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Oliinyk О, Filipova L., Shelestova A.
Kharkiv State Academy of Culture, Kharkiv, Ukraine
DISTANCE LEARNING INTERNATIONAL MODELS AND PROBLEMS OF THEIR IMPLEMENTATION IN UKRAINIAN UNIVERSITIES
Abstract
The article deals with international experience in application of different projects and models of the Distance Learning (DL). The authors analyze three types of distance learning institutions and outline the problems of DL implementing in Ukrainian universities. This paper also examines the choice of a distance learning information system (DLIS). An effective DL information system should ensure the construction of a single information and communication environment, through the existence of its complex organization ofpersonnel management, performance evaluation, and regulation of knowledge and skills of users. This analysis of different DLISes made it possible to distinguish the ones the functional capabilities of which are oriented to the needs of university education in Ukraine. The article describes the ways the distance learning form has been integratedfor more than fifteen years in Ukraine, namely, in the universities in Kharkiv. The proposals for possible ways to overcome existing problems are developed.
Keywords: distance learning, international experience, university education, Ukrainian universities, DL information systems, implementation of DL
Introduction
At the present stage of globalization and informatization, there is a need for modernization of the system of higher education. An important task of higher education institutions is the training of a highly skilled specialist capable of self-development and self-improvement in accordance with the requirements of the European and world labor markets. Since in the modern world considerable attention is paid to the need for lifelong learning, it becomes important and relevant to introduce distance learning, which for the future specialist becomes a prerequisite for professional success. Thanks to various means of distance learning, a new learning environment is created in which students feel an integral part of their team, which increases their motivation to study. In turn, teachers must have the skills to create and maintain such a learning environment, to
develop strategies for active interaction between participants in the learning process, to enhance the student's creative activity and their own qualifications.
Foreign experience has many projects and models of the Distance Learning (DL), and they certainly can be useful for its implementation in the Ukrainian educational environment, under the condition of taking into consideration national peculiarities of the development of the educational process.
As distance education depends on the effective use of information and computer technology (ICTs), it requires a system organization for effective management. The system of distance education requires the use of all human and technological resources. This system has some subsystems, the most important of which are the subsystems of design, educational process and student
support, as well as the subsystems of quality assessment and production.
The aim of this paper is to analyze foreign models of the DL and outline the problems of its implementing in Ukrainian universities.
Theoretical framework and methodology. While researching we have taken into account various scientific resources. We have analyzed the findings by such scholars as Beller M. (1998), Berge Z. (2008), Guiton P. (1999), Daniel J. (1996), Moore M. (2003, 2005), Sellers R. (2001), Wolf P. (2000, 2006) and others. Statistical data were widely drawn from formal and informal surveys conducted by various education bodies in the USA. According to the aim of our research, we used theoretical and applied research methods: the bibliographical method, analysis, and systematisation - for studying international models and projects of distance learning; content analysis, statistical analysis, synthesis and comparative analysis - to research the functional capabilities of information systems of distance learning.
International models and projects of the DL
It should be noted that West European and North American approaches to the development of distance learning have certain particularities. If in Europe distance learning was born and developed mainly in the open universities, where it reproduced to the great extent the form and content of correspondence education, then in North America, distance learning emerged as a corporate one in order to provide in-service education for company employees. Significant difference was also observed in sources of financing. In Europe, open universities that developed distance learning technology, were funded by the government, while in North America, the bulk of spending was taken by the employers, who were directly interested in in-service training of their employees. As for the software and technology provision of distance learning systems, in Europe, the universities themselves were engaged in it, whereas in the United States there was a cooperation between government, university and commercial structures.
There are three main types of distance learning institutions that differ in the management of their programs in universities in different parts in the world:
- mixed establishments where distance learning programs are developed, provided and managed by the same people who run traditional programs;
- specialized institutions responsible for designing, developing and delivering courses for distance students, subordinating all planning, funding, personnel and other resources to this task;
- bimodal institutions, where, along with the traditional educational process, remote programs are being implemented by a special management unit (Wolf, 2000).
In addition to the typology of distance education institutions, based on different combinations in these institutions of distance and full-time education, there are other typologies, according to other criteria.
We define each of the above types, starting with mixed systems. They simply mix distance students with regular students and use distance learning methods. In particular, teachers and instructors in traditional colleges and universities can use traditional means for DL
courses such as audio or video conferencing and the Internet. Distant educational programs in institutions with mixed forms of education do not have their own teaching staff. Mixed learning is typical of dual-type institutions, such as many US universities. In mixed systems, distance learning integrates into the structure of a traditional educational model. Full-time and distance students can learn from the same teachers, by the same programs and do the same or similar exams. In most mixed systems, distance education is managed and administered by a special department of the organization.
Mixed-type organizations have become widespread in the world, for example, the University of Sains Malaysia (USM) in Malaysia and the University of Zambia in Africa. USM offers graduate-oriented programs in a variety of specialties. Another example of a mixed model is the University of Zambia, which provides students with an opportunity to study remotely in the field of education, humanities and social sciences in a country where the total number of graduates of schools entering higher education is insignificant -about 2.5%. (Guiton, 1999).
So, speaking of mixed-type systems, we mean the use of different teaching methods within one educational institution. Thus, in the "integrated" approach, students studying full-time use the materials prepared for distance learning as part of the study. Working in the "parallel" system, students simultaneously undergo distance and classroom training. If they first study in class, then remotely (or vice versa), it will be a "sequential" system.
The next type of distance education institutions is specialized organizations whose sole purpose is distance learning, which has its own management structure for this purpose. All educational and administrative activities and all funds are completely subordinate to the DL. There is usually no campus in these institutions; instead, the students use the systems of local and regional training centers. Courses are usually developed by a special team of professionals.
There are many specialized educational institutions around the world. An example is the Open University of the United Kingdom (OUuK), the Open University of South Africa (UNISA), the Open University of Tanzania (OUT), the National Open University named after Indira Gandhi (IGNOU) in India and the Open University of Sukhothai Tammurati (STOU) in Thailand. All these specialized education organizations involve a large number of students in the respective countries (some of these institutions teach students from all over the world). Specialized educational organizations exist mainly in regions where the population is numerous and distributed across a large geographical area (the Open University of Hong Kong is an exception), as well as in those countries in which higher education institutions impose strict requirements for applicants, making it difficult for applicants to enter, and their political leaders declare open access to education as their political, social and economic priority. The development of certain types of organizations of distance education is influenced more by the historical-political, socio-economic conditions of the country (Moore, Kearsley, 2005).
Another type of DL facilities is bimodal systems. These are systems in which management, as a rule, is carried out by a special unit. The administrative staff of
this unit has a sole responsibility to manage distance learning. The unit may also have their own teaching staff, which mainly manages the teaching process, although most of the units use the services of the teaching staff of the main institution for this purpose. People who manage the department of distance education are accountable to senior management, as opposed to institutions with one form of education where such guidance does not exist. Financing and other management decisions are made taking into account both the interests of the parent institution and those who work under the distance learning program. The bimodal structure has been successfully implemented in Australia, in particular at the University of Murdoch. In this institution, more than 60% of students at the same time undergo a course of traditional full-time education and a distance education course.
In accordance with the prevailing method of distance communication between teachers and students asynchronous, or individual, and synchronous, or group, models of organization of distance education are distinguish. Often, they are called, respectively, models of "independent learning" and "remote audiences".
The model of independent learning (asynchronous communication) is based on the idea of learning through correspondence. In this case, students can study independently from an educational institution in a convenient place for them, using specially prepared teaching aids. Assessment of knowledge is realized by sending written papers by mail. Tasks are evaluated and returned to students with detailed comments from their lecturers or teachers. Independent education model is an example of an asynchronous knowledge delivery system, since teaching and learning take place not only in different places, but at different times. Examples of organizations that primarily use the model of independent learning are the British Open University and UNISA (Daniel, 1996).
Remote audience model (synchronous communication) is an approach according to which classical lectures are broadcast on one or more remote sites, broadcast television technologies or videoconferences. This is an example of a synchronous knowledge representation system, where learning is distant from teaching, but at the same time. This model is very popular in the United States and is also used in developing countries, for example, in the Mexican project Telesecundaria, as part of the Virtual University of Africa project (AVU). Audio and video conferences, and now satellite communications, allow students to attend a virtual lesson, which one teacher can simultaneously hold in several places. There are many universities in the United States that provide such educational services to students, such as the University of Wisconsin. Lessons from a "distance learning audience" are offered by the National Radio and Television University of China (Central Radio and TV University), the world's largest distance learning center (Daniel, 1996).
Until recently, systems of distance education were either synchronous or asynchronous. However, one of the results of the advances in information technology is the increase of the opportunities for integrating these two approaches. With the use of Internet opportunities, the classification of DS models is complicated by many possible ways of presenting knowledge. Web technol-
ogy is both synchronous and asynchronous communication technology. So, on-line chats, where the users can communicate in real time with each other, is an example of a synchronous Web service. Other examples of synchronous services can be videoconferences, as well as electronic learning systems such as Interwise. Interwise is one of many examples of educational electronic systems that allow many students to hear the lecturer's voice (Internet telephony) on a multimedia computer, while browsing and interacting with educational materials that were pre-prepared by a lecturer or generated during a training session by a local program in the browser of the student.
American scientists and lecturers have developed many other models of DL that are determined by different criteria in recent years. For example, ACCEL Model. It accumulated the main characteristics of the DE, which are reflected in its abbreviation, ACCEL, where each letter has its own interpretation. Active refers to students who are taught and who are involved in new forms of learning. Collaborative is about discussions and student-to-student exchanges. Customized andAccessible correspond to the specific needs and requirements of students as for their study, career goals, level of training and teaching methods. Excellent Quality define the fact that DL courses are designed with such an educational purpose that those who are taught can achieve the desired goal. In general, this kind of training involves communication between teachers and other students, provides unhindered access to high-quality teaching materials. Lifestyle-fitted (according to your life needs) corresponds to the lives of students, providing opportunities for inexpensive training anywhere, anytime and at an acceptable speed, and provides access to electronic libraries that contain databases, electronic journals, interactive high-quality teaching materials (Muirhead, 2004).
The decision to choose the means for developing training courses based on web technologies is a rather challenging task. The study by J. Salmon allows us to conclude that the organization of a distance learning course requires communication between novices and experienced Internet users. Communication in a distance course differs from ordinary communication, so experienced users may experience more complex problems than beginners. The scientist offers his model of communication, in which it is determined that almost all distance students pass five stages of forming a full-fledged communication in the distance course. At the first stage, probable issues of access to e-mail, mailing lists, forum and the ability of participants to use them are determined. The second stage is the involvement of participants in the process of communication, self-determination in a social group in which the distance course will be studied. At the third stage, participants exchange information about themselves and determine the forms of cooperation. At the fourth stage, a discussion begins with the subject of the course, the interaction becomes more productive, mutual understanding is established. At the last, fifth, stage, participants begin to understand the benefits of communication in achieving their personal goals (Davis, 2005).
Our analysis shows that the introduction of various types and models of DL into university education, as illustrated by the example of America and other foreign countries, raises many important issues that require a
pressing solution at the pre-project stage of the implementation of the DL. These are, above all, organizational and managerial, pedagogical, educational, methodological, informational and technological problems.
Information systems of distance learning
An important issue is the right choice of a distance learning information system (DLIS). When choosing a system, the following tasks must be taken into account:
- management of the educational process: the definition of competencies; automated creation of the initial material; DLIS organization and account management; record activity; support; formation of learning outcomes; comparative analysis of learning outcomes;
- interaction between users via Internet means: video and audio communication; messenger; wiki personal office; blog; specialized forums; joint work on projects, etc.;
- development of the initial material: electronic textbooks; tests; presentations; lectures; reference materials, etc.
Therefore, an effective DL information system should ensure the construction of a single information and communication environment, due to the existence of its system of personnel management, performance evaluation, regulation of knowledge and skills of users.
While analyzing different DLIS, those the functional capabilities of which are oriented to the needs of university education, including Ukrainian ones were selected. Among them there were the following systems: Moodle (Australia, for free, there is ukrainian language, web application, etc.); Edmodo (US $ 100, English, Web App, Android, iOS, Windows, etc.); Blackboard (US, free, English, web app, etc.); Eli-ademy (Finland, free, Russian, web application, Android, etc.); Versal (US $ 150, English WM, Web Application, etc.); Coursmos (US $ 20, English, Web App, iOS, etc.); Claroline (US, Free, English, Web, etc.); Coursmos (USA, $ 20, English, Word, MacOS, Windows, Linux, etc.) (Shelestova, 2017).
We define that Moodle is the most attractive for Ukrainian universities, because, firstly, it is distributed under conditions of a free license, and secondly, it is possible to set up an interface in Ukrainian, and thirdly, it allows you to manage groups and rate courses that are very important for authors-developers.
Today, people are paying a lot of attention to the issue of education. Distant learning is especially popular due to its flexibility and convenience. In 2015, TechNavio experts looked at the trends in developing distance education in the world. The results of the study showed that by 2018, the popularity of distance education will grow by 5.23% each year. But in practice it turned out that this segment of the market annually grows by an average of 20% compared to each previous reporting period (Le, 2018)
On this basis we determine that in the future the number of such systems will increase, new opportunities will appear, new functions of application of these systems. The important task for higher educational institutions is to update their own websites for the effective implementation of distance education. Already today, there are positive trends and developments regarding the development of certain rules and templates for content organization and building the structure of universities' websites, as well as the creation of unified forms of electronic educational materials. All of these
are intended to provide an effective and productive learning process, knowledge sharing and appropriate communication between professors and students. The university website, due to its complexity, can realize two main types of communication "document user" and "user-document-user". In communication such as user-document-user, the opportunity is realized to include students themselves in the formation of educational content. This, in turn, allows us to create a flexible, effective open information and educational environment. This is what today's popularity of Moodle DLIS among Ukrainian universities does. The Moodle system is built on the principle of "pedagogy of social constructivism", which means that the teacher is transformed from a source of knowledge to the coordinator of the educational process. Thus, the teacher should be guided by the educational needs of the student, implementing the individualization of the educational process. The main task of the teacher is the ability to coordinate the activities of each student, so as to achieve common educational goals for the entire group.
Claroline DLIS, which is like Moodle in its functionality, is also free and distributed under a free license, but it is not popular among Ukrainian universities as it has a standard set of educational functions.
Problems of implementation of DL in Ukrainian universities
Various online courses and new projects that are available to students, students, teachers, teachers, such as Prometheus, Moodle, are gaining popularity in Ukraine. Such object-oriented dynamic learning environments provide users with a highly developed set of tools for computer-based learning, including remote.
This is especially true nowadays when the amendments to the distance learning provision were recently approved (Order of the Ministry of Education and Science № 761 dated 07/14/2015 on the approval of the Amendments to the Provision on Distance Learning). This provision defines distance learning as a separate form of training, as well as the use of remote technology in traditional forms: full-time, part-time, etc. But if the training of specialists in the distant form requires a license from the ministry, the use of remote technologies in traditional forms of training is in the competence of the educational institution. This allows, according to some experts, to start implementing Moodle in an existing learning process [Dzhoha, 2015].
At the legislative level, the priority directions of the state policy in the field of informatization of education were defined, in particular:
- adoption of a unified system of software and hardware-compatible means of computing and communication technology used in the continuous learning process;
- connection of educational institutions to the global Internet;
- formation of a unified informational environment of continuing education with the creation of databases in areas and specialties of specialist training, which would include methodological documentation, encyclopedic and reference publications, textbooks and manuals, as well as secondary editions used in the educational process;
- creation of nationwide information systems in the field of education;
- improvement of tools for continuing education, aimed at accelerating the studying of the material and acquiring sustainable skills among listeners (creating educational materials, multimedia products, etc.);
- organization of the informatization infrastructure of education as an integral part of the informatization of society in general, which would serve as a structure that would ensure the introduction of existing information technologies into the system of continuous education and the creation of new ones.
In Ukraine, the distance learning form has been implemented for more than fifteen years. In 2002, the Ministry of Education and Science of Ukraine launched an experiment on distance learning. In recent years, distance education has developed in several universities at different faculties and specialties, for example, in the universities in Kharkiv:
- at the Kharkiv University of Radio Electronics in such certified courses as "Informatics", "Programming", "Ukrainian Language", "Business English", "Political Science", and others.
- at the Kharkiv National Technical University of KhPI in such specialties as "Management of Organizations", "Accounting and Audit", "Ecology and Environmental Protection", "Computer Systems and Networks", etc.
- at the Kharkiv National University named after VN Karazin at the specialties "Geography", "Geology", "Marketing", "Psychology", "Media communications" and others (Krasikova, 2015).
However, only a small percentage of Ukrainian higher education institutions introduced a distance learning form. The rest of the higher educational establishments of Ukraine use only distance learning technologies, and only for the organization of independent work of students of full-time or part-time forms of study. This is due to the fact that the process of creating a system of distance learning and the introduction of distance learning in a higher educational institution is quite complicated. We can distinguish regulatory, organizational, methodological, technical, personnel and material problems in it.
Referring to the international experience of using models and projects of DL, we can state that Ukrainian universities do not have the necessary conditions for their systematic use, although in part they can be applied.
At the present stage of development of distance learning in Ukraine there are many problems.
Firstly, in organizations, as a rule, there is no systematic approach to the system of distance learning. As a result, there is a lack of developed informational educational materials. There are very few electronic libraries in the universities. The further training is carried out by non-certified lecturers according to their own programs.
Secondly, this is a low level of lecturers' teacher training qualifications. Pedagogical theories of cogni-tivism or constructivism are hardly used. Historical preconditions for their use are not taken into account. As a result, a distance course is a blueprint of a manual textbook and methodological instructions, as well as distance learning process is a blueprint of the part-time and full-time education.
Thirdly, there is a low level of knowledge of information and communication technologies by faculty
and students of humanities, especially. This is the use of a limited number of applications and the execution of simpler operations on the Internet, problems with working with a large amount of information (especially structuring and curtailing it), a lack or weak development of a personal learning environment.
It should be noted that the relevant issue is also the appropriate preparation, rather the readiness of students to successfully enter the distance education system. This is especially important for students of the humanities who lack the skills of distance learning technologies, in particular, information and communication technologies (ICTs).
In addition, harmoniously balanced competences, such as informational, communication and cultural, are of particular importance. By that we mean requirements for forming the ability of a future specialist to use knowledge, skills and abilities of information retrieval and monitoring on the Internet, processing of document information, etc. Moreover, the priority professional skills of a specialist-user of computer systems and the Internet include information, communication, and cultural-ethical competencies. That is, the specialist should have an informational competence, in which the ability to independently search, analyze, select the necessary information, organize it, transform, store and transfer the one that can function on any media (paper and electronic) is implemented. Communication competence, which includes not only knowledge of languages and means of business interaction between users of the network at a distance, but also knowledge of forms and means of telecommunication services (services, technologies) for the implementation of business communication. At the same time, it is imperative to have a cultural and ethical competence that encompasses the knowledge and skills of moral, ethical and legal norms of conduct in the network space for all subjects of the information society. In this way, they must have a modern Internet-based toolkit, in which there are opportunities for distance learning.
Conclusions
The analysis of foreign experience in introducing different types and models of DL into the university education system showed wide possibilities for its use in Ukrainian universities. However, the presence of both objective and subjective reasons do not yet allow introducing them as integral systems in modern universities, but mostly only fragmentary, for example, for individual academic disciplines.
We also found out that Ukrainian universities do not have the necessary conditions for the systematic use of different types of DL models and projects, although in part they can be administered.
The findings of the present study will be beneficial for the future research aimed at solving existing problems and working out the proper ways to start systematic integration of distance learning modes in the Ukrainian universities.
Further studies need to be carried out in order to provide lecturers with developed informational educational materials as well as with proper training in DL methodology. One more perspective direction of future research is the way to equip both faculty and students with necessary information, communication, and cultural-ethical competencies.
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Oliynik I.V.
Candidate of Padagogic Sciences, AssociateProfessor, the Departmentof PedagogyandPsychology AlfredNobelUniversity, Dnieper, Ukraine
THE ROLE OF MOTIVATION IN THE PROCESS OF PREPARING FUTURE DOCTORS OF PHILOSOPHY IN THE CONDITIONS OF POST GRAGUATE STUDIES
Abstract
The analysis of psychological and pedagogical literature concerning the definition of the essence of "motivation " has been carried out in the article. The views of scientists on the formulation of this concept have been studied and analyzed. The role of motivation in the process of professional training of the pedagogue has been determined. The motives have been categorized according to the direction and content. The main conditions that contribute to the formation ofpositive motivation for students to studying and professional development have been listed.
Key words: motivation, professional motivation, academic teachers, post graduate studies, doctor of philosophy.
In the process of preparation of future Doctors of Philosophy in the conditions of post graduate studies the special attention is paid to the process of developing personality, values, persuasions, reasons which in their turn are a predetermining factor regarding motives and aims of pedagogical activity.
Quality of professional pedagogue preparation greatly depends on the desire of a person to study, his needs in new knowledge, new information, and motivation to master professional knowledge.
Motivation is a driving force of a person's behavior, which occupies a leading place in the structure of personality, forming character, world view, and direction of activity. Any pedagogical co-operating with a student becomes effective only if peculiarities of his/her motivation are taken into account.
It is known that external and internal stimuli act as a source of professional education for the individual.
External incentives for professional education arise from the inconsistency of the results of professional activity with the requirements for this activity; they often encourage the person to replenish his/her education.
Internal incentives are connected with the need for pedagogical creativity, self-realization of the individual. This way is called upon to develop the personality and through its perfection to reach new levels of mastership.
Consequently, if the source of professional self-improvement is in a social environment, then the driving forces of this process must be sought within the individual - in the form of motives for professional self-improvement of a person.
Studies by B.G. Ananyev, A.N. Leontiev, L.M. Mitina, L.I. Bozhovich, V.A. Petrovsky and other scientists are devoted to various aspects of professional motivation.
Leading national specialists in the field of educational psychology note the exceptional importance of referring to the resource of the student's internal learning motivation in constructing an effective educational
process (P.Ya. Galperin, V.V. Davydov, A.K. Mar-kova, A.I. Podolsky, N.F. Talyzina, G.A. Tsukerman, D.B. Elkonin and others).
Insufficient theoretical study of the problem of motivation development in the process of preparing future doctors of philosophy in the conditions of post graduate studies determines the topicality of the research.
In the context of the research, we agree with I. Podlasiy's significant convictions that the study and correct use of existing motives, the formation of the necessary ones which direct the development of the personality and its movement, is the core of pedagogical activity.
Once K.D. Ushinsky noticed very subtly saying that studying without any interest and under the pressure kills students' desire for learning and studying based only on interest, does not give the opportunity to strengthen self-control and student's will, since not everything is interesting in studying and it will be necessary to take a lot of things by force of will [9, p. 23].
In the general sense motivation is a set of driving forces that encourage a person to perform certain actions; depending on the person's behavior, this is a process of conscious choice of one or another type of actions, due to the influence of external and internal factors [8, p. 4].
The process of motivation consists of a series of consequent stages.
At the first stage, there should be a need in the process of learning activities, which is defined as a feeling that a student is missing something and he must find an opportunity and begin to take specific steps to achieve the goal of meeting this need.
The second stage is that the person begins to look for ways to eliminate the need as a result of the fact that there is awareness of the need to find the possibility of eliminating the need: satisfaction, atrophy or ignoring.
The third stage involves the definition of goals (directions) of actions. Personality determines what actions need to be taken to meet the need.
Any activity, including training, can be organized
