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JANOŠCOVÁ, Renata a Jozef HVORECKÝ. Massification of Online Education: A Holistic Strategy. In František Jakab. 18th IEEE International Conference on Emerging eLearning Technologies and Applications. 1. vyd. USA: IEEE, 2020. s. 226-235. ISBN 978-0-7381-2366-0. doi:10.1109/ICETA51985.2020.9379275.
Další formáty: BibTeX LaTeX RIS @inproceedings{9046, author = {Janošcová, Renata and Hvorecký, Jozef}, address = {USA}, booktitle = {18th IEEE International Conference on Emerging eLearning Technologies and Applications}, doi = {http://dx.doi.org/10.1109/ICETA51985.2020.9379275}, edition = {1.}, editor = {František Jakab}, keywords = {Knowledge management; E-learning; Design and Development}, howpublished = {elektronická verze "online"}, language = {eng}, location = {USA}, isbn = {978-0-7381-2366-0}, pages = {226-235}, publisher = {IEEE}, title = {Massification of Online Education: A Holistic Strategy}, url = {https://ieeexplore.ieee.org/document/9379275}, year = {2020} } TY - JOUR ID - 9046 AU - Janošcová, Renata - Hvorecký, Jozef PY - 2020 TI - Massification of Online Education: A Holistic Strategy PB - IEEE CY - USA SN - 9780738123660 KW - Knowledge management KW - E-learning KW - Design and Development UR - https://ieeexplore.ieee.org/document/9379275 N2 - 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. ER - JANOŠCOVÁ, Renata a Jozef HVORECKÝ. Massification of Online Education: A Holistic Strategy. In František Jakab. \textit{18th IEEE International Conference on Emerging eLearning Technologies and Applications}. 1. vyd. USA: IEEE, 2020. s.~226-235. ISBN~978-0-7381-2366-0. doi:10.1109/ICETA51985.2020.9379275.

JANOŠCOVÁ, Renata a Jozef HVORECKÝ. Massification of Online Education: A Holistic Strategy. In František Jakab. 18th IEEE International Conference on Emerging eLearning Technologies and Applications. 1. vyd. USA: IEEE, 2020. s. 226-235. ISBN 978-0-7381-2366-0. doi:10.1109/ICETA51985.2020.9379275.

Další formáty: BibTeX LaTeX RIS

TY  - JOUR
ID  - 9046
AU  - Janošcová, Renata - Hvorecký, Jozef
PY  - 2020
TI  - Massification of Online Education: A Holistic Strategy
PB  - IEEE
CY  - USA
SN  - 9780738123660
KW  - Knowledge management
KW  - E-learning
KW  - Design and Development
UR  - https://ieeexplore.ieee.org/document/9379275
N2  - 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.
ER  -

Základní údaje
Originální název	Massification of Online Education: A Holistic Strategy
Autoři	JANOŠCOVÁ, Renata a Jozef HVORECKÝ.
Vydání	1. vyd. USA, 18th IEEE International Conference on Emerging eLearning Technologies and Applications, od s. 226-235, 10 s. 2020.
Nakladatel	IEEE

Další údaje
Originální jazyk	angličtina
Typ výsledku	Stať ve sborníku
Obor	10201 Computer sciences, information science, bioinformatics
Stát vydavatele	Spojené státy
Utajení	není předmětem státního či obchodního tajemství
Forma vydání	elektronická verze "online"
WWW	IEEE-XPLORE
Organizační jednotka	Vysoká škola finanční a správní
ISBN	978-0-7381-2366-0
Doi	http://dx.doi.org/10.1109/ICETA51985.2020.9379275
Klíčová slova česky	Řízení znalostí; E-learning; Návrh a vývoj
Klíčová slova anglicky	Knowledge management; E-learning; Design and Development
Štítky	AR 2020-2021, odmeny_2021, RIV_2022, xD1
Příznaky	Mezinárodní význam, Recenzováno
Změnil	Změnil: Bc. Jan Peterec, učo 24999. Změněno: 5. 10. 2021 07:21.

Anotace
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.

Anotace

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.

Anotace česky
Před rokem 2020 nebylo online učení na Slovensku příliš populární (viz tabulka 1). Online kurzy byly na většině univerzit zcela výjimečné a na nižších úrovních škol fakticky neexistovaly. Když je pandemie uzamkla, čelili šoku, protože neměli prakticky žádné zkušenosti a museli improvizovat. To je naučilo o důležitosti online vzdělávání jako náhrady za výuku ve třídě. Během krátkého období (březen-červen 2020) získali některé pozitivní výsledky a zkušenosti. Mnoho z jejich vzdělávacích postupů však nebylo koordinováno a standardizováno; stále trpí daleko od optima. Autoři byli roky pedagogy na jediné slovenské univerzitě s dlouhodobou strategií online vzdělávání. Každý kurz má svého online partnera a všichni studenti si mohou vybrat mezi jeho online a místním formátem. Takové vzdělávání je náročné z důvodu nutnosti rozvíjet a provádět „měkké“ i „tvrdé“ metodiky a postupy výuky. Zároveň v době pandemie prokázali svoji hodnotu. Níže uvádíme strategii, kterou lze použít k dosažení podobného cíle. Poukazujeme na řadu faktorů: organizaci práce, design a rozvoj kurzů, rozvoj zaměstnanců, osobnost učitelů, jejich znalosti, specifické dovednosti a očekávané zkušenosti. Zaručuje udržitelnost špičkové výuky a učení. Dalším naším cílem je ukázat, že takový holistický přístup může vést ke globální změně ve slovenském vzdělávacím systému - k otevřenému vzdělávání. Autoři byli roky pedagogy na jediné slovenské univerzitě s dlouhodobou strategií online vzdělávání. Každý kurz má svého online partnera a všichni studenti si mohou vybrat mezi jeho online a místním formátem. Takové vzdělávání je náročné z důvodu nutnosti rozvíjet a provádět „měkké“ i „tvrdé“ metodiky a postupy výuky. Zároveň v době pandemie prokázali svoji hodnotu. Níže uvádíme strategii, kterou lze použít k dosažení podobného cíle. Poukazujeme na řadu faktorů: organizaci práce, design a rozvoj kurzů, rozvoj zaměstnanců, osobnost učitelů, jejich znalosti, specifické dovednosti a očekávané zkušenosti. Zaručuje udržitelnost špičkové výuky a učení. Dalším naším cílem je ukázat, že takový holistický přístup může vést ke globální změně ve slovenském vzdělávacím systému - k otevřenému vzdělávání. Níže uvádíme strategii, kterou lze použít k dosažení podobného cíle. Poukazujeme na řadu faktorů: organizaci práce, design a rozvoj kurzů, rozvoj zaměstnanců, osobnost učitelů, jejich znalosti, specifické dovednosti a očekávané zkušenosti. Zaručuje udržitelnost špičkové výuky a učení. Dalším naším cílem je ukázat, že takový holistický přístup může vést ke globální změně ve slovenském vzdělávacím systému - k otevřenému vzdělávání.

Anotace česky

Před rokem 2020 nebylo online učení na Slovensku příliš populární (viz tabulka 1). Online kurzy byly na většině univerzit zcela výjimečné a na nižších úrovních škol fakticky neexistovaly. Když je pandemie uzamkla, čelili šoku, protože neměli prakticky žádné zkušenosti a museli improvizovat. To je naučilo o důležitosti online vzdělávání jako náhrady za výuku ve třídě. Během krátkého období (březen-červen 2020) získali některé pozitivní výsledky a zkušenosti. Mnoho z jejich vzdělávacích postupů však nebylo koordinováno a standardizováno; stále trpí daleko od optima. Autoři byli roky pedagogy na jediné slovenské univerzitě s dlouhodobou strategií online vzdělávání. Každý kurz má svého online partnera a všichni studenti si mohou vybrat mezi jeho online a místním formátem. Takové vzdělávání je náročné z důvodu nutnosti rozvíjet a provádět „měkké“ i „tvrdé“ metodiky a postupy výuky. Zároveň v době pandemie prokázali svoji hodnotu. Níže uvádíme strategii, kterou lze použít k dosažení podobného cíle. Poukazujeme na řadu faktorů: organizaci práce, design a rozvoj kurzů, rozvoj zaměstnanců, osobnost učitelů, jejich znalosti, specifické dovednosti a očekávané zkušenosti. Zaručuje udržitelnost špičkové výuky a učení. Dalším naším cílem je ukázat, že takový holistický přístup může vést ke globální změně ve slovenském vzdělávacím systému - k otevřenému vzdělávání. Autoři byli roky pedagogy na jediné slovenské univerzitě s dlouhodobou strategií online vzdělávání. Každý kurz má svého online partnera a všichni studenti si mohou vybrat mezi jeho online a místním formátem. Takové vzdělávání je náročné z důvodu nutnosti rozvíjet a provádět „měkké“ i „tvrdé“ metodiky a postupy výuky. Zároveň v době pandemie prokázali svoji hodnotu. Níže uvádíme strategii, kterou lze použít k dosažení podobného cíle. Poukazujeme na řadu faktorů: organizaci práce, design a rozvoj kurzů, rozvoj zaměstnanců, osobnost učitelů, jejich znalosti, specifické dovednosti a očekávané zkušenosti. Zaručuje udržitelnost špičkové výuky a učení. Dalším naším cílem je ukázat, že takový holistický přístup může vést ke globální změně ve slovenském vzdělávacím systému - k otevřenému vzdělávání. Níže uvádíme strategii, kterou lze použít k dosažení podobného cíle. Poukazujeme na řadu faktorů: organizaci práce, design a rozvoj kurzů, rozvoj zaměstnanců, osobnost učitelů, jejich znalosti, specifické dovednosti a očekávané zkušenosti. Zaručuje udržitelnost špičkové výuky a učení. Dalším naším cílem je ukázat, že takový holistický přístup může vést ke globální změně ve slovenském vzdělávacím systému - k otevřenému vzdělávání.