CC BY
15II СОЦИАЛЬНО-ГУМАНИТАРНЫЕ НАУКИ
1 2 3
Zamirgul Kazakbaeva , Gulnura Dzhumalieva , Nurgul Karybekova Kyrgyz-Turkish Manas University, Kyrgyzstan 1zamirgul@gmail.com
2
gjumalieva@gmail.com
3
nkarybekova@yahoo.com
INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE EDUCATIONAL PROCESS: CASE STUDY OF KTU MANAS
Abstract
The present world demands innovative approaches of development in all spheres of life. Education is among them. The changing world requires changes in methods and tools of teaching and learning. The developments of information and communication technologies (ICT), new opportunities give push to educators to apply ICT in educational processes. Since the collapse of the Soviet Union the used to be distance learning has crucially changed its definition as well as the content. Within the framework of the National Program "Taza Koom (fair society) - Digital Kyrgyzstan 2040" the country has developed it strategy towards changing the education system, where E-learning (learning with the help of Internet and multimedia as defined by UNESCO) should become the core of the educational system at all levels. For Kyrgyzstan, the introduction of digital technologies means a qualitative change in the education system and provision of new educational opportunities for everyone, and for the country as a whole - the growth of intellectual and social capacity. The variety of E-learning instruments has educators think over the proper use of the technologies in teaching and learning processes. Therefore, the major objective of the present paper is the development of optimal pedagogical models of quality E-learning by means of which an educator will be capable to elaborate his/her individual teaching and learning plan that will meet the objectives and requirements of the course, fit the university's technological capabilities as well as the individual abilities of each student This will be possible through the analysis of a variety of E-learning models proposed by researchers. Another objective is to demonstrate how Kyrgyz-Turkish Manas University is working over the introduction and application of E-learning in its educational process, which is possible through describing the effective use of E-learning in combination of full-time education and how Internet and telecommunication technologies (MOODLE, as an example) provide an opportunity to flexibly and quickly make any changes in the structure and content of courses by course designers. The findings of the study will contribute to the implementation of the education development strategy within the National Program of the Kyrgyz Republic "Taza Koom".
Keywords: "Taza Koom", E-learning, quality, pedagogical models, information and communication technologies
Introduction
One of the phenomena that has changed the way of living of people is information technologies. They have brought also changes to education, to its principles and teaching methods. There emerged more technical opportunities to increase students' interest to learning as well as for the educators to create new educational environment with the use of ICT.
One of the goals of the Sustainable Development Strategy of the Kyrgyz Republic for 2018-2040 "Fair society (Taza Koom). New Epoch (Zhany Door)" is to provide an opportunity for educational institutions to independently choose methods of teaching, content and technology of education, avoiding standard outdated forms of education. The country also envisages creating a new management system of education, which will be based on transparency, accountability with the help of using information technologies. As far as educational process mentioned in the Strategy universities should become centers of innovations and high technologies. (Проект Стратегии-2040 «Таза коом. Жацы доор», 2018)
On August 29, 1938 the USSR introduced higher education by correspondence (distance education) that allowed people to get an education, attending university only twice a year. The first phase is obtaining basic knowledge, receiving literature. It is called the orientation session. The second phase is the verification of the material learned. It is called an examination session. The most important thing is that this form of education allows you to get work-based learning. Thus, it is possible to combine both work and study, which is very common in the modern world, since many people receive correspondence (distance) education as a second education they need in their future work.
Each time, with the advent of new technologies, distance learning methods change. Tracing the history of distance education we can see its development belongs to several "generations" (Garrison, 1985; Nipper, 1989). With the introduction of book printing it had become possible to publish not expensive books. In the middle of the 19* century the delivery of books to students was carried out by railway systems as well as by public post services. With the invention of radio in the 20* century there were developed radio courses that were supplemented with printed materials and classroom lessons. Then in the 50s television courses developed.
The "second generation" refers to the foundation of the Open University in Great Britain in 1969. A lot of high-quality textbooks designed specifically for distance learning were developed. The interaction of university with students was implemented through not only printed material, but also by means of radio- and television programs. Students also attended consultations, short-term courses and kept correspondence.
The "third generation" refers to the development and the use of communication and information technologies. New opportunities for two-way communication have emerged both in synchronous (video or audio graphic conferences) and in asynchronous mode (e-mail, Internet, teleconferences). These modes can be applied independently or as supplements to the courses of the two mentioned "generations". (Brief history of the development of distance education)
Discussion
Due to the development of information technology, distance learning is constantly gaining new upgrades. And Kyrgyzstan is also on its way to introducing ICT into education and developing E-learning. According to UNESCO E-learning is defined as "an approach to facilitate and enhance learning by means of multimedia, PCs, and the Internet. This includes email,
discussion forums, and collaborative software. (UNESCO-UNEVOC, 2014). In this respect the educators have to think over the course programmes that matches the requirements of E-learning, think over their quality and relevance. They also have to decide which organizational model to apply and fully understand what to expect from students upon completion of the course.
There are varieties of models of educational institutions that work on the basis of distance learning and information technologies and include three components: technological, pedagogical, and organizational. The technological component determines what information and communication technologies are applied for the development of a course, the way the course is provided and conducted, and the whole learning process. The pedagogical component is characterized with the approaches and tools used in the learning process. The organizational component determines the specific nature of the organizational structure of a university/institution that provides distance learning.
According to the National Concept for the development of e-Learning approved by Ministry of Education and Science of the Kyrgyz Republic:
«E-learning today worldwide is seen as a key educational technology based on the Internet and multimedia, which allows to radically improve access to quality education. Until recently, there was no systematic approach to the development of e-learning at all levels of education in Kyrgyzstan». (Bengard, 2018)
The guidelines of Bologna Process (Decree-Law 74/2006) related to teaching in higher educational institutions also imply significant pedagogical changes based on transition from traditional teaching towards the electronic educational technology, also called e-learning where more place is given to independent study of students to improve the quality of education. (Decree-Law, 2006)
Quality in elearning can be considered in two contexts: improving the quality of education through e-learning and using effective e-learning tools to increase the quality of e-learning itself.
The pioneers of quality e-learning education among the universities in Kyrgyzstan are Kyrgyz State Law Academy (provide open e-learning courses), Kyrgyz-Turkish University Manas (provide distance and hybrid courses), Academy of Public Administration under the President of the Kyrgyz Republic (provide open e-learning courses), American University in Central Asia (provide hybrid and open e-learning courses), International University in Kyrgyzstan (provide distance courses) and others.
However, in implementation of e-learning course in compliance with the international e-learning standards in most universities the functional properties and content presentation which accommodate the needs and requirements of local learners and teachers were not taken into consideration. Further practice has shown that despite the benefits of e-learning, rushing to adopt Internet-based courses without having an optimal pedagogical model of quality e-learning poses challenges related to structural and organizational topics in most academic institutions in Kyrgyzstan.
As for some specific courses in Kyrgyz-Turkish University Manas, they are in the process of integration from classical learning into a hybrid learning (Fig.1) environment. "Hybrid courses (also known as blended, mediated, web-assisted courses) are classes where a portion of the
traditional face-to-face instruction is replaced by web-based online learning" (BlendedKit Reader). Hybrid or blended learning is "an instructional delivery mode where instruction is conducted partly online and partly face-to-face with a key distinguishing factor of reduced seat time" (Diaz et al., 2009).
Hameed, Badii, and Cullen in their research considered the effectiveness of e-learning when mixed with classical learning; they concluded that hybrid learning approach provides the most flexible method to e-learning (Hameed et al., 2008).
Figurel. Blended Learning Course Structure
For implementation of pilot blended course on Text Analysis (Fig.2) in Kyrgyz- Turkish University Manas (http://ling.manas.edu.kg/) we searched for an optimal pedagogical model which is based on quality education projects and practices of national organizations such as the eEurope Action Plan, Sustainable Environment for the Evaluation of Quality in E-Learning (SeeQuence), European University Quality in eLearning (Enrique's), European Association for quality Assurance in Higher Education (ENQA) and instructional design model (ADDIE) has been chosen (Äström, 2008).
Figure 2. Site of Linguistic Platform
Within the implementation of ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model the following strategies have been developed:
• Analysis, creation and development of multimedia learning resources, including concrete pedagogical criteria (didactical and methodological concepts of learning materials);
• Design of available technology and human resources;
• Development, localization and adaptation of teaching approaches, based on the pedagogical point of view and students' needs;
• Implementation of strategic plan for hybrid learning with long-term perspective;
• Evaluation of students' knowledge with a help of fair and flexible system;
This paper gives brief idea about implementation of optimal e-learning models to provide support for the teachers in their planning to reach pedagogical objectives.
KTMU has an automated system (Fig.3) of supporting and managing the learning process -http://bis.manas.edu.kg/. It enables to organize an online learning process:
- ABiS (Akademik bilgi sistemi) Academic Information System -http://notgiris.manas.edu.kg
- DABiS (Danisman bilgi sistemi) Tutor information system -http://ogrbilgi.manas.edu.kg/
- OBiS (ogrenci bilgi sistemi, e-students) Student Information System -http://ogrnot.manas.edu.kg/
- e-Ders - e-Learning system (Moodle Open Source) http://eders.manas.edu.kg/
- Ders Plani - e-Timetable http://timetable.manas.edu.kg/
- e-Library, books e-databases http://library.manas.edu.kg
- e-Journal http://journals.manas.edu.kg/ (Manas Journal of Engineering; Manas Journal of Social Studies; Manas Journal of Agriculture Veterinary and Life Sciences; Reforma)
- Akademik Performans ve Te§vik - Academic Performance and Motivation System http://bis.manas.edu.kg/apdt2018/
- e-Anket - e-Poll Survey http://poll.manas.edu.kg/
Academic information system - ABiS Figure 3. Automated system for supporting and managing the learning process
This is a set of web-pages that contribute to the implementation of the necessary educational procedures by the academic staff. Using this system, the staff can perform the following actions:
• control student's attendance;
• receive attendance sheets of groups;
• enter exam results;
• monitor student progress;
• print out exam reports, etc.
The ABiS system is located on a central server (http://notgiris.manas.edu.kg/), which is connected to the Internet, and processes data received from users. All the documentations are given in PDF format. The work is performed in any modern browser, such as Google Chrome, Mozilla Firefox, Internet Explorer version 10 and higher, etc. The automated system ABiS is constantly updated. The process of updating the system occurs on the server and does not affect the user's work.
Upon logging in the system, the following image (Fig.4) will appear on the screen. This screen shows the list of the courses that a particular professor conducts.
ABIS SIstemi K.T.M.U öärencl lsleri Dairesi Hiîmetidlr.
I ABiS Sistemi - Ders Seçlmt I
Please choose the course from the list
1 ■: Saym j açagidaki llsteden iizerinde çaliçiriak Istediginiz dersi seçiniz. Final state o^
term exam results final exam results SON HAL (Final)
Ders Kodu Course Title Ders Adi Type Türü Faculty Fakülte Department Bol iitri SON HAL (Yr içi sinavlar)
BIL 172 BfLGlSAYAR GRAFIÈINDE DtZAYN TEMELLERl l.Öijretlm MÜHENDtSLÍK FAKÜLTESÍ -Bllgisayar Mühendislidi HAYIR HAYIR
BIL 20S BtLGlSAYAR GRAFÍKLERl II l.Û^retim MÜHENDÍSLÍK FAKÜLTESI -Bllgisayar Mùhendisllg HAYIR HAYIR
BIL 310 15 GOVENLlét VE SAÈUÎI l.Ö§retlm MÜHENDÍSLtK FAKÜLTESÍ -Bllgisayar Mühendlsllg HAYIR HAYIR
BIL 384 ÛÇ BOYUTLU GRAFIK VE ANÎMASYON l.Ö^retlm MÜHENDtSLÍK FAKÜLTESÍ -Bllgisayar Mühendislig HAYIR HAYIR
BIL 600.04 DOKTORA TEZÎ l.öijretim FEN BlLÍMLERl ENSTÍTÜSÜ BtLGlSAYAR MÛHENDtSLtÈt HAYIR HAYIR
BTZ 452,02 BÍTlRME TEZÎ II l.Öijretlm MÜHENDÍSLÍK FAKÜLTESÍ -Bllgisayar Mllhendlsll^l HAYIR HAYIR
Figure 4. Courses conducted by a professor
Once the professor selects the course he/she is going to work with there will appear a screen with various function buttons, like, Operations Functions (Fig.5) Proportion (coefficient) (Fig.6), List of students (Fig.7), Score entry (Fig.8), Evaluation (Fig.9), Attendance (Fig.10) and others.
Course selection Proportion
Attendance Score entrv
Password change Log out
Information about course Katki Payi Tamml
Faculty E0E61VAT FAKULTESl Yllig Oran Toplami
Department Mirtwom-Ttnumjnlik (Kirguci-ingMia) Yiligi Katkisi
Course Title UYGUIAMALI iNCIlizCE IV Final Katkisi Course Code TKI 742 Degerleridlrme Normal Donem
Se^ili dersi degi^tirmek igin Oers Se^imi bolumunden faydalanabilirsin
Listelen vazdirmak idn oereken oroorami burdan viiklevinte: Adobe Acrobat
Figure 5. Operations Function
Katki Payi - Çali$malariniza ait katki paylanm giriniz
Ders Seçiml Katki Payi
Yoklama Not Glrlsl
Seçili Oers
Ders Kodu Ders Ad i FakOlte Böltim
Katki Pa y lar i
Çaliffna Adi
BIL 208 BÏLGÎSAYAR GRAFÎKLERÎ II MÜHENDÍSLtK FAKÜLTESÍ
-Bllgisayar Mühendlsllgl
glfre PcQltlrme | Çali§ma Sira No f~
1 Oran %
1
Sayi Çaliçma Tipi
Vize ödev
Sa bit Katki Pay la Yiliçinfn Basa ri y. Final
Figure 6. Proportion (Coefficient)
Figure 7. List of students Figure 8. Entry of Scores
v DegeHendinne
Mutiak NotJardan Eide Edilen Aritmetik Ortalama ^^^^ Standart Saprma Bagil Hesaptan Eide Edilen
H E S A PIA |
Mulldk Degerlendimie Bagil Degeriendimie
E Fl FF FD DD DC CC CB BB BA AA Yü:de(%) E Fl FF FD DD DC CC CB BB BA AA
Sayilar Yüzde(%) 0 0 4 2 4 5 . = 1 1 0 : . 4 2 4 , ■ 3 1 1 0
a II 19 9.51 19 23.8 4.8 14.3 4.S 4.8 a 19 9.5 19 23.8 4. 14. 4.8 4.8 0
Ögrs nci Ba§ar Grafi i Bagil Degerlendirme Grafigi
9
6 5 3 2
|
3 ■ 2 ■
1
| |
0 II II II [1 II [1
FD DD DC CC B BB BA AA 0 ■ D D DC CC CB BB BA »
_Listeleri yaidirmak igin gereken programi burdan yukleyiniii Adobe Acrobat_
Figure 9. Evaluation
ABIS Sisteml K.T.M.U Oorenci islerl Dafresl Mzmetidlr.
IBBB Not Giriç Stetem! I
Not Girlçi - Not gireceginiz çaliçnta tipini seçinfz
Ders Seçlml
Katki Payi
Listel er
Not 6iri§i
Degerlendirme
ÛÇ BOYUTLU GRAFIK VE ANÏMASYON - BIL 384 (2-2) (T = 32/9.6; U = 32/6.4)
l. Hafta 2S.0i.20l9 î§lem: Evet 2. Hafta 04.02.2019 i§lerr: Evet 3. Hafta :i 02.2019 islem; Evet 4. Hafta 18.02.2019 tçlem: Evet 5. Hafta 25.02.2019 i^lem: Evet 6. Hafta 7. Hafta 04.03.2019 11.03.2019 ÎSlem: Evet î$lem: Evet 8. Hafta 18.03.2019
9. Hafta 25.03.2019 10. Hafta 01.04.2019 11. Hafta 08.04.2019 12. Hafta 15.04.2019 13. Hafta 22.04.2019 14. Hafta 15. Hafta 29.04,2019 06.05.2019 16. Hafta 13.05.2019
Çifre Degitirme ÇIKIS I
N„
7 - HAFTA BILGILERI
Nuniara Ad Soyad D
Hepsinl Seç
1404,01009 SANCAR USENOV 1404.01029 SANCAR USENOV 1404.01004 SANCAR USENOV 1404.01006 SANCAR USENOV
TEORIK: 2 UYGULAMA:2 TOPLAM Devamsizlik YÜZDE Devamsizlik
□ □ □ □ T U T (30%) U (20%)
□ 0 0 0 S 4 18.75 12,5
0 B 0 0 4 4 12.5 12.5
a B □ 0 G 2 IB.75 6.25
El 0 0 0 4 O 12.5 0
Tutor Information System Figure 10. Attendance
DABiS (http://ogrbilgi.manas.edu.kg/index.php) - Tutor Information System (Fig.11) is for the tutors of groups and supervisors of graduates. Here a tutor/supervisor can find student's information, monitor students' progress, see what courses the student registered for, and also see
whether the student has any punishments (eg., suspension from University for a period of one semester for cheating during exams) or permissions (eg., taking sabbatical leave for a period of one semester for various reasons).
E-Ders - e-Learning system (Moodle Open Source) Figire 11. Tutor Information System
KTMU applies distance education technologies based on the Moodle e-learning management system. For the learning environment, the Moodle platform is used, which is an open source, i.e. the possibility of its free use.
Moodle (modular object-oriented dynamic learning environment) is the world's most widely used open-source software that provides the ability to create, deploy and manage e-learning websites and applications.It is a type of learning management system (LMS) or online (virtual) learning system (OLS). (About Moodle [Internet Source])
The advantage of the Moodle software is in its simplicity to use and to install. The KTMU has two variants of this software: 1) http://eders.manas.edu.kg/, and http://e-course.manas.edu.kg/.
The University is applying distance learning model on the basis of full-time education. Students register for and take both traditional courses and e-courses. The University started practicing e-courses at http://eders.manas.edu.kg/, which is is the first variant of Moodle (Fig.12), 4 years ago. At present it offers seven Common courses: £EV-152 Ecology, TAR-251 History of Kyrgyzstan, TAR-252 History of Turkey, FLS-202 Philosophy, TUR-226 Manas Studies, EDF-202 Turkic and World Civilization, FEN-102 Concept of Modern Natural Sciences. These are the obligatory courses all freshmen (approx. 900 students) and sophomores (approx. 850 students) register for. For the University it is very convenient to arrange these courses in an on-line fashion because of the number of students, though there are certain hours and classrooms fixed on the schedule for these courses in case students have some problems and questions regarding the content of the course and probably technical issues they might face.
Figure 12. E-courses
It should be noted when the video lessons are complicated, very long in time and volume and the e-text is long, students quickly get tired of the information provided and they are unlikely to get interested in the course and master the material properly.
Currently KTMU is developing the second version of Moodle website that is different from the firsts one with its improved design and simplicity to use: http://e-course.manas.edu.kg (Fig.13). This platform is designed for Core and Elective courses.
Figure 13. New version of e-course platform
Having studied the experience of other universities we can draw the following conclusions:
• High-quality implementation of the Moodle automated learning management system depends on the working group: manager, administrator/programmer, teacher/instructor;
• the lack of available and well-written instructions and recommendations for working with the system in Russian slows down the work;
• training and conducting Moodle master classes for the academic would speed up the work (how to place individual courses, videos, organize monitoring of students, etc.)
There are the following roles on the Moddle platform:
• Administrator can do everything on the site,add courses to teachers;
• Course creator can create a course and teach the course;
• Teacher can manage and edit course content;
• Teacher without the right to edit can teach course, evaluate students;
• Student can have access to and participate in courses;
• Guest may have access to some courses in case he/she has guest access).
Each teacher can edit course setting, like:
• Student interaction with each other and with the teacher (forums, chats)
• Transfer of knowledge in electronic form using files, archives, web pages, lectures (it is possible to do a lot with the course, edit course content) (Fig.14);
• Examine and train by means of tests and assignments. Students can send their works in text or file format;
• Joint educational and research work of students on a particular topic, with the help of seminars, forums, etc.
Turn editing on Your progress ©
Announcements
Week 1. Introduction: Computer Graphics Hardware & Software (CG HW and SW) Introduction: Computer Graphics Hardware & Software (CG HW and SW)
'jl Camtasia ^ C++OpenGL
'И Д Херн, M Бекер Компьтерная графика и стандарт OpenGL IB Application CG
С.В Чириков. Алгоритмы компьютерной графики
Week 2. Output primitives. DOA, Bresenham's line generating algorithms
Output primitives. DO A, Bresenham's line generating algorithms
□ □ □ □ □
Figure 14. The transfer of knowledge in electronic form using files, archives, web pages, lectures
Students have their personal login and password to have access to course content. He can see all the information about the course and the teacher (Fig 15). The teacher can evaluate and comment the works of students and publish the results directly in LMS.
Figure 15. Student's page
So, the organizational component contains:
• advertising and information system, which provides information to all interested parties about educational services, conditions of study, etc.;
• a system of registration and enrollment for a program that allows potential students to register as applicants and apply for the program indicated by them;
• a system for providing educational materials during the training program, providing an opportunity to carry out an effective search for the necessary educational information in the electronic library, including multimedia courses, educational and methodical complexes and interactive programs;
• system of supporting the educational process;
• a system for monitoring the quality of educational services.
Conclusion
Having studied various approaches in developing the pedagogical model of quality E-learning proposed by researchers, the present research provides the most optimal models (hybryd leaning model, ADDIE model) that enables teachers to elaborate his/her individual teaching and learning plan, which in turn will meet the objectives and requirements of the course, fit the university's technological capabilities as well as the individual abilities of each student. The paper also demonstrated how Kyrgyz-Turkish Manas University is using information and communication technologies in full to ease the work of academic and administrative staff, represent transparent organization of all the educational process, enable students to track their academic progress, register for courses online and therefore help them build self-discipline. Beside, the University provides Common courses (total 7) in electronic form that facilitates on the one side lecturers' work, as these courses are for junior students (approx.2000 students), on the other side, students have an opportunity to have a flexible schedule on the Common courses and have access to the course material at any time. Currently the University is working over integrating Moodle into Core and Elective courses, but this time with more improved design and simplicity to use. Therefore, Kyrgyz-Turkish Manas University is doing its best to keep up-to-date and is on the right way to comply with the education development strategy within the "Taza Koom" National Program of the Kyrgyz Republic.
REFERENCES
[1] Стратегия устойчивого развития Кыргызской Республики на 2018-2040 гг. «Таза коом.Жацы доор». Retrieved from
http://www.president.kg/files/docs/Files/proekt_strategii_final_russ.pdf
[2] Garrison, D. R. (1985). Three generations of technological innovations in distance education. Distance Education, 6(2), 235-241.
[3] Nipper, S. (1989). Third generation distance learning and computer conferencing. In R. Mason & A. Kaye (Eds.), Mindweave: Communication, computers and distance education (pp. 63- 73). Oxford, UK: Permagon.
[4] Brief history of the development of distance education. (retrieved from
[5] http://www.websoft.ru/db/wb/85281100A7E9E25AC3256F26003E3762/doc.html)
[6] UNESCO-UNEVOC. (2014). Promoting Learning for the World of Work. Paris: UNESCO. Retrieved from: www.unevoc.unesco.org/go.php.
[7] Bengard, A. (2018, January 5). Distance learning at Kyrgyz universities to transform into electronic format. Retrieved from https://24.kg/english/72609/.
[8] Decree-Law. 74/2006. Diário da República no. 60: Série I-A[On-line]. Retrieved from https://portal3.ipb.pt/images/guiaects/2006_74_DL_EN.pdf)
[9] BlendedKit Reader, Ch.1. Retrieved from http://blended.online.ucf.edu/blendkit-course)
[10] Diaz, V., Strickland, J. (2009, November 16). ELI Discovery Tool: Blended Learning Workshop Guide. Retrieved from https://library.educause.edu/resources/2009/11/eli-discovery-tool-blended-learning-workshop-guide
[11] Hameed, Sh., Badii, A., & Cullen, A.J. (2008). Effective E-Learning Integration with Traditional Learning in a Blended Learning Environment. European and Mediterranean Conference on Information Systems)
[12] Ástróm, E. (2008). E-learning quality. Aspects and criteria for evaluation of e-learning in higher education. (Hógskoleverkets rapportserie 2008:11 R). Solna: Swedish National Agency for Higher Education.).
[13] About Moodle. Retrieved from
[14] https://docs.moodle.org/36/en/About_Moodle_FAQ#What_is_Moodle.3F
