Nuotolinių studijų organizavimas: strategijos ir technologijos

• Kraujutaitytė, Linutė
• Pečkaitis, Justinas-Sigitas

LTReikšminiai žodžiai: Nuotolinės studijos; Nuotolinių studijų procesas; Technologijos; Veiksmingumas; Nuotolinio mokymo strategijos; Studentų poreikiai; Mokymo tikslai; Metodai; Vertinimo formos; Vertinimo procesas; Kursų kūrimas; Mokomosios priemonės; Edukaciniai tyrimai; Online studies; Distance learning process; Technologies; Efficiency; Distance learning strategies; Student needs; Training objectives; Methods; Assessment forms; Assessment process; Creating courses; Educational tools; Educational research; Nuotolinės studijos; Nuotolinių studijų procesas; Technologijos; Veiksmingumas; Nuotolinio mokymo strategijos; Studentų poreikiai; Mokymo tikslai; Metodai; Vertinimo formos; Vertinimo procesas; Kursų kūrimas; Mokomosios priemonės; Edukaciniai tyrimai; Online studies; Distance learning process; Technologies; Efficiency; Distance learning strategies; Student needs; Training objectives; Methods; Assessment forms; Assessment process; Creating courses; Educational tools; Educational research.

EN[...] This book aims at revealing short answers to the questions that are being asked frequently by educators working in a traditional university or college. The book offers a variety of ways of making distance teaching and learning work, a variety of possibilities how to improve conventional processes by adapting methodology of distance education. The ideas stated in the book are based on the research results drawn from Lithuanian as well as foreign experiences. Conceptual and practical insights and some pieces of pragmatic advice from the experts of distance education are also included in the book. A set of issues discussed covers at least five general areas: knowing both student needs as well as advantages and limitations of educational strategies and technologies; creating, implementing and developing both an institutional model and a course of distance education in terms of its module; applying a set of methods for both teaching-learning, assessment and evaluation; supporting distance students; applying research strategies for the development of both life-long learning environment and dialogue culture. As it is evident, the book is mainly about how to create, implement, deliver and develop a distance course. Nonetheless, the rest of aspects that stem from the idea of "organising educational processes" have been also touched upon. These are the questions on how to accumulate intellectual and material resources, how to establish institutional infrastructures and quality assurance standards and how to maintain the legal standards while engaging in the process of a distance course creation, implementation, delivery and development. [...]. [From the publication]