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International Conference "INTERNATIONAL HIGHER EDUCATION: EXPERIENCE OF IMPLEMENTATION OF JOINT EUROPEAN PROJECTS" - Kokshetau State University named after Sh.Ualihanov, Kokshetau, Kazakhstan
: September 14, 2018

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I can use CCO Creative Common

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Бесплатные фото на Pixabay - Бабочка, Синий, Насекомое

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Загрузите эту бесплатную фотографию о Бабочка Синий Насекомое из обширной библиотеки изображений и видеообъявлений общего пользования Pixabay.

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I can use my photo, licence

Attribution
CC BY

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https://nowastedu.blogspot.com/2018/10/rocky-road-to-elearning.html?m=1
The licence is cc by
Sergei

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I can use my photo, licence

Attribution
CC BY

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Hello, we are here. We learned to use various applications to create online courses. Nice people and friends.

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We uploaded the picture of our online course structure, so we can use it for sure.
The license is CC BY

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This survey was carried out in the spring of 2018 as part of the ERASMUS+ Capacity building project co-ordinated by Tampere University of Applied Sciences. The aim of the project is to develop online training modules for
sustainable waste management in Russian and Kazakh universities by utilizing the best practices in Europe. The survey was launched
the participants had started planning their online courses.

The aim of this survey was twofold: 1) to gather information about the participants' online
and their expectations of the upcoming two-week pedagogical workshop in Tampere,

How do the participants perceive a successful online course?

What are roles of teacher and student in their imagined course?

The data was gathered using a future prediction method with backcasting, where the participants were
asked to imagine a time three years ahead when the project would be over and the online programme
running successfully and in their answer describe how this had been achieved. The instruction was the

I always receive good feedback on my web-based courses and feel that I succeed as an online
teacher. I like to teach and facilitate learning online. Students get good results and there are
hardly any drop-outs.

Nevertheless, the data gave a clear idea of what the participants were expecting from the two-week
pedagogical workshop as many of them discussed their training needs in their answers. To find
answers to the two research questions the texts were content analyzed to find recurring themes in the
texts. They may not all have followed the instruction but they all discussed online teaching and learning.

The four categories that emerged from the data were 1) participants' own learning needs, 2) materials
and technology, 3) teachers' responsibilities, and 4) students' role. The participants expressed a wish to learn
more about online pedagogy and new approaches to

teaching and learning, but even more so to learn to use new online tools.

I need to improve my knowledges and skills in using of modern educational technologies and tools.

I need a very purposeful training about what tools of the online learning tools set we can use.

Especially learning to prepare materials in a form of videos was considered important:

It is necessary to alternate the flow of information either verbally or visually, using images and graphs.

I can compare myself with theatric actor and I need to learn how to play in TV shows

To describe students' role on their courses the participants used the following verbs: communicate,
must feel, continue, take, see, comment. All in all, mentions about students were much fewer. Although
'communicate' conveys some student participation, overall the verbs are fewer and do not describe
action as strongly. 'See' and 'take' could even suggest the intake of information or answering questions.
In fact, the context of these verbs were to 'take a test' , 'to fill in a feedback questionnaire', 'to
continue studying'.

One of the participants differed in their answers:

Students should actively participate in the process.

We should start with students' needs.

Students ought to know in which forums they could discuss

The workshop in Tampere in October 2018 was informed by the survey results and attempted to offer
what was expected, learning to make video recordings and to use various online tools, but also what
seemed to be needed, that is, contemporary understanding of teaching and learning, student-centred
approaches and constructively aligned design (Biggs 1996) with an emphasis on students' role in the
learning process. All of this was also much appreciated by the participants and good results were

At the moment the plans for the online courses are well on the way, the contents have been agreed on,
and the learning objectives have become more concrete and measurable. Now is the time to try to
ensure that traditional teacher-led classroom teaching is not transferred online but instead the joy of
discovery, control and responsibility of learning are given to students themselves.

King, A. (1993) From Sage on the Stage to Guide on the Side. In College Teaching, Vol. 41, No. 1
(Winter, 1993), pp. 30-35Published by: Taylor & Francis, Ltd.Stable
URL: http://www.jstor.org/stable/27558571 .

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This survey was carried out in the spring of 2018 as part of the ERASMUS+ Capacity building project co-ordinated by Tampere University of Applied Sciences. The aim of the project is to develop online training modules for sustainable waste management in Russian and Kazakh universities by utilizing the best practices in Europe.