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Legal and pedagogical aspects of e-education
Igor VlasovMoscow Aviation Institute (National Research
University)
Aerospace Institute
Department of Applied Informatics
EnT-2020Engineering Technologies and Computer Science:
Innovation & Application
International Conference
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Applications for e-learning
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The objectives of the delivery of electronic educational
content
✓Academic background
✓Vocational training
✓Self-education
✓Family education (primary and secondary)
✓Info-communication tasks
✓Activity Sync
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E-learning tools
• Offline: email, file storage and forums
• Offline + Online: electronic textbooks, tests and
simulators
• Online: video conferencing, audio and video meetings
(consultations), webinars (lectures and seminars), interactive TV,
chat rooms
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The main reasons for the rare use of distance learning before
the period of self-isolation
✓Most teaching methods focus on full-time classroom
instruction
✓Specific requirements for qualifications of E-learning cources
developers and teachers
✓Lack of funding for the creation of E-learning cources and
educational IT-systems
✓Lack of funding for escort and educational IT-systems
✓No need to abandon the traditional educational process
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Comparative analysis of pedagogical aspects of classroom and
distance education
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Conditions ofeducation
Zone of proximaldevelopment
Study motivation Lack of fraud Skillsdevelopment
Self control
Classroom learning Distance learning online Distance learning
offline
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Technical problems of using Distance Learning (DL) in the period
of self-isolation
❖Frequent lack of necessary software and hardware for students
and teachers
❖Unstable communication channels with low bandwidth
❖Lack of a sufficient number of E-learning content and
E-learning course for DL
❖Inability and fear of most teachers and students to work with
the means of DL, to manage their PCs
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Identified problems of using DL in the period of
self-isolation
➢ Low attendance at interactive classes
➢A significant difference in the perception of E-learning
content among different students
➢ Inability to take advantage of DL
➢Unsuitability of traditional methods for distance learning
➢ Ease of falsification by students of study assignments and
results of remote testing
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Comparative analysis of the psychological aspects of classroom
and distance education
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Adaptation topersonality
traits
Attention span(focus)
Psychologicalstability
Unintentionalperception
Perception oftime
Empathic way ofcommunication
Psychologicalsupport
atmosphere
Classroom learning Distance learning online Distance learning
offline
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• Subjectivity (an object stands out from the background more
easily, but is alienated more due to the presentation on the
screen)
• Integrity (difficult due to artificial presentation)
• Stability (in different environments, an object can be
recognized in different ways)
• Meaningfulness (only vision and hearing are involved in the
perception of objects)
• Selectivity (many ways to control student attention)
• Structurality or generalization (often simplified or
inadequate images of objects)
Features of the perception of information in DL
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• Computer work trains memory, attention and concentration,
decision-making skills
• Computer work stimulates operational (logical) thinking
• Computer work stimulates the perception of information by the
organs of vision and hearing
• Computer work exacerbates cognitive personality traits
Memory and Thinking in DL
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• Autonomous students easily adapt to DL
• Dependent students of the 1st group (not having ambitions)
rarely fulfill the curriculum because of a reluctance to take on
additional responsibility
• Dependent students of 2 groups (inadequately assessing their
abilities), despite their efforts, gradually lag behind the
curriculum
Effective self-organization of educational activities of
students in DL
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• Planning your learning activities is difficult
• Fatigue during interactive classes
• The process of studying educational material differs from the
classroom
• Combining PC management operations with learning materials
online
• Many temptations that interfere with the learning process
Self-organization of educational activities of students in
DL
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Interpersonal Relations in DL: Challenges for Students
• Difficulties in seeking help from teachers outside the
schedule and reaching emotional contact with them
• Difficulties with the formation of a sensory image of the
studied object on the basis of its mental reflection
• Difficult to participate in group interactions
• It's hard to explain your thoughts using only words
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• It is more difficult to motivate and also control student
performance
• It is necessary to administer DL and Elearningcources during
online classes
• Fatigue during interactive classes, it is more difficult to
explain the training material
• It is more difficult to achieve the necessary level of empathy
with students, demonstrate their trust in them and organize their
group interaction
• In fact, DL is a kind of individual work with students
Difficulties of teachers in the implementation of DL
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Other factors affecting the quality of DL
• University traditions
• Effect of noise and visual factors on distance learning
participants
• Difficulties in students gaining practical skills
• Work (study) under stress
• Changes in the psychosomatic state of students and teachers
when working on computers
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Conclusions from the use of DL in the period of self-
isolation• When using traditional methods
of classroom teaching in distance learning, the effectiveness of
classroom teaching is significantly higher than distance
learning
• When using special teaching methods in distance learning, one
can expect a significant improvement in its effectiveness
• When using specialized teaching methods in classroom and
distance learning, higher training efficiency can be expected
compared to classroom teaching
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Comparison of legal aspects of classroom and distance
learning
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Classroom learning
Distance learning online
Distance learning offline
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Legal issues of creating electronic
educational content
• Formation of E-learning contents by means of a bunch of
fragments copied from various sources (layout)
• Creation of E-learning contents through the use of hyperlinks
to copyright objects (dynamic insertions)
• Formation of E-learning contents by paraphrasing other
people's content
• Creation of illegal electronic copies of copyright objects and
their duplication
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Aspects of e-learning requiring legal study
• Legal protection of ownership of educational content and
educational products (including webinars, radio and television
broadcasts, educational videos, etc.)
• Legal protection of teaching and didactic materials
• Legal protection of teaching methods
• Legal assessment of falsification by students of test results
and other tasks
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Civil aspects of DL
• Legal assessment of activities to disrupt classes on the
Internet, including the destruction or distortion of educational
files, webinars, etc.
• The lack of legal regulation of the use of technical training
tools of different ownership in the preparation and conduct of
distance learning
• Lack of standardization of labor costs of distance learning
participants
• Lack of special IT-sytems and service personnel for the
preparation and conduct of distance learning
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Self-isolation e-education
• Technical problems, problems of procurement and administration
of technical training aids
• Decreased motivation among “weak” students
• Increase in the number of E-learning contents thefts and
falsifications of knowledge test results
• An increase in the neuropsychic load on students and
teachers
• Lack of medical recommendations for organizing distance
learning
• Legal framework required to regulate distance learning
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Thanks for your attention!
Igor [email protected], +7 (916) 659-9638
vlasovigor.com
EnT-2020Engineering Technologies and Computer Science:
Innovation & Application
International Conference
mailto:[email protected]
