The role of distance learning in the organization of independent cognitive activity of students. The importance of distance education in the modern world The role of e-learning tools in distance education
Essence and features of distance learning
Distance learning- this is a way of obtaining knowledge, forming skills and abilities, based on the interactive interaction of the student with the computer. At the same time, the administration of the learning process is automated as much as possible, the interaction between trainees and tutors (mentors or teachers) is carried out mainly through various communication channels, but without personal communication.
For a person who independently chooses a distance learning form, the decisive factors are the freedom to choose the time and place of study, the choice of subject, specialty and training organization.
Thus, from this point of view, the essence of distance learning can be expressed in the following sentences:
The opportunity to study in the chosen educational organization, regardless of its location and the location of the student;
Obtaining information in the amount necessary at a given moment at a convenient time anywhere in the world;
The ability to repeatedly return to the educational material with virtually no restrictions.
A slightly different point of view of a person who is forced to distance learning. Perhaps this category includes people who, according to corporate requirements, must constantly or periodically undergo various trainings, complete cases, or who are trying to improve their level of knowledge, but apart from distance learning, there are no other opportunities to gain knowledge.
If distance learning is forced, then from the point of view of the student, the process can be described as follows:
There is a need to increase the level of knowledge, gain some skills and / or abilities, but the very fact that there is no explicit control or constant supervision of the process, this can be a stumbling block in the effectiveness of such training;
Well, the most important factor is self-organization. If it is not there, then it will be difficult for the trainee to complete the training program to the end. Here, however, we must not forget the influence of the corporate culture or the management system of the company that provides training.
The view of employers on distance learning is quite typical. It mainly covers the following aspects:
Reducing the cost of staff training (although the creation and filling of a distance learning system requires significant costs);
Distribution of standardized knowledge among a significant number of employees;
Creation and accumulation of high-quality knowledge. If the employer pays due attention to the creation of educational content, then its quality will be at the highest level.
The main features of distance education is that the sources of knowledge are information resources that exist in the telecommunications environment, such as automated information systems, databases, computer programs, and others.
The characteristic features of distance education that distinguish it from the traditional system of education are presented below:
Flexibility of learning is convenient for students who are already working, i.e. each student can study as much as he needs to master the course of disciplines in the chosen specialty;
Modularity, i.e. distance learning is based on the modular principle, which allows you to study a particular discipline in blocks (modules);
Economic efficiency, i.e. obtaining distance education is much cheaper than receiving education in the traditional system of education;
The new role of the teacher, he coordinates the learning process, as well as the course taught, consults students, i.e. he is assigned the role of a tutor;
Special forms of control, which include remote exams, testing and others;
Use of specialized computer technologies.
The main feature of distance learning is that it is based on independent learning. Students should be able to independently work with the information provided to them, moreover, at a convenient time for them.
Features of distance education can be traced in the organization of the learning process. When receiving education in this form, both teachers and students must be proficient in Internet technologies. There is no need for students to travel to their place of study, they can study from any city, region, and even country.
- Zoyirov Bahadir Abdullaevich, teacher
- Sariosa Agricultural Professional College, Surkhandar region, Uzbekistan
- EDUCATION
- DISTANCE EDUCATION
- INNOVATIONS
This paper examines the phenomenon of distance education and its significance in the modern world. The author focuses on the importance of distance learning in the context of the transformation of the labor market and changing requirements for the employee.
- Comparison of programming languages on the example of array sorting
- Monitoring the physical development of young men of a special medical group in the dynamics of training at a university
- Functional characteristics and assessment of the energy potential of students with different levels of physical health
- Organization and conduct of research on improving ICT competencies using andragogical principles of learning
- Characteristics of the physical health of students of a technical university in the Baikal region
The modern world is characterized by global changes in all spheres of society. In the context of the scientific and technological revolution of the second half of the 20th century, a crisis has ripened in the education system. The crisis manifests itself not only in insufficient funding, but also sometimes inconsistency between the content of modern education and the state of modern society, its needs and pace of development. Education even in the most developed countries does not keep pace with the changing world.
In the current conditions, when educational practice does not meet modern requirements and cannot prepare a person for the future in a timely manner, radical measures are needed.
Current trends show that in the coming century, education will have to become a continuous process in the life of every person who wants to be in demand in the labor market. Education will now continue throughout his life. Only in this way will modern man be able to adapt to technological innovations not only among the tools of labor, but also in its content; timely acquire new knowledge and areas of professional activity .
Against the background of the creation of a knowledge society, the growth of the process of informatization of society leads not only to the formation of a new information environment, but also a new information way of life and professional activity.
One of the most effective methods of expanding and globalizing the educational space in the modern world is the development of distance education systems, i.e. the possibility of implementing the educational process in conditions where students use modern information technologies and telecommunication networks to interact and implement the educational process.
Distance forms of education begin to emerge as early as the 19th century in the form of postal correspondence between a teacher and a student, then carried out using radio and television, and now with the use of information, communication and computer technologies.
Now, with the development of ICT and Internet technologies, distance education has become more accessible and effective. Choosing this form of education, the student gets ample opportunities to combine study and work or raising children, and distance education also provides an opportunity to receive education for people with limited mobility and living in remote areas.
Thus, in modern conditions, the development of the system of distance education is the most important task, the solution of which will help to cope with the problem of improving the quality of the country's labor resources.
The use of ICT in the education process makes it possible to increase the efficiency and quality of education. However, the introduction of these technologies will require a change in the approach to teaching and the formation of educational material, and additional training for teachers in the methodology of remote teaching and interaction with students (answering questions, checking completed work) may also be required.
However, in the course of distance education, the student should not be alienated from the teacher, because this can negatively affect the development of communication skills and independent thinking of the student.
As for the distance education system in Uzbekistan, it began to develop actively only in the last decade. However, today this form of the educational process is already used in many large higher education institutions.
Bibliography
- Colin K. Informatization of Education: New Priorities // Gosbuk. URL: http://www.gosbook.ru/system/files/documents/2013/04/02/kolin.pdf
- Sokolova S.A. Modern innovation and information technologies in the educational process // Novainfo. - No. 36-1. - URL: http://site/article/3815
- Khusyainov T.M. The process of informatization of labor and its social consequences // International scientific school "Paradigm". Lato - 2015. In 8 vols. T. 6: Humanitarian sciences: a collection of scientific articles / ed. D. K. Abakarov, V. V. Dolgov. - Varna: Central Research Institute "Paradigma", 2015. - S. 310-315.
- Khusyainov T.M. History of development and distribution of distance education // Pedagogy and education. - 2014. - No. 4. - P.30-41.
- Yakimets S.V. The use of information and communication technologies in education: Benefit and harm // Bulletin of Pedagogy and Psychology of South Siberia. 2014. No. 4. pp. 113-115.
Abramovsky Anton Lvovich
Assistant of the Department of Marketing and Municipal Management, Tyumen State Oil and Gas University [email protected]
THE ROLE OF DISTANCE LEARNING AT THE PRESENT STAGE OF GLOBALIZATION OF RUSSIAN HIGHER EDUCATION
Abramovsky Anton Lvovich
Assistant of the Marketing and Municipal Administration Department, Tyumen State Oil and Gas University [email protected]
ROLE OF DISTANCE EDUCATION AT THE PRESENT STAGE OF GLOBALIZATION OF THE RUSSIAN HIGHER EDUCATION
Annotation:
The article analyzes the role of distance higher education in the Russian Federation in connection with the strengthening of globalization processes. The author formulates conclusions about the growing importance of distance learning for Russian higher education in order to ensure its competitiveness in the educational services market.
Keywords:
globalization in education, distance higher education, essence of globalization, training, education, innovations in education.
The article analyzes the role of the distance education in the Russian Federation in view of the intensifying of the globalization processes. The author draws conclusions about the increasing role of the remote learning for the Russian higher education in order to ensure its competitiveness in the educational market.
globalization in education, distance higher education, essence of globalization, training, education, innovation in education.
Currently, the term "globalization" has gained wide popularity. It is used in many areas of human activity to describe integration processes, increasing mutual influence and interdependence of countries and peoples from each other. Sociological encyclopedia edited by V.N. Ivanova interprets this term as follows: "the ever-increasing influence and impact of universal, world (global) processes on the fate of individual countries and peoples, as well as all of humanity as a whole" . The Collins English Dictionary defines globalization as “the process by which financial and investment markets operate internationally, in large part as a result of deregulation and improved communication capabilities, whereby a company expands its activities internationally.” An analysis of the degree of development of the definition of "globalization" allows us to conclude that this issue is well covered in the works of scientists from the USA and Western Europe, it is especially worth noting the researchers Lechner and Boli, 2000; Scholte, 2000; Thompson, 2000; Tomlinson, 1999; Zachary, 2000. In their works, terminology is specified, attempts are made to determine the root causes of globalization processes, questions of the difference between internationalization and globalization are discussed, and their chronological periods are described.
Of particular interest on the issue of periodization of globalization is, in our opinion, the concept of the researcher V.Ya. Nechaev, who singled out three stages in this process. The first stage in the development of globalization in the world appeared at the beginning of the era of the new chronology and was closely connected with the development of world religions, since at that time certain value orientations were formed, which, in turn, began to go beyond the boundaries of the first states and actively spread beyond the place of their appearance. . The chronological framework of this period is determined by V.Ya. Nechaev at 1,000 years old.
The second stage refers to the beginning of the second millennium and is associated with the formation of the first universities in the world. V.Ya. Nechaev emphasizes that universities “... take religion, science, and art under their cosmopolitan cover, offering them to compete in disciplinary dynamics, “stacking” their knowledge and their culture in the heads of new generations of people. In essence, the modern era (Modern and Contemporary) comes when universities have already prepared generations of educated people who are able to use sciences, arts, technologies in all spheres of public life.
The third stage in the development of globalization began with the entry of mankind into the third millennium, the so-called "information age" (some prefer to call it "post-industrial"). It is characterized by the availability of modern information and communication technologies, the emergence of the global Internet network, which has united all of humanity; the rapid development of computer technology, mobile communication devices (cell phones, smartphones, tablet computers, laptops); openness of information in general, multiple increase in its flows; general intensification of the rhythm of human life. In our opinion, this stage of globalization is the most interesting, since never before has humanity had such opportunities for a breakthrough in the four main areas of life (economy, politics, social sphere and culture).
The influence of globalization processes on the economies of countries is most noticeable, since this influence leads to the formation of a single world market (the emergence of such institutions as the World Trade Organization); a change in the principles of doing business (the emergence of a knowledge economy, a reduction in the size of an enterprise's staff to a few highly qualified specialists, an increase in the speed of business processes); increased competition between companies represented on the market (due to the growth of production capacity, an overabundance of goods and services); to the activation of scientific and technological progress, the development of technologies and innovations.
Considering the impact of globalization processes on politics, it is worth noting the strengthening of interstate and international cooperation, the changing role of the state in organizing the life of the population, the growth of political interdependence and interconnectedness of countries and peoples.
However, globalization has the greatest impact on the social sphere, since there is a tendency to change the nature of intercultural ties (a large number of migrants around the world, interethnic marriages), people's worldviews and their way of life (and they are not always positive, they often lead to the formation of a way of life). consumer, not creator). We also note the emergence of new threats in the form of global crime, international terrorism, more frequent economic crises (which is inevitable in a market economy), and an increase in the gap between the rich and the poor.
The impact of globalization on culture is also ambiguous. There is an opinion that this process destroys general cultural differences in different countries of the world, promotes the development of the cultural component as the dominant one in the only remaining superpower. Such "erasing of boundaries" leads to inevitable losses and devalues the cultures of all mankind.
In view of the foregoing, and also taking into account the entry of modern civilization into the information age, it can be argued that globalization trends have touched the fundamental institution of public life - education. Researchers such as F. Fukuyama rightly point out that the formation of social classes and the differences between them in our time are due not to origin (as it was 100 years ago), but to the volume and quality of knowledge gained. E.S. Demidenko in his article "Upcoming Changes in Education in a Technogenic Society" perfectly illustrates this statement. He writes: “...at the beginning of the 20th century. more than half of the top officials still came from very wealthy families, in the middle of the century their number was reduced to a third, now there are only a few.
Globalization processes are especially noticeable in higher education. Not only the methodological base of teaching has changed (due to the active use of information technology, the emergence of electronic educational environments, distance learning innovations and online learning), but also the very principle of doing business by modern universities, which combine the functions of a temple of knowledge and a commercial enterprise (foreign researchers call this combination "university-enterprise"); universities exist in a market economy, competing not only among themselves within one country, but also with others from different countries.
The increase in competition is partly due to the ability of an increasing number of universities to teach remotely (teacher and student can be thousands of kilometers apart), with the active use of educational environments (learning environments). US universities, such as the University of Phoenix (Phoenix University), the Massachusetts Institute of Technology (MIT), the University of Western Governors (Western Governors University) and a number of other educational institutions, are especially successful in this direction.
Russia's entry into the global educational space is associated with the signing of the Bologna Declaration, according to which the transition to a two-level system of education (bachelor and master) in higher education was carried out, a course was taken to increase the informatization of universities and the development of distance learning technologies. For the implementation of its provisions in September
In 2013, a new Federal Law "On Education" was adopted, according to which the concepts of distance learning technologies (DOT), e-learning are introduced. Such innovations will stimulate the development of distance education systems in higher education, strengthen its role as a strategic direction for ensuring accessibility in Russia and exporting domestic education to other countries of the world.
The transition to distance learning in higher education is associated with certain difficulties, which relate to the creation of electronic learning tools for students (technical level), the preparation of high-quality educational courses (content level), the training of teachers and tutors (personnel level), the assessment of learning outcomes (evaluative level ). At the same time, there are universities in our country that actively apply foreign experience in this area, take into account the Russian specifics of work and implement high-quality distance learning for their students. One of these is the Moscow State University of Economics, Statistics and Informatics (hereinafter - MESI). In 1992, this university began the process of introducing information technologies into education, and at present it trains more than 70,000 students, including about 15,000 foreign students from 52 countries of the world. MESI offers more than 740 full-fledged online courses for its students, has a developed infrastructure for supporting students who study remotely, as well as 29 branches throughout Russia.
Thus, the education system in the XXI century. has undergone significant changes due to the processes of globalization and thanks to the active development of information technology. Currently, a new form of higher education, distance education, is developing and spreading all over the world.
Leading universities of the world are interested in spreading their educational product outside their countries, which is a significant challenge to the domestic system of higher education. To increase competitiveness, Russian educational institutions can expand distance learning systems based on information technology, combined into a specialized educational environment, which will allow them to retain the existing student body, offer a better and more convenient educational service at competitive prices. If the university is unwilling to use new technologies in the learning process, there is a threat to its existence, since it can be ousted from the market of educational services.
The information society requires constant development of the system of higher professional education, to which it is necessary to respond adequately. The development of distance learning in Russia is a necessary step to maintain the competitiveness of Russian universities in the global educational space.
1. Sociological encyclopedia / scientific. ed. V.N. Ivanov and others: in 2 vols. M., 2003. T. 1. 696 p.
2. Nechaev V.Ya. Parameters of globalization and factors of the Bologna process // Bulletin of Moscow University. 2004. No. 4. S. 27-34.
3. Demidenko E.S. Upcoming changes in education in a technogenic society // Successes of modern natural science. 2011. No. 12. S. 89-90.
4. Moscow State University of Economics, Statistics and Informatics // Official website of the university. 2013. URL: http://mesi.ru/about/figures/ (date of access: 09/02/2013).
We live on the threshold of the information society, in which information and its constantly updated resources play a major role in the development of science-intensive industries, highly efficient technologies, the culture of their exploitation and reproduction. The ability to work with information on different media becomes a field of knowledge. In this regard, there is a need for the widespread introduction of such technologies in the educational process.
Distance learning is a new form of organizing educational activities, which has been actively developing in recent years, thanks to the fairly widespread use of personal computers, both in educational institutions and for personal use.
The objective emergence of remote forms of technology is due to the following main reasons:
Remoteness of students from educational and information centers; originality of the territory of Russia;
Development of a system of advanced training and additional education;
Numerous contingent of people in need of quality and affordable education; the lack of opportunities for full-time education and the insufficiency of distance learning in case of physical limitations, disability;
Lack of qualified teaching staff, especially in subject areas;
The need to obtain training materials of a higher quality, in-depth or specific nature.
It is already too late to prove the economic, educational, even political significance of the organization of the DL system in the country. DO has already become a fait accompli not only abroad, but also in our country. According to the Ministry of Defense of the Russian Federation in 2002, more than 200,000 students of Russia studied in the system of higher education in a distance form in more than 20 universities of the country. Only the Modern Humanitarian University in Moscow teaches 60,000 students remotely. About 50,000 citizens of the Russian Federation permanently residing in Russia are students of foreign educational organizations and study remotely.
Distance Education is the result of an objective process of informatization of society and education.
Distance Education is developing most rapidly in business education.
Goals of introduction and use of DO.
1. global intensification of intellectual activity through the involvement and use of information and telecommunication technologies;
2. Business goals - to make money on educational services;
3. Pedagogical - improve the quality of education
4. Pragmatic - to increase labor productivity, saving on costs;
5. Overcoming the existing objective restrictions - removal of temporary restrictions on training, territorial, training of people with disabilities.
New information technologies have opened up access to knowledge, providing access to the global information space. Information technologies are a set of methods and technical means for collecting, organizing, storing, processing, transmitting and presenting information that expand people's knowledge and develop their ability to manage technical and social processes.
The Internet is a special information and educational environment. In such an environment, a variety of means are used: verbal, visual, multimedia.
Didactic properties of the Internet
1. publication of educational and methodological information in the hypermedia version
2. pedagogical communication in real and delayed time between subjects and objects of the educational process;
3. open in time and space remote access to information resources.
Distance learning is provided by the use of a set of educational technologies, in which purposeful indirect or incompletely mediated interaction between the student and the teacher is carried out regardless of their location and distribution in time on the basis of pedagogically organized information technologies, primarily using telecommunications.
The advent of the era of informatics was marked by the transition from the technosphere to the infosphere. Compared to the industrial society, where everything is directed to the production and consumption of goods, the information society produces and consumes educational resources. The results of social progress, previously concentrated in the technosphere, are now concentrated in the infosphere, where most people are engaged in the production, storage, processing and implementation of information and knowledge. Today, the world has entered the telecommunications phase of the development of the infosphere, which is characterized as a phase of communication, information and knowledge transfer. Since knowledge is rapidly updated, a modern person must be prepared for the fact that he will have to learn throughout his life. The global telecommunications infrastructure opens up the possibility of mass self-education and the general exchange of information, regardless of the location of a person.
In accordance with the Law of the Republic of Belarus of September 6, 1995 N 3850-XII: ''Informatization is an organizational socio-economic and scientific and technical process of meeting the needs of public authorities, legal entities and individuals in obtaining information about persons, objects, facts, events, phenomena and processes based on information systems and networks that form and process information resources and issue documented information to the user”.
Computerization of activities related to informatization is a natural and objective process characteristic of the entire world community. It manifests itself in all spheres of human activity, including education. Largely due to this process, a new technology of education became possible - distance learning, which is well integrated with traditional forms of education (full-time and part-time). Attention should be paid to the trend when all known forms of education are being improved, thanks to the technology of modern distance learning. That is why distance learning is often called the technology of obtaining knowledge of the XXI century.
The emergence of distance learning is a natural stage in the development and adaptation of education to modern conditions. Many people explain its appearance by a number of factors. On the one hand, the need of society for a creative, professionally and spiritually self-improving personality, on the other hand, the territory
real, economic and cultural factors. As it develops, distance learning will contribute to solving the following tasks: raising the general educational level of society;
^ expanding access to higher and postgraduate education, including postgraduate and doctoral studies;
^ meeting the needs and interests of society as a whole and the individual; advanced training and retraining of specialists in connection with the transition to new technologies.
For centuries, the field of education has remained the most conservative area of human activity, the least subject to change. Despite the fact that the volume of information about the world around us has steadily increased, the technologies for transferring accumulated knowledge have remained unchanged. The objective conditions for the development of modern society at the end of the 20th century began to dictate new requirements for the content and forms of knowledge transfer.
The classical form of education (full-time) is currently undergoing a crisis, which is more or less clearly manifested in all countries of the world.
In the work, the authors point out the following characteristic features of the crisis of the global education system: the inability to provide everyone with the opportunity to receive the education they need (territoriality);
Lagging behind the knowledge gained from the level of technology development (conservatism); low adaptability of education systems to various socio-economic conditions (inertia); specificity of education received in a particular educational institution (locality).
Thus, educational systems currently face numerous challenges. According to foreign experts, at the beginning of the 21st century, higher education becomes the minimum level of education necessary for the survival of mankind.
Traditional technologies of full-time and part-time education are not able to satisfy the need of all young people to receive higher education. Even the most developed countries will not be able to accept such a mass of full-time (daytime) students. In this regard, in the world there is a tendency for a rapid increase in the number of students studying in absentia using the DL technology. At the same time, the number of universities working in this area is growing. According to the data given in , if in
70s XX century in the world the number of such universities approached 70, then in the 80-90s. there were already 187 of them. Another trend is also noted: the number of students in distance learning technologies in the 90s The twentieth century grew faster than the number of students studying in traditional technologies (full-time departments of universities). A significant impetus in the development of DL in the world is observed in connection with new ICT. So, if in 1998 training with the help of modern technologies occupied only 2% of the entire training market in the USA, then, according to experts, in 2003 it should be 14%.
In Sweden, the number of DL students in the national education system is about 70%. According to official data, this is primarily due to the low cost of education (two or more times cheaper than traditional technologies) due to the absence of students' expenses for travel and accommodation, as well as due to a more rational use of the fixed assets of the educational institution.
According to experts from other countries, distance learning is 30% cheaper than traditional. Microsoft believes that the cost of online learning can be reduced by at least half compared to the traditional one, since the teacher is able to give lessons from anywhere in the world. Savings can also come from other factors. For example, using distance learning technology, you can be sure that all students use the same and, in addition, the most up-to-date educational and methodological materials. After all, updating tutorials online is much easier. The relatively low cost of education is also ensured by a more concentrated presentation and unification of the content of the educational resource, the focus of distance learning technologies on a large number of students, by saving the use of training space.
An important reason for turning to distance learning is the ability to study at a convenient time for the student and in a convenient place for him. At the same time, the training period has no restrictions and can be interrupted depending on the desire of the student and his financial capabilities.
According to experts, among the ways to get education, full-time education is the best in terms of quality and the most expensive, while distance learning is the most accessible. The professional competence of full-time educated specialists is always an order of magnitude higher. Therefore, elite universities, as a rule, rarely use distance learning. Correspondence education is more focused on the training of a practitioner. DL technology based on the latest ICT has the following distinctive features:
flexibility (taking into account the time, place, pace and volume of training); profitability by reducing the cost of training areas, transport, technical equipment; social equality of students regardless of place of residence and state of health;
Thus, distance learning has gained particular popularity in countries characterized, firstly, by large territories, remoteness of the student's place of residence from the place of study; secondly, the presence of a high level of unsatisfied demand for educational services; thirdly, dynamic changes in the socio-economic situation.
An analysis of the work of foreign and domestic specialists made it possible to establish the following distinctive features of modern DL technology:
^ the presence of remote learning subjects; widespread use of communication technologies in educational activities; interaction of subjects of distance learning in real time with the help of modern network services.
The need to use DL technology is dictated by a number of circumstances: new requirements for education in the 20th! century; an increase in the number of people wishing to receive education, undergo retraining due to changes in the labor market; limited admission capacity of universities and advanced training systems; internationalization of higher education and strengthening of international integration in education.
The most comprehensively analyzed the specifics of online learning
A. A. Andreev: flexibility (learning at a convenient time, in a convenient place, at a convenient pace); modularity (modular principle of learning); parallelism (training on the job); long-range action (remoteness of an educational institution from students); asynchrony (the work of participants in the learning process according to a convenient schedule for each); coverage (mass character); profitability (economic efficiency); teacher (new role and functions);
student (new requirements); use of new information technologies (computer networks, multimedia systems); sociality (elimination of social tension due to the provision of equal opportunities in obtaining education); internationality (export and import of educational services).
Thus, on the basis of the analysis carried out, it should be emphasized that
that DL technology is distinguished from traditional ones by the following characteristic features: the ability to study at a convenient time, in a convenient place and pace, having an unregulated period of time for mastering the discipline; equal opportunities to receive education regardless of the place of residence, state of health, elitism and material security of the student; export and import of world achievements in the market of educational services.
It should also be noted that DL based on the latest ICT expands and renews the role of the teacher, who must coordinate the cognitive process, constantly improve the courses he teaches, increase creative activity and qualifications in accordance with innovations. Remote learning also has a positive effect on the student, increasing his creative and intellectual potentials through self-organization, the pursuit of knowledge, the ability to interact with computer technology and make responsible decisions independently. The quality of the education received on the basis of distance learning technologies is achieved through the involvement of highly qualified personnel of the teaching staff and the use of the best educational and methodological publications and control tests in the disciplines in the educational process.
In order to more deeply understand the functions of distance learning in the education system of our country, it is advisable to analyze the very process of its emergence and development.
Discussions are still ongoing about where distance learning first appeared. Priority in this area is contested by the American National Institute of Technology and the British Open University. In Russian literature, one can come across the statement that the development of distance learning is based on the idea of national distance learning. Many authors associate the emergence of distance learning with the development of communication tools. Germany was the first country to use distance learning technologies. About 130 years ago, a teacher at the University of Berlin, Ch. Toussaint, and
G. Langenscheidt, a member of the Berlin Society for Modern Languages, used the postal service to send out tests and educational materials to students. This was the first use of distance learning technology at the level of private initiatives of individual teachers. This form of education acquired official status only in 1891 in the USA, when a correspondence department was created at the University of Chicago. Experience is adopted by other American universities, and at the beginning of the twentieth century, this form of education is spreading in Russia.
Thus, based on the analysis of the available literature, it can be stated that DL technology has gone through several stages in its development.
The first stage is the interaction organized according to the teacher-student scheme (several students). The types of communication between the teacher and the student^) are not numerous: mail, telephone, computer. At this stage, the number of specialists is small and all components of the provision of distance learning are autonomous and independent of each other, there is no consistency and complexity in the use of distance learning tools.
The second stage is the interaction organized according to the scheme teacher - many students. Its design was due to the organization in the process of DO one-way communication. Types of communication between the teacher and students are expanding through video and audio cassettes, computer programs, satellite television and other means.
The third stage is characterized by the appearance in the early 80s. XX century of the Internet and the growth of its popularity. He gave a new impetus to the development of distance learning, contributing to the transformation of communication and knowledge sharing into universal. The number of users is growing rapidly and now reaches more than 100 million people.
The fourth stage is characterized by the complex use of information delivery means: the integration of radio, telephone, computer networks, satellite and cable video communications.
A general analysis of the current situation in the world shows that the development of the theory and practice of distance learning is uneven. Practical developments clearly prevail over theoretical developments. This provision largely determines the inconsistency and uncertainty in the views of specialists on distance learning, its status in the education system. The study of foreign and domestic literature on the problem shows that there are a lot of descriptions of experiments in the field of distance learning, various programs, projects implemented at the level of a university, corporation, region, country. However, studies devoted to the study and understanding of the phenomenon of remote
learning, its parameters, are quite rare. It is obvious that its development in the world education system goes from practice to theory.
There are various implementations of distance learning technology in the world, which have both common and specific features. Specificity, as a rule, is due to the socio-economic and socio-cultural characteristics of national educational systems. Therefore, each country develops its own way of introducing DL technology.
Currently, in the world, obtaining education in the technology of distance education is based on a number of models. In the scientific literature, there are many attempts to classify the currently existing models, in particular, E.S. Polat distinguishes six: according to the type of external study with a focus on school and university examination requirements for pupils and students who, for one reason or another, are not able to attend full-time educational institutions; on the basis of one university, when students study at a distance based on ICT; on the basis of cooperation of several universities, when universities jointly create training programs, which makes them of higher quality and less expensive; in specialized educational institutions created solely for the purpose of distance learning and focused on the development of multimedia courses; with the use of autonomous learning systems, in which learning is carried out through television, radio, computer; non-formal education based on integrated multimedia programs, focused on teaching adults who, for some reason, did not receive a school education.
Another classification of the models mentioned above was proposed by R. Taininga and I. Seinen in 1995: consulting - implies regular visits by the student to the educational (consulting) center, where he meets with the teacher, receiving from him the necessary help and explanations; correspondence involves the process of constant exchange between the tutor and the student of educational materials, homework, is carried out without personal contact by mail and other communication channels (fax, telephone, computer networks);
regulated self-study - implies greater independence of the student, who has the freedom to choose the time and place of study, the date of studying the course, passing the exam.
The classification given in the monograph by T.P. Voronina,
V.P. Kashitsina, O.P. Molchanova "Education in the era of NIT", contains four models: traditional correspondence, open, tele-education, virtual classes and virtual universities.
A.A. Andreev in the monograph "Didactic Foundations of Distance Learning" identifies five models for organizing the educational process. As a classification criterion, he took the means of delivery and presentation of educational materials.
The first model is represented by case technologies. The student receives from the tutor a set of training materials, which is based on printed manuals, supplemented with audio and video materials, computer programs on CDs. The learning process includes an independent study of educational material under the guidance of a tutor and the implementation of control tasks. It is planned to conduct introductory classes, seminars, meetings with a tutor for consultations. During the period of study, the student can consult with the teacher by phone and other means of communication. Examinations are held internally in oral or written form.
The second model involves correspondent learning. The student receives educational materials, a teacher is attached to him, but face-to-face contacts are not provided. This model is based on the process of constant exchange between the teacher and the student of educational materials and completed assignments. The final assessment can be carried out in person or without the actual presence of the student.
The third model is called radio and television because the learning process is based on the extensive use of television and radio.
The fourth model involves learning in a network mode, since it is based on the use of the Internet. Having found information about the educational institution and the order of study on the website of the server of the educational institution, the person wishing to study draws up and sends all the necessary documents in electronic form. After paying for the course, he receives a password and access to educational information, tutor coordinates for individual consultations and passing intermediate tests.
The fifth model is called mobile technology, as it implies the use of a mobile personal laptop computer by a student in the process of distance learning.
Currently, in terms of the degree of distribution in Russia, the model of case technologies occupies the first place. Recently, there has been a trend of active implementation of the network learning model.
In table. 1.1 shows the classification of models for the implementation of distance learning technology.
Table 1.1
Classification of technology implementation models
distance learning
| Author | Organizational Models |
| R. Taininga, I. Seinen (1995) | Consultation model Correspondence model 3. Regulated self-learning model |
| T.P. Voronina, V.P. Kashitsin, O.P. Molchanova (1995) | 1. Traditional distance learning 2. Open learning 3. Tele-education 4. Virtual classrooms and universities |
| EU. Polat (1998) | 1. Education as an external study 2. Education on the basis of one university 3. Education based on the cooperation of several educational institutions Education in specialized educational institutions institutions Non-formal integrated learning based on multimedia programs |
| A.A. Andreev (2000) | 1. CT model (case technology) 2. KO model (correspondent training) 3. RT model (radio-television) 4. CO model (network learning) 5. MT model (mobile technology) |
In our opinion, the best classification in modern conditions is the classification, which should be based on such a criterion as the organizational structure. Then, according to the proposed criterion, the following models for the implementation of DL technology can be distinguished.
The first model is characterized by the fact that universities have united in a consortium or association of educational institutions. Education is conducted by each university according to its own programs, but according to a common technology for all. Diplomas of education are issued by the universities themselves. The principal feature of this model is that the consortium does not offer and does not
develops curricula, does not award degrees or certificates. Examples of such consortiums are the California Virtual University, which united 95 universities, the Open Learning Agency (Australia), which united 3 universities, and others.
The second model is represented by contract or brokerage organizations based on the pooling of university resources for the purpose of joint provision of educational services based on the use of distance learning technologies. This model implies the creation of own programs (courses), the right to award degrees, to issue diplomas and certificates. Examples of contract associations are the National Technological University (USA), which today unites 46 universities, and the State Governors University (USA).
The third model is represented by autonomous universities, created specifically to provide an opportunity to receive education exclusively on the basis of DL technology. It is characteristic that in almost every country there is a university that is a generally accepted leader in this field. As a rule, this is an educational center of a national scale, with branches throughout the country and abroad, offering opportunities for higher education and retraining of personnel. In the UK, such a university is the Open University, in Germany - the Hagen Correspondence University, in Spain - the National University of Distance Learning, in France - the National Center for Distance Learning.
The fourth model is represented by ordinary traditional higher education institutions that have in their structure a center (department, faculty) of distance learning. This structural unit is included in the educational process of a higher educational institution, offering students to study individual courses of the curriculum of this university using distance learning technologies. Based on the results of studying the courses, students receive a diploma (certificate), a degree, as if these courses were studied full-time. Examples of such an approach are the Institute of Distance Education MESI (Russia), the Center for Distance Learning of the Pennsylvania State University (USA).
The fifth model is represented by virtual universities, or, in other words, open universities without walls, based on the cooperation of administration, teachers, course developers and students who, despite the distance, work together using modern ICT. A virtual university does not have educational buildings, campuses, assembly halls, but issues diplomas and awards academic degrees. Examples of virtual universities are
Western Governors University (USA), Netherlands Open University, Catalan Open University (Spain).
This classification is not indisputable, it is focused on classical education, culminating in the issuance of diplomas, i.e. to accredited educational institutions. It is based on such a criterion as the fact that the educational institution has a license and the right to issue a diploma.
Thus, as follows from the above, in the scientific literature there are many approaches to the classification of models for the implementation of distance learning technology that exist in the world educational practice. The presence of diverse classifications is explained by the difference in the initial attitudes of the authors, the initial criteria that they put as the basis for classifications.
