European education under remote format: theoretical aspect

- Шпарик, Оксана Михайлівна (orcid.org/0000-0001-7507-4950) (2021) European education under remote format: theoretical aspect Науково-педагогічні студії, 5. pp. 81-96. ISSN 2663-5739

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Abstract

Imposition of quarantine to prevent the introduction and spread of global pandemic Covid–19 forced education systems in many countries across the world, in particular in Europe, shift to remote learning. Unprecedented educational practice that has developed in these conditions is generally called by different terms (distance education, e-learning, online education, home education, etс.). However, these terms do not fully reflect the educational process that was practiced in these conditions, they are often misinterpreted and misused. The aim of the paper is to identify and clarify the semantics of the notions of distance learning/distance education, remote learning/emergency remote education in the studies of European educators. The article reveals the essential characteristics of distance education, namely: learning at own place /location, at own pace and own time; flexible teaching framework that is capable of sensitively reacting to all external and internal changes and adequately responding to them, as well as taking into account the diverse interests, experiences, learning styles, needs and levels of ability of students. It is concluded that the notions of "distance learning" / "distance education", as well as "remote learning" / "emergency remote education" describe the method of delivery of educational content that is carried out at distance through various means of communication and participation in educational activities. Significant differences between these pairs of terms are indicated, namely: "distance learning" / "distance education" – terms that were used before widespread availability of digital learning tools and were originally associated with distance learning in adult education; "remote learning" / "emergency remote education" is the embodying of a traditional classroom that has moved to the online learning environment, with participants accustomed to traditional classroom learning; "emergency remote education" in contrast to "distance education" is an option (alternative), and the latter is mandatory. The influence of distance learning technologies on the availability of continuous and quality education in conditions of quarantine restrictions is emphasized.

Item Type:	Article
Keywords:	distance learning; remote learning; emergency remote education; distance learning models; characteristics of distance learning; distance education modes; COVID–19 pandemic; European countries
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute of Pedagogics > Department of Comparative Pedagogy
Depositing User:	Оксана Михайлівна Шпарик
Date Deposited:	28 Jan 2022 13:32
Last Modified:	31 Jan 2022 22:36
URI:	https://lib.iitta.gov.ua/id/eprint/728837

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