Ksenia Andreevna Perepelkina
3rd year student of the faculty of Mathematics and Natural Science Education
Belgorod State National Research University
Belgorod
Scientific supervisor
Alexander V. Markov
Senior lecturer
Foreign languages department
NRU BSU
FEATURES OF DISTANCE LEARNING FOR SCHOOLCHILDREN
Abstract: The article deals with the problem of features of distance learning. Education, as well as the world as a whole, are constantly improving and developing, new branches and varieties appear. In education, such is distance learning. The purpose of the study is to consider the features of the use of distance learning technologies as a form of organization of the educational process.
Keywords: Distance learning, educational process management, education, development, interaction between teachers and students, features.
Distance learning is the format of the twenty–first century. Modern educational activity defines the goals and main objectives of the modernization of education, among which the key is the guarantee of modern quality of education based on the preservation of its fundamental nature and compliance with the current and future necessities of the individual, society and the state.
It cannot be said that distance learning is the newest phenomenon in education. Distance learning has been widely spread for many years. However, at the dawn of the twenty—first century — the age of information technology - with the advent of the Internet, distance learning reaches a new high-quality level. Now there is an opportunity to implement the basic principles of modern education defined by UNESCO: "education for all" and "lifelong learning".
Such great teachers and public figures as E. S. Polat, A. A. Andreev, D. A. Bogdanova, V. G. Domrachev, T. P. Zaichenko, M. G. Harunov, A. K. Skuratov, E. N. Gladysheva, S. V. Guryev, Ilya Kudinov, Rail Asadullin and many others were engaged in the development of this problem. Their works contain ideas and ideas about distance learning, its features and structure. Thanks to the efforts of these teachers, the problem of the peculiarities of distance learning of schoolchildren has become widespread.
Now at least one can find about a thousand interpretations of this concept, reflecting the variety of approaches to its understanding, and any of these definitions can be considered correct. However, the most acceptable definition of the concept is that given by Evgenia Semenovna Polat. The head of the Distance Learning Laboratory of ISMO RAO considers distance learning both as a form and as one of the components of the entire education system. According to Polat E.S. "Distance learning is a form of learning in which the interaction of teachers and students and students with each other is carried out at a distance and reflects all the components inherent in the educational process (goals, content, methods, organizational forms, learning tools) implemented by specific means of Internet technologies or other means providing interactivity" [7].
It is considered the most acceptable because "learning is a two-way process in which the learner and the learner interact and, during which education, upbringing and human development are systematically and purposefully carried out" [5]. This, in turn, suggests that, if we are talking about training, we primarily mean the presence of a teacher in this process. Strictly speaking, this is the fundamental difference, the conceptual difference from the systems and programs of self-education, self-study, with which we deal when working with courses on videotapes, in television and radio courses, when working with computer programs, etc., since in these programs the user can rely only on his own strength, on your own perception and understanding of the program. In turn, the process of distance learning is characterized primarily by the fact that it is interactive in its organization, that is, in the interaction of teacher and student.
The main purpose of distance learning is "to provide students directly at their place of residence or temporary stay with the opportunity to master basic and additional professional educational programs of higher and secondary vocational education, respectively, in educational institutions of higher, secondary and additional vocational education" [1]. However, in addition to this goal, three more equally significant ones can be formulated:
Introduction of the latest educational technologies into the learning process and creation of a modern educational space through this;
Stimulation of independent search work of students directed by teachers;
Gradual transition from reproductive education to more modern: creative [6].
In order to achieve the above goals, distance learning must initially solve a number of "fundamental tasks".
Compliance with the traditional forms of education adopted at the educational institution;
Organization of delivery of educational material to trainees;
Certification of knowledge;
Organization of feedback with students during training;
Conducting the educational process.
The most difficult task, according to T.P. Zaichenko, is "management of the educational process", which includes "a set of study groups, organization of individual training courses, accounting of students' progress, synchronization of the educational process, distribution of teachers' workload, preparation of final reports, issuance of certificates, diplomas, etc." [1]. This article does not list all the tasks that arise during the educational process.
The content of training can be defined as a pedagogical model of social order, the learning process, methods and organizational forms of its implementation are determined by its content.
A huge amount of research has shown that for distance learning, exactly as well as for traditional learning, the "five general didactic teaching methods" [4] developed by I.Ya. Lerner are applicable, namely:
Information-receptive method
Reproductive method of teaching;
Problematic presentation;
Heuristic method;
Research method.
They cover the whole set of pedagogical acts of interaction between the teacher and students.
In addition to methods, there are also teaching tools. The distance learning tools concentrate pedagogically processed learning content, which makes it possible to talk about them as a means of teaching and learning. One material can be represented by different teaching tools, different in their didactic capabilities. A teacher should be aware of all these possibilities, he should be able to distribute educational material by various means, form a set of teaching tools from them - a system of educational information carriers designed to solve a set of didactic tasks.
Distance learning is a relatively new form of education, and it certainly has "special principles". These principles, proposed by Khutorsky Andrey Viktorovich, do not pretend to be absolutely complete, on the contrary, they imply further development of the methodology of the system.
"Productive orientation of learning";
"Individualization of distance learning";
"Openness of the content of education and the educational process";
"Priority of activity content over informational content";
"Principles of optimal combination of full-time and distance forms of student activity";
New electronic technologies ensure the active involvement of students in the learning process, and also allow this process to be managed, which most traditional learning environments cannot afford. The interactive capabilities of the distance learning programs and information delivery systems used in the system make it possible to establish and stimulate feedback, provide dialogue and constant support, which are impossible in most traditional learning systems. But, unfortunately, this form of education also has disadvantages that have a greater impact on human health, which is not "good".
This form of education can solve a large number of problems, such as "the shortage of qualified teachers in a number of academic subjects not only in rural, but also in urban schools." Thanks to the distance format, such students have the opportunity to study under the guidance of an experienced teacher. This would be an effective solution to the personnel issue for many regions of the country.
Thus, we can say that the features of distance learning certainly have a number of advantages, although now they need some refinement. This format of providing education is now being actively improved and developed, takes on a simpler and more accessible form, taking into account all the didactic features and the structure of distance learning courses. We can safely say that it has a great potential for development, and it is only a matter of time before it surpasses all other forms.
List of references:
Andreev A.A. Introduction to distance learning: an educational and methodical manual. - M.: wu, 1997, 210 p.
Bogdanova, D.A. Telecommunications for education / D. A. Bogdanova, A. A. Fedoseev // Informatics and education. - 2003. – No. 2. – pp. 49-55.
Weindorf-Sysoeva, M. E. Methods of distance learning: a textbook for universities / M. E. Weindorf-Sysoeva, T. S. Gryaznova, V. A. Shitova. — Moscow: Yurayt Publishing House, 2020. — 194 p.
Harunov, M.G. Etudes of didactics of higher school / Harunov M.G., Semushina L.G., Fokin Yu.G., Chernyshev A.P. - M.: Research Institute of Higher Education, 1994. - 135 p.
Gladysheva E. N. Negative impact of computer technologies / E. N. Gladysheva. // Aspects and trends of pedagogical science : materials of the II International Scientific Conference (St. Petersburg, July 2017). — St. Petersburg: Its publishing house, 2017. — pp. 99-106. — URL: https://moluch.ru/conf/ped/archive/216/12627/
Gospodarik, Yu. P. Distance learning and secondary school / Yu. P. Gospodarik // Distance education. - 2000. – No. 5. – pp. 10-11.
Gusev S.V. Modern distance learning. (Monograph) / Guryev S.V. - Moscow: Rusains, 2020. - 120 p.
Domrachev V.G. Distance learning: opportunities and prospects//Higher. image. in Russia, No. 3, 2014, pp. 268-269.
