**11. References**


http://www.westga.edu/~distance/Berge12.html accessed 3rd November 2004


http://www.utwente.nl/cheps/publications accessed 19th May 2004

important to bear in mind that technology is only a tool by which the training will be delivered. It is never the technology alone that one can attribute as the reason for failure in any e-learning project. Either a poor understanding of learning theories, a lack of appreciation of the learning styles of different learners or poor consideration of instructional

There is an opportunity for higher education to strategically address this through the formulation of lifelong learning programmes using e-learning. Developing both the infrastructure and content to deploy technology-enabled learning is a resource intensive and time consuming exercise. The challenge remains in developing a suitable framework that integrates technology in the delivery of lifelong learning, while addressing the concerns of work and personal commitments of learners and the issues those new technologies present, in terms of pedagogical, technical and financial challenges to both management and staff in

Deploying blended learning is a complex and demanding undertaking from a pedagogical and technological perspective which places new roles and responsibilities on both the participant and the instructor. In one respect the costs can be prohibitive and can stymie an initiative principally due to the fear of unknown costs without any assurance of a successful outcome. Conversely, if planned for appropriately as part of blended learning, technology may be effectively harnessed as part of deploying blended lifelong learning. The frameworks suggested in this paper are an attempt to address these challenges through a structure that recognises the complexity involved and attempts to address the uncertainty

Adams A. M., Issues and Innovations in Nursing Education Pedagogical underpinnings of computer-based learning, Journal of Advanced Nursing, Vol. 46, No. 1, 2004, pp 5 – 12 Ahmed V., The Effectiveness of Computer Assisted Learning in Construction, PhD. Thesis,

Alexander S., E-Learning developments and experiences, Education and Training, Vol. 43,

Bennett A. and Bennett D., e-learning as energetic learning, Vine, Vol. 38, No. 2, 2008, pp 206

Berge Z. L. Barriers to online teaching in post-secondary institutions: can policy changes fix

Campbell J., P. Oblinger D. G. and Colleagues, Top-Ten Teaching and Learning Issues, 2007,

Collis, B. and van der Wende, M.[Eds., 2002]., Models of Technology and Change in Higher

it?, 1998, Online Journal of Distance Learning Administration, Vol. 2, No. 1,

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that exists by putting a series of milestones in place in deploying an initiative.

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2002, Netherlands, available to download at

design will contribute to failure.

educational institutions.

**11. References** 

– 220

available at

2000, Loughborough

No. 4/5, 2001, pp 240 – 248

Educause Quarterly, No. 3, 2007


**8**

*Russia* 

**Distance Learning: Modern Approaches to** 

*Siberian State University of Telecommunications and Information Sciences* 

Pedagogy, as the science of education, learning and human development, originates from the ideas of Demokrit (460 BC -370 BC), Socrates (469 BC–399 BC), Platon (427 BC -347 BC) and Aristotle (384 BC – 322 BC). Erasmus Rotterdamus (1465 – 1536) is considered the first educator and John Amos Comenius (1592 – 1670) is the founder of didactics. Until recently classical pedagogy has dominated in education. Classical pedagogy based on didactic of John Comenius when a teacher being the bearer of a great volume of systematized information conveys this information to a student and the student has to master this

In recent years due to globalization of the world labor market and increased competition in all fields of economics and business, the development of a new system of education has become a very important issue. This new system must respond to challenges of the present and rely on modern pedagogic technologies, up-to-date means of learning process informatization and network models of learning. Starting from the end of the 20th century to the beginning of the 21st century classical pedagogy has been replaced by pedagogy implementing a new paradigm of education, which is oriented on an individual and meets

Rapid development of the Internet and multimedia has given a strong incentive to the creation of a new pedagogy and new pedagogic technologies. Today one can have the Internet access from anywhere in the world. The use of the Internet and multimedia technologies in education is becoming more and more popular among the majority of population. The advantages of computer- or web-based education over traditional classroom education include the ability to: study while at work, remain in one location with no need to travel; plan own training, attend courses across physical, political, and economic boundaries. In turn, higher education institutions obtain modern educational tools at their disposal. Distance-learning, e-learning and m-learning provide individualized learning,

The modern educational paradigm provides the following important aspects. It requires the establishment of new subject-object relations between students and teachers who are involved in learning process provided that self-directed, personal-oriented and studentcentered teaching methods are used. It becomes necessary to consider pedagogic value and

ideas of humanization in education (Savery &. Duffy, 1995; Jacobson et al, 2006)

individual oriented approach and humanization of learning.

**1. Introduction** 

considerable volume of knowledge.

**Engineering Education** 

Boris Kruk and Olga Zhuravleva

