Massification of Online Education: A Holistic Strategy

R. Janošcová, J. Hvorecký
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引用次数: 3

Abstract

Before 2020, online learning has not been very popular in Slovakia (see Table 1). Online courses were quite exceptional at most universities and factually non-existing at lower levels of schools. When the pandemic locked them down, they faced a shock because they have virtually no experience and had to improvise. This learned them about the importance of online education as a replacement for classroom education. During the short period (March-June 2020), they gained some positive results and experience. Nevertheless, many of their educational practices have not been coordinated and standardized; they still suffer from being far from an optimum. For years, the authors were educators at the sole Slovak university with a long-term strategy of online education. Every course has its online partner and all students can select between its online and on-site format. Such education has been demanding due to its necessity to develop and to perform both “soft” and “hard” teaching methodologies and practices. At the same time, in times of the pandemic they proved their value. Below we outline a strategy, which can be used for reaching a similar goal. We point to a variety of factors: the organization of the work, design and development of courses, staff development, teachers' personality, their knowledge, specific skills and expected experience. It guarantees the sustainability of top-quality teaching and learning. Another our aim is to demonstrate that such a holistic approach can lead to a global change in the Slovak educational system - to Open Education. For years, the authors were educators at the sole Slovak university with a long-term strategy of online education. Every course has its online partner and all students can select between its online and on-site format. Such education has been demanding due to its necessity to develop and to perform both “soft” and “hard” teaching methodologies and practices. At the same time, in times of the pandemic they proved their value. Below we outline a strategy, which can be used for reaching a similar goal. We point to a variety of factors: the organization of the work, design and development of courses, staff development, teachers' personality, their knowledge, specific skills and expected experience. It guarantees the sustainability of top-quality teaching and learning. Another our aim is to demonstrate that such a holistic approach can lead to a global change in the Slovak educational system - to Open Education. Below we outline a strategy, which can be used for reaching a similar goal. We point to a variety of factors: the organization of the work, design and development of courses, staff development, teachers' personality, their knowledge, specific skills and expected experience. It guarantees the sustainability of top-quality teaching and learning. Another our aim is to demonstrate that such a holistic approach can lead to a global change in the Slovak educational system - to Open Education.
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网络教育的大众化:一个整体战略
在2020年之前,在线学习在斯洛伐克并不是很流行(见表1)。在线课程在大多数大学都很少见,在较低层次的学校实际上并不存在。当大流行将他们封锁时,他们面临着冲击,因为他们几乎没有经验,只能即兴发挥。这让他们认识到在线教育作为课堂教育替代品的重要性。在短期内(2020年3月至6月),他们取得了一些积极的成果和经验。然而,他们的许多教育实践没有得到协调和标准化;它们仍因远未达到最佳状态而受苦。多年来,作者一直是斯洛伐克唯一一所拥有长期在线教育战略的大学的教育工作者。每门课程都有其在线合作伙伴,所有学生都可以在在线和现场形式之间进行选择。由于需要发展和执行“软”和“硬”教学方法和实践,这种教育一直要求很高。与此同时,在大流行时期,它们证明了自己的价值。下面我们概述了一个策略,可以用来达到类似的目标。我们指出了多种因素:工作的组织、课程的设计和开发、员工的发展、教师的个性、他们的知识、具体技能和预期经验。它保证了高质量教学的可持续性。我们的另一个目标是证明这种整体方法可以导致斯洛伐克教育系统的全球变化-开放教育。多年来,作者一直是斯洛伐克唯一一所拥有长期在线教育战略的大学的教育工作者。每门课程都有其在线合作伙伴,所有学生都可以在在线和现场形式之间进行选择。由于需要发展和执行“软”和“硬”教学方法和实践,这种教育一直要求很高。与此同时,在大流行时期,它们证明了自己的价值。下面我们概述了一个策略,可以用来达到类似的目标。我们指出了多种因素:工作的组织、课程的设计和开发、员工的发展、教师的个性、他们的知识、具体技能和预期经验。它保证了高质量教学的可持续性。我们的另一个目标是证明这种整体方法可以导致斯洛伐克教育系统的全球变化-开放教育。下面我们概述了一个策略,可以用来达到类似的目标。我们指出了多种因素:工作的组织、课程的设计和开发、员工的发展、教师的个性、他们的知识、具体技能和预期经验。它保证了高质量教学的可持续性。我们的另一个目标是证明这种整体方法可以导致斯洛伐克教育系统的全球变化-开放教育。
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