Distance education tools. Distance learning methods. Types of distance learning

Means of educationrepresent the content of training, control and management of educational and cognitive activities of students.

In the traditional educational process, such means are: printed editions of textbooks, teaching aids, reference books, diskettes with educational information, notes on the board, posters, films, videos, as well as the teacher's word.

When receiving distance education, teaching tools are much wider and, in addition to traditional ones, include such as:

Educational electronic publications;

Computer training systems; audio and video educational materials;

Computer networks and much more.

Electronic publications for educational purposes,possessing all the features of paper editions, they have a number of positive differences and advantages. In particular:

Compactness of storage in computer memory or on a floppy disk;

Hypertext capabilities, mobility, replicability;

The ability to promptly make changes and additions;

Convenience of sending by e-mail.

This is an automated training system, which includes didactic, methodological and informational-reference materials on the academic discipline, as well as software that allows them to be used comprehensively for independent acquisition and control of knowledge.

Computer training systems- educational software, which are widely used in the educational process of distance learning and allow:

Individualize the approach and differentiate the learning process;

Supervise the learner with error diagnostics and feedback;

Provide self-control and self-correction of educational and cognitive activities;

Reduce training time due to labor-intensive calculations on the computer;

Demonstrate visual instructional information;

Simulate and simulate processes and phenomena;

Conduct laboratory work, experiments and experiments in virtual reality;

To form the ability to make optimal decisions;

Increase interest in the learning process using game situations;

Transfer the culture of knowledge, etc.

Audio and video training materials- recorded on magnetic media, audio and video cassettes, and can be presented

learner with a tape recorder, video recorder or laser CD-ROMs.

Computer networks- a learning tool that includes various kinds of information and a set of computers connected by communication channels.

The global Internet is an integral tool widely used in distance learning. The development of global networks has created a fundamentally new situation in the work of scientists and educators with information: many sources of information, previously separated, have become available, and quite quickly and uniformly. The concept of URL (Universal Resourse Locator) has appeared. Most modern computer telecommunications tools, such as the WWW, take this concept into account and make the process of citing sources extremely simple. At the same time, we are not talking about citation in the usual sense, adopted for books and magazines on paper, but about the possibility to immediately get the full text of the source. As a result, the very way of presenting scientific and pedagogical texts changes, the need for citations in the usual sense disappears altogether, only links on the URL remain in the text, allowing you to immediately get the desired text of the quote.

All of the above gives grounds to assert that the use of computers as a means of communication and the emergence of a global computer network have opened up tremendous opportunities for the development of distance learning (DL). At the same time, DL has received a new quality - the DL student is almost not limited by the spatial, and most importantly, the time frame for obtaining information. The problem of access to information that existed before has been replaced by the more pleasant, but also rather complicated problem of finding the necessary information among its vast "ocean".

3.20.11. Organizational forms of distance learning

Well-known forms of teaching have been developed in pedagogical practice. The most common of them - lectures, seminars, laboratory exercises, tests, exams - is

used in distance learning, however, showing some specific features.

Lectures,unlike traditional classrooms, they exclude live communication with the teacher, but they also have a number of advantages. Audio and video cassettes, CD-ROMs are used to record lectures. The use of the latest information technologies (hypertext, multimedia, GIS technologies, virtual reality) makes the lectures expressive and visual. To create lectures, you can use all the possibilities of cinema: directing, script, artists. Such lectures can be heard at any time and at any distance. In addition, there is no need to take notes on the material.

Seminarsdistance learning is an active form of training. Seminars are held via video conferencing. They allow you to enter the discussion at any point in its development, go back a few steps after reading the previous statements. The teacher can evaluate the assimilation of the material by the degree of activity of the participant in the discussion. The number of students' interactions with each other increases, and the teacher himself acts as an equal partner.

Consultingare one of the forms of guiding the work of trainees and assisting them in independent study of the discipline. Telephone and email are used, as well as teleconference. The consultations help the teacher to assess the personal qualities of the student: intelligence, attention, memory, imagination and thinking.

Laboratory worksin distance learning are intended for the practical assimilation of the material. In the traditional educational system, laboratory work requires:

Special equipment, models, simulators,

Simulators, chemicals, etc.

The possibilities of distance learning in the future can significantly simplify the task of conducting a laboratory workshop through the use of multimedia technologies, GIS technologies, simulation modeling, etc. Virtual reality will allow students to demonstrate phenomena that are very difficult or impossible to show under normal conditions.

Controldistance education is a test of the results of theoretical and practical assimilation of educational material by a student. Here the test control has justified itself and earned recognition. The test, as a rule, contains an extensive list of questions by discipline, for each of which there are several possible answers. The student must choose the correct answer among these options. The tests are well suited for self-control and are very useful for individual practice.

Tutorials -consecutively organized consultations, the purpose of which:

Promote the activation of educational and cognitive activities of students;

To form such qualities of listeners as

The ability to quickly adapt in a group engaged in solving a common problem for all;

Ability to establish personal contacts, exchange information and form the necessary points of view, correctly distribute and organize work;

Ability to overcome the resistance of others, to prevent collisions and disagreements;

Ability to analyze and evaluate the actions of your own and others.

Tutorials are a specific and organizational form of interaction between a teacher (tutor) and students. Since there is a "face-to-face" component in the tyotorial, the following requirements are imposed on this form of education:

Development of a program for each tutorial;

Determination of its duration, indicating the time limit;

Development of the structure of the tutorial;

Conducting a tutorial by a teacher and an expert of the required qualifications, which is especially important when improving qualifications in a specific professional field.

The most important feature of the organization of tutorials is the use of non-traditional teaching methods. Teaching with non-traditional methods should be taught by proficient teachers. The method is widely used

analysis of specific situations, business and role-playing games, simulation exercises, group discussions, various forms of group work ("snowball" (or pyramid), "buzzing" groups, brainstorming, "aquarium", etc.). The main characteristics of distance learning technology also determine the special type of teacher included in this system.

According to many experts, a teacher working in distance learning mode should be distinguished by:

Professionalism;

Logical culture;

A sense of novelty and relevance;

High methodological skill;

Ability to focus on the main thing in the studied processes and phenomena;

Clear presentation style;

Focus on the development of students' independent work skills.

Of interest are the studies conducted at the British Open University, which made it possible to determine the requirements of students for communication with teachers:

Polite, respectful treatment;

A clear and objective rating system;

Explanation and justification of the given marks;

Students' understanding of the meaning of the grades and whether there is progress, even if the grades remain the same;

Approach based on sympathy, support, friendliness, showing that the teacher is on the side of the trainees;

The absence of even a hint of rudeness or arrogance;

Support and insurance while maintaining objectivity;

The presence of constructive advice (how and what had to be done, direct links to the course material and directions, where is what they missed or misunderstood, etc.);

The presence of incentives for further advancement;

No difficult, confusing or unreadable answers;

The opportunity, if necessary, to meet with the teacher; quick response.

So, distance learning is a reality today. Having received the broadest development abroad, distance learning is increasingly spreading in our country. More and more educational institutions are being opened, working on this technology, their number is increasing from year to year.

Statistics show that Russians' interest in distance education is growing every year, especially in the regions. By the way, distance learning was conceived by the British precisely for teaching “common people from the provinces”. This form of education is indispensable for those who do not have the time and opportunity to take a break from their career for education.

I would like to believe that modern centers of distance education in Russia, albeit not yet perfect enough, are harbingers of the education of the future, when the pace of our life will continue to grow and we will not be able to keep up with the avalanche of information that threatens to cover us with our heads, but slowly learn the profession five - six years apart from practical activity will seem ridiculous, because during this time practice can far outstrip the theory that is studied at the university. And this trend has been making itself felt quite often lately.

Since learning in a distance system requires students to have a fairly serious computer training, which is practically impossible at the level of primary and secondary schools, this form of education is promising in the vocational education system - in universities, colleges, technical schools and vocational schools and centers involved in vocational retraining of adults.

Possibilities of using distance learning in the educational process.

In the current decade, following the global trend, distance learning is beginning to play an increasing role in the Russian education system. First of all, the activation of this process is facilitated by the development of the Internet and web technologies, which have provided new opportunities in the development of this form of education.

The demand for this kind of educational services, which has sharply increased in recent years, is obviously dictated by the realities of modern life: more and more specialists need to receive, firstly, one or another specialized education in tough time pressure conditions, and secondly, a certain baggage of additional knowledge, certified by appropriate certificates.

Distance learning - interaction of a teacher and students with each other at a distance, reflecting all the components inherent in the educational process (goals, content, methods, organizational forms, teaching aids) and implemented by specific means of Internet technologies or other means that provide interactivity.

Distance learning is an independent form of education, information technologies in distance learning are the leading means.

The purpose distance learning is providing students in educational institutions of higher professional education with the opportunity to master basic and additional professional educational programs of higher and secondary vocational education (hereinafter - educational programs) directly at the place of residence or temporary stay (location).

The history of distance learning goes back a century and a half, starting in 1960. This was certainly not the distance learning we know today. It was a system in which students and faculty at the University of Illinois at Urbana-Champaign could interact with each other. Students could read the required material and communicate with teachers who could monitor the progress of the students.

The next stage in the history of distance learning begins in the early 80s of the last century, when various automated learning systems (AOS) began to appear. The capabilities of the AOC were extremely limited. However, some AOCs have brought very tangible benefits, despite their limited capabilities.

A new stage in the history of distance learning came when personal computers equipped with a graphical user interface were widely used to reproduce multimedia data in various formats. The use of multimedia capabilities of personal computers has made it possible to significantly expand the use of computer training systems. The second generation learning technologies are called Computer Based Training (CBT).

The modern stage in the history of distance learning came with the advent of the global Internet. Applied Internet services and the ability to provide access to educational content from almost anywhere in the world have made a major breakthrough in the development of the use of information technologies in the educational sphere. At this point, the use of the term “Distance Learning” begins.

In English, the term e-Learning - “e-learning” (by analogy with e-Commerce - “e-commerce” and e-Business - “e-business”) has become more widespread.

Thanks to the widespread use of multimedia and Internet technologies, the effectiveness of distance learning has not only equaled the effectiveness of traditional full-time education, but in many cases exceeded it, which led to a rapid expansion of the use of distance learning technologies. The widespread use of distance learning technologies, in turn, led to the emergence and widespread use of the term: Distance education.

The onset of the next stage in the history of distance learning can be expected, as in previous cases, in the event that fundamentally new technologies and services in the field of information technology appear. Artificial intelligence appears to be the most likely candidate for the driving force in distance learning technologies. The use of artificial intelligence will significantly change distance learning technologies and bring the history of distance learning to a new stage, the possibilities of which will be endless.

Modern distance learning is based on the use of the followingmain elements :

information transmission media (mail, television, radio, information communication networks),

methods depending on the technical environment of information exchange.

Currently, interactive interaction with a student through information communication networks is promising, from which the environment of Internet users is massively distinguished. In 2003, the ADL initiative group began developing the SCORM distance interactive learning standard, which involves the widespread use of Internet technologies. The introduction of standards contributes to both the deepening of the requirements for the composition of distance learning, and the requirements for software.

Distance learningallows:

reduce the cost of training (no costs for renting premises, travel to the place of study, both students and teachers, etc.);

reduce training time (collection, travel time);

the participant can independently plan the time, place and duration of classes;

train a large number of people;

improve the quality of education through the use of modern tools, voluminous electronic libraries, etc.

create a unified educational environment (especially important for corporate training).

Distance learning technologies using the Internet are used both for mastering individual advanced training courses for users and for obtaining higher education. The following main forms of distance learning can be distinguished: online and offline. Online learning has a number of essentialadvantages :

Flexibility - students can get education at a convenient time and place;

Long-range - students are not limited by distance and can learn regardless of where they live;

Cost-effective - costs for long trips to the training site are significantly reduced.

Distance learning offers several different technologies that can be used in teaching.

The basic technology of distance learning is a technology based on the use of Internet technologies. Within the framework of distance learning, all the means that Internet users offer have found application.

A less common distance learning technology is television-satellite technology based on the use of interactive television.

Another widespread distance learning technology is case technology. Most of all, the case technology of distance learning resembles what is commonly called distance learning.

In general, it should be noted that the use of distance learning technology based on the use of Internet technologies is replacing all other distance learning technologies. Including due to the fact that Internet technologies gradually include other information technologies. For example, telephony is increasingly becoming a part of the Internet.

Distance learning tools.

Despite the fact that the history of distance learning is not so many years old, a large number of funds have already been accumulated that can be used in conducting distance learning.

Distance learning system (LMS)

To build distance learning, it is necessary to introduce a distance learning system, which will ensure the provision of services necessary for organizing and conducting training. Modern distance learning systems provide:

centralized automated training management;

fast and efficient placement and delivery of educational content to trainees;

a single platform for solving basic tasks in the planning, conduct and management of all training activities in the organization;

support of modern standards in the field of distance learning technologies;

personalization of educational content and the possibility of its repeated use;

a wide range of means of organizing interaction between all participants in the educational process.

Distance courses

The main tool (not always mandatory) used in conducting distance learning is a distance course, working with which students gain knowledge and acquire the skills and abilities they need. The rest of the tools used in distance learning are usually used in conjunction with distance courses. Their separate use significantly reduces their effectiveness.

A distance course can contain a wide range of elements:

information slides;

simulation of work with software;

interactive simulators;

tests;

role-playing exercises;

etc.

In addition to the various elements included in the distance course in order to provide learners with knowledge, as well as develop the skills and abilities they need, the distance course includes information on how distance learning should be carried out with its help. In most cases, a distance course includes rules governing how the student moves from section to section of the distance course when completing distance learning. Very often the list of such rules is called the distance learning trajectory.

One of the most important characteristics of a distance learning course is its compliance with modern standards in the field of distance learning. The most common standard in the field of distance learning today is SCORM.

Organization of interaction

The most important task facing distance learning is the organization of interaction between students and teachers. There is a wide range of tools that can be used to accomplish this task.

The most widespread are the following:

email;

chat;

forum;

blog;

video and audio conferencing.

Audio and video conferencing is often used in seminars that cover small specific topics. These workshops are extremely effective when used to educate highly trained professionals for whom a new or challenging issue needs to be addressed.

Virtual classroom

To conduct distance learning in complex and voluminous disciplines in distance learning, a powerful tool was created - a virtual classroom. The use of a virtual classroom in distance learning allows you to fully reproduce learning similar to teaching in a regular classroom.

Trainees can:

talk to each other;

to see each other;

write to each other;

write on a virtual board that all students and the teacher can see;

provide access to their materials;

work with software products installed at the workplace of another user;

etc.

Electronic Libraries

In addition to distance learning courses, trainees often need additional materials that they can use during distance learning. To simplify access to materials, the formation of effective search, students during distance learning are provided with access to electronic libraries. Including, when conducting distance learning, students are often provided with access to electronic libraries of normative and reference information.

Web 2.0

Nowadays, Web 2.0 tools are gaining popularity in building distance learning. Feature of Web 2.0 is the principle of attracting users to filling and multiple verification of content. An example is the world virtual encyclopedia - Wikipedia. The use of Web 2.0 technologies can be quite varied. For example, distance learning students can collaborate on assignments. In this case, the final grade is set based on the measurement of the listener's activity.

Today, distance learning uses a wide range of different tools, services and technologies. Periodically, various organizations conduct surveys of specialists and organizations in order to determine which distance learning tools are most popular. Analysis of the results of such polls shows:

a wide variety of distance learning tools used;

availability of a large number of distance learning tools created by organizations and specialists for themselves;

high popularity of Internet services, which are in great demand in other areas of human activity.

The only specialized distance learning tool included in the top ten distance learning tools is the Moodle distance learning system. This is easily explained, since this distance learning tool has a fairly wide range of functionality and is free of charge.

YouTube;

Google Docs;

Twitter;

Skype;

Prezi;

WordPress;

Moodle;

Slideshare;

Gloster;

Dropbox.

Forms:

Chat sessions are educational sessions carried out using chat technologies. Chat sessions are held synchronously, that is, all participants have simultaneous access to the chat. Within the framework of many distance educational institutions, there is a chat school, in which the activities of distance teachers and students are organized with the help of chat rooms.

Web-based classes - distance lessons, conferences, seminars, business games, laboratory work, workshops and other forms of training conducted using telecommunications and other features of the World Wide Web.

For web classes, specialized educational web forums are used - a form of users' work on a specific topic or problem with the help of records left on one of the sites with the corresponding program installed on it.

Web forums differ from chat classes by the possibility of longer (multi-day) work and the asynchronous nature of interaction between students and teachers.

Teleconference - usually held on the basis of mailing lists using e-mail. Educational teleconferencing is characterized by the achievement of educational objectives. There are also forms of distance learning, in which educational materials are sent by mail to the regions.

Such a system is based on the teaching method, which is called the "natural learning process" (eng. Natural learning manner). Distance learning is a democratic, simple and free learning system. Now it is actively used by the inhabitants of Europe for additional education. The student, constantly completing practical tasks, acquires stable automated skills. Theoretical knowledge is acquired without additional effort, organically woven into training exercises. The formation of theoretical and practical skills is achieved in the process of systematic study of materials and listening and repetition of exercises on audio and video media (if any) behind the speaker ...

Telepresence. There are many different ways of distance learning. For example, remote presence using the robot R.Bot 100. Now in Moscow, in one of the schools, an experiment is underway on this type of distance learning. A disabled boy, being at home at a computer, hears, sees, talks with the help of a robot. The teacher asks him questions, he answers. In this case, the teacher also sees the student, because there is a monitor on the robot. At the same time, the boy has an almost complete impression that he is in the class with his peers in the lesson. During recess, he can also interact with his classmates. If the experiment is successful, it could open the way for a large project to introduce this method of distance learning throughout Russia.

Conclusion

Today distance learning is experiencing a period of rapid development. An increasing number of educational institutions, companies, government organizations are introducing distance learning technologies into the educational process. Unfortunately, it should be noted that there is a small number of high-level specialists in this area. At present, a huge number of low-skilled specialists are involved in work in this area. They do not have pedagogical skills, nor do they know and do not understand information technology. Their role is often reduced to registering users in the distance learning system and viewing reports generated by the system. The effectiveness of such training is extremely low and leads to the appearance among many of the feeling that distance learning is not serious and cannot give a good result. However, this situation can be attributed to growth problems. Over time, incompetent people will leave and the market will be presented with services, the quality of which will really ensure the high efficiency of learning using distance learning technologies.

LITERATURE:

1. The practice of e-learning using Moodle, Andreev AV, Andreeva SV, Dotsenko IB - Taganrog, TTI SFU, 2008 .-- 146 p.

2. Work in the distance learning system MOODLE: a tutorial, Anisimov AM, - ed. 2nd rev. and add. - Kharkiv, KhNAGH, 2009 .-- 292 p.

3. Remizova EG, OIRC OMC "Review of WEB 2.0 services".

4. Savenkova VV, GOU gymnasium № 1636 "NIKA" "Organization of project activities using Google services." Presentation.

5. Distance learning system Moodle: teaching aid, Belozubov AV, Nikolaev DG, - St. Petersburg, 2007. - 108 p.

ELECTRONIC EDUCATIONAL RESOURCES

1.http: //www.opentechnology.ru/files/moodle/docs/teacherguid/ MOODLE virtual learning environment.

2. http://www.edu.ru/db-mon/mo/Data/d_05/m137.html "On the use of distance learning technologies." Order of the Ministry of Education and Science No. 137 dated 06.05.2005.

3.http: //academy.odoportal.ru/documents/akadem/bibl/russia/7.html Ovsyannikov V.I., Gustyr A.V. An introduction to distance education.

Analytical review of distance learning methodologies

The essence of distance learning methodology

ICT technologies are being actively introduced into teaching practice. Models for organizing network interaction between different educational institutions, distance learning within one educational institution have been worked out, individual curricula, individual schedules and curricula have been formed, but the methods of interaction between a teacher and a student in a distance learning mode remain insufficiently developed. In scientific sources, there is still no unified classification of methods, techniques and technologies of DL. There are hidden reserves and opportunities for restructuring the educational process, modeling creative situations in it, searching for new individual and collective forms of learning that mobilize opportunities and stimulate the co-creation of teachers and students.

According to the definition of the doctor of pedagogical sciences, professor, head of the distance learning laboratory of ISMO RAO E.S. Polat: the concept of distance is applicable to the form of teaching in which the teacher and students are separated by distance, which introduces specific forms of interaction into the educational process. Distance learning is a new form of education that already exists along with full-time, part-time, external studies. Distance learning reflects the general patterns of pedagogy, educational psychology, didactics and private techniques, which determines the presence of all components (goals, objectives, content, methods, organizational forms, teaching aids), but they are implemented by specific means of Internet technologies, which are fundamentally different from traditional teaching aids. Distance learning provides for constant, systematic contact with the teacher. The reliance on the general pedagogical laws of teaching provides for the use of specific methods and forms of distance learning in combination with traditional educational technologies.

Let's consider the specifics of distance learning. The specifics of distance learning are as follows:

1) Carried out by means of computer telecommunications;

2) Specific teaching methods are applied - synchronous and asynchronous;

3) Has specific forms of employment.

These forms are:

1) Chat classes - training sessions carried out using chat technologies. Chat sessions are held synchronously, that is, all participants have simultaneous access to the chat. Within the framework of many distance educational institutions, there is a chat school in which the activities of distance teachers and students are organized with the help of chat rooms.

2) Web-based classes - distance lessons, conferences, seminars, business games, laboratory work, workshops and other forms of training conducted using telecommunications and other Internet capabilities. For web classes, specialized educational web forums are used - a form of users' work on a specific topic or problem with the help of records left on one of the sites with the corresponding program installed on it. Web forums differ from chat classes by the possibility of a longer (many days) work by combining the synchronous and asynchronous nature of the interaction between students and teachers. Teleconferences are usually held on the basis of mailing lists using e-mail. Educational teleconferencing is characterized by the achievement of educational objectives. This system is based on a teaching method called Natural Learning Manner.

In distance learning, communication between a student and a teacher takes place in a detached manner, through telecommunications. In the practice of using distance learning, specific methods of synchronous and asynchronous learning are used. The method of synchronous distance learning provides for communication between a student and a teacher in real time - on-line communication. The method of asynchronous distance learning is used when communication between the teacher and the student in real time is impossible - the so-called off-line communication.

These techniques differ in the nature of the interaction between teacher and student. Thus, the synchronous method of distance learning presupposes active interaction between the teacher and the student and, thus, a great load on both the student and the teacher (tutor). The teacher comes to the fore, involving and “pulling” his students. With the asynchronous method of distance learning, more responsibility for the passage of training is assigned to the student, to his independence. Here self-learning, individual learning rate, regulation of this learning rate are brought to the fore. The teacher (tutor) acts as a consultant in the asynchronous method of distance learning, but to a lesser extent than in the synchronous method of distance learning.

Recently, most experts have come to the conclusion that the greatest efficiency in distance learning can be achieved when using mixed distance learning methods. The term "blended distance learning" implies that the curriculum is built from elements of both synchronous and asynchronous teaching methods.

Distance learning methods should “smooth out” possible problem areas of “detached learning”. Therefore, to be effective for a particular student, they must meet a number of characteristics:

1) Be more personally focused on the student and his health, taking into account the disease, suggest a more thorough and detailed planning of the student's activities, its organization, setting the goal and objectives of training, delivery of the necessary educational materials;

2) To highlight as a key concept of distance learning - interactivity, to ensure the maximum possible interactivity between the student and the teacher, to provide the opportunity for group learning;

4) Provide feedback, both operational, operational, and delayed in the form of an external assessment;

4) Form and maintain motivation;

5) Provide the choice of a meaningful module of the program, which allows the student to be aware of his progress from module to module, makes it possible to choose any module at his own discretion or at the discretion of the teacher, depending on the level of training.

The difference between distance learning methods and traditional ones is as follows:

1) changing the knowledge paradigm to a practice-oriented and activity-oriented one: “to know, to be able, to know”;

2) increasing the role of the student's independent work;

3) the acquisition by the student of the skills necessary for later life;

4) strengthening the personal importance of education.

Thus, distance learning methods, in our opinion, are based on activity-based learning, using individual, differentiated and personality-oriented approaches.

The teacher models for the student situations in which his computer, functional, subject literacy is formed based on personal needs in the process of gaining experience.

In the foreground in the method of distance learning, as a set of specific and general pedagogical methods, there is a practical task, a specific personal problem that must be solved by the efforts of a specific child. The acquired knowledge is not an end in itself, but a way of solving a problem and a means of developing practical skills. This is the meaning of the activity approach. The teacher "superimposes" the methods of traditional teaching (the method of problematic question, critical thinking, projects, play, health-saving technologies, etc.) on specific methods of distance learning. The main goal of distance learning is the declaration “to know in order to be able to know”, continuing the thoughts of ancient philosophers: “We learn for life, not for school”. The independence of students is of particular importance due to the distance between the teacher and the student from each other. Interactions between the student and his family members are activated, helping, if necessary, to perform certain operations on the equipment (the stage of transition from the current level of proficiency in the technique when performing operations to the nearest level). One of the main targets of the educational standard is such a restructuring of the learning process to the priority of the student's independent activity, including mental activity.

In the process of learning with the help of distance learning methods, the student's competence is formed as a “lifelong skill” or a universal educational action that remains with the student for life. This is what the standards seek. The teacher builds a functional, semantic, procedural and operational model of the student, taking into account all the individual characteristics and needs of a particular student.

The traditional approach involves delivering the same amount of information to all trainees. There is much greater potential in those techniques that give different children different recommendations, depending on their individuality. Individual recommendations are aimed at the life experience of a particular student, his needs and interests, take into account the specific difficulties that may arise on his way, and therefore they cause a response from him. A person perceives these messages as addressed personally to him, and therefore treats them with great attention, remembers them better and follows them more zealously. In the cerebral cortex, those zones are turned on that are activated when he thinks about himself, and thanks to this, the processes of learning, memory and attention are significantly enhanced.

It is known that the use of ICT provides an increase in the efficiency and quality of the learning process; - providing incentives (stimuli) that cause the activation of cognitive activity; deepening interdisciplinary connections through the use of modern information processing tools in solving problems from various subject areas.

Similar information.

The technology of distance learning consists in the fact that learning and control of the assimilation of the material occurs with the help of the computer network Internet, using on-line and off-line technologies.

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Experience and prospects of use

Distance learning in learning a foreign language.

Introduction ………………………………………………………………… 2

Main part:

I. Distance learning and its possibilities. ……………………. ... ... 3

II.Practical use and forms of distance learning ... ..4

III. Prospects for distance learning…. ………………………… ... 7

Conclusion …………………………………………………………….… 9

List of literature and Internet resources …… .. ………………. ……… 10

INTRODUCTION

Over the past three decades, the use of modern technical means has become a global phenomenon of educational and information culture, which has changed the approach to education in many countries of the world. In our country, only in the last decade, information educational technologies have been intensively developed, but they have already confidently begun to win their place in the educational process along with traditional forms of education. Among them, we are increasingly starting to talk about distance learning, one of the freest and simplest teaching methods. The development of distance education is recognized as one of the key directions of the main educational programs of UNESCO "Education for All", "Education throughout life", "Education without borders".

Distance learning is a method of organizing the learning process based on the use of modern information and telecommunication technologies, which allow learning at a distance without direct contact between the teacher and the student.
The technology of distance learning consists in the fact that learning and control of the assimilation of the material takes place using the computer network of the Internet, using on-line and off-line technologies.

The need for such a teaching method is due to various factors, among which are:

the need for interactive interaction between students and teachers;
work with children - disabled or often ill;
with correspondence (external) form of study;
implementation of projects and research works;
work with gifted children (individual additional tasks of an increased level);
fascinating tasks for the purpose of repetition (crosswords, puzzles, etc.).

Distance learning technologies allow solving a number of significant pedagogical problems:

creation of educational space;
the formation of students' cognitive independence and activity;
development of critical thinking, tolerance, willingness to constructively discuss different points of view.

I. E-LEARNING AND ITS OPPORTUNITIES

Distance learning as a new form of education and, accordingly, as a new form of education is actively developing and developing in our country. Its purpose is to provide students with the elements of universal education, allowing them to adapt to changing socio-economic conditions and successfully integrate in the system of world and national cultures. This training is built on the basis of modern information technologies, which make it possible to quickly and flexibly coordinate the changing needs of the student.

Distance learning in secondary school should be understood as an educational system based on computer telecommunications using modern pedagogical and information technologies. Distance learning is the acquisition of educational services without visiting an educational institution using modern information technologies and telecommunication systems, such as e-mail, television and the Internet. Distance learning can also be used to improve the qualifications and retraining of teachers.

It is most expedient to use computer telecommunications as the basis for distance learning, which provide:

Opportunities for distance learning English allow you to use the educational potential of the subject in a wider and deeper way than traditional methods and techniques. The purpose of distance learning is not so much teaching ready-made facts and actions, but rather the principles of orientation in the material, primarily with the help of sources. Analysis of materials on the Internet shows that a number of state and commercial centers and networked educational communities are engaged in distance learning for schoolchildren today.

The "pioneer" among the distance learning centers was "Eidos", which operates under the auspices of the Russian Academy of Education. The most important part of distance learning in our country is participation in the All-Russian distance learning Olympiads, competitions and conferences, both for students and teachers, as well as, webinars and distance testing conducted on various sites for students of foreign languages, in particular English, among them it is worth noting such as: Pedagogical planet-center of new educational technologies, Academy of Success, Vsekonkursy.ru, World of contests, network educational community Open class , Russian centers City & Guilds, Portal for English teachers Englishteachers, Nsportal - a social network of educators, Prosv.ru - from "Prosveshchenie". The sites Star travel and Amber Star also conduct contests in English.

II PRACTICAL USE AND FORMS OF DISTANCE LEARNING

The use of distance learning by a teacher in his activities is modern, since it is dictated by time, it is necessary, since it is a factor of interconnected communicative, socio-cultural and personal development of students, and, finally, rationally, since it creates the most favorable conditions for students to master socially accumulated experience. imprisoned in the content of training.But how to develop the skills of using the Internet in organizing students' networking activities, to prepare them (and themselves too) for "specially organized joint work of students in the network"? In this, I think, the teacher will be helped by the experience of conducting distance learning projects on the subject.
A distance learning project at school "is considered as a joint educational, cognitive, creative or playful activity of students with a common goal, agreed methods, methods of activity aimed at achieving the overall result of this activity, organized on the basis of computer communication." Such projects, in contrast to projects carried out in the classroom in a lesson in any subject, are always intersubject, since they require the involvement of knowledge from different subject areas.Such projects can be:

Research (in the form of simultaneously conducted data analysis);
creative, gaming (in the form of telecommunication excursions, competitions, quiz games);
informational (in the form of exchange of various information);
practice-oriented (in the form of electronic publications: newspapers, magazines, almanacs), etc.

When carrying out certain types of remote projects, questions from completely different areas of knowledge can be discussed. When starting to work on a distance project, a teacher must be ready to work with new content, new methods and organizational forms of teaching, for an interesting use of a computer in the educational process, for organizing the joint work of teachers of various subjects. In the process of working with students on a distance learning project, the teacher
manages the student's cognitive activity, i.e. moves from the position of the bearer of knowledge (giving knowledge) to the position of the organizer of the cognitive activity of students;
motivates the cognitive activity of the student through communication, mutual understanding, a positive attitude towards the subject;
organizes independent work, including work with a source of knowledge;
uses group methods of teaching, includes all students in collective creative activity, organizes mutual assistance;
organizes assistance in the process of activity for a student, a group, shows attention to the results of independent activity;
creates a situation of success, i.e. develops a methodology and offers tasks that are feasible for each student;
creates a positive emotional atmosphere of educational cooperation, which is implemented in a system of humane educational relationships.
organizes self-analysis of students' own activities and forms their adequate self-esteem.

Work on a remote project allows you to build conflict-free pedagogy, together with the children to relive the inspiration of creativity again and again, to turn the educational process from boring compulsion into effective creative creative work. In the process of such work, the project participants independently acquire complex scientific and practical knowledge and key competencies. Its result is the creation of our own intellectual product in a modern electronic form, intended for active use at school, in the educational activities of all participants in the educational process. In the 2011-2012 academic year at school, my students and I worked on remote creative projects to participate in such competitions:

1. All-Russian distance competition "School crossword". A team of 8th grade students received a Diploma -3rd place. 2. 3rd International Essay Competition in English. 7th grade students received certificates, and the school received a Diploma for active participation in the essay competition. 3. All-Russian distance competition "Mosaic of presentations" for teachers. My colleague and I (we worked in co-authorship) received the 2nd place Diploma.

Each of them assumed active communicative and informational activities of students and teachers in the network.

As a result, we are ready to participate in more complex competitions, conferences and online contests, since all participants in project activities:
became active users of the Internet,
learned to look for information in various sources and evaluate it from the standpoint of usefulness and realism for the project,
use Internet social services to search for information and communicate,
post your materials online,
evaluate the product of their activities and themselves in the process of work.To summarize, in the process of working on a project:
1. All students who have completed the project work begin to learn better, they develop the ability to more correctly assess their capabilities, that is, self-esteem rises; the ability to independently acquire knowledge, initiative, purposefulness, the ability to analyze and "filter out" information is developed.
2. Everyone is interested in the implementation of the proposed projects:
the student is busy with work and the development of his creative potential (applying knowledge in new situations) with the prospect of getting several grades in the subject;
the teacher is interested in increasing the knowledge and intelligence of students, their employment with creativity;
parents - in the successful progress of their child, in the long term to raise a child with a smart head, and also with "golden" hands.
3. The methodological base of the school is replenished with a large number of multimedia applications that are widely used in various lessons.

III. PROSPECTS OF DISTANCE LEARNING

Undoubtedly, the main goal of distance learning is high-quality preparation of students for admission and successful study at a university or other vocational educational institution, or mastering a profession in a shorter time frame and immediately upon completion of secondary education. Of course, the same tasks are faced by traditional (full-time) education. But are they always solved, and how successful? In schools for deepening, expanding and specializing knowledge, specialized, pre-profile and elective courses of various directions are organized, universities offer preparatory courses for the same purpose. It is great if the chosen educational institution is located within the student's residence, and the chosen profession corresponds to the direction of the school profile (pre-profile and elective) courses, but if not? Is the subject of the above courses able to cover the entire spectrum (or at least most) of the professions that a future graduate might prefer? Do schoolteachers have the necessary training to teach such a varied and diverse course? Does the school have enough resources to overcome all these difficulties? Obviously, one can hardly answer these questions positively.

Of course, you can achieve certain successes by attracting people to work at specialized ones, etc. courses of university teachers, but is it advisable? Wouldn't such a solution to the problem be too expensive for the Ministry of Education, if, for example, the number of students in the courses is within 1-3 people (which will inevitably happen in case of a wide range of students' interests)? In my opinion, the introduction of distance learning courses as a replacement for traditional specialized and elective courses can help the school in overcoming these difficulties. The indisputable advantages arising from this replacement include:

the possibility of an expanded choice of courses in comparison with those offered by the school, or other educational institutions at the place of residence,
complete solution of the personnel problem due to the territorially unlimited choice of teachers,
the possibility of saving funds earmarked for the training of school teachers to prepare them for teaching at specialized, etc. courses,
the possibility of improving the qualifications of teachers without attending specialized preparatory courses, since, supervising students involved in a distance course, they willy-nilly will pass it along with the students,
reducing the cost of specialized or pre-profile training of students due to the ability to optimize the occupancy of groups with an unlimited regional enrollment for courses.

CONCLUSION

Learning with the help of network technologies is becoming a popular way to acquire new knowledge and skills so necessary in the modern labor market. The spread of virtual forms of education, covering a certain group of students and adults, is now gaining momentum in schools.

Thus, we can conclude that distance learning for schoolchildren gives them an additional incentive to simultaneously expand and deepen their knowledge when teaching foreign languages \u200b\u200bin at least two important subjects: English and computer science. An analysis of the activities of distance learning has shown that, in addition to the main goal - the ability to develop projects, study and perform tasks remotely helps:

learn to work with network technologies,
learn how to search for information on the Internet,
fix the rules for working with electronic text and increase the speed of typing,
eliminate gaps in knowledge of MS Windows,
study the technology of work in test programs,
study certain techniques of working in Adobe Photoshop,
develop writing skills, learn to articulate your thoughts more clearly and concisely,
get some skills of reflection on their activities,
learn to plan your activities,
understand that in creative works (and the work on creating a project is undoubtedly creative) there are no trifles, and thus strengthen the sense of responsibility for your work,
learn how to bring the work started to the end, eliminate shortcomings and errors, critically evaluate your work,
to achieve some progress in fostering artistic taste, which was greatly facilitated by both the lessons on the design of the crossword puzzle, and the advice of the teachers in the choice of presentation design elements,
expand intercultural ties,
awaken curiosity, taste for learning and the desire to further acquire new knowledge.

LIST OF REFERENCES AND INTERNET RESOURCES:

Weindorf-Sysoeva M.E. Pedagogy in a virtual educational environment: a reader. M.: MGOU, 2006 .-- 167 p.
Gusev D.A. Notes on the benefits of the remote.http://e-college.ru/elearning/analytics/a0004/

We invite you to familiarize yourself with the main methods and technologies of distance education that are used today by Russian universities.

Remote education is a fairly popular form of training that allows you to get a new profession or improve your qualifications with comfort and without unnecessary time / financial costs.

The possibility of getting an education without the need to regularly attend classes, at home, has many obvious advantages:

as for students or pupils - saving the time required for the journey to the classroom, convenient study schedule, low cost of training (compared to the traditional form of education).
and for educational institutions - the ability to accommodate more students in classrooms than students in a hospital setting, as well as the solution of other economic and economic problems.

But distance learning, along with the listed advantages, also has obvious disadvantages. In particular, most employers still treat this form of training with a certain degree of mistrust. Therefore, students experience some difficulties in finding a real place of work, in accordance with the qualifications received. Universities have to develop and implement new teaching methods and technologiesto make virtual lessons as effective as possible.

We invite you to familiarize yourself with the main methods and technologies of distance education that are used today by Russian universities.

DL methods and technologies

Modern technical capabilities make it possible to conduct classes with students online, quickly transfer assignments and check them orally and in writing. Moreover, preparation for lectures and seminars, in any case, is carried out using the Internet and modern means of technical communication, which no longer cause active resistance in society and, on the contrary, are welcomed in every possible way.

Methodology distance learning, in essence, differs only in the form of presentation of educational material: printed educational publications at preschool education are transformed into electronic media.

The main features of distance learning are a set of methods developed taking into account the specifics of conducting classes:

Training using technical resources. The peculiarity of the method lies in the self-study and self-control of the student, with the involvement of teacher-consultants;
The method of individual learning, in which distance classes are conducted with one student, according to an individual plan. This method increases the level of knowledge of the student, as it helps to optimize the educational process;
Method virtual lecture It is also implemented using voice communications: Skype, Viber. The advantage of this method is that any lecture can be recorded by students for re-listening and self-consolidation of the material;
A method of collective on-line seminars using electronic voice communications, where students have the opportunity to hear and see not only the teacher, but also each other.

Distance learning also allows the use of research methods, independent work, which in fact do not differ from teaching in a hospital environment, except for the use of technical means of communication. The physical presence of a student in the classroom is already becoming an outdated form, but it still exists, thanks to a stable tradition.

It should be noted that modern technical capabilities not only do not reduce the quality distance education, but also allow you to significantly expand the forms of education. For example, thanks to the means of communication, heuristic Olympiads, competitions and refresher courses for teaching staff have become possible in any corner of the planet. This not only expanded the circle of communication of teachers and students, but also allowed them to see the whole world, and not just the walls of their native Almamater.

Problems of a graduate of distance learning and ways to overcome

According to the same conservative formula that resists any progress, society has formed a stereotype according to which a diploma obtained as a result of distance learning is "fake" because it has not been "achieved" in the traditional way. Hence the difficulty arises with further employment and the ability, in principle, to prove the level of their qualifications.

It should be noted here that the employment of a young specialist without work experience is always problematic, even after receiving higher education in a hospital setting. Therefore, building relationships with a future employer does not depend on the form of training, but on the level of preparedness of a young specialist.

It is important for the holder of a "distance" diploma to convey to a potential employer the advantages that distinguish him favorably from the holder of a "traditional" diploma. Namely, graduates virtual university differ:

having a high level of self-discipline,
complete self-control and a sense of responsibility for your future,
understanding that study is necessary, first of all, for himself, for further career growth.

It can also be noted that a student studying remotely receives both lessons of purposefulness and experience of self-organization, and these qualities are the key to a successful career.

Remember that in our country it is customary to "meet by dress". Therefore, if an applicant for a position demonstrates self-confidence, then the chances of a graduate of a hospital and those who have received higher education without leaving their hometown are completely equal. You will still have to confirm the level of your knowledge in practice under the same conditions, and "the road will be mastered by the walker."