Currently, computer tools are being actively developed for conducting training courses. Practically in all areas of academic disciplines, electronic textbooks, manuals and tutorials are being created. The growing interest in such sources is associated with the emergence of multimedia technologies, as well as with the development of communication tools, the Internet.
However, the creation and organization of training courses using e-learning tools, especially based on Internet technologies, is a difficult technological methodological task. At the same time, the large labor costs for the development of e-learning tools are often not compensated by their effectiveness due to their rapid obsolescence. However, the computer industry teaching materials expands due to their demand and social significance. For example, computer learning tools are useful for independent and individual work, they are very important for a student-centered learning system.
The main factors for the intensification of the educational process with the help of electronic manuals are:
1. increased focus;
2. increased motivation;
3. increasing the informative capacity of educational content;
4. activation of educational and cognitive activity of trainees;
5. Accelerating the pace of learning activities.
An electronic textbook is effective when there are:
1. almost instant feedback;
2. the ability to quickly search for the necessary reference information;
3. demonstration examples and models (the manual tells, shows, explains, demonstrates);
4. control (training, self-control, testing).
Let us formulate several principles for constructing an electronic textbook:
1. non-linear and multi-level presentation of educational information;
2. focus on personality (personality-oriented learning), on independent and individual work;
3. integration of development lines mental activity personality: observation, mental activity and practical actions (demonstration, modeling, information content, interactivity)
Unlike the classic “paper” version of the textbook, the electronic one is designed for a different style of learning, in which there is no orientation towards a consistent, linear study of the material.
Electronic aids have enough advantages in comparison with traditional (classical) ones. Indeed, electronic educational literature allows you to:
1. automation and intensification of pedagogical work (when designing training systems, preparing for classes and selecting educational material in accordance with the task of teaching, the formation of didactic materials);
2. implementation game forms training (business, control and testing, etc.);
3. ensuring ergonomic requirements, expressed in minimizing the mental effort of the student, i.e. expenditure of nervous energy per unit of firmly acquired knowledge;
4. machine simulation of real objects (systems) with figurative and artistic representation (visualization) of dynamic simulation results;
5. use of hypertext and multimedia presentation of information;
6. comfort in work due to the creation of a friendly interface, taking into account the individual abilities of the student;
7. ease of storage of large information arrays (reference information on a CD takes up significantly less space than several volumes of an encyclopedia);
8. implementation of environmental requirements (protection of forest tracts from deforestation, closure of hazardous industries for the production of paper, printing ink, etc.).
Also, the information presented on electronic media saves money and labor costs by reducing the cost of transportation and storage. But, at the same time, the costs of intellectual labor of the authors' collectives-creators of electronic manuals are incomparably higher than in the production of traditional literature.
Despite the undeniable advantages, the use of e-learning tools is not without certain disadvantages. Among them are the shortcomings caused by the specific features of working with information on electronic media (reading from the screen is less convenient than from a sheet of paper, causes increased fatigue of the organs of vision, requires appropriate technical means, etc.). Much more significant are the shortcomings caused by errors in writing electronic manuals. This is expressed in the absence of:
1. taking into account psychological and pedagogical requirements;
2. targeting (accounting individual features the student, his state of health (for example, disability), professional orientation in training, etc.);
3. unification in the use of terminology and notation;
4. interdisciplinary connections and insufficient continuity of the material;
5. a unified approach to the selection of illustrative material.
This situation arose due to the fact that the process of intensive creation of electronic manuals began relatively recently, and in many respects it proceeds spontaneously, therefore, the team of developers of software products for educational purposes does not always include specialists in the field of pedagogy and psychology, ergonomics, medicine, etc.
10.06.13
Since e-learning has become widespread, critics have begun to cast doubt on its merits, qualities and, in general, viability. But is it? Can students of traditional institutes boast of greater success than those who have chosen distance learning?
It's time to debunk some of these myths.
1. This technology is not trustworthy
Most of the public and financial institutions of enterprises and government agencies would be marking time if they were afraid of the introduction of new technologies. The bottom line is that in order to be successful distance learning no additional software needed. All that is required is a computer connected to the Internet. No complicated tools or expensive software. From a technical point of view, e-learning is a very simple process. Especially considering the fact that most people have fairly reliable computers and constant access to the Internet.
2. Students are deprived of the possibility of group interaction
In recent years, the level of social interaction between people has skyrocketed. Many academic e-learning platforms are taking advantage of rapid growth social networks such as Facebook and Twitter, enabling people to communicate and interact, thus creating an enabling environment for collaborative learning.
Unlike classical universities, where students are limited by the walls of the classroom, those who have chosen distance learning have the opportunity to communicate with people around the world.
3. It puts the teaching profession at risk
Computers will not replace people. They simply simplify the learning process, making it possible to reach a wider audience. The profession of a teacher or teacher is in no way leveled by the e-learning system. On the contrary, professors have the opportunity to embrace large quantity students and open a local school, taking over a larger share of the educational services market.
4. Students study worse, not feeling the control over their work from the teacher.
If a student is not interested in gaining knowledge, he or she does not care whether the teacher is watching his work or not. While e-learning does not imply that the student is at a certain time in a certain place, while providing him with access to a teacher and other fellow students who can provide help and support.
The old adage, “You can lead a horse to water, but you can’t make him drink,” debunks this myth. If the student does not have a goal to gain knowledge and achieve success, the program or the teacher has nothing to do with it. Blaming e-learning for everything is stupid. Being a kind of catalyst for the delivery of information, e-learning is not responsible for student addictions.
Dropout rate and structure of MOOC listeners (from top to bottom): observers, occasional visitors, passive participants, active participants.
5. The curriculum is less reliable
Have you ever attended some of the public lectures at MIT? Its classrooms are replicas of traditional classrooms. Students who take e-learning receive the same training as students in traditional universities. The quality of a curriculum is directly related to the instructor who designed it. The method of delivery (in this case, in digital form) in any case does not affect the quality of the product.
6. There is no universal unit for measuring the quality of acquired knowledge
For many years, experts have been trying to find a measure for evaluating the knowledge gained. To determine the quality of education through examinations? Success at work? Opportunity to retell the material? This is not just an e-learning problem. It is difficult to determine the level of acquired knowledge with reliable accuracy not only in the field of e-learning, but also in traditional one. But the truth is that the tools for measuring the success of e-learning courses are no different from those used in traditional classrooms.
7. Distance learning is passive
Students sitting in the classroom are more passive compared to those who have chosen a distance learning course. In the latter case, lecturers are more involved in the learning process, as they constantly interact with the teacher. In order to give the correct answer to the teacher in the online audience, a much greater concentration of attention is needed. It’s not for you to play Tetris on an iPhone in the “gallery” ...
8. E-learning serves as a cover for real-world students
The real world is full of computers. In life from a lot more universities, especially in a small town. Students who opt for distance learning can communicate with people from all over the world. Students of electronic courses, as a rule, are those who cannot imagine life without digital technologies. Therefore, they prefer to receive education without leaving the computer.
9. Diploma of education obtained through distance learning is not quoted
10 years ago, this could still be true, but the trends are fleeting. A growing number of employers recognize that distance education may well compete with a traditional institution. Many e-learning graduates are more tech-savvy, motivated, and more self-taught and self-improving. You need to be prepared for the fact that over time more and more will appear and more colleges based on the principles of e-learning. Traditional education will have to make drastic changes to keep pace with private companies that don't have to wade through bureaucratic red tape to get curriculum approved.
10. Students are deprived of extracurricular activities
The fact is that e-learning leaves more time for extracurricular activities. The student is not obliged to spend time traveling to and from the university, but can independently plan his schedule. Nothing prevents him from doing art in the afternoon or participating in other activities that have to be postponed by those who are "tied" to the schedule. In addition, students of electronic courses can connect to projects that are designed for a traditional school.
11. Without connections, it's harder to find a job.
Undoubtedly, connections are essential in the process of finding a good job. In this case, students of traditional universities are in a less advantageous position, who are forced to go to classes every day, for four years in a row. By receiving distance education, you can remain an active participant in the labor market. In this case, education, training and networking are three interrelated and complementary processes. An added "bonus" to many online courses is the ability to connect with people you would never meet in class. By studying remotely, you have the opportunity to communicate with people who hold good positions and can help you find an interesting and well-paid job.
12. E-learning is impersonal
Online classes are still run by real people. People who can be contacted via email, chat, or Skype. E-learning is fully customizable. This is an ideal option for people with disabilities, whose life circumstances have developed in such a way that they cannot leave their apartment.
E-learning is a great opportunity to interact with the outside world for people who are naturally shy. Agree: it's easier to type a question in a chat window than to raise your hand in a large lecture hall.
13. Professionals don’t take distance learning seriously
Yes, and here's why. Many teachers who teach online courses are more loaded with verification term papers and curriculum development, as they can work with thousands of people.
The more popular e-learning becomes, the more competition among teachers and professors. This means that they will have to make extra efforts to interest the student, to make him choose his course.
14. E-learning is chosen by people who are lazy and unable to follow the traditional path.
A traditional college course is a tangle of problems, not the least of which is financial. College is outrageously expensive. Not all talented and capable students can afford it. Shouldn't count e-education lighter option for lazy people. With all the flexibility of the schedule, the student is fully involved in the learning process, if, of course, he wants to succeed.
15. E-learning is for people who dropped out of school or failed to get into college.
This is an old label that has nothing to do with online e-learning. Times when a lagging student "left" online to finish school vocational training, have sunk into oblivion. Now students choose to study online, primarily because of its flexible system. In addition, this form allows you to reduce the cost of education and not even leave your workplace. Prestigious schools offer many online courses, the level of which is admirable.
16. Distance learning is mostly the same
Thanks to modern technology, students can gain knowledge through videos, lecture notes, slides, texts, group discussions or experiments. The teacher and students are not limited by the walls of the classroom - each person has the opportunity to learn and grow in accordance with their personal characteristics and needs.
17. This technology is too expensive
Teaching technology is generally cheaper than the cost of a course in a traditional educational institution. The price of the software, the Internet connection, and the computer are only a fraction of the cost of a single college course.
18. E-learning allows students to gain communication skills
Online education teaches students how to communicate effectively. The computer screen is not a hindrance to ask questions, discuss, comment and, in general, interact. After all, all actions must be carefully thought out, clearly and concisely written. The connection between classmates and the teacher can be more intense than in a traditional classroom. After all social aspect- the basis of software fundamentals.
19. There are too many real distractions for eLearning to be effective.
It's true that e-learning courses have to contend with Facebook, Twitter, YouTube, and millions of other online entertainment.
But this also applies to the real world. Students must learn how to properly manage their time, monitor their habits and set priorities. In a traditional classroom, the student is practically not subject to temptations. environment. But as soon as such a student gets a job, he is forced to learn to adapt to the demands of real life with all its distractions.
20. The student must have a supercomputer at his disposal
Have you ever seen a Google Chromebook? It only costs $249.00. This is a laptop that is ready to go as soon as it is taken out of the box. At the same time, it has all the tools and software necessary for studying while receiving e-learning. Most of the courses are taught over the Internet. Even if the student's Internet connection speed is too slow, the Wi-Fi system guarantees a high connection speed from any "hot" spot in the city.
21. Students in distance learning courses do not have access to the resources available to students in traditional educational institutions.
Once upon a time, students at top universities like Harvard and Yale had access to professors and library shelves that ordinary citizens could only dream of. But the Internet has changed everything. Layers of information are in the public domain. Knowledge can be drawn from anywhere, from any source. And for free. All are placed on an equal footing. And what was previously available only to the "elite", today, with the help of distance learning, everyone can get it. This is why e-learning is so popular with students.
22. E-learning is a trend that will never reach the level of traditional education
The cost of traditional education is unreasonably high. Some scientists predict that we will soon witness the collapse of the traditional education system. In scale, it will be comparable to the collapse in the US real estate market, which served as the impetus for the global crisis. The reality is that traditional education is too expensive. This system is unlikely to last even a couple of years. Online education is more cost-effective and beneficial, especially for students. The entire scientific world is on the verge of major changes.
Percentage of students in the US who "attend" at least one online course
23. Colleges will not completely switch to the e-learning system, as it has many disadvantages
Universities cannot fully switch to distance learning. But this is not because its methods are somewhat inferior to traditional methods. The reason is something else. There is too much money in the traditional education system. No less politics. Some specialists do not want to put up with new technologies, justifying their unwillingness by the fact that the hierarchy of elitism will collapse. Don't worry, there are online courses on the Internet that are designed by some of the greatest and most brilliant minds on earth.
24. It doesn't provide a real life experience.
It doesn't have to mimic real life experiences...because it happens in real life. Students of traditional universities are accustomed to the division of their lives: "At this time - study, this is work, this is family." E-learning allows you to live in such a way that all these stages take place in parallel with the learning process.
25. Distance learning is something mysterious and unknown
Many students start with distance learning. The curriculum, the cost, and the opportunity to connect with people from all over the world are the reasons why this way of getting an education will become the most promising in the future. Change is always painful. Traditional institutions have maintained a monopoly for hundreds of years. The academic sector has always developed too slowly to keep pace with technology. But one fine day, the proponents of the traditional system of education may realize: the world did not wait for them and went far ahead.
26. E-learning is much cheaper than traditional education due to hidden costs
Undoubtedly, there are costs for organizing online audiences. These are the costs of software, server hosting, and the time spent by specialists. But don't professors working in real life need to be paid? Whatever one may say, even with all the hidden costs, e-learning is cheaper than traditional.
27. E-learning involves spending a lot of time in front of a monitor, which is bad for the eyes.
When the world did not yet know the Internet, apocalyptic warnings about the negative impact of the monitor on the eyes rained down from all sides. But every year, technology allows us to improve the design of screens, making them safer and more ergonomic. How happy everyone was when an e-book first appeared and everyone got the opportunity to read information from the screen of a compact electronic device! No one doubts that manufacturers will continue to improve their products to minimize the effects of radiation on the eyes.
28. There is no opportunity to evaluate the quality of e-learning
The same argument applies to traditional education. To determine the level of knowledge in the e-learning system, you can use the same assessments as for traditional education. Nothing is impossible for distance education. There is no doubt that with the development of technology, methods for attesting the quality of knowledge obtained through distance learning will also be invented.
29. E-learning is boring
If an online course is labeled "boring", it's only because the instructor didn't plan well. There is no boredom in a lesson in a remote classroom: just like in a regular class, you can chat with other students, raise your hand, ask questions, communicate with a professor, use the Internet for research and presentations.
30. E-learning will never achieve the status of high-quality education
If, after reading the 29 reasons listed above, your opinion has not changed, you most likely will not be convinced.
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B.E. Starichenko, I.N. Semenova, A. V. Slepukhin
To the question of correlation between the concepts of e-learning
V high school 1
annotation
In the article, based on a comparative analysis of various positions and judgments of both researchers and practitioners, a key feature of the specific difference between traditional and e-learning is formulated - the use (or non-use, as in the first case) in the educational process of information resources (i.e. devices and means of processing, storing, transmitting information), where educational material is presented in digital (electronic) format. The chosen approach, in which the main guideline is the degree of use of digital (electronic) resources in the educational process, makes it possible to unify and correctly determine all types of education existing in modern higher education (traditional, distance, electronic and mixed), establish a connection and show the difference between them. This, from the point of view of the authors, will provide a reasonable compromise when modeling options for training specialists in higher education, which is understood as the joint work of a teacher and student (s), aimed at acquiring knowledge, methods of activity and communication features that meet the requirements of the future profession, carried out with the use of training materials of an information nature and the necessary equipment.
| Key words: e-learning, distance learning, blended learning.
The research objective is the classification and conventional interpretations of the concepts of "e-learning", "distance learning" and "blended learning"; its interconnection and correlation of the didactic system of modern education. The authors note that the deficiency of general data theories in pedagogical literature, - on the one hand, and active development of learning types essentially complicate framing and contents of modern education didactic system. The authors give the key feature of the generic difference between the traditional and e-learning on the basis of the analysis and correlation made by various researchers" viewpoints; the key feature - the information resources" usage in educational process (i.e. devices for data processing , storage, transmission), and the information is presented in digital format. The authors single out that blended learning means implementation of traditional types and methods of specific educational tasks including the e-learning elements. distance learning is proposed to be electronic itself; it "s supposed to be the final variation of e-learning.
| Keywords: e-learning, distance learning blended learning.
Introductory remarks
The processes taking place in the socio-political and economic life of the world community inevitably lead to changes in the field of education. Such trends of the 21st century as transformation, continuity, transition to the concept of personal development
on the one hand, and the development of modern information and communication technologies, their inclusion in the learning process, on the other hand, make it possible to introduce a number of fundamentally new ideas in the field of education, related, among other things, to the implementation of electronic, distance and blended learning.
1 The article was prepared within the framework of the state task of the Ministry of Education and Science of the Russian Federation 2014/392, projects No. 1942,2039.
Modernization of the Russian educational space, which is carried out in the context of technological innovations in the world education system based on intercultural and interdisciplinary integration, informatization of the educational process, formation of a system continuing education, the implementation of a competency-based approach, requires understanding the growing role of e-learning types, which is becoming one of the priority tasks of modern domestic pedagogical science.
The relevance of solving the identified problem is enhanced by a comprehensive analysis of the pedagogical experience of traditional higher education. The results of this analysis indicate a decrease in the effectiveness of education, built on the authoritarian pedagogical requirements and poorly connected with the needs of society and those directly receiving education today. In addition, the search for new technological and methodological solutions is forced by the combination of educational and work activities of students and undergraduates and, as a result, the impossibility of achieving educational goals within the framework of the traditional scheme of organizing the educational process in full.
In such a situation and in the context of changes in the goals of higher education, as well as with an increasing flow of educational information, the formation of students' skills to learn independently and navigate the information flow is of particular importance. Therefore, modern pedagogical technologies of electronic, distance and blended learning, which are designed to implement a student-oriented approach to training specialists and are aimed at developing the individual resources of students, are becoming especially relevant.
The foregoing emphasizes the importance of studying the didactic possibilities of these types of education, their methodological foundations, implementation conditions, revealing the essence of pedagogical, methodological, psychological problems their organization, as well as the search for adequate teaching methods.
Among teachers, there is currently no unity in understanding the essence and correlation of electronic, distance and blended types of education and the mechanisms for their implementation. This article presents the position of its authors on the designated range of issues.
Traditional learning and e-learning
Obviously, in the heading above, the key concept is “training”, and the words “traditional” and “electronic” mean its organizational and methodological forms.
In the pedagogical literature there are many definitions of the concept of learning. For example, T.A. Ilyina is "a purposeful process of interaction between a teacher and students, during which education, upbringing and development of a person is carried out" . And in the famous "Pedagogical Dictionary" G. M.
and A.Yu. The Kodzhaspirovs state the following: “learning is a specially organized, controlled process of interaction between teachers and pupils, aimed at mastering knowledge, skills, shaping a worldview, developing mental strength and potential of students, developing and consolidating self-education skills in accordance with the goals set” . The latter interpretation has become practically generally accepted - many authors refer to it.
In the above and other definitions known to the authors, as a rule, the interaction of the teacher and students is singled out as the essence of learning, but the aspect of the interaction of the student with the educational environment in which the educational process takes place is not taken into account. Apart from this, the definitions of "learning" are usually general in nature and focus mainly on general education. However, with the deepening of the specifics of educational processes, the interpretation of learning every time needs to be specified. For example, in relation to higher education, a clarifying concept of “training a specialist” or “training in higher education” should be introduced. When focusing on the informational nature of education, from our point of view, the following formulation is acceptable: training a specialist in higher education is a joint work of a teacher and student (s), aimed at acquiring knowledge, methods of activity and communication features that meet the requirements of the future profession, and carried out with the use of educational information materials and the necessary equipment.
The functions of the teacher in his joint activities with students should include:
Creation of the necessary information resource (information educational environment);
Selection and implementation of optimal (for given learning conditions) methods and teaching aids; planning the learning process;
Conducting interactive training sessions;
Control independent work students;
Determination of the rules of communication with students.
The functions of a student are
In the implementation of active and conscious educational and cognitive activities (mostly independent) to acquire knowledge and master the methods of activity established by the Federal State Educational Standard (as the minimum necessary);
Development of own creative professionally significant qualities.
Thus, the modern process of learning at the university consists
From an information educational resource (environment);
Interaction with the educational resource of the student and teacher;
Interactions between teacher and students in interactive (on-line) and non-interactive (off-line) modes.
To the question of the relationship between the concepts of e-learning in higher education 55
processing information resources in electronic (digital) formats for the presentation of educational material. This category does not include "pre-computer" technical means training - film and video projections, projections of a static image, electronic questionnaires, etc. - their use is also included in the means and methods of traditional education.
Assessing the features of the above components in traditional university education, you need to pay attention to the following:
The information educational environment is built on the basis of paper-based sources available at the university - textbooks, manuals, books, magazines; difficult (more often impossible) access to foreign publications, including periodicals; there are no automated means of information processing (and, accordingly, they are not included in the information environment);
Access to resources is carried out only through the appropriate storage (libraries, reading rooms) only at a specified time and in a specific place; updating resources by the teacher cannot be done promptly;
The interaction between the teacher and full-time students is carried out only in an interactive mode during classroom training sessions and control activities; consultations, where students can ask questions to the teacher, are also classroom in nature and take place not as needed for students, but in accordance with the established schedule; The interaction of the teacher with students of correspondence courses during the sessions is interactive (classroom) in nature, the rest of the time most of the interaction is carried out through non-interactive and slow means of communication, such as mail.
Thus, the organization of traditional education has a number of shortcomings that require decisive elimination. This became possible thanks to modern means of information and communication technologies that provide, in particular, in the educational process
Representation, transmission and use of information in various forms (multimedia);
Storage of significant amounts of information;
Online access to remote information;
Operative communication of interested parties;
Organization of joint activities in the virtual space;
Operational information processing, computer modeling, etc. All of the above is based on the presentation of any information in digital (electronic) formats, as well as the operation of devices that provide its automated processing, transmission and storage. The teaching methods allowed in this case turn out to be secondary in relation to the nature of the information and the means of its processing. Thus, traditional training and training using information and communication systems are distinguished, first of all, by the ability to work with information in electronic form.
In domestic and foreign literature, there are many definitions of the concept of "e-learning" (e-leaming):
This is the organization of educational activities using the information contained in the databases and used in the implementation educational programs information and providing its processing information technologies, technical means, as well as information and telecommunication networks that ensure the transmission of the specified information over communication lines, the interaction of students and teachers1;
Use of new information technologies, multimedia and Internet technologies (1CT) to improve the quality of education by improving access to resources and services, as well as remote knowledge sharing and collaboration;
An independent type of learning based on the integration of pedagogical and infocommunication technologies, the essence of which is the interactive remote interaction of the subjects of the educational process in the conditions of the information and educational environment, which ensures the formation of an infocommunicative personality based on the mobile content of education, interactive methods of activity and personalized accounting for the educational achievements of students;
A new form of organization of the educational process, based on the independent educational work of students with the help of developed electronic educational resources; The learning environment is characterized by the fact that students are mostly, and often completely, distant from the teacher in space and / or time, at the same time they have the opportunity to maintain a dialogue at any time using electronic telecommunications.
The use of new information technologies, multimedia technologies and the Internet in the learning process;
Transfer of knowledge, management and support in the learning process with the help of new information and telecommunication technologies (1ST), which includes software and hardware solutions.
The results of the content analysis of the main approaches to the definition of the concept of "e-learning" are presented in the table.
When interpreting e-learning, an unequal understanding of its essence is seen:
This is an improved form of distance learning, i.e. a type of distance education in which various electronic means learning;
A process involving the introduction and use of learning management systems - its content (content), the process of formation of competencies, procedures for tracking learning outcomes; systems for delivering educational materials “at the right time in the right quantity to the right place”; testing systems and interactive support for the learning environment;
1 Law on Education in the Russian Federation. The federal law, Art. 15 [Elec. resource]. Access mode: Ministry of Education and Science.rf/documents/2974.
Approaches to the interpretation of the concept of "e-learning"
Target orientation (types of activity) Means used (tools, resources) Features of the formulation of principles, content, methods, conditions of training
Federal Law organization of educational activities organization of activities, processing, transmission of information, interaction of students and teachers information technologies, technical means, information and communication networks
A. A. Andreev synthetic, integral, humanistic form of education delivery of educational material, its independent study, dialogue exchange between the teacher and the student traditional and new information technologies and their technical means the principles are traditional, the content and methods are changing
N. Dubova use of new information technologies, multimedia technologies and the Internet access to resources and services, remote knowledge exchange, collaboration new information technologies, multimedia technologies and the Internet
E-didactics learning process acquisition of competencies informational educational environment dominating trend towards self-learning
A. V. Solovov a new form of organization of the educational process independent educational work of students with the help of developed electronic educational resources, interaction of participants in the process electronic educational resources, learning environment, means of electronic telecommunications
M. J. Rosenberg use of Internet technologies providing a wide range of solutions that increase knowledge and productivity, delivery of educational content, learning network, Internet technologies, educational material
P.J. Edelson, V.V. Pitman op-!^ training, Web-based training, CBT-computer Based Training Web-technologies, computer technologies
D. Morrison long-term assimilation of knowledge and skills by adults assimilation of knowledge synchronous (video conferences, virtual classes, high-speed messaging), asynchronous (e-mail, text materials, audio and video recordings, etc.) means
D. R. Harrison, T. Anderson organized on certain topics, programs, subjects, the educational process, an active exchange of information between students and teachers, as well as between the students themselves, new information technologies and mass media - fax, radio, television, and audio -, television and video conferencing, multimedia and hypermedia, computer telecommunications
D. Keegan education and training education and training Internet, virtual learning environments, learning management systems
An alternative to traditional face-to-face learning, when classes are conducted remotely using Gace-Le-Gase-Learm^ ("face-to-face") technologies, which allow students not only to independently get acquainted with educational information, but also to be present and participate remotely in real time in real learning sessions.
It is noteworthy that many authors identify e-learning with distance learning. From our point of view, this is not true: the first can be implemented in the classroom and on local computers. If, as mentioned above, the key feature separating traditional and e-learning is non-use / use
To the question of the correlation of the concepts of e-learning in higher education 57
information in electronic formats, then the following definition can be given: training should be considered electronic, the means and methods of which provide for the use of educational information resources in electronic (digital) presentation formats.
Let's comment on this definition:
Firstly, all other factors that are often indicated in the formulations of other authors, for example: the need for computer hardware and software for the creation and use of digital resources, a database for their storage, a network for accessing resources and exchanging information between the subjects of the educational process and etc., - turn out to be a consequence of the use of digital forms of information presentation and such detailing, generally speaking, looks superfluous;
Secondly, individual methods and means of e-learning can be implemented along with traditional ones - in this case, we should talk about blended learning.
Distance learning and blended learning
Distance learning (distant learning) as an independent form of organization of the educational process is also recognized by many domestic researchers (V.Yu. Bykov, E.Yu. Vladimirskaya, N.B. Evtukh, V.O. Zhulkevskaya, S.A. Kalashnikova, M. Y. Karpenko, S. P. Kudryavtseva, E. S. Polat, N. G. Sirotenko, E. M. Smirnova-Tribulskaya, P. V. Stefanenko, V. P. Tikhomirov, O. V. Hop, A.V. Khutorskoy, B.I. Shunevich, etc.), and foreign (M. Ahlen, T. Anderson, J. Boat, F. Wedemeer, D.R. Garrison, J. Daniel, R Delling, D. Keegan, M. Moore, O. Peters, K. Smith, R. Holmberg, etc.).
Let us turn to some definitions of distance learning, which is called
A way of teaching at a distance, in which the teacher and students are physically located in different places and use audio, video, Internet and satellite communication channels for educational purposes;
Purposeful, organized in a specific didactic system, the process of interactive interaction between teachers and students using teaching aids that are invariant to their location in space and time, which is implemented;
Telecommunication training, which is carried out mainly with the help of technologies and resources of the Internet and in which subjects remote from each other (students, teachers, tutors, moderators, etc.) carry out the educational process, accompanied by their internal changes (increments) and the creation of educational products.
In the previous work of one of the authors of this article, the concepts of "distance education", "distance learning" and "distance learning technologies" are distinguished. In particular, the following statement is substantiated: distance learning is an asynchronous form of learning
academic discipline which provides for independent assimilation by the trainee of specially organized educational materials with prompt access to them; control and management of educational activities carried out by a remote teacher.
The following clarifications are given for the definition:
1) ... asynchronous form ... means that the learning process occurs for each student independently of others;
2) in the remote version, the student masters the educational material on his own, while having the possibility of prompt remote interaction with the teacher and other students;
3) ... specially organized learning materials ... cover all types of student learning activities both in terms of content and organization of the learning process; they (materials) are presented in electronic formats and provide remote access to them;
4) ... online access ... to educational materials means that it must be carried out at any time acceptable to the student and from a place convenient for him; Of course, such access can only be provided through the use of computer networks and network communication services, i.e. in the presence of an information educational environment.
Thus, distance learning should be considered as a limiting case of e-learning, which does not contain elements of traditional learning in terms of organizing the educational process and the interaction of its subjects with educational resources and among themselves.
However, it would be wrong to limit the possibilities of organizing the educational process to two extreme cases - traditional and distance learning. There is a significant educational sector in which distance learning cannot be fully applied, but nothing prevents it from being used. individual elements e-learning (in particular, distance learning technologies). This applies to the full-time form of both school and higher education.
As a result of the search for more advanced schemes for organizing the educational process, using the advantages of distance learning and compensating for its shortcomings, the idea of blended learning arose. This term refers to a learning process that uses various event-based learning management techniques, such as face-to-face learning (classroom learning), distance learning (asynchronous distance learning) and online learning (synchronous distance learning). The educational process is based on the interaction of the student not only with the computer, but also with the teacher in active full-time and remote forms, when the material studied independently is summarized, analyzed and used to solve the tasks. Blended learning is seen by educators as
Learning that combines different types of learning activities, including face-to-face classroom learning, online e-learning, and self-learning in the workplace;
A model in which distributed information and educational resources are involved in full-time learning, including elements of asynchronous and synchronous distance learning;
A combination of face-to-face and distance learning, in which one of them is basic depending on the preferred model;
Integration of electronic and traditional learning, which is inherent in planning and pedagogical value;
Use in different proportions of e-learning and classroom learning,
Combining "live" learning with learning using Internet resources (primarily the second generation), which allow for joint activities of participants in the educational process;
Traditional education with the use of additional electronic technologies.
Comparison of definitions shows that all of them in one way or another point to a combination of traditional and electronic forms of education. The flexibility of blended learning lies in the fact that the proportions of traditional full-time and remote forms in it can be different. Their ratio depends on several fairly obvious factors: the content of the discipline, the age of the students, the degree of their readiness for self-education, the possibilities of the information educational environment of the educational institution, the equipment of educational and methodological support. Thus, e-learning, according to our ideas, combines blended and distance learning.
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Introduction
CHAPTER I Theoretical aspects of the comparison of traditional and e-learning
1. Contemporary Issues traditional and e-learning.12-30
2. History of traditional and e-learning.31-48
3. Requirements for the content of e-learning.49-81
Conclusions on the first chapter
CHAPTER II. Modern technology of traditional and e-learning
1. Forms and methods of e-learning.82-92
2. The results of experimental - experimental work ... 93-114
3. Development of the scientific basis of e-learning technology.115-124
Conclusions on the second chapter
Conclusion. 125-132
Bibliography... 133-149
History of traditional and e-learning
In setting the context of online learning, strategies should be used that allow learners to understand and pay attention to information and actively remember it. Students use their sensory system to absorb information in the form of feelings. It is necessary to use strategies that maximize the manifestation of sensations. For example, the appropriate layout of information on the page, page features (color, graphics, font size, etc.) and methods of presenting information (auditory, visual, animation, video).
Before the perception and processing of information, students must understand it on a sensory level. The strategies needed to develop understanding and interest in online learning are listed below.
Important information should be located in the middle of the page and students should read it from left to right (for the Latin alphabet).
Educational information to attract attention must be highlighted in various ways.
Students must understand the need for classes in order to be able to focus on the information received.
The presentation of materials must be appropriate to the level of knowledge of the student so that he can perceive its meaning. The combination of simple and complex material will help the student adapt to different levels of learning.
These strategies allow students to retain information in long-term memory and make sense of new information. The task of students is to establish a connection between new and stored in long-term memory information.
Strategies should facilitate the implementation of the following models: - preparation of conceptual models that students can apply to their existing mental models, or to maintain structure, they should be used when studying the details of the lesson; – use pre-surveys to clarify expectations and activate the existing knowledge structure of students and provide motivation to seek additional resources and achieve results. – Information must be transmitted in chunks to prevent overflow of active memory. Online learning teaching materials should be 5 to 9 points per page to facilitate active memory processing; - if the lesson contains many points, then it should be organized in the form of an information plan. The information plan is a vision of the presentation of online classes, which can be formed in three forms: 1 - linear, 2 - network and
During the lesson, each item is displayed in a general information plan and then divided into sub-items. At the end of the lesson, by interpreting the relationships between the elements, the master plan is re-adjusted. For the purpose of in-depth processing, students should contact at the end of each lesson to provide information and update it in the plan.
Effective online classes should use techniques that provide students with the ability to search for and comprehend information, provide strategies for high processing and storage of information in long-term memory.
Requirements for the content of e-learning
It should be noted that although the goals of virtual learning are the same as those of distance learning, they are essentially different.
The problem of the growth of applicants for higher education and the development of information and communication technologies have led to the emergence of new approaches to learning and its methods.
One of recent changes in this area is considered virtual education. Virtual education emerged as a solution to this problem and provided new opportunities in life and education,
especially for adults. To establish a system of virtual education, many factors must be considered together and in combination with each other. Comparative studies and a review of the virtual learning literature have shown that the most important components of the education system consist of:
Technological infrastructure. Includes basic communication systems (fiber-optic, satellite receivers, microprocessors, etc.), the Internet, Internet providers, connecting the education system to network systems, etc.
human infrastructure. The introduction of a virtual learning system requires the involvement of qualified technical personnel, developers of technical and educational projects, teachers, students, designers, administrators, etc.
Extensive knowledge is also required - the ability to use a PC, text editors, extract scientific knowledge from the web instead of aimlessly browsing web pages, apply software, multimedia, find errors and correct them, etc.
Here, undoubtedly, new approaches, a change in the perception and understanding of the totality of factors and the adjustment of roles, relationships and methods of activity are of great importance.
educational infrastructure. Shift in teaching and learning paradigm, change from supervised learning in the classroom to a self-learning system free from time and space constraints, new teaching methods (synchronous and asynchronous), new pedagogical ecology, shifting focus from teacher to student, shifting focus from teaching to learning, latest methods training and assessment, etc.
Cultural, social and defining infrastructure. Netocratic culture (Internet oriented), raising a global citizen with respect for national and local values, paying attention to the digital divide and directing efforts towards an equitable distribution of teaching and learning processes, network culture and traditions, change social role higher education, the development of a new pedagogical culture (independence and student autonomy) as the dominant organizational culture in teaching and learning environments.
economic infrastructure. E-commerce, profitability, the latest methods of resource and budget allocation, new supply models, marketing and education market development, economy without intermediaries, return on investment, macroeconomics, indirect efficiency (expanding the choice of educational topics, teacher, facility mass media, price, speed, learning methods, etc. for the student).
Infrastructure management and leadership. Knowledge management (shifting the focus to organizational learning, rather than individual learning, developing ways to transfer accumulated knowledge and experience between employees of the organization). Choosing a strategy of mutual cooperation and healthy competition, new leadership and management strategies, including joint management, preventive and dynamic management, international and global approaches to organizational matters, development of policies, courses and rules in the field of virtual education, due to such various factors as the scope of work, the way researchers are involved, methods, verification and licensing, intellectual property issues, qualitative and quantitative standards, ensuring the quality, originality and reliability of information , electronic security measures, acceptable usage policies, etc.
Administrative infrastructure and support system. Electronic system management, organizational, educational and technical support system for students, teachers and employees, access to digital resources, services, etc. . Features of e-learning The more well-designed an e-learning program is, the more it can provide special features that are useful in the learning process. In any case, these characteristics should be included in a meaningful form in the e-learning program. The greater the proportion of components of a certain e-learning program, the more features and characteristics it can provide. The extent to which e-learning features are effective depends heavily on the question of their incorporation into program design. The quality and degree of influence of one characteristic of e-learning can be determined by considering the important crisis topics of the learning environment. The following are examples of some of the characteristics of e-learning. Interactivity, reality, full control, comfort, self-sufficiency, ease of use, online support, security, cost-effectiveness, collaborative learning, formal and informal environments, multidisciplinary, online assessment, online search, global accessibility, intercultural interactions, non-discrimination, etc. .
Results of experimental work
Factors hindering the development of e-learning The application of new learning models for those who have been engaged in the traditional way for several years will be fraught with certain problems and difficulties. Along with this, the philosophy of education and upbringing (pedagogy) in each country is different. As a result, different methods and approaches will appear. Changing learning models will require transforming these approaches. On the other hand, countries differ in terms of access to information and communication technologies. These differences can create certain obstacles in the implementation and implementation of e-learning.
Virtual university A virtual university is an environment where, through the use of multimedia tools such as a PC, the Internet, fax, camera, online communication software, etc. distance e-learning is implemented.
It can be argued that the concepts of "virtual university" and "virtual learning" refer to courses and education that are different from traditional teaching methods. Lesson content can be shared over the Internet or via video, in a two-way active and interactive way. As well as cable and satellite television can serve as a media means of transmission of these activities.
The virtual university is interactive, dynamic and student-centered. Such universities provide the opportunity to study anywhere, at any time and throughout life.
Research Center - This center informs students about scientific and publishing activities. Bookstore - gives you the opportunity to buy e-books and other study materials with a credit card (e-books). Responsible for the execution of administrative services, such as registering a list of seminar classes, exams and laboratory work.
Academic units offering classes, labs, dissertations, and exam programs. E-learning in Iran takes first steps in the field educational technologies and distance education. One of the most important arguments in favor of the need to create e-learning centers in Iran is that the limited resources of the current education system have become a particular social problem ]19[.
Advantages and Disadvantages of Virtual HEIs As previously defined, a virtual HEI transmits its classes and curricula over the Internet and the student does not have to be present in the classroom as in traditional education. Here are some of the advantages and disadvantages of these universities:
Advantages. Possibility to offer classes in a multimedia environment (audio, video, text, animation), which naturally significantly improves the quality of the content. Availability of lesson content from anywhere and at any time, plus the possibility of repetition for better absorption. The absence of time and space restrictions makes it possible for busy people, or even those who are on a trip, to receive education without any problems. The connection of the teacher with the student over the network provides the opportunity to choose a teacher from any country in the world, just as a student from anywhere in the world can receive an education. Access to the digital library in real time. Opportunity to continue education for those who were cramped within the framework of traditional education.
Development of the scientific basis of e-learning technology
E-learning is a comprehensive system of solutions for organizations moving along the path of modern technologies and changing methods and learning environments.
In general, the benefits of e-learning can be summarized as follows: The method of offering classes to students. No time limits for classes. Versatility, coverage, mobility, timeliness, and meeting learning needs at any time. Growth in the quality of classes (based on the use of multimedia tools). Growth in the efficiency and impact of training (due to the removal of temporal and spatial restrictions).
Use of various means of mass media. One of the most important tools for conveying information and knowledge to an audience is the use of appropriate media.
Virtual learning uses five media such as text, sound, image, animation and video as the most important communication tools.
Equal availability. Virtual learning provides all participants with equal access to educational resources. That is, one well-designed virtual lesson can be used by students on the scale of one country or even wider.
Extensiveness of training. At present, none of the types of training has such a potential to spread around the world as virtual training via the Internet. The geographical boundaries of the distribution of the virtual learning environment coincide with the Internet. Thus, this type of education provides the potential for learning from anywhere. Virtual training in automatic mode is available 24 hours a day. Thus, virtual education contacts at any time of the day they can revise their classes, exercises and tests to respond to the participants. Therefore, the virtual learning audience can attend classes at any time of the day, complete assignments and participate in the relevant tests. Thus, another feature of virtual education is the absence of time restrictions.
E-learning has the ability to connect teachers and students from all over the world, which has many advantages.
Interaction between teacher and student. The physical presence of the teacher and students in the classroom is not required. Reduce travel time and costs for students. Possibility of teaching a large number of students in the class. Possibility of registration of activity and progress of pupils by the teacher. Possibility of compiling various models teacher training. Ease of communication.
Interaction and cooperation. Other advantages of virtual education via the Internet include the use of tools for communication, consultation and cooperation between the teacher and students. For example, most e-learning management systems have email and chat facilities. With these tools, you can send messages, ask questions, and discuss scientific articles and reports among participants.
There are two traditional teaching methods
1. reproductive
2. Explanatory and illustrative.
The reproductive method of teaching is used to develop students' creativity, push them to extract information already known to students. But still, the reproductive method cannot fully develop the thinking of students, their creative potential.
The explanatory and illustrative method consists in the fact that the teacher communicates the finished information by various means, and the students perceive, realize and fix this information in memory. The teacher communicates information with the help of the spoken word, the printed word, visual aids, and practical demonstration of methods of activity.
Thus, both traditional methods involve the transfer of knowledge for students in finished form.
These methods can be distinguished many shortcomings:
2. Low independence of students.
3. Scattering of attention.
4. Incomplete understanding of the material.
5. The inability to “think” and make decisions independently.
6. Average amount of knowledge.
7. The average pace in the study of the material.
Innovative teaching methods
These methods include active and interactive forms, applied in teaching.
Active forms provide for an active position of the student in relation to the teacher and to those who receive education with him. During lessons with their use, textbooks, notebooks, a computer are used, that is, individual tools used for teaching.
Thanks to interactive methods, there is an effective assimilation of knowledge in cooperation with other students. These methods belong to collective forms of learning, during which a group of students work on the material being studied, while each of them is responsible for the work done.
They belong to:
- creative exercises;
- group tasks;
- educational, role-playing, business games;
- excursion lessons;
- use of video materials, the Internet, visibility;
Innovative teaching methods at school contribute to the development of cognitive interest in children, teach to systematize and generalize the studied material, discuss and discuss
| Traditional | innovative | |
| Target | Formation of knowledge, skills | Development of the ability to independently pose and find solutions to new non-standard problems |
| Forms of organization | Frontal, individual. | Group, collective. |
| Teaching methods | Illustrative and explanatory, informational. | Problematic, problematic presentation, partially exploratory, research |
| Leading type of activity | Reproductive, reproducing. | Productive, creative, challenging. |
| Methods of assimilation | Learning, activity according to the algorithm | Search activity, reflection |
| Teacher Functions | Bearer of information, custodian of norms and traditions. | Cooperation organizer. consultant |
| Student Position | Passivity, lack of interest, lack of motive for personal growth | Activity, the presence of a motive for self-improvement, the presence of interest in activities. |
Undoubtedly, innovative teaching methods have advantages over traditional ones, because they contribute to the development of the child, teach him independence in cognition and decision-making.
Teaching methods
Teaching methods are ways of joint activity of a teacher and students aimed at solving learning problems.
Teaching methods are divided into three groups:
Organization methods.
- verbal methods ; story, explanation, conversation, work with a textbook and a book.
- Visual methods: observation, demonstration of visual aids, films and filmstrips.
- Practical Methods : oral and written exercises, graphic and laboratory work
Control methods.
1.Oral control. Individual or frontal survey.
2.Written control. Examinations, essays, presentations, dictations, etc.
3.Laboratory control, machine control. Laboratory work, tests, questionnaires.
Incentive methods.
In order to formulate the motives of educational activities, the whole arsenal of methods for organizing and implementing educational activities is used. Each of the methods has not only informative and educational, but also a motivational effect.
