phase 1 (cultural adaptation) and Phase 2 (3-month efficacy evaluation). It was conducted from June to September, 2019. In Phase 1, cultural barriers were identified and cultural adaptation strategy were made based on two focus group interviews. Phase 2 was a randomized controlled trial in a local museum. A total of 106 first-year nursing students in master program were randomized to the intervention group or the control group. Both groups received traditional education. In addition, intervention group received a visual art training (including a field-guided museum visit with observation and debriefing of Chinese oil paintings and clinical images, four teaching hours). Data were collected for both groups at baseline and 3-month follow-up on the observational and diagnostic skills measured by clinical image tests. Learning satisfaction with the visual art training was investigated among 53 intervention students and teaching satisfaction was done in 10 staff members by self-administered questionnaires. Results In phase 1, we adapted a culturally-tailored visual art training for nursing students in China. Observational skills of the intervention group increased significantly compared with the control group 3 months after the training (p p > .05). In general, all participants and staff were satisfied with the visual art training, especially the selected Chinese oil paintings and the student-led teaching process, but 34% (n = 18) were not satisfied with the long distance from the museum. Conclusions A culturally-tailored visual art training with great acceptability and feasibility was implemented in China. It had a sustained positive effect on improving the observational skills of Chinese nursing students. This study can be used for a reference to introduce visual art training to nursing students or nurses from other cultures. Trial registration Retrospectively registered in Chinese Clinical Trial Registry (ChiCTR2000037956) on 4th September, 2020.

E-learning is based on the use of multimedia and Internet technologies to improve the quality and opportunities of education using an innovative approach to education. With this in mind, this article discusses the specifics of e-learning and traditional education, the research of foreign scholars on e-learning methods, the importance of e-learning methods and Sergeev S.F., Nabi Y.A., Ibraimov A.E. such as the research of scientists in the field of e-learning methodology.

This article is aimed at identifying the peculiarities of students' attitude to distance education. As a leading method, the questionnaire method was used, which made it possible to identify the students’ positive and negative attitudes regarding distance learning more effectively. The article considers students' ideas about distance learning, identifies the positive and negative aspects of the distance learning process. The authors of the article in the process of research revealed that many students of various fields of study are interested in participating in distance courses, but within the framework of mastering a second education. Some students note the usefulness of distance courses, the use of their materials at any time, and the convenience of going back to the materials they have completed at any time to fill in gaps or recall a topic. Some students reported a violation of the educational process in the distance format due to the repeated lack of Internet or its poor quality. Most of the students expressed dissatisfaction with the lack of contact communication in the distance learning process. It is proved that the majority of students believe that distance education will never replace traditional education. Mainly students of technical areas of study gave a negative assessment of the distance education system. It was revealed that students of various fields of study took distance courses that were held in other cities or countries. From the point of view of many students, educational websites have an inconvenient interface. Keywords: distance education, distance courses, students, learning process, pros and cons.

The purpose of this study is to analyze the results of the professional development program “Digital Pedagogy of the Modern University” held at the Philosophy Department of Moscow State University. In today’s increasingly mediated everyday life by digital technologies, the Internet, and virtual communicative environments, traditional education is getting a new lease of life. While digital devices have long been an integral part of modern life, social, cultural and educational institutions are struggling to keep up with the rapid pace of change. As the coronavirus spread across the world, universities moved classes online to prevent coronavirus spread. The program “Digital Pedagogy of the Modern University” was aimed not at the permanent movement from face-to-face to online education but the desire to implement an interim solution for emergency remote teaching and discuss the challenges. During the program, the organizers considered both methodological issues of creating courses and current trends in educational development, psychological aspects of network communications in a distance learning, and much more. The emphasis was made on the reflection of moving to online teaching. The survey on the results of the program showed that the impact of the experience of distance learning was a complex phenomenon. This study may serve as a basis for further discussion.

A educação no ensino superior no Brasil sofreu influências exteriores em toda a sua trajetória. Inicialmente influências diretas do modelo alemão e francês e, após o golpe civil-militar foi influenciada pela educação bancária dos Estados Unidos. Nesse artigo foi realizado um levantamento bibliográfico a partir de artigos de periódico e trabalhos apresentados em eventos, a fim de investigar em que medida os trabalhos analisados sobre educação superior no país abordam uma educação crítica e transformadora à luz da perspectiva da pedagogia freireana, ou se esses trabalhos corroboram com uma educação bancária e tradicional. Com um refinamento de buscas e leituras foi constatado que, de 694 trabalhos, apenas seis abordam, pretensamente, uma educação crítica e transformadora. Com isso, percebe-se que influência norte-americana, alemã e francesa de outrora ainda é forte, e que o processo educacional de humanização dos sujeitos e transformação social ainda será árduo.

The purpose of the current study is to examine whether “learning by Zoom” or e-learning was a short-term temporary solution or whether there is a real chance that distance teaching and learning will become a teaching technique in the post-COVID era. What is teachers’ personal preference for e-learning with regard to interpersonal interaction with the students, the benefits of e-learning for students, as well as interest, order, organization, and clarity in teaching. Moreover, the effectiveness of e-teaching was examined from a multicultural perspective – at schools in Israel, the hi-tech state, and in Belarus, where the culture of the book is a major symbol. We explored the perceptions of teachers in Israel and in Belarus on four measures: personal preferences, advantages and disadvantages for teaching and learning, measures of good teaching (interest, order, and organization), and interpersonal interactions between the teacher, the students, and the faculty. E-teaching is not an alternative for traditional education but does generate a new reality that facilitates great improvements and advantages but produces new challenges for the educational system.

The COVID-19 pandemic only provided a short window of time to prepare and maintain the learning environment. In multiple countries, governments instructed various education facilities to halt their routines, and switch from traditional education of classroom teaching to online teaching. The present study aimed to determine the effectiveness of this switch to online teaching and learning in a university in China. A survey was conducted among 269 international clinical medicine students at the School of Basic Medicine, Dali University to analyze the effectiveness of online learning during the spread of COVID-19 using seven variables of investigation (1) is responsive to individual learning requirements, (2) efficient communication as in real class, (3) enhance the participant’s communication skills with instructor and other students, (4) fosters the participant’s involvement and interaction, (5) instructor’s effectively handled the class time and pace, (6) organization and preparation of the class, and (7) the course delivery according to the outlined syllabus . A statistically significant difference was observed for all seven variables of investigation. The value of 2 were significant (0.021, 0.005, 0.000, 0.000, 0.000, 0.005 and 0.02 respectively) at P≤0.05. However, for preference of online class in place of traditional classroom teaching, the result showed an insignificant value for 2 of 0.140 at P≤0.05. Online learning is equally effective, and probably more effective in the current pandemic situation, when compared to traditional in class learning.

The spread of COVID-19 poses a threat to humanity, as this pandemic has forced many global activities to close, including educational activities. To reduce the spread of the virus, education institutions have been forced to switch to e-learning using available educational platforms, despite the challenges facing this sudden transformation. In order to further explore the potentials challenges facing learning activities, the focus of this study is on e-learning from students’ and instructor’s perspectives on using and implementing e-learning systems in a public university during the COVID-19 pandemic. The study targets the society that includes students and teaching staff in the Information Technology (IT) faculty at the University of Benghazi. The descriptive-analytical approach was applied and the results were analyzed by statistical methods. Two types of questionnaires were designed and distributed, i.e., the student questionnaire and the instructor questionnaire. Four dimensions have been highlighted to reach the expected results, i.e., the extent of using e-learning during the COVID-19 pandemic, advantages, disadvantages and obstacles of implementing E-learning in the IT faculty. By analyzing the results, we achieved encouraging results that throw light on some of the issues, challenges and advantages of using e-learning systems instead of traditional education in higher education in general and during emergency periods.

In modern education, a new format of distance learning is developing more and more rapidly - massive open online courses (MOOCs), this is especially important in times of quarantines and remote learning. The aim of the research is to study the attitude of teachers and students to MOOCs and their readiness to implement this practice in the educational process. 2145 students and 1050 teachers of higher educational institutions of the Russian Federation voluntarily took part in the study. The analysis of the survey data was made in the STATISTICA system. It has been found that more than 30% of respondents have an idea of MOOCs. It has also been determined that 31% of students and 28% of teachers are positive about the introduction of MOOCs in the educational process of universities. In addition, it has been determined that 31% of students and 23% of teachers plan to take MOOCs. Overall, the survey results showed a fairly good acceptance of MOOCs by respondents. From this, it can be concluded that in the near future, taking into account the reorganization of the educational process, MOOCs may become a worthy alternative to traditional education. It is for this that the results of this study can be used by the administration of the universities that have taken part in the survey, in order to further inform students and teachers about MOOCs. There is also a need to reorganize, revise, implement and provide an opportunity for students to study through such a form of distance learning as MOOCs.

The worldwide incidence of COVID-19 disease has risen significantly, as COVID-19 was declared a pandemic disease by WHO on March 11, 2020. Iraq declared the emergency condition, followed by the curfew, in response to the COVID-19 crisis. As a result, after the COVID-19 pandemic, educational facilities were closed and distance learning emerged as a new educational tool to ensure the continuity of education in universities. With the emergence of the (Covid-19) epidemic in the world today, it has become difficult to collect students in one semester, so higher education in Iraq has become dependent on e learning in all its lessons. Therefore, this study was designed to know the student's outcomes after relying on e-learning and comparing it to the traditional method in education and As well as to see the extent of students' acceptance of e-learning and whether it is considered a successful alternative to traditional education in light of COVID-19. © 2021 Karadeniz Technical University. All rights reserved.

Due to the COVID-19 pandemic in Ukraine, almost every area of life has undergone global challenges and changes during the first lockdown, in March–May 2020 In particular, healthcare professionals faced the need to change their traditional activities of providing psychological assistance to children with special educational needs Inclusive education has not been adapted to distance education in Ukraine The aim of the study is to identify the impact of personality traits and the activity features on the use of remote educational tools by inclusive education specialists during quarantine The study involved 50 professionals working with children with special educational needs The surveyed professional included 26 psychologists, 13 speech therapists and 11 correctional educators The survey was conducted online, covered six Ukrainian cities and was based on psychological questionnaires The paper concludes that work effectiveness of healthcare specialists in remote form depends on the following personality traits: the level of tolerance for uncertainty and novelty, generosity, orientation toward the specialist’s achievements;it also depends on the method of assistance and the children’s nosologies The paper provides three “psychological portraits” of specialists who find themselves in quarantine Most of the specialists who participated in the study (more than 75%) expressed the opinion that remote learning was less effective than traditional education Only applied behavior analysts believed that online corrective classes were good enough to use this form of activity in the future © Andrii Trofimov, Kateryna Miliutina, Iuliia Romanova, Olha Drobot, Nataliia Rubel, 2021

The article deals with the role of distant learning in the system of students-choreographers’ training in the universities of Ukraine. Distant education is considered currently to be a constituent of the education process. That is why teachers and art students pay a lot of attention to it.The aim of the research is to analyze the distant learning opportunities and how to apply them while training students-choreographers.Introduction of distant education in Ukraine has been stipulated by objective demands of modern society. Its strategic aim is to ensure the right of getting any level of education for the citizens in the place of their permanent living and professional activities.Positive and negative aspects of distant learning, which make an influence on the quality of choreographers’ training have been analyzed. Namely, the application in the teaching activities, not only own gained experience, but studying the experience of the colleagues of Ukraine and other countries has been given. This kind of training should foresee a convenient location and free time for doing assignments, the Internet or smartphone access. Another positive feature is an opportunity for students to work and at the same time to get university education. That is important for workers, involved in the sphere of choreography. One of the significant factors is the shortening of expenses for travelling, especially for the residents of other cities and towns. Moreover, it is of a great importance of getting the diploma of the capital city universities. It assists to train self-discipline, motivation, clear understanding and vision of your own professional future, defining aims, tasks and how to achieve them. On the other side, choreographic art foresees teamwork. The important aspect is not only performing solo mastering skills, but systematic work with a partner, which trains clearness and synchronous performing. The tactile contact between a lecturer and a student, when a teacher can personally show a musculoskeletal system to the student, is the right approach in order to avoid injuries and traumas. There must be specially equipped rooms, but, unfortunately, most of the students do not have any. Moreover, there is a lack of motivation, self-discipline, and a lack of system as for gained knowledge.It is defined that distant learning is an effective form of education, but only in a mixed form, alongside with traditional education in order to get additional knowledge and skills. Keywords: distant learning, higher education institution, pedagogical process, education, student, choreographer, motivation, performing skills.

With the advent of COVID-19 arose the need for social distancing measures, including the imposition of far-reaching lockdowns in many countries. The lockdown has wreaked havoc on many aspects of daily life, but education has been particularly hard hit by this unprecedented situation. The closure of educational institutions brought along many changes, including the transition to more technology-based education. This is a systematic literature review that seeks to explore the transition, in the context of the pandemic, from traditional education that involves face-to-face interaction in physical classrooms to online distance education. It examines the ways in which this transition has impacted academia and students and looks at the potential long-term consequences it may have caused. It also presents some of the suggestions made by the studies included in the paper, which may help alleviate the negative impact of lockdown on education and promote a smoother transition to online learning. Supplementary Information The online version contains supplementary material available at 10.1007/s10639-021-10507-1.

Today’s conventional teaching and learning methods have changed due to the COVID-19 pandemic. Online forms are replacing traditional education approaches. Along with the era of advanced technology, many universities are taking this opportunity to develop e-learning platforms to be used by both students and educators. This paper analyses the relationships between student behaviour, technological systems, interactive applications, institutional factors, and instructor characteristics to accept electronic learning among distance learners. A total of 479 valid questionnaires were analyzed. The result indicates that student behaviour, interactive applications, and instructor characteristics are the determinants of electronic learning. Keywords: Acceptance, online learning, Behavior, Distance learners eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6i16.2701

The study of the history of primary education in Azerbaijan expands the boundaries of pedagogical thinking. The re-introduction of the progressive aspects of the historical and pedagogical heritage of the 20th century into scientific circles plays an important role in the formation of modern educational culture. Historical and pedagogical heritage is a source of renewal of pedagogical knowledge, acquisition of qualitatively new content, as well as its sustainability. It is important to study the history of primary education, as it helps to solve two problems that are closely related to each other. Firstly, what happened when one first examined the historical pedagogical heritage? How did it happen? Why did it happen and what was the result? What was the significance of what happened during that period and further development? Secondly, by referring to the historical pedagogical heritage, it is possible to understand the theory and practice of today's education, the problems of modern pedagogical thinking and worldview. The article examines and compares the role of tradition and innovation in the development of the theory of primary education in Azerbaijan in the 1920s. For this purpose, the article analyzes the educational technologies used in that period, general scientific approaches, curricula and content of textbooks prepared for primary schools, and quality criteria in teacher training. It is argued that this period was politically complex, economically difficult, characterized by a general decline in the common cultural and educational level of the population, but was interesting in terms of the building of a new society and a new state. Reforms in the field of education in Russia were repeated in Azerbaijan. Although experiments in the field of education were aimed at raising the cultural level of society, eliminating illiteracy, establishing new approaches to education, innovations (application of "complex" approach, use of active learning methods, application of project method, etc.), they did not improve the quality of education. The introduction of innovations sometimes led to the denial and oblivion of traditions. The new teaching methods applied in Azerbaijani schools without any expertise, as they were brought from European and American schools, created serious problems in the formation of education because the new technology denied the tradition. The class-lesson system with strict regulations, exhaustive structure and function, and rich traditions were replaced by the laboratory-brigade method. The results of incorrect experiments became a serious obstacle to the development of education. For this reason, in the early 1930s, official government decisions banned experiments that hindered the development of education.

The present article focuses on the impact that COVID-19 has on teaching and school classroom management that affect the whole school management as well. As the teaching circumstances are compulsory and dramatically changing and as face-to-face teaching is altering into distance teaching (e-teaching), the teaching features are deeply modified either it takes place in home or in school environment harming communication quality due to physical presence deprivation. Within this framework, present chapter aims at the presentation of teaching procedure developmental progress under the light of a historical overview upon this subject. Also, it aims at the presentation of distance learning as a modern teaching form which has intruded in traditional education reality by the emerged necessity related to entire population's protection against COVID-19 pandemic. Nevertheless, as it seems by the evolution of the facts, COVID-19 pandemic was simply speeding the introduction of distance learning into educational system which, more or less, was constituted a central choice for many states and governments. Furthermore, in this chapter a discussion takes place related to teachers’, students’; and parents’ reactions about the implementation of distant teaching. This discussion claims that the initial interest for distant teaching, had within few months converted into a boring and undesirable reality from which most involved persons wanted to be released as soon as possible. The chapter is completed with a reference to the purpose of educational community members and all educators in achieving their return into school's normality, namely in procedures and situations that were existed before COVID-19's pandemic advent.

The application of artificial intelligence and machine learning algorithms in education reform is an inevitable trend of teaching development. In order to improve the teaching intelligence, this paper builds an auxiliary teaching system based on computer artificial intelligence and neural network based on the traditional teaching model. Moreover, in this paper, the optimization strategy is adopted in the TLBO algorithm to reduce the running time of the algorithm, and the extracurricular learning mechanism is introduced to increase the adjustable parameters, which is conducive to the algorithm jumping out of the local optimum. In addition, in this paper, the crowding factor in the fish school algorithm is used to define the degree or restraint of teachers’ control over students. At the same time, students in the crowded range gather near the teacher, and some students who are difficult to restrain perform the following behavior to follow the top students. Finally, this study builds a model based on actual needs, and designs a control experiment to verify the system performance. The results show that the system constructed in this paper has good performance and can provide a theoretical reference for related research.

This paper on hand deals with a research gap, since there were no sources on the topic of changes in business administration studies induced by Industry 4.0 until the year 2018. For this reason, a document analysis was used to examine essential studies from the years 2010 to 2016. This was followed by twenty interviews with experts from universities and companies. Furthermore, a total of 71 people took part in a subsequent online survey. With digitization, the requirements for business administration graduates are also changing from technical competence to methodological and digital competence. Digitization has an impact on all areas, politics, society and the economy. The higher education sector is not unaffected by this either, because universities are forerunners in the transfer of knowledge. For this reason, there is a need to reform and at the same time strengthen the education system. Educational institutions should focus on effective learning and relevant learning content. Thus, the present research deals with the changes at university (especially business studies) and company level induced by Industry 4.0, focusing on the demands on business economists coupled with the entrepreneurial changes of tomorrow. Using the mixed-method approach, a qualitative and a quantitative research approach was carried out. This was based on a three-step sequential research approach: 1) document analysis, 2) expert interviews and 3) online surveys. As a result, the majority of the experts that have participated in the survey confirmed a strong impact of digitalization on the working environment. This change of the workplace requires an adaption by the employees as well as a revision of academic curriculars. Traditional education in business administration is not obsolete, however, requires a stronger link with topics of information technologies. Business administration in higher education must be subject to the following changes: 1) adaptation of curricula with regard to current trends business analytics, blockchain, artificial intelligence, 2) adaptation of IT infrastructure and resources in knowledge transfer such as blogs, online lectures, etc. as well as 3) stronger cooperation between business, science and education.

One of the main reasons for the priority of science education is the change of priorities in relation to person with his environment, the transition from anthropocentric to ecocentric environmental consciousness. Construction of the content of ecological education, formation of ecological culture is determined on the basis of a set of principles: philosophical and methodological, methodical and didactic and organizational and pedagogical. The new paradigm of higher education is organizationally embodied in multilevel and diversification. The semantic and technological components of the restoration of education have not yet been fully worked out, and therefore require in-depth study and psychological and pedagogical justification, without which new initiatives risk remaining more or less successful empirical inclusions in the traditional education system. The basic principles of innovative education can and should be the basis for the analysis of new functions and new content of science education. Within the new paradigm, science education can and should become a socially and personally significant factor, thanks to the huge content, cognitive, ideological and methodological potential of its foundations. The new paradigm of science education, based on its conceptually new principles, should, at the same time, contributes to reaching a qualitatively new level of the most important characteristic of modern education – its integrity. Preservation of the integrity and diversity of natural ecosystems is a condition for maintaining the spiritual and physical health of man, its biological existence. Therefore, there is a need to create a stable balance between human economic interests, on the one hand, and the preservation of its environment – on the other. A person must change himself to eliminate the existing priorities of the economy over the environment. To do this, it is necessary to fill the education system with new content, to form a knowledge base through which the individual and society as a whole could come to balance. The supra-subject and integrative nature of ecology and economy in many aspects determines their system-forming role in the educational process.

The paper is dedicated to issues of distance education of applicants for scientific degrees — graduate students and doctoral students. In particular, the aim of the article is to determine the negative characteristics of distance education in higher education, while learning the information and communication technologies, including the postgraduate education, for formulating a comprehensive view of this format of education. Significant characteristics (peculiarities) of the distance education are outlined by author. They are: individualization of the educational process, indirect interaction of participants, and specialization of the environment. Essential advantages (objective need to optimize individual qualities and learning skills; more comfortable learning conditions than in the classroom; saving personal resources) and disadvantages (destruction of social relations; development of deep introverted qualities of the individual; gradual exclusion of the person from socialization; inability and / or unwillingness of individual tutors to adapt their professional skills to new conditions; inadequate level of technical support of the teaching staff, and in some places — students) of distance education are determined by the researcher on the basis of using of content-analysis of pieces for the content of features, mentioned above. The author's reasoning about the list of advantages and disadvantages of distance education is supported and expanded by the in-depth analysis of empirical sources, including scientific researches within the object of research. The advantages and disadvantages of distance postgraduate education according to the criterion of their nature are classified and three basic groups of advantages and disadvantages of the distance education are suggested. It is concluded that the reverse side of the "medal" in the form of distance education contains negative phenomena and processes of technical-technological, psychological and social-communicative nature. It is emphasized, that the consequences of psychological and social-communicative nature can be irreversible and lead to the complete destruction of an individual and the loss of social relations. It is indicated that the best option for further development of educational processes is the rational use of distance learning technologies as a supplement to traditional education.

The article is based on an integrated analysis of key UNESCO documents (Recommendations of the International Conference on Adult Education CONFINTEA (1985, 1997, 2003, 2009), Global Reports on Adult Learning and Education (2009, 2013, 2016, 2019) that outlines the impact of evidence-based research on educational policy in supporting the development of educational policy in adult learning in the global ed-ucational environment at the end of the XX and at the beginning of the XXI century. It is found that the development of adult education is necessary due to the dynamics of social, scientific and technological improvement; changes in the content and nature of work and social activities of people; increased free time and opportunities for its effective use; labor market demands, the main requirements of which are to increase the competence and skills of the professional. Adult involvement in lifelong learning not only encourages meeting own needs, but also ensures self-fulfillment to a free choice of a place, time and a pathway of improvement. It is proved that since the 1970s up to now UNESCO has played a key role in shaping and disseminating the concept of lifelong learning in education policy. The concept, in essence, involves the restructuring of the existing education system and use of educational perspectives of adults externally the traditional education system in order to influence the development of different social groups and individual development of each person. The world has accumulated considerable meaningful experience in the development of the theory and practice of adult education, which is accumulated, disseminated and implemented through the activities of international organizations on a global scale, including UNESCO. This international organization generates ideas and builds educational policies that are based on reliable statistics and the results of global empirical research.

The US orthopaedic graduate medical education system is based on long established methods in education, but academic leaders at orthopaedic institutions now have the ability to use electronic learning innovations. Hospital for Special Surgery gathered graduate medical education leaders from orthopaedic training programs around the country and an electronic learning expert to review current orthopaedic residency and fellowship program practices. This group came to consensus with the following points: (1) current training methods do not take full advantage of available technology/innovations, (2) trainees inappropriately use electronic resources in the absence of or in an underdeveloped formal electronic training program, (3) trainees learn at different rates and in different ways requiring individualized plans for optimal content engagement, and (4) formal electronic learning programs better use time dedicated to educating trainees than informal programs. Orthopaedic graduate medical training programs that adopt these points can establish an electronic learning program to complement their traditional education program by (1) guaranteeing online content is standardized and approved, (2) reducing time spent covering standard lecture material and increasing time spent reviewing cases, and (3) engaging students of all learning backgrounds with content in both asynchronous and synchronous formats.

Visualizing educational contents makes learning more efficient and effective especially in the area such as molecular toxicology, which is time consuming and intellectually taxing to learn. A design principle based on cognitive neuroscience was developed for spatiotemporality of information and optimized virtual reality (VR) for molecular toxicology. We modeled VR with the tricarboxylic acid (TCA) cycle, a major working mechanism of several toxic poisons such as fluoroacetate, malonate, arsenite, etc. to improve the effectiveness of education in molecular toxicology for better recall compared to traditional education methods. We devised an educational system and theoretical basis for virtual reality visualization model (VRVM), as integrated research in this area had been insufficient thus far. We found that VRVM has positive effects on learning and memory when teaching complex topics such as molecular toxicology in our previous study. This study has three main components: (1) construction of VR hardware/software (HW/SW) system; (2) creation of VR space design guide; and (3) verification of VRVM spatiotemporality. Consequently, we developed VRVM for the TCA cycle of toxicological mechanism to improve the study habits of medical students in the context of molecular toxicology studies. To continuously expand this approach for future educational applications, up-to-date findings in areas such as cognitive neuroscience and psychology for studying molecular toxicology should be incorporated to strengthen concepts, logic, and physical models of visualization.

Background Clinical practice guidelines are developed by healthcare policy makers and disseminated to practitioners in order to minimize practice variations and to improve the quality of care. Problems arise when there is a sole reliance on passive dissemination strategies such as mailing or publishing the guidelines, as these approaches do not usually lead to the adoption. Objective This study aims to explore the perspectives of the health care professionals toward the Saudi National Diabetes Guidelines in terms of awareness, adherence and their preferred dissemination and implementation strategies of the guideline. Method A cross-sectional survey was conducted among physicians and nurses working in twenty primary health care centers in the city of Riyadh between February and March 2019. Results Nearly half of the total 179 respondents reported that they were unaware of the guidelines (49.1%), and 92% of the remaining 91 participants who were aware of the guideline reported that they had first heard about it through their official mail. The mean scores ranked according to the most preferred methods for disseminating and implementing the diabetes guidelines were as follows: via reminder systems 4.35 ± 0.74, financial incentives 4.33 ± 0.65, and audit and feedback 4.27 ± 0.58. On the other hand, the least favorable strategies were traditional education 3.79 ± 0.96 and the distribution of the guideline by mail 3.13 ± 0.95. Conclusion The level of awareness of the diabetes guidelines among the primary health care professionals was suboptimal. This was more likely due to the Ministry of Health’s reliance on passive implementation strategies. In order to have the guidelines translated into clinical practice, active and targeted implementation strategies such as reminder systems, audit and feedback must be considered by the Saudi health policy makers.

The article discusses the features of using distance learning in the modern educational environment of a university. This form of training is becoming more and more popular in modern educational organizations, therefore, it is advisable to adapt the usual, which have become classic teaching methods. The advantage of distance learning is determined by the use of innovative educational technologies, they are the foundation for designing and implementing of distance learning. Today, the Internet is one of the important channels of information transmission. Social media resources and the so-called social media (Rus. social network) are especially popular among young people and adolescents. In the article we have considered the term “social media”, studied the history of social networks, briefly analyzed the degree of effectiveness of the introduction of social networks in the educational process. It can be concluded that each social network has its own audience. In the educational process, they can be used at almost all stages of training. The article analyzes the possibilities of social networks in detail for implementing them as digital educational products, and also puts forward a number of features in the use of the obtained solutions for the learning process organizing. We came to the conclusion that the use of modern information technologies increases the effectiveness of distance learning. The study showed that each social network has its own target audience. Social networks can be used at almost all stages of training, because the function of social networks is not only to communicate between users in the form of sending audio, video, and text messages, but also to integrate social networks into the educational process, thereby becoming an educational tool. Social networks are becoming a new learning environment for modern students and offer them new ways of interaction. The positive impact of network technologies is caused by the modernization of traditional education.

Gamification—the use of game elements in serious contexts, has been prevalent to enhance users’ motivation and engagement in difficult activities. In the literature related to higher education, the use of gamification has emerged as a new pedagogical approach in order to improve students’ learning behaviors. On the other hand, traditional education research suggested that working in groups can enhance students’ learning behaviors. However, no study has been found in the literature that investigates these two distinct concepts in education domain. Therefore, this research aims to explore the effect of different group sizes and gamification on students’ learning behaviors. For this purpose, the study has explored the comparison between gamification and traditional classroom settings on students’ learning behavior with different group sizes: individual, small group, and large group settings. Further, the comparison of students’ learning behaviors in gamification environment within different group settings over time has also been investigated in this research. The analysis suggests that different group sizes can have varying impacts on students’ perception of the course in gamification environment over time. Moreover, it was observed that group size only affects students’ interest, comparison, and discouragement in gamification environment, but does not affect their effort, perceived choice, perceived competence, tension, or motivation. Also, it was found that gamification does not affect the perceived competence of students in any of the group settings. These results can be useful in future decisions about the optimal classroom size, group activities, and group sizes in other activities in larger classrooms.

The formation of information and communication environment requires the modernization of the system of education. Today it is extremely necessary not only to increase the level of education of people, but also the formation of a new type of intelligence, a way of thinking that determines people's attitudes to the rapidly changing economic, technological and social realities of the world. The article lists a number of personal qualities inherent in creative people, namely: the desire to achieve the goal; high level of motivation; well-developed self-confidence, analytical and problem-solving enthusiasm, willingness to take risks and accept failure; the ability to connect various unrelated elements or objects, etc. The necessity of overcoming the reproductive type of education and transition to such an educational system, which could fully ensure the cognitive activity and independence of students' thinking is substantiated. The analysis of the problems of project-based learning is conducted; a number of differences between project-based and traditional means of learning is identified, namely: the loss of the leading role of the teacher in the educational process passing it to the student; violation of the main condition of traditional education, which is manifested by the presence of ready-to- assimilate, systematized knowledge, prepared for a student beforehand in order to be mastered; the subject (student) him/herself composes his/her project from a set of knowledge and concepts; the main element of the educational process is not knowledge, but information. It is determined that the educational environment of the school on the basis of ICTs is a multidimensional individualized self-organized integrity, saturated with all necessary components, first of all information and communication, which enables the individual functioningin it to develop his/her abilities and ensure his/her self-realization and personal growth. ICT is also identified as one of the means of developing the creativity of a modern student. It is proved that schools with educational environment focused on the creative development of students can use a variety of teaching aids and greatly improve students’ academic successfulness.

This article provides an overview of scientific papers on the importance of using cloud technologies. The use of cloud technologies and cloud computing services in higher education is dictated by modern requirements. Currently, one of the tasks set for higher education institutions to improve the field of education is the implementation of blended teaching methods. From this point of view, the article discusses methods and techniques that give advantages in blended learning using modern cloud technologies. It is also reported that cloud technologies can be applied to both traditional education and distance learning. It also covers new directions in the development of processing and storage of data obtained in the field of education using distributed systems and cloud computing. In turn, the use of cloud services will create a unique information and educational platform that meets the requirements of education in the country.

The pandemic COVID-19 has forcefully shifted the mode of teaching and learning from only face to face to online in the higher education of Nepal, which is new experiences and practices for many of the teachers and students. In this context, this study investigated teachers’ and learners’ perspectives on online education in relation to its benefits, challenges and strategies during and after COVID-19 in higher education of Nepal. To achieve this objective, online survey research design was employed. Survey questionnaire were used in the study to determine the perspectives of 280 teachers and students from five universities of Nepal. The results showed that the participants experienced online education beneficial primarily for promoting online research, connecting the practitioners to the global community and getting huge and authentic resource of knowledge though they have found time-management skills, more freedom to the teachers and learners, and reliable internet at workplace as the extreme challenges. The research also revealed time management skills, technological prepared and computer literate are the basic qualities for the practitioners who want to have online education. The participants suggested that ICT policy should be clear and courses should be developed accordingly. Only online mode of teaching and learning in the context of Nepal cannot be effective so the participants preferred blended learning. The findings of the research indicated that online education can be an alternative means of traditional education. Thus, if blended approach is implemented, the education process would be more effective and successful in the contexts like Nepal.

Purpose In India, the COVID-19 outbreak has been declared an epidemic in all its states and union territories. To combat COVID-19, lockdown was imposed on March 25, 2020 which has adversely affected the education system in the country. It has changed the traditional education system to the educational technologies (EdTechs) model, where teaching and assessments are conducted online. This paper aims to identify the barriers faced by teachers during online teaching and assessment in different home environment settings in India. Design/methodology/approach Interpretative phenomenological analysis (IPA) of qualitative research methodology has been used in this research. The study was conducted among the teachers working in the government and private universities of Uttarakhand, India. Semi-structured in-depth interviews were conducted among 19 teachers to collect data regarding the barriers faced by them during online teaching and assessment. ATLAS.ti, version 8 was used to analyze the interview data. Findings The findings revealed four categories of barriers that are faced by teachers during online teaching and assessments. Under home environment settings, a lack of basic facilities, external distraction and family interruption during teaching and conducting assessments were major issues reported. Institutional support barriers such as the budget for purchasing advanced technologies, a lack of training, a lack of technical support and a lack of clarity and direction were also reported. Teachers also faced technical difficulties. The difficulties were grouped under a lack of technical support, it included a lack of technical infrastructure, limited awareness of online teaching platforms and security concerns. Teachers’ personal problems including a lack of technical knowledge, negative attitude, course integration with technology and a lack of motivation are identified as the fourth category to damper their engagement in online teaching and assessments. Practical implications The findings of the study can be helpful to the regulatory authorities and employers of higher education institutions who are planning to adopt online teaching as a regular activity in the future. The insights gained from the findings can help them to revisit their existing policy frameworks by designing new strategies and technical structures to assist their teachers in successfully embracing the EdTech to deal with any crisis in the future. Originality/value Many authors have conducted research to address the problems faced by students related to online teaching and learning during COVID-19 in India. To the best of the authors’ knowledge, this is the first study that addresses the challenges faced by teachers during the online teaching and assessment in the home environment settings by using qualitative analysis (IPA) techniques. The current study replenishes the gap by contributing to the literature of online teaching and assessment under the home environment settings during the pandemic situation.

Introduction. The modern development of information and communication technologiesand the current epidemiological situation have led to the widespread use of distance educational technologies. The article presents the results of a statistical analysis of the data obtained during the hygienic assessment of the characteristics of the lifestyle and activity of students in the period of active introduction of forms and methods of distance education. Material and methods. An online survey of 498 students in 2019 during the period of traditional education and 1587 students in April 2020 during the implementation of the educational process in the distance format was conducted. The coordinator of the work was the Department of Hygiene of the Pediatric Faculty of the N.I. Pirogov Russian National Research Medical University, Moscow. Results. The obtained data allows talking about the negative impact of electronic devices on the lifestyle of students. A significant increase in the time of the use of gadgets (almost twice) and their number (2-4) when transferring the educational process to a remote format is proved. In general, the use of stationary and mobile electronic devices in more than 50% of respondents amounted to five hours or more. A decrease in the quality characteristics of the lifestyle of students in higher education during the transition to distant education has been established, while more than a third of them do not realize this. As risk factors, a decrease in motor activity, visual impairment, neuropsychic stress, poor nutrition, etc. In the absence of direct contact with university teachers, the opportunities for creating healthy lifestyle skills within the university are reduced and the importance of teachers as an authoritarian influence and a personal example for students is reduced. Conclusion. Informatization and the introduction of distance learning technologies in the higher education system require comprehensive studies of the advantages and disadvantages of such a learning format. The forced mass introduction of distance learning technologies in the educational process has exposed many problems that have not yet been given sufficient attention and, in the future, they can become the basis for promising research in the field of educational hygiene. The results obtained suggest that modern students do not pay enough attention to their lifestyle in the period of the distant education.