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ФОРМУВАННЯ КУЛЬТУРИ ЛОГІЧНОГО МИСЛЕННЯ ЯК ВАЖЛИВОГО КОМПОНЕНТА ПІДГОТОВКИ ВІЙСЬКОВИХ ФАХІВЦІВ

Author(s): Lyudmila Petrova,Petro Vasilovich Kvitkin,Iryna Volodymyrivna Diatlova / Language(s): Ukrainian Issue: 2/2021

Problem setting. Today new generation of future military professionals must be prepared for professional activity and life in the ever-changing conditions of military affairs. Military activity is a specific type of activity. Therefore, higher military education should become school of high culture of thinking of future military specialists. The formation of a logical culture of the future military specialist and a holistic personality is inconceivable without the formation of professional thinking. One of the main shortcomings in the training of cadets is the problem of solving new technical problems.Recent research and publications analysis. On the basis of theoretical analysis of scientific sources and expert assessment of the significance of components of the creative activity of military specialists professional thinking, the criteria for the development of each component and their indicators have been defined. This problem is considered by Zavalishin, Teplov, Yagupov, technical thinking (Kudryavtsev, Kulyutkin, Reshetnikov) and othes.Paper objective. In the research the theoretical basis and experimental study of peculiarities of the development of the logical component of future military specialists’ professional thinking in the process of professional training in a higher education institution have been carried out.Paper main body. On the basis of theoretical analysis it has been determined that logical thinking is an important component of the professional skill of a specialist, which ensures the successful accomplishment of professional tasks, the adoption of optimal solutions in a certain area of activity, and it is the embodiment of the professional competences of the individual and the condition for his or her professional development.The paper deals with the problem of logical thinking as an important component of training military specialists in psychological and pedagogical sciences. The analysis of thinking as a psychological cognitive process, in scientific works of foreign and native scientists,considering the regularities of the human psyche functioning in extreme situations, has carried out, in order to improve the moral and psychological support of the personnel. The model of future military specialists training for the development of primary school pupils’ logical skills has been developed and tried out. It includes such units as: purposeful (socialcontrol, aim, tasks); methodological (approaches, principles, interaction subjects); content and activity (content, forms, means, methods, technologies); assessment and resultative (criteria, rates, levels, result). Forms, methods and means of educational process according to the future military specialists training for the development of cadets logical skills have been improved. This notion has historical character and complex structure: levels of formal logic and dialectics. The pedagogical ways of formation of culture of thinking of students are also given. The transition in the educational dialogue from oral to written, from the external to the internal dialogue, and vice versa, ensures the development of thinking interlocutors in the process of solving educational problems. Educational dialogue is not only an exchange of remarks between its participants, but it is their social interaction,communication, which activates their mental, emotional, sensuous activity. The characteristics of professional thinking of the organizers of future military specialists,which need to be developed to achieve professionalism in the professional military activity,have been considered.Conclusions of the research. Practical meaning of the obtained results lies in the development and implementation into the educational process of establishments of higher education the diagnostics methodology of the future teachers’ readiness levels for the formation of military specialists logical skills. The number of academic hours has been increased to study the methodology of solving tasks in logic. The characteristics of professional thinking of the cadet, which need to be developed to achieve professionalism in the professional military activity, have been considered.

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Digital transformation of Russian society as a condition of forming young teachers’ professional identity in a big city

Author(s): Yury G. Volkov,Galina I. Chikarova / Language(s): English Issue: 2/2021

Digitalization affects every sphere of life including education. However, for it to be beneficial, it needs transfomation in order to fit the current situation or changes that have occurred in human life over a time.The purpose of this research is to consider the impact of the digital transformation of Russian society on the formation of young teachers’ professional identity. The constructivist approach and the "soft concepts" of identity that have developed within its framework, serve as the methodological basis of the proposed research. The results of the applied authors’ sociological study conducted in 2020 serve as the empirical basis of this study. The method of collecting information was an in-depth interview. The research concluded that digitalization has a positive impact on formation of professional identity of young teachers. We also note that, despite the fact that the forced transition to online education has increased the prestige of teaching, digitalization cannot be considered as an independent factor that is able to change the professional space so that it becomes more attractive for young professionals

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Saudi education postgraduates’ (trainee teachers’) perspectives on distance education

Author(s): Amani Khalaf Alghamdi,Ali Tared Aldossari / Language(s): English Issue: 2/2021

The purpose of this exploratory study undertaken in Saudi Arabia is to understand how in-service and new teachers perceive distance education. The study involved nineteen male and female postgraduates who were pursuing an education master’s degree during the COVID-19 pandemic. This is a qualitative research asking participants to provide a 300-word response to the open-ended question: “How will you implement what you have learnt in your studies so that distance education can be effectively provided and convince others of the merit of this approach?” The task was presented in Arabic and the complete assignments were returned electronically. The 11,181-word corpus underwent content and thematic analyses yielding eight themes. Participants addressed issues pertinent to teaching and learning, equity in technological access and digital literacy. To make DE in Saudi Arabia successful, thorough preparation of involved parties, including educators and learners, and their digital teaching and learning skills should be mastered.

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How do digital games utilization levels predict a teacher’s digital material development self-efficacy?

Author(s): Sümeyra Akkaya,Metin Kapıdere / Language(s): English Issue: 2/2021

This study is a correlation research that aims to reveal whether digital material game usage sub-dimensions, gender, school level, in-service training for education in the digital environment, digital game playing status, devices and remote education variables, are significant predictors of digital material development self-efficacy level sub-dimensions. The study group consisted of 330 teachers. The study group consists of voluntary teachers from all education levels who provide remote education during the pandemic in Malatya city in the 2020–2021 academic year. This study found that there is a negative relationship between teachers’ seniority and Web 2.0 development self-efficacy; a positive significant relationship between attitudes to use digital games in the class and Web 2.0 development skills; higher design self-efficacy perception in teachers with in-service training compared to those who did not have in-service training; higher design self-efficacy for teachers with high attitude towards using digital games in class; and negative attitudes towards digital games increased as the negative perspective towards digital material development self-efficacy increased. Experimental and qualitative studies regarding digital game-based digital teaching material efficiency can be recommended

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The effect of Mentimeter and Kahoot applications on university students’ e-learning

Author(s): Bayram Gokbulut / Language(s): English Issue: 2/2020

In the digital age, where technology is developing rapidly, there is a need for technology and game-based e-learning environments that students appreciate instead of traditional instruction. Interactive Web 2.0 tools can be utilised to develop e-learning environments. In this study, Kahoot and Mentimeter applications, interactive and game-based Web 2.0 tools, were used. The effect of Kahoot and Mentimeter applications on e-learning was investigated. This study was carried out at a state university in the Western Black Sea Region. It was carried out with prospective teachers studying in the Department of Primary School Education. This experimental study was conducted with 29 prospective teachers in the experimental group and 27 in the control group. Attitude Scale Against e-Learning was applied to prospective teachers before and after the application.Traditional methods were applied to the control group. Kahoot’s evaluation feature and the word cloud feature of the Mentimeter program were used in the experimental group

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Learning skills for enhancing the use of Big Data

Author(s): Jolanta Sabaitytė,Vida Davidavičienė,Roberta Karpoviciutė / Language(s): English Issue: 1/2020

For a competitive organisation, it is important to invest in employee’s education to keep their knowledge up to date and ensure continuous growth in terms of employees’ competence and skills. Continuous learning is considered as one of the success factors for the organisation, since this ensures constant growth of employees’ competence that results in productiveness and effectiveness in its product development. Nowadays, more and more organisations are investing in performance analytics, Big Data analytics, artificial intelligence and process automation that are strongly related. However,such initiatives and projects can fail due to the lack of skills and competence of employees, which is strongly related to certain learning barriers. Therefore, the objective of the article is to create a conceptual framework for the elimination of learning-related barriers. The methods employed in this research are scientific literature analysis, synthesis and logical analysis of information, comparison of information, systemisation and visualisation. The conceptual framework illustrates the learning process for learning-related barriers elimination and suggests learning solutions: e-learning, mentoring, in house sessions, generic courses and external training solutions such as conferences and seminars

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The influence of online mathematics learning on prospective teachers mathematics achievement: The role of independent and collaborative learning

Author(s): Murat Tezer,Ezgi Pelin Yildiz,Seyma Bozkurt,Hasan Tangul / Language(s): English Issue: 4/2019

The aim of this study is to influence of online mathematics learning on prospective teachers mathematics achievement based on the role of independent and collaborative learning. An experimental design model with pre-test and post-test control group was used in the study. The working group constitutes a total of 60 prospective teachers in the first and second years of education in the Department of Elementary Teaching and Preschool Teaching of a private university in 2016–2017 academic year in Northern Cyprus. As a means of data collection, mathematics achievement test consisting of 30 questions was administered as pre-test, and after the study, the same success test was administered as a post-test. As a result of the findings, it has been determined that the prospective teachers have a significant increase in their successes due to the teaching practices in online learning environments.

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A hypertext, az online kommunikációs csatornák és a digitálismédia-platformok mint az oktatás új otthonai

Author(s): Zoltán Szűts / Language(s): Hungarian Issue: 4/2020

The digital turn in pedagogy is based on both a communication and a text-centric revolution. This paper summarizes how an interactive text gives a new home to education. It, obeys the laws of the new networks, is inherently convergent, combines image, video, and sound while supports not only interactivity but also co-creation, and thus the user becomes a creator of content, that is, a prosumer. As a result of the integration of online communication and media processes into the subsystems of our world, educational institutions have begun to introduce and operate e-learning environments. Digital pedagogy is currently based on cloud-based, web 2.0 online communication and media platforms, and mobile applications. There are many ways to categorize these platforms. A valid approach is to divide based on access or the number of participants in learning. Considering all possible approaches, the author finally decided to group and examine the applications based on the communication functions they perform, while also addressing their elements based on hypertextuality.

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FORMATION OUVERTE ET À DISTANCE (FOAD) ET STRATÉGIE NUMÉRIQUE DE CONTINUITÉ PÉDAGOGIQUE EN CONTEXTE COVID-19 : RETOUR D’EXPÉRIENCES

Author(s): Moustapha Mbengue,Djibril Diakhate,Mohamed LatSack Diop / Language(s): French Issue: -/2020

In the fight against the spread of the coronavirus disease Covid-19, the Senegalese authorities had decided to suspend teaching in schools and universities throughout the country as of Monday 16 March 2020. The following question then arose for universities and higher education institutions: what are the modalities to ensure the continuity of the public service of education? The School of Library, Archivists and Documentalists (EBAD) of the Cheikh Anta Diop University of Dakar, with more than twenty years of experience in the field of distance learning, on the recommendation of the supervisory authority, had embarked on the implementation of a strategy to ensure pedagogical continuity. The aim was to enrol students initially enrolled in face-to-face training in distance learning. This initiative was fraught with uncertainty given the novelty of the situation and, above all, the many challenges to be met, particularly in terms of raising awareness among the players involved, the availability of technological equipment and skills, tutoring of courses for first-year students, etc. The aim of the initiative was to ensure the continuity of teaching. This article presents the strategy and action plan for enrolling students in the FOAD adopted by the EBAD. Through a link between “case studies” and scientific reflection, it is part of a practical and reflective perspective and is intended to be an inspiring model of adaptation for higher education institutions in developing countries.

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EXPOSER ET DEBATTRE DES DIFFICULTES ENSEIGNANTES DANS L’ESPACE SOCIONUMERIQUE FACEBOOK. REVELATIONS AUTOUR DES « SITUATIONS DE VIE » DANS LA PLATEFORME LES ENSEIGNANTS DU CAMEROUN

Author(s): Russel Ponty Zambo,Sonia Carelle Mengue / Language(s): French Issue: -/2020

This research dwels with the problem of teaching difficulties, largely conceptualized from the school environment or the physical work environment of teachers. Moving from the observation that at the educational level, the socio-professional questions of these actors are transposed in the social medias, through different platforms, the objective of the research is to conceptualize the difficulties teachers are confronted with, when it comes to the skills-based approach with entry by life situation.

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CHALLENGES OF QUALITY IN THE E-LEARNING PROCESS FOR HIGHER EDUCATION INSTITUTIONS DURING THE COVID-19 CRISIS IN BOSNIA AND HERZEGOVINA

Author(s): Danijela Madžar,Jelena Putica Džajić,Andrej Raspor / Language(s): English Issue: 28/2022

The COVID-19 crisis had a huge impact on education and became the subject of many scientific studies. The purpose of the paper is to investigate the opinions of professors and students on the quality of teaching and satisfaction with e-learning during the COVID-19 crisis. The aim of the research is to answer the question to what extent professors and students are satisfied with the quality of e-learning in higher education institutions, as well as their expectations in the future. The research was created on the research platform 1KA and conducted in the period from November 12, 2021 to February 12, 2022 in Bosnia and Herzegovina. A survey questionnaire was used as a research instrument, which was sent to 192 addresses, 101 publics and 91 private faculties in Bosnia and Herzegovina, and included 132 professors and 202 students. The results of the research showed that the quality of teaching is positively influenced by the satisfaction and level of usefulness of the tools used among professors, but also among students. The results also confirmed that more work experience leads to lower e-learning expectations in the future. The paper presents empirical research that was conducted on the territory of Bosnia and Herzegovina about the impact of COVID-19 on the quality of e-learning. The scientific contribution of the paper is reflected in the fact that it can be used in research related to the impact of crises on teaching in higher education institutions, as well as potential future emergency situations of crisis and uncertainty that result in new models of teaching that combine classroom and e-teaching.

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PAST, PRESENT AND FUTURE OF DISTANCE LEARNING

Author(s): Sanja Selimović,Stanko Blatnik / Language(s): English Issue: 1/2023

The paper examines the development of distance learning with a focus on the application of the internet based on the authors' experiences gained from implementing various distance learning projects. The methodology of distance learning has not significantly changed since its inception in the 18th century; rather, the mode of communication between students and teachers has evolved. At present, there is little room for improvement in distance learning through the use of new technological solutions. However, the use of artificial intelligence opens up new possibilities for education that will fundamentally transform the shape of education in the future. Based on their experiences, analysis of the development of distance learning, and trends in artificial intelligence, the authors have conceptualized the P3 education model, which is predictive, personalized, and proactive. This model will first be applied in non-formal education and will be implemented more slowly in the formal education system, which is conservative and slow to embrace change. However, within a few years, as every individual with a smartphone will have their own digital teacher (an icon on the phone screen to be tapped), the formal education system will undergo seismic changes.

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Digital Learning Materials in Teaching Languages for Special Purposes in Higher Education in QuILL Project

Author(s): Ildikó Szabó / Language(s): English Issue: 9/2022

Aim. The Erasmus+ project ‘QuILL – Quality in Language Learning’ was approved within the Strategic Partnerships for Digital Education Readiness as it proposes a new insight into the way digital open educational resources (OER) are made available to language lecturers teaching languages for specific purposes or as foreign languages and how they can maximise their use in a qualitative way. The project ended in February 2023. One of QuILL’s main goals is to provide higher education language lecturers with a substantial number of Open Educational Resources (OER) to assist them in the teaching and learning process. Apart from that, a training package has been developed to guide lecturers into the way they identify, use and create online resources. The guidelines brought into play in the e-book of the project concur with the core principles that guide higher education lecturers’ teaching practice: to make learners become motivated and engaged, unfettering them from narrowmindedness, fostering autonomy and critical thinking.Methods. The identification of the sources has been made by the experts of the project partnership following a bottom up approach and the participation of a relevant number of potential beneficiaries, focusing in particular on Language for Specific Purpose (LSP). Each resource is presented both in English and the target language through a review, a case study and a guideline on how to use it. The e-learning based package addressed to university LSP lecturers is specifically aimed to guide them in innovating their language teaching methodologies through the effective use of quality digital based OER teaching sources including 2 operative tools, 2 case studies and an interactive self-assessment test. A third outcome of the project is an e-book titled Implementation of Digital language Learning Opportunities. This publication brings together contributions from the six partners that integrate the QuILL project consortium. Therefore, it consists of six chapters.Results. In the QuILL portal, both language lecturers and learners will find many OERs for 18 European languages, already tested and validated by students in real teaching scenarios. The OERs used for LSP described according to quality indicators: comprehensive approach, added value, motivation enhancement, innovation, transferability, skills assessment and validation, adaptability. The content of the e-learning based training package is structured in 3 modules, each of which follows the same structure with the combination of a readable e-text, extensive use of links to existing resources and downloadable supplementary document. The e-book, containing important theoretical and practical guidelines, is aimed at Higher Education (HE) policy makers, as well as LSP lecturers, to improve the implementation of digital based language learning opportunities in higher education systems. It also intends to present, examine and reflect on the opportunities related to the use of digital technology in the language learning and teaching process.Conclusions. Most resources found on the Internet are targeted at learners of English. This is one of the issues that QuILL addresses. The publication, an e-book on digital language teaching addresses the process of language learning via digital resources and keywords such as “quality” “innovation”, and “digital education” are common to all of the six chapters. In the specific context of LSP, digital technologies equip teachers and students with more tools that will empower them during the learning and teaching process, so they continue to open as many doors as possible.

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Digital transformation in adult education: empowering global understanding and sustainable development

Author(s): Monica Eliza Motorga / Language(s): English Issue: 2/2023

In the era of digital transformation, the intersection of adult learning, digital competence, global progress, and sustainable development emerges as a pivotal focus. This article dives into the complex interaction of these factors centering on the pivotal role of digital competence in advancing sustainable development goals through adult education. By exploring the dynamic landscape of technology and education, the paper investigates how enhancing digital competence among adult learners facilitates global understanding and fosters sustainable behaviors. The accessibility afforded by digital education empowers individuals at any life stage or circumstance to actively participate in lifelong learning, upskilling, and reskilling. The research systematically examines literature to capture the essence of the study, emphasizing the vital importance of digital competency for global understanding and sustainable development. It elucidates key concepts, unraveling the intricate relationship between digital transition, adult education, and the overarching pursuit of sustainability. This study posits hypotheses that underscore the critical role of digital competence in sparking global knowledge and catalyzing sustainable development within the dynamic realm of digital change. It contends that digital technologies, through personalized education, contribute significantly to the achievement of global sustainability goals. The findings accentuate how the digital revolution in adult education transcends conventional boundaries, leveraging technology to democratize knowledge and foster global collaboration. Empowered as change agents, learners equipped with both global awareness and sustainable skills have the potential to propel society towards a more interconnected and sustainable future. The study concludes with insights underscoring the profound link between digital competency, global awareness, adult education, and sustainable development, offering valuable guidance for educators, policymakers, and academics.

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Competency-Based Online Teaching Supervision Process for Technical and Vocational Preservice Teachers

Author(s): Kanitta Hinon,Prachyanun Nilsook,Witsanu Loetchantharangkun / Language(s): English Issue: 2/2024

The aim of this study is to assess the teaching proficiency of technical and vocational preservice teachers. This assessment aims to pave the way for the effective management of online teaching oversight based on established competency standards. Additionally, the study explores the integration of digital technology in the realm of online teaching supervision. The research approach employed a combination of research and development, utilizing content analysis of relevant literature and research, while also constructing supervision models. The findings revealed that the teaching proficiency of technical and vocational preservice teachers encompassed various facets, including the formulation of comprehensive learning management plans, the use of enriching learning activities, the execution of teaching strategies, the utilization of media and technology, and the implementation of measurement and evaluation methods. The process of online teaching supervision was found to involve a few distinct stages, namely preparation for supervision, the execution of supervision activities, guidance and mentorship, continual improvement coaching, and the subsequent reporting of coaching outcomes. Furthermore, the integration of digital technology into online teaching oversight was shown to manifest itself in two principal approaches: synchronous and asynchronous modes.

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Teachers Perception on Digital Technology in Teaching and Learning as a Quality Factor in Ethiopian Universities

Author(s): Mebrate BEKELE FEYISA,Orsolya Kálmán,László Horváth / Language(s): English Issue: 1/2024

In this 21st century, HEIs are experiencing a dynamic change in technology, and they should be responsive to stay in the competition space. A recent phenomenon of the COVID-19 outbreak was an alarm that caused many HEIs to look back at their capacity in digital technology to deliver online teaching and learning. This paper presents technology-based teaching and learning at two Ethiopianhigher education institutions. Two research questions were set to guide the study: -how do academics perceive tech-based teaching and learning as an element of quality? Do other Inputs, Processes, and Outputs impact the application of digital technology in teaching and learning? A quantitative research method was employed to assess the case. 188 university teachers were taken from two universities as a sample for questionnaire administration. Jamovi software was deployed for data analysis. The result shows that digital technology-assisted teaching and learning are among the important elements of quality. Teachers believe that technology-based teaching and learning improves quality. Their beliefs were similar across their qualifications, departments, university type, and gender. In contrast, their service years have made a significant difference between teachers of less than five years (5) experience and those between five to ten (5-10) years. Inputs and processes-oriented quality elements significantly affect the integration of ICT into teaching and learning. It is recommended that HEIs of Ethiopia be proactive in planning to adopt relevant and timely digital technologies to deliver quality teaching and learning. Besides this, their openness to cooperate with Ethio Telecom, the Ministry of Education, and other NGOs to work toward capacity building to integrate digital technology into their teaching and learning by minimizing the challenges related to poor digital competency, scarce resources, internet connection, and infrastructure.

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Assessment as Learning: Use of Reflection Videos in the Massive Open Online Course to Enhance Learning and Digital Identity Among Pre- and In-Service Teachers in Norway

Author(s): Irina Engeness,Magnus Nohr / Language(s): English Issue: 2(68)/2022

This study examines teachers’ experiences of their engagement with the reflection videos in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC) aimed to develop Norwegian teachers’ professional digital competence. The study also considers how teachers’ en-gagement with reflection videos might have enhanced their digital identity. Analyses of teachers’ experiences draw on the cultural-historical perspective and, in particular, Galperin’s conceptual contribution. Mixed methods were used to analyse the data by providing evidence about the teach-ers’ engagement with the reflection videos in 2016-2020. Findings reveal that the teachers’ engagement with the reflection videos contribut-ed to the development of their conceptual understanding and their agentic capacity to learn online. In doing so, their digital agency might have been enhanced.

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Student's Priorities When Selecting Web Conferencing Tools in Sri Lankan Tertiary Education

Author(s): Rannulu Lakmali De Zoysa,Lubna Ali Mohammed,Rushan Abeygunawardane / Language(s): English Issue: 3/2024

A properly selected web conferencing tool can significantly enhance student engagement, motivation, and learning outcomes in online education. Hence, this study aims to produce a framework ordering the key features and associated sub-factors of web conferencing tools that Sri Lankan tertiary sector students prioritize for their online learning experience. A quantitative research method is deployed to get the student's opinions on the factors discovered in a previous study on “Expert opinion on selecting a web conferencing tool for synchronous online tertiary education in Sri Lanka”. The research hypothesis was tested using the Pearson Chi-square test, followed by exploratory and second-order factor analysis to rank the importance of sub-factors and main characteristics. The findings revealed that students prioritize collaboration features the most, followed by online event features, pricing, user-friendliness, customer support, security, online evaluation, performance, and screen-sharing. This framework offers valuable insights for Sri Lankan tertiary institutions to select web conferencing tools that truly align with student preferences. By incorporating these student-centric considerations, institutions can optimize the online learning experience, leading to improved engagement, learning outcomes, and ultimately, greater student satisfaction.

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Design and Implementation of Audiovisual Resources to Support the Differential Equations Blended Learning Course

Author(s): Noemí Lizárraga Osuna,Marlene Zamora Machado,Jesús Rigoberto Herrera García,Rosa Citlalli Anguiano Cota,Norma A. Barboza Tello,Paul Medina Castro,Jesus Omar Inzunza Castro / Language(s): English Issue: 3/2024

The implementation of additional educational resources to support distance learning and enhance blended and virtual instruction frameworks in higher education institutions has become undeniably crucial in the global health crisis. This document details a case study focused on evaluating the impact of audiovisual materials on the academic outcomes of a differential equations course delivered under the blended learning model (b-learning) at a public university in Mexico. These materials, which cover various topics and exercises related to various methods of solving differential equations, are designed to be sequentially integrated into the curriculum and the course schedule, allowing students to access them according to their availability, in alignment with the timetable assigned for online activities. Incorporating digital technologies in distributing and accessing these resources has been essential for designing and monitoring educational activities, facilitating the consultation of additional materials, viewing videos, and completing practical exercises. This strategy has significantly enhanced the learning process, demonstrating the critical importance of integrating digital resources into university pedagogy.

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Instruirea asistată de calculator utilizată în evaluare

Author(s): Mirela Trifonescu / Language(s): Romanian Issue: 11/2022

Using computers as an educational teaching process in the act of teaching, learning and assessment, affecting both, the teacher teaching and learning activities of students. Pedagogical issues related to this aspect is contained in formulas of this type of computer assisted instruction and computer assisted learning. The three aspects, instruction and learning are in fact correlative first it aims mainly the teacher,the second, the student. In a speech condensed we could say that CBT is the way in which interaction between teaching and the learning of teachers and students, is mediated by the presence of the computer, considered as auxiliary technical, intended to increase and optimize teaching positions, work reception and information retrieval teaching by students.

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