On the strengths and weaknesses of e-learning. Comparative analysis of traditional and innovative teaching methods in school Comparison of traditional and e-learning
Introduction
CHAPTER I Theoretical aspects of the comparison of traditional and e-learning
1. Modern problems of traditional and e-learning.12-30
2. History of traditional and e-learning.31-48
3. Requirements for the content of e-learning.49-81
Conclusions on the first chapter
CHAPTER II. Modern technology of traditional and e-learning
1. Forms and methods of e-learning.82-92
2. The results of experimental - experimental work ... 93-114
3. Development of the scientific basis of e-learning technology.115-124
Conclusions on the second chapter
Conclusion. 125-132
Bibliography... 133-149
History of traditional and e-learning
In setting the context of online learning, strategies should be used that allow learners to understand and pay attention to information and actively remember it. Students use their sensory system to absorb information in the form of feelings. It is necessary to use strategies that maximize the manifestation of sensations. For example, the appropriate layout of information on the page, page features (color, graphics, font size, etc.) and methods of presenting information (auditory, visual, animation, video).
Before the perception and processing of information, students must understand it on a sensory level. The strategies needed to develop understanding and interest in online learning are listed below.
Important information should be placed in the middle of the page and students should read it from left to right (for the Latin alphabet).
Educational information to attract attention must be highlighted in various ways.
Students must understand the need for classes in order to be able to focus on the information received.
The presentation of materials must be appropriate to the level of knowledge of the student so that he can perceive its meaning. The combination of simple and complex material will help the student adapt to different levels of learning.
These strategies allow students to retain information in long-term memory and make sense of new information. The task of students is to establish a connection between new and stored in long-term memory information.
Strategies should facilitate the implementation of the following models: - preparation of conceptual models that students can apply to their existing mental models, or to maintain structure, they should be used when studying the details of the lesson; – use pre-surveys to clarify expectations and activate the existing knowledge structure of students and provide motivation to seek additional resources and achieve results. – Information must be transmitted in chunks to prevent overflow of active memory. Online learning teaching materials should be 5 to 9 points per page to facilitate active memory processing; - if the lesson contains many points, then it should be organized in the form of an information plan. The information plan is a vision of the presentation of online classes, which can be formed in three forms: 1 - linear, 2 - network and
During the lesson, each item is displayed in a general information plan and then divided into sub-items. At the end of the lesson, by interpreting the relationships between the elements, the master plan is re-adjusted. For the purpose of in-depth processing, students should contact at the end of each lesson to provide information and update it in the plan.
Effective online classes should use techniques that provide students with the ability to search for and comprehend information, provide strategies for high processing and storage of information in long-term memory.
Requirements for the content of e-learning
It should be noted that although the goals of virtual learning coincide with the tasks distance learning, however, they are fundamentally different.
The problem of the growth of applicants for higher education and the development of information and communication technologies have led to the emergence of new approaches to learning and its methods.
One of the latest developments in this area is virtual education. Virtual education emerged as a solution to this problem and provided new opportunities in life and education,
especially for adults. To establish a system of virtual education, many factors must be considered together and in combination with each other. Comparative studies and a review of the virtual learning literature have shown that the most important components of the education system consist of:
Technological infrastructure. Includes basic communication systems (fiber-optic, satellite receivers, microprocessors, etc.), the Internet, Internet providers, connecting the education system to network systems, etc.
human infrastructure. The introduction of a virtual learning system requires the involvement of qualified technical personnel, developers of technical and educational projects, teachers, students, designers, administrators, etc.
Extensive knowledge is also required - the ability to use a PC, text editors, extract from the web scientific knowledge instead of aimlessly browsing the web, apply software, multimedia, find errors and fix them, etc.
Here, undoubtedly, new approaches, a change in the perception and understanding of the totality of factors and the adjustment of roles, relationships and methods of activity are of great importance.
educational infrastructure. Shift in teaching and learning paradigm, change from supervised learning in the classroom to a self-learning system free from time and space constraints, new teaching methods (synchronous and asynchronous), new pedagogical ecology, shifting focus from teacher to student, shifting focus from teaching to learning, latest methods training and assessment, etc.
Cultural, social and defining infrastructure. Netocratic culture (Internet oriented), raising a global citizen with respect for national and local values, paying attention to the digital divide and directing efforts towards an equitable distribution of teaching and learning processes, network culture and traditions, change social role higher education, development of a new pedagogical culture(independence and learner autonomy) as the dominant organizational culture in teaching and learning environments.
economic infrastructure. E-commerce, profitability, the latest methods of resource and budget allocation, new supply models, marketing and development of the education market, economy without intermediaries, return on investment, macroeconomics, indirect efficiency (expanding the choice of educational topics, teacher, media, price, speed, ways of learning, etc. for the student).
Infrastructure management and leadership. Knowledge management (shifting the focus to organizational learning, rather than individual learning, developing ways to transfer accumulated knowledge and experience between employees of the organization). The choice of a strategy of mutual cooperation and healthy competition, new leadership and management strategies, including joint management, preventive and dynamic management, international and global approaches to organizational issues, the development of policies, courses and rules in the field of virtual education, due to various factors such as volume works, method of attracting researchers, methods, verification and licensing, intellectual property issues, qualitative and quantitative standards, quality assurance, originality and reliability of information, electronic security measures, acceptable usage policies, etc.
Administrative infrastructure and support system. Electronic management system, organizational, educational and technical support system for students, teachers and employees, access to digital resources, services, etc. . Features of e-learning The more well-designed an e-learning program is, the more it can provide special features that are useful in the learning process. In any case, these characteristics should be included in a meaningful form in the e-learning program. The greater the proportion of components of a certain e-learning program, the more features and characteristics it can provide. The extent to which e-learning features are effective depends heavily on the question of their incorporation into program design. The quality and degree of influence of one characteristic of e-learning can be determined by considering the important crisis topics of the learning environment. The following are examples of some of the characteristics of e-learning. Interactivity, reality, full control, comfort, self-sufficiency, ease of use, online support, security, cost-effectiveness, collaborative learning, formal and informal environments, multidisciplinary, online assessment, online search, global accessibility, intercultural interactions, non-discrimination, etc. .
Results of experimental work
Factors hindering the development of e-learning The application of new learning models for those who have been engaged in the traditional way for several years will be fraught with certain problems and difficulties. Along with this, the philosophy of education and upbringing (pedagogy) in each country is different. As a result, different methods and approaches will appear. Changing learning models will require transforming these approaches. On the other hand, countries differ in terms of access to information and communication technologies. These differences can create certain obstacles in the implementation and implementation of e-learning.
Virtual university A virtual university is an environment where, through the use of multimedia tools such as a PC, the Internet, fax, camera, online communication software, etc. distance e-learning is implemented.
It can be argued that the concepts of "virtual university" and "virtual learning" refer to courses and education that are different from traditional teaching methods. Lesson content can be shared over the Internet or via video, in a two-way active and interactive way. As well as cable and satellite television can serve as a media means of transmission of these activities.
The virtual university is interactive, dynamic and student-centered. Such universities provide the opportunity to study anywhere, at any time and throughout life.
Research Center - This center informs students about scientific and publishing activities. Bookshop - allows you to buy e-books and other educational materials using a credit card (e-books). Responsible for the execution of administrative services, such as registering a list of seminar classes, exams and laboratory work.
Academic units offering classes, labs, dissertations, and exam programs. E-learning in Iran takes the first steps in the field of educational technologies and distance education. One of the most important arguments in favor of the need to create e-learning centers in Iran is that the limited resources of the current education system have become a particular social problem ]19[.
Advantages and Disadvantages of Virtual HEIs As previously defined, a virtual HEI transmits its classes and curricula over the Internet and the student does not have to be present in the classroom as in traditional education. Here are some of the advantages and disadvantages of these universities:
Advantages. Possibility to offer classes in a multimedia environment (audio, video, text, animation), which naturally significantly improves the quality of the content. Availability of lesson content from anywhere and at any time, plus the possibility of repetition for better absorption. The absence of time and space restrictions makes it possible for busy people, or even those who are on a trip, to receive education without any problems. The connection of the teacher with the student over the network provides the opportunity to choose a teacher from any country in the world, just as a student from anywhere in the world can receive an education. Access to the digital library in real time. Opportunity to continue education for those who were cramped within the framework of traditional education.
Development of the scientific basis of e-learning technology
E-learning is a comprehensive system of solutions for organizations moving along the path of modern technologies and changing methods and learning environments.
In general, the benefits of e-learning can be summarized as follows: The method of offering classes to students. No time limits for classes. Versatility, coverage, mobility, timeliness, and meeting learning needs at any time. Growth in the quality of classes (based on the use of multimedia tools). Growth in the efficiency and impact of training (due to the removal of temporal and spatial restrictions).
Use of various means of mass media. One of the most important tools for conveying information and knowledge to an audience is the use of appropriate media.
Virtual learning uses five media such as text, sound, image, animation and video as the most important communication tools.
Equal availability. Virtual learning provides all participants with equal access to educational resources. That is, one well-designed virtual lesson can be used by students on the scale of one country or even wider.
Extensiveness of training. At present, none of the types of training has such a potential to spread around the world as virtual training via the Internet. Geographic boundaries The distribution of virtual learning environments coincide with those outside the Internet. Thus, this type of education provides the potential for learning from anywhere. Virtual training in automatic mode is available 24 hours a day. Thus, virtual education contacts at any time of the day they can revise their classes, exercises and tests to respond to the participants. Therefore, the virtual learning audience can attend classes at any time of the day, complete assignments and participate in the relevant tests. Thus, another feature of virtual education is the absence of time restrictions.
E-learning has the ability to connect teachers and students from all over the world, which has many advantages.
Interaction between teacher and student. The physical presence of the teacher and students in the classroom is not required. Reduce travel time and costs for students. Possibility of teaching a large number of students in the class. Possibility of registration of activity and progress of pupils by the teacher. Possibility of drawing up various models of teaching by the teacher. Ease of communication.
Interaction and cooperation. Other advantages of virtual education via the Internet include the use of tools for communication, consultation and cooperation between the teacher and students. For example, most e-learning management systems have email and chat facilities. With these tools, you can send messages, ask questions, and discuss scientific articles and reports among participants.
ELECTRONIC AND TRADITIONAL TEXTBOOKS: A COMPARATIVE ANALYSIS IN THE PEDAGOGICAL ASPECT
V.G. Lankin, O.A. Grigorieva
Many profound changes in Russian science and education are caused by Russia's entry into the world information space, with the development of information and communication technologies, with the introduction of new technical means, which largely determine the nature and vector of education development, radically change the educational environment. On the present stage the task of finding mechanisms for integrating traditional and new ways of organizing funds has become more relevant. information support educational practice. One of the key points of such integration is the modern textbook.
Today, when new information technologies have competed with printed publications, the problem of interaction between the traditional textbook and the means of new information and communication technologies arises. Here a number of questions arise: what is the novelty of the functions and conditions for their implementation associated with changing or supplementing the means of transmitting educational information? What is the overall status of the textbook in the new information space with a wide variety of communications and means of communication? What are the prospects - positive or perhaps negative consequences - of modern technological evolution in the field of education?
Comparative analysis of traditional textbook and electronic
allows you to highlight their main characteristics. In a traditional textbook, there is a reference apparatus that helps in finding necessary information. It includes a table of contents, auxiliary indexes, lists of recommended literature on a particular topic, important information is in bold or italics, there is a system of links and references. These traditional aspects of signification and logical apparatus are aimed not so much at managing attention as at achieving a reflexive, deliberative nature of working with a text. The traditional book text in this capacity is not only a source of extracted information, but also a specially modeled mediator of thinking. An electronic textbook must have a search engine that can be used to analyze the contents of the book, search for the necessary information by keyword, a system of hyperlinks that takes the user to the desired passage of text within a split second. With these moments, the strengthening of the active-guiding principle of the organization of book material in relation to the reader - the student is connected.
The advantage of an electronic textbook lies in its availability and efficiency of use in the mode of real "replication" of information. A traditional textbook, in the absence of it for personal use, in a store or library, can be obtained only after some time, by ordering it through the interbib-
library card or bookstore. An electronic textbook can be obtained in a matter of minutes by ordering it in an online store or by “downloading” it from an electronic library. An electronic textbook has no circulation in the traditional sense of the word. Such a publication can be copied an unlimited number of times and, if necessary, a printed version of the textbook or part of it can be obtained using a printer.
One of the advantages of an electronic textbook over a traditional one is that the authors (teachers, scientists), having fulfilled a number of registration rules, can publish their works themselves and distribute them at their discretion, while publishing a textbook in the traditional form is rather complicated, time-consuming and expensive. process. With the need for corrections and additions, it is easier to correct the text of an electronic textbook than to republish a traditional textbook.
When creating an electronic textbook, publishing costs are reduced to zero, which should be reflected in the price of the textbook. Creating an electronic textbook does not require paper, the production of which is associated with a number of environmental problems; printing presses are not used to create an electronic textbook, expensive and harmful paint is not used, etc.
The undoubted advantage of the electronic textbook is its compactness. Textbooks that occupy an entire shelf in paper form can be placed on one or more disks.
In a traditional textbook, the main semantic load is carried by the text, accompanied by illustrations (drawings, diagrams, tables, etc.). A clear advantage of e-books is the accompanying
text, sound and video. "Multimedia tools make it possible to present educational material in a fascinating, dynamic form, and engineering structures, devices, elements - as moving three-dimensional objects, thereby fully revealing their design and principle of operation" . When using the Internet textbook, direct communication between the student and the teacher is possible. The teacher can make the necessary explanations, carry out a quick control of the knowledge gained by the student. The process of merging the capabilities of an e-book with the capabilities of a virtual media environment, which is affecting here, in general, promises tremendous prospects - not only in terms of expanding the means of expression and interactivity in the transmission of educational material, but also in terms of transforming the entire education system - in acquiring a new technological quality. where the information-educational environment incorporates a student and a teacher (in the form of not quite real and not quite personal - a functional lecturer, instructor, consultant and controller) and where the institutional structure of the organization of the process can 9 change significantly.
With all these advantages of an electronic textbook over a traditional one, there are a number of disadvantages that must be taken into account. You can use an electronic textbook only if you have computer skills. Physically, this work affects health. When reading from the screen, for a number of reasons, the speed and efficiency of reading is reduced.
The electronic textbook is also dependent on the connection to the Internet and on the supply of electricity.
And with a traditional textbook, you can work in any place convenient for the reader.
The problems of using an electronic textbook arise due to the lack of electronic book formats. To publish an electronic edition, you need to choose a specific program and prepare the text using your own tools for publishing and distribution. Printing on a printer is not inferior in cost to a traditional textbook and is often of worse quality than a book. Textbooks built using video materials and sound design cannot be “printed” on a printer.
The disadvantage of the electronic textbook is that digital libraries and stores are not reliable today. The server that provides information can be turned off, corrupted, hacked at the right time for the reader, while there will be no such problems with a traditional textbook.
When using an electronic textbook, a certain discomfort may appear, since the human psyche is more adapted to the consistent perception of information, without moving through hyperlinks. In this case, the traditional textbook is much more convenient. Moreover, video materials, sound, animation, on the one hand, are excellent means of activating attention, on the other hand, as psychologists' studies show, they lead to a decrease in the reflective, deliberative nature of perception, which is so characteristic of the culture of the book as a basic phenomenon that determined the type of civilization of the mind. . Attention control technologies (“forced orientation”) not only complement, but can also replace
culture of thought associated with reading and understanding the interpretation of the written word. And this is one of the problematic facets of the merger of the educational and learning environment with the media environment, as well as the deployment of a mass media culture (social media technology) as such. The growth of media technologies as intensive continuations of human sensibility and reactivity leads to an inevitable decrease in the specific weight of the reflective center of consciousness; a person turns into an involved operator of the system, losing his creative and comprehending quality. This common disease of mass culture (media culture and mass media technologies) can also be transmitted to the system of mediatized education integrating with it. Education can cease to be a factor in human culture and become exclusively a social technology.
When creating and using an electronic textbook, the problem of copyright protection arises. A pirated copy of an electronic product often does not differ from the real one either in quality or in documentation. In turn, in a mediatized system of education, the authentic activity of the student also loses (is suspicious): the measure of the independence of the student's participation in these processes can never be accurately established. Abstracted and compiled materials are difficult to separate from simply copied ones. The quality of virtual tests, and especially their role in terms of student assessment, today is almost universally questioned among teachers who actually conduct them.
The problem of using an electronic textbook lies in the fast
rom the aging of computer technologies, is associated with the need to update the system, licensed programs and the machines themselves, which is not only (and not so much) morally improving, but also commercially-enforcing in nature.
Considering all that has been said, it must be admitted that for a uniquely progressive development, the system of a mediatized educational environment, the most important component of which today is an electronic textbook, requires fundamental improvement. This problem is exacerbated due to the ambiguity of opinions of teachers on this issue, due to the lack of equipment of the proper level and guarantees of the safety of its everyday use.
To work with electronic educational publications, it is necessary to create a friendly interface; ensuring optimal control, including a developed navigation system and sufficient speed of information retrieval; ensuring resistance to erroneous actions of the student, etc. In addition, it is necessary to provide such a structure of interactivity that would not level the personal nature of the meeting in the media space of the teacher and student and would not reduce the cultural content of education to reference material. The technology of a mediatized educational environment should not be inferior to the culture of a book in its ability to form a discursive, reflective and comprehending type of thinking.
Proponents of the creation of electronic textbooks say that, unlike traditional printed-based educational materials, electronic textbooks have much greater didactic and methodological advantages: they are more dynamic, virtual, difficult
structured; facilitate the organization of individual training, feedback, etc. All this becomes possible due to the technological features of their creation. To take advantage of this, it is necessary to supplement the system of constructive criteria for the creation of educational materials (on the basis of which traditional - printed ones are performed) with a group of technological ones, taking into account the features of creating electronic publications and the specifics of working with them.
The problematic nature of the comparison carried out here leads to the idea that the question of what a textbook is today and what it will be like in the 21st century remains open. In essence, the question remains whether the textbook is only one of the means educational process Or is it more correct to characterize it as a systemic factor in the educational environment? Many modern scientists believe that the view of the textbook as a means of teaching is the subject of the history of pedagogy. V.P. Bespalko, N.F. Talyzina, I.Ya. Lerner, V.V. Kra-evsky adhere to a theoretical point of view on the textbook as a model of the pedagogical system, in which leading role plays not so much the subject material as the pedagogical essence, on the basis of which the material is included in the system of educational and information communication. A view is formed on the textbook as an educational environment, characterized in the following aspects: the textbook as a learning environment; textbook as a professional environment creative activity; textbook as an environment for the accumulation of knowledge and cultural values. At the same time, the evolution of the textbook continues today, and this forces the introduction of additional categories that organize research attention. A number of authors
believe that the textbook of the post-industrial era is an educational space, since the learner and the learner are elements of this space; a virtual textbook is a place of learning, because it is a kind of information area in a larger information space. The learning process in virtual space does not depend on time. In the virtual world, students, communicating with each other and being each part of the textbook, form a virtual group that has the property of a collective mind, in turn, being part of a virtual textbook.
Learning in the virtual space has a tendency to “extract” the teacher to a recorded lecture, a written test, etc. At the same time, on the one hand, it potentially increases, and on the other hand, the author's inclusion of the student in the educational space becomes implicit (remotely hidden). Is it good or bad? What is unequivocally perceived as a positive innovation today may be fraught with significant and even irreparable deformations tomorrow. The issues of the formation of the media environment and the media space of education, an indicative phenomenon of which is the electronic textbook in its comparison with the traditional textbook, require further careful reflection and, on this basis, a practical (technological) solution. Further research is needed in the field of creating virtual textbooks, developing a methodology for their design and use, identifying their place and status in the system of teaching aids, and at the same time determining the measure and means of supporting a printed textbook.
In conclusion, I would like to add that the textbook of the future is not a text with illustrations and questions to it, but a system of differentiated knowledge on the search, analysis and generalization of educational information. Information can be presented both in the form of books, and in the form of CDs and Internet materials, i.e. the textbook can be both real and virtual; The textbook should be built primarily as an educational system with a humanitarian-pedagogical fundamental basis.
LITERATURE
1. Grigorieva O.A. Book as a synthesis of arts: features and possibilities of traditional and electronic forms of the book / O.A. Grigoryeva / / Modernization of professional postgraduate education: theory and practice of training scientific and pedagogical personnel: materials of the International Scientific and Practical Conference. - Tomsk, 2006. - S. 217-219.
2. Vishtak O.V. Criteria for the creation of electronic educational materials / O.V. Vishtak // Pedagogy. - 2003. - No. 8. - S. 19-22.
3. Textbook in the post-industrial era / V. Kuznetsov, E. Klygina, T. Fedosova, A. Gorbachev // Higher education in Russia. - 2004. - No. 9. - S. 103-108.
4. Nazarova T.S. Strategies for the development of educational books / T.S. Nazarova, Yu.P. Gospodarik // Pedagogy. -2005. - No. 3. - S. 10-19.
5. Chernilevsky D.V. Didactic technologies in higher education / D.V. Chernilevsky. - M. : UNITI, 2002. - 437 p.
UDC 378.147
B.E. Starichenko, I.N. Semenova, A. V. Slepukhin
To the question of correlation between the concepts of e-learning
in high school1
annotation
In the article, based on a comparative analysis of various positions and judgments of both researchers and practitioners, a key feature of the specific difference between traditional and e-learning is formulated - the use (or non-use, as in the first case) in the educational process of information resources (i.e. devices and means of processing, storing, transmitting information), where educational material is presented in digital (electronic) format. The chosen approach, in which the main guideline is the degree of use of digital (electronic) resources in the educational process, makes it possible to unify and correctly determine all types of education existing in modern higher education (traditional, distance, electronic and mixed), establish a connection and show the difference between them. This, from the point of view of the authors, will provide a reasonable compromise when modeling options for training specialists in higher education, which is understood as the joint work of a teacher and student (s), aimed at acquiring knowledge, methods of activity and communication features that meet the requirements of the future profession, carried out with the use of training materials of an information nature and the necessary equipment.
| Key words: e-learning, distance learning, blended learning.
The research objective is the classification and conventional interpretations of the concepts of "e-learning", "distance learning" and "blended learning"; its interconnection and correlation of the didactic system of modern education. The authors note that the deficiency of general data theories in pedagogical literature, - on the one hand, and active development of learning types essentially complicate framing and contents of modern education didactic system. The authors give the key feature of the generic difference between the traditional and e-learning on the basis of the analysis and correlation made by various researchers" viewpoints; the key feature - the information resources" usage in educational process (i.e. devices for data processing , storage, transmission), and the information is presented in digital format. The authors single out that blended learning means implementation of traditional types and methods of specific educational tasks including the e-learning elements. distance learning is proposed to be electronic itself; it "s supposed to be the final variation of e-learning.
| Keywords: e-learning, distance learning blended learning.
Introductory remarks
The processes taking place in the socio-political and economic life of the world community inevitably lead to changes in the field of education. Such trends of the 21st century as transformation, continuity, transition to the concept of personal development
on the one hand, and the development of modern information and communication technologies, their inclusion in the learning process, on the other hand, make it possible to introduce a number of fundamentally new ideas in the field of education, related, among other things, to the implementation of electronic, distance and blended learning.
1 The article was prepared within the framework of the state task of the Ministry of Education and Science of the Russian Federation 2014/392, projects No. 1942,2039.
Modernization of the Russian educational space, which is carried out in the context of technological innovations in the world education system based on intercultural and interdisciplinary integration, informatization of the educational process, formation of a system continuing education, the implementation of a competency-based approach, requires understanding the growing role of e-learning types, which is becoming one of the priority tasks of modern domestic pedagogical science.
The relevance of solving the identified problem is enhanced by a comprehensive analysis of the pedagogical experience of traditional higher education. The results of this analysis indicate a decrease in the effectiveness of education, built on the authoritarian pedagogical requirements and poorly connected with the needs of society and those directly receiving education today. In addition, the search for new technological and methodological solutions is forced by the combination of educational and work activities of students and undergraduates and, as a result, the impossibility of achieving educational goals within the framework of the traditional scheme of organizing the educational process in full.
In such a situation and in the context of changes in the goals of higher education, as well as with an increasing flow of educational information, the formation of students' skills to learn independently and navigate the information flow is of particular importance. Therefore, modern pedagogical technologies e-learning, distance learning and blended learning, which are designed to implement a student-centered approach to training specialists and are aimed at developing the individual resources of students.
The foregoing emphasizes the importance of studying the didactic possibilities of these types of education, their methodological foundations, conditions for implementation, identifying the essence of pedagogical, methodological, psychological problems of their organization, as well as searching for adequate teaching methods.
Among teachers, there is currently no unity in understanding the essence and correlation of electronic, distance and blended types of education and the mechanisms for their implementation. This article presents the position of its authors on the designated range of issues.
Traditional learning and e-learning
Obviously, in the heading above, the key concept is “training”, and the words “traditional” and “electronic” mean its organizational and methodological forms.
In the pedagogical literature there are many definitions of the concept of learning. For example, T.A. Ilyina is "a purposeful process of interaction between a teacher and students, during which education, upbringing and development of a person is carried out" . And in the famous "Pedagogical Dictionary" G. M.
and A.Yu. The Kodzhaspirovs state the following: “learning is a specially organized, controlled process of interaction between teachers and pupils, aimed at mastering knowledge, skills, shaping a worldview, developing mental strength and potential of students, developing and consolidating self-education skills in accordance with the goals set” . The latter interpretation has become practically generally accepted - many authors refer to it.
In the above and other definitions known to the authors, as a rule, the interaction of the teacher and students is singled out as the essence of learning, but the aspect of the interaction of the student with the educational environment in which the educational process takes place is not taken into account. In addition to these definitions of the concept of "training" are usually general character and focused mainly on general education. However, with the deepening of the specifics of educational processes, the interpretation of learning every time needs to be specified. For example, in relation to higher education, a clarifying concept of “training a specialist” or “training in higher education” should be introduced. When focusing on the informational nature of education, from our point of view, the following formulation is acceptable: training a specialist in higher education is a joint work of a teacher and student (s), aimed at acquiring knowledge, methods of activity and communication features that meet the requirements of the future profession, and carried out with the use of educational information materials and the necessary equipment.
The functions of the teacher in his joint activities with students should include:
Creation of the necessary information resource (information educational environment);
Selection and implementation of optimal (for given learning conditions) methods and teaching aids; planning the learning process;
Conducting interactive training sessions;
Management of independent work of students;
Determination of the rules of communication with students.
The functions of a student are
In the implementation of active and conscious educational and cognitive activities (mostly independent) to acquire knowledge and master the methods of activity established by the Federal State Educational Standard (as the minimum necessary);
Development of own creative professionally significant qualities.
In this way, modern process university education consists
From an information educational resource (environment);
Interaction with the educational resource of the student and teacher;
Interactions between teacher and students in interactive (on-line) and non-interactive (off-line) modes.
To the question of the relationship between the concepts of e-learning in higher education 55
processing information resources in electronic (digital) formats for the presentation of educational material. This category does not include "pre-computer" technical teaching aids - film and video projections, static image projections, electronic questionnaires, etc. - their use is also included in the means and methods of traditional teaching.
Assessing the features of the above components in traditional university education, you need to pay attention to the following:
The information educational environment is built on the basis of paper-based sources available at the university - textbooks, manuals, books, magazines; difficult (more often impossible) access to foreign publications, including periodicals; there are no automated means of information processing (and, accordingly, they are not included in the information environment);
Access to resources is carried out only through the appropriate storage (libraries, reading rooms) only at a specified time and in a specific place; updating resources by the teacher cannot be done promptly;
The interaction between the teacher and full-time students is carried out only in an interactive mode during classroom training sessions and control activities; consultations, where students can ask questions to the teacher, are also classroom in nature and take place not as needed for students, but in accordance with the established schedule; The interaction of the teacher with students of correspondence courses during the sessions is interactive (classroom) in nature, the rest of the time most of the interaction is carried out through non-interactive and slow means of communication, such as mail.
Thus, the organization of traditional education has a number of shortcomings that require decisive elimination. This became possible thanks to modern means of information and communication technologies that provide, in particular, in the educational process
Representation, transmission and use of information in various forms (multimedia);
Storage of significant amounts of information;
Online access to remote information;
Operative communication of interested parties;
Organization of joint activities in the virtual space;
Operational information processing, computer modeling, etc. All of the above is based on the presentation of any information in digital (electronic) formats, as well as the operation of devices that provide its automated processing, transmission and storage. The teaching methods allowed in this case turn out to be secondary in relation to the nature of the information and the means of its processing. Thus, traditional training and training using information and communication systems are distinguished, first of all, by the ability to work with information in electronic form.
In domestic and foreign literature, there are many definitions of the concept of "e-learning" (e-leaming):
This is the organization of educational activities using the information contained in databases and used in the implementation of educational programs and the information technologies, technical means that ensure its processing, as well as information and telecommunication networks that ensure the transmission of the specified information over communication lines, the interaction of students and teachers1;
Use of new information technologies, multimedia and Internet technologies (1CT) to improve the quality of education by improving access to resources and services, as well as remote knowledge sharing and collaboration;
An independent type of learning based on the integration of pedagogical and infocommunication technologies, the essence of which is the interactive remote interaction of the subjects of the educational process in the conditions of the information and educational environment, which ensures the formation of an infocommunicative personality based on the mobile content of education, interactive methods of activity and personalized accounting for the educational achievements of students;
A new form of organization of the educational process, based on the independent educational work of students with the help of developed electronic educational resources; The learning environment is characterized by the fact that students are mostly, and often completely, distant from the teacher in space and / or time, at the same time they have the opportunity to maintain a dialogue at any time using electronic telecommunications.
The use of new information technologies, multimedia technologies and the Internet in the learning process;
Transfer of knowledge, management and support in the learning process with the help of new information and telecommunication technologies (1ST), which includes software and hardware solutions.
The results of the content analysis of the main approaches to the definition of the concept of "e-learning" are presented in the table.
When interpreting e-learning, an unequal understanding of its essence is seen:
This is an improved form of distance learning, i.e. a type of distance education in which various electronic learning tools are actively used;
A process involving the introduction and use of learning management systems - its content (content), the process of formation of competencies, procedures for tracking learning outcomes; systems for delivering educational materials “at the right time in the right quantity to the right place”; testing systems and interactive support for the learning environment;
1 Law on Education in the Russian Federation. Federal Law, Art. 15 [Elec. resource]. Access mode: Ministry of Education and Science.rf/documents/2974.
Approaches to the interpretation of the concept of "e-learning"
Target orientation (types of activity) Means used (tools, resources) Features of the formulation of principles, content, methods, conditions of training
Federal Law organization of educational activities organization of activities, processing, transmission of information, interaction of students and teachers information technologies, technical means, information and communication networks
A. A. Andreev synthetic, integral, humanistic form of education delivery of educational material, its independent study, dialogue exchange between the teacher and the student traditional and new information technologies and their technical means the principles are traditional, the content and methods are changing
N. Dubova use of new information technologies, multimedia technologies and the Internet access to resources and services, remote knowledge exchange, collaboration new information technologies, multimedia technologies and the Internet
E-didactics learning process acquisition of competencies informational educational environment dominating trend towards self-learning
A. V. Solovov new form organization of the educational process independent educational work of students with the help of developed electronic educational resources, interaction of participants in the process electronic educational resources, learning environment, means of electronic telecommunications
M. J. Rosenberg use of Internet technologies providing a wide range of solutions that increase knowledge and productivity, delivery of educational content, learning network, Internet technologies, educational material
P.J. Edelson, V.V. Pitman op-!^ training, Web-based training, CBT-computer Based Training Web-technologies, computer technologies
D. Morrison long-term assimilation of knowledge and skills by adults assimilation of knowledge synchronous (video conferences, virtual classes, high-speed messaging), asynchronous (e-mail, text materials, audio and video recordings, etc.) means
D. R. Harrison, T. Anderson organized on certain topics, programs, subjects, the educational process, an active exchange of information between students and teachers, as well as between the students themselves, new information technologies and mass media - fax, radio, television, and audio -, television and video conferencing, multimedia and hypermedia, computer telecommunications
D. Keegan education and training education and training Internet, virtual learning environments, learning management systems
An alternative to traditional face-to-face learning, when classes are conducted remotely using Gace-Le-Gase-Learm^ ("face-to-face") technologies, which allow students not only to independently get acquainted with educational information, but also to be present and participate remotely in real time in real learning sessions.
It is noteworthy that many authors identify e-learning with distance learning. From our point of view, this is not true: the first can be implemented in the classroom and on local computers. If, as mentioned above, the key feature separating traditional and e-learning is non-use / use
To the question of the correlation of the concepts of e-learning in higher education 57
information in electronic formats, then the following definition can be given: training should be considered electronic, the means and methods of which provide for the use of educational information resources in electronic (digital) presentation formats.
Let's comment on this definition:
Firstly, all other factors that are often indicated in the formulations of other authors, for example: the need for computer hardware and software for the creation and use of digital resources, a database for their storage, a network for accessing resources and exchanging information between the subjects of the educational process and etc., - turn out to be a consequence of the use of digital forms of information presentation and such detailing, generally speaking, looks superfluous;
Secondly, individual methods and means of e-learning can be implemented along with traditional ones - in this case, we should talk about blended learning.
Distance learning and blended learning
Distance learning (distant learning) as an independent form of organization of the educational process is also recognized by many domestic researchers (V.Yu. Bykov, E.Yu. Vladimirskaya, N.B. Evtukh, V.O. Zhulkevskaya, S.A. Kalashnikova, M. Y. Karpenko, S. P. Kudryavtseva, E. S. Polat, N. G. Sirotenko, E. M. Smirnova-Tribulskaya, P. V. Stefanenko, V. P. Tikhomirov, O. V. Hop, A.V. Khutorskoy, B.I. Shunevich, etc.), and foreign (M. Ahlen, T. Anderson, J. Boat, F. Wedemeer, D.R. Garrison, J. Daniel, R Delling, D. Keegan, M. Moore, O. Peters, K. Smith, R. Holmberg, etc.).
Let us turn to some definitions of distance learning, which is called
A way of teaching at a distance, in which the teacher and students are physically located in different places and use audio, video, Internet and satellite communication channels in educational purposes ;
Purposeful, organized in a specific didactic system, the process of interactive interaction between teachers and students using teaching aids that are invariant to their location in space and time, which is implemented;
Telecommunication training, which is carried out mainly with the help of technologies and resources of the Internet and in which subjects remote from each other (students, teachers, tutors, moderators, etc.) carry out the educational process, accompanied by their internal changes (increments) and the creation of educational products.
In the previous work of one of the authors of this article, the concepts of "distance education", "distance learning" and "distance learning technologies" are distinguished. In particular, the following statement is substantiated: distance learning is an asynchronous form of learning
academic discipline which provides for independent assimilation by the trainee of specially organized educational materials with prompt access to them; control and management of educational activities carried out by a remote teacher.
The following clarifications are given for the definition:
1) ... asynchronous form ... means that the learning process occurs for each student independently of others;
2) in the remote version, the student masters the educational material on his own, while having the possibility of prompt remote interaction with the teacher and other students;
3) ... specially organized learning materials ... cover all types of student learning activities both in terms of content and organization of the learning process; they (materials) are presented in electronic formats and provide remote access to them;
4) ... online access ... to educational materials means that it must be carried out at any time acceptable to the student and from a place convenient for him; Of course, such access can only be provided through the use of computer networks and network communication services, i.e. in the presence of an information educational environment.
Thus, distance learning should be considered as a limiting case of e-learning, which does not contain elements of traditional learning in terms of organizing the educational process and the interaction of its subjects with educational resources and among themselves.
However, it would be wrong to limit the possibilities of organizing the educational process to two extreme cases - traditional and distance learning. There is a significant educational sector in which distance learning cannot be fully applied, but nothing prevents the use of individual elements of e-learning (in particular, distance learning technologies). This applies to the full-time form of both school and higher education.
As a result of the search for more advanced schemes for organizing the educational process, using the advantages of distance learning and compensating for its shortcomings, the idea of blended learning arose. This term refers to a learning process that uses various event-based learning management techniques, such as face-to-face learning (classroom learning), distance learning (asynchronous distance learning) and online learning (synchronous distance learning). The educational process is based on the interaction of the student not only with the computer, but also with the teacher in active full-time and remote forms, when the material studied independently is summarized, analyzed and used to solve the tasks. Blended learning is seen by educators as
Learning that combines different types of learning activities, including face-to-face classroom learning, online e-learning, and self-learning in the workplace;
A model in which distributed information and educational resources are involved in full-time learning, including elements of asynchronous and synchronous distance learning;
A combination of face-to-face and distance learning, in which one of them is basic depending on the preferred model;
Integration of electronic and traditional learning, which is inherent in planning and pedagogical value;
Use in different proportions of e-learning and classroom learning,
Combining "live" learning with learning using Internet resources (primarily the second generation), which allow for joint activities of participants in the educational process;
Traditional education with the use of additional electronic technologies.
Comparison of definitions shows that all of them in one way or another point to a combination of traditional and electronic forms of education. The flexibility of blended learning lies in the fact that the proportions of traditional full-time and remote forms in it can be different. Their ratio depends on several fairly obvious factors: the content of the discipline, the age of the students, the degree of their readiness for self-education, the possibilities of the information educational environment of the educational institution, the equipment of educational and methodological support. Thus, e-learning, according to our ideas, combines blended and distance learning.
Literature
1. Andreev A.A., Soldatkin V.I. Distance learning:
essence, technology, organization. Moscow: MESI, 1999. 196 p. 2.
2. Andreeva O. Blended learning as one of the competitive advantages of universities [Electron. resource]. Access mode: http://megaport-nn.ru/content/articles/19161.
3. Artykbaeva E.V. Theory and technology of e-learning in a secondary school: Ph.D. dis ... Dr. ped. Sciences. Almaty, 2010. 47 p. four.
4. Dubova N. E-Learning - learning with the prefix "e" // open systems. 2004. No. 11. [Electronic. resource]. Access mode: http://www.cpk.mesi.ru/materials/articles/other08/.
5. E-didactics as a theoretical basis for e-learning [Electron. resource]. Access mode: http://method-lip. livejournal.com/363.html.
6. Ilyina T.A. Pedagogy: course of lectures: tutorial for students of pedagogical institutes. Moscow: Education, 1984. 496 p. 7.
7. Kapustin Yu.I. Pedagogical and organizational conditions for an effective combination of full-time education and the use of distance education technologies: Ph.D. dis. . Dr. ped. Sciences. Moscow: 2007. 40 p. eight.
8. Kodzhaspirova G.M., Kodzhaspirov A.Yu. Pedagogical dictionary. Moscow: Academy, 2000. 176 p. [Electron. resource]. Access mode: http://slovo.yaxy.ru/87.html
9. Lvovsky M.B. About distance learning [electron. resource]. Access mode: http://onmcso.narod.ru/inf/do.htm.
10. Saeid Baker A. On the content of the concept of "E-Learning - e-learning" [Electron. resource]. Access mode: http://www.emissia.org/offline/2007/1178.htm.
11. Solovov A.V. Didactic analysis of e-learning issues // IEEE International Conference on Advanced Learning Technologies: Sat. proceedings of the international conference. Kazan: KSTU, 2002, pp. 212-216.
12. Solovov A.V. E-learning: problems, didactics, technology. Samara: New technology, 2006. 464 p. 13.
13. Starichenko B.E., Semenova I.N., Slepukhin A.V. On the relationship between the concepts of e-learning in higher education // Education and science. 2014. No. 9. p. 51-63
14. Fandey V.A. Theoretical and pragmatic foundations of using the form of blended teaching of a foreign (English) language in a language university: dis... cand. ped. Sciences. Moscow: MGU, 2012. 175 p. fifteen.
15 Khutorskoy A.V. Modern didactics: a textbook for universities. St. Petersburg: Piter, 2001. 544 p. 16.
16. Bersin J. The Blended Learning Book: Best Practices, Proven Methodologies and Lessons Learned / John Wiley & Sons, 2004. 352 p.
17. Clark D. Blended learning / CEO Epic Group plc, 52 Old Steine, Brighton BN11NH, 2003. 44 p.
18. Edelson P.J., Pitman V.V. E-Learning in the United States: New Directions and Opportunities for University Continuing Education // Global E-Journal of Oped, Flexible & Dictance Education. No. 1. 2001. P. 71-83. Available at: http://www. ignou.ac.in/e-jurnal/contents/edelson.htm.
19. Garrison D.R. Three generations of technological innovations in distance education // Distance Education. Vol. 6. No. 2. 1985. P. 235-241.
20. Keegan D. The impact of new technologies on distance learning students // E-learning & education. Available at: http://eleed. campussource.de/archive/4/1422/.
21. Khan Badrul. A framework for E-learning, 2003. Available at: http://www.bookstoread.com/framework/.
22. Morrison D. E-Learning Strategies. How to get implementation and delivery right first time. Chichester: John Wiley & Sons Inc., 2003. 409 p.
23. Picciano A., Dziuban C. Blended Learning: Research Perspectives. Needham, MA: Sloan Center for Online Education, 2007. 312 p.
24. Rosemberg M.J. E-Learning: Strategies for Delivering Knowledge in the Digital Age. Available at: http://marcrosenberg.com/.
25. Starichenko B.E. Conceptual basics of computer education. Yelm WA USA: Science Publishing Book House, 2013. 184 p.
26. Watwood B. Building from content to community: Rethinking the transition to online teaching and learning: A CTE White Paper / B. Watwood, J. Nugent, William "Bud" Deihl. Virginia Commonwealth University: Center for teaching excellence, 2009. 22 p.
distance learning, or rather, e-learning (from the generally accepted term e-learning; in fact, the concepts of distance learning and e-learning are not equivalent, but in Russia they are usually interpreted in the same way, so we will not violate traditions) occupies modern system learning strong positions, organically complementing face-to-face training and a variety of face-to-face trainings and courses. E-learning is actively used both in educational institutions and in enterprises and, according to IDC, in terms of popularity, it will soon catch up with face-to-face. The world's leading analytical companies predict a great future for it and argue that the global market for distance learning systems is a source of great opportunities for sellers and investors. In the best higher educational institutions of the world, e-learning centers have been created that allow you to complete distance learning with obtaining an appropriate diploma; corporate training centers of companies and government agencies are actively developing, and the annual income in the e-learning market in a number of countries is already in the billions.
Such a great interest in e-learning is explained quite simply. In the last decade, there have been significant changes in the labor market: the requirements for personnel have increased, IT technologies have begun to be widely introduced into almost all areas of activity, and the personnel themselves have become more mobile. Such changes have necessitated the creation of conditions for continuous, fast, flexible, and at the same time high-quality training, and since traditional training systems are not able to meet these needs, a search for alternative systems was required.
The main advantages of e-learning in comparison with traditional face-to-face education
The basis of the educational process in distance learning is a purposeful and controlled intensive independent work a student who can independently determine the sequence of mastering subjects, study in a place convenient for himself, at an individual speed, and in some cases at a convenient time for himself. Therefore, the main advantage of e-learning should be considered a certain freedom in terms of location, time of study and its pace, which makes distance learning attractive for those users who, for one reason or another, do not have the opportunity to study full-time, but wish to improve their educational level.
One of the most important advantages of e-learning is the lower cost of education, which, according to the Cedar Group, is on average 32-45% lower. In exceptional situations, there is an even more impressive decrease in the cost in this sense, the calculations of the specialists of the corporate training center REDCENTER are of interest. Taking as a basis a certain conditional company with a total staff of 280 employees, 80 of which are subject to training, REDCENTER specialists made calculations and came to the conclusion that, if properly organized, distance learning can cost a company seven times cheaper than attending full-time courses on similar topics (Fig. . one). Therefore, it is not surprising that companies are increasingly choosing this training option as a priority for staff development. Important this moment and in post-secondary education if paying for traditional full-time commercial education is not affordable. True, the lower cost of distance learning should not be considered the main argument in its favor when receiving a basic education at an academic university. The fact is that not every student, due to their personal characteristics, is able to receive distance education: there is a certain percentage of people for whom the only possible way to perceive educational material is the classroom form of education, and someone may simply not have enough discipline and perseverance in organizing self-study.
(source REDITSENTR, 2005)
An important advantage of distance learning is its great efficiency according to Cedar Group, the training time is reduced in this case by 35-45%, and the speed of memorizing the material increases by 15-25%. True, this advantage does not always work it all depends on the material being studied and on the method of its presentation. For example, it is problematic to develop the correct pronunciation by studying foreign languages remotely and not having sufficient speaking practice if the grammar of a language can be mastered remotely, then face-to-face communication is necessary to master oral speech. In addition, many experts, including the rector of the IT Academy Igor Morozov, pay attention to the fact that greater learning efficiency can be achieved only "with careful consideration of such factors as the structure of the course and the method of presenting the studied material."
Online learning makes it possible to improve the quality of education through the widespread use of world educational resources and an increase in the share of self-learning of the material, the latter being especially important, since it gradually ensures the development of such qualities as independence, responsibility, organization and the ability to realistically assess one’s strengths and make informed decisions, without what a successful career is unthinkable. In addition, according to Vladimir Tikhomirov (Chairman of the Expert Advisory Council on e-learning, open education and the introduction of new educational technologies under the Committee on Education and Science of the State Duma of the Russian Federation), e-learning automatically leads to “early mastering the skills of using information and communication technologies, which in the future will significantly improve the efficiency of knowledge use in the economy”.
We must not forget that distance learning is the only way to get an education for those who, for a number of reasons (lack of time, the need to combine study with work, geographical distance from the university, etc.) cannot study in the usual full-time way.
In general, according to Igor Morozov, distance learning is most relevant in those cases “when the task is to train a large number of employees of a certain organization in a minimum period of time, and the organization itself has a geographically distributed structure and organizational changes are carried out quite often in it.”
At the same time, distance learning and face-to-face learning should not be opposed to one another these are different, but complementary forms of education, between which “there is a rather extensive area of mixed solutions that often turn out to be much more productive”, Igor Morozov believes. In practice, this means, for example, supplementing full-time basic education with the necessary online courses or using a combined form of education, in which a part of the theoretical material that is more accessible for self-study is studied by the student remotely, and practical work and the development of complex theoretical material take place in the classroom under the guidance of a teacher.
State support
UNESCO experts and the governments of developed countries agree that it is possible to meet the requirements of the information society for the level of people's qualifications only through the use of e-learning as a technology that orients students to a new style of education and develops their skills and abilities for further lifelong learning. Therefore, e-learning, which makes it possible to prepare the necessary personnel in the right quantity for society in the shortest time and at the lowest cost, has been recognized as a priority in the course of reforms. educational systems in such leading countries of the world as the USA, Great Britain, Canada, Germany, France, etc., and even at the UN level.
The latest report of the Commission on e-learning to the President and the US Congress lists the creation and development of educational Internet resources, training of teachers and administrators of the educational process, and the development of high-quality e-learning content among the main tasks, and $ 6 billion has been allocated for their implementation.
The final report of the European Commission on Education and Culture for 2004 noted that 77% of European universities already have the necessary technical solutions and appropriate faculty for conducting e-learning, and for 65% of universities the development of e-learning is the most important priority of the present time.
The European Parliament adopted many decisions on e-learning issues, including the decision of 05.12.2003 No. 2318/2003 / EC on the adaptation of long-term programs in order to effectively integrate information and telecommunication technologies into educational European e-learning systems.
The UN report on the state of e-learning in the countries that joined the European Union in 2004 contained a list of universities and training centers promoting e-learning solutions and considered opportunities for cooperation in this area.
In Russia, the legal grounds for the introduction of distance learning are the laws "On Education", "On Higher and Postgraduate Professional Education" and the order of the Ministry of Education of the Russian Federation dated December 18, 2002 No. institutions of higher, secondary and additional professional education of the Russian Federation”.
Areas of use of distance learning
Today, distance learning firmly occupies its niche in the education market and it is possible to clearly identify areas where it is confidently positioned as an alternative to traditional education. Basically, we are talking about the corporate sphere and the field of education in the first e-learning there is no equal in terms of initial training of company employees, their certification and advanced training, and in the second online training is attractive to applicants as possible variant getting an education.
Distance learning is becoming more and more widespread today in government structures, where it is indispensable for organizing and supporting a permanent system of continuous professional development of civil servants. Besides,
e-learning has gained recognition in a variety of training centers that specialize primarily in online courses in the fields of information technology and business.
In companies, enterprises and government agencies, online training allows solving the issues of training and retraining of employees, which is especially important in the context of the introduction of new technologies, including information technologies, when training a large number employees are often associated with significant costs. The relevance of e-learning increases even more if the company has remote branches, when the organization of traditional trainings in the field not only increases the cost of training by almost an order of magnitude, but also turns out to be technically more difficult , if only because of the lack of the necessary specialists in the field. In the public sector, in this sense, it is even more difficult the remoteness of certain structures is the norm here, and with the introduction of any technology or innovation in one or even several areas at once, the corresponding retraining of employees can turn into the highest degree costly task in terms of forces, means and time.
It is equally important for companies to maintain a certain level of competitiveness because, as Henri de Geyza (Living Book) very aptly said, “the ability to learn faster than competitors is the only source of competitive advantage over them.” This circumstance also causes the emergence of a significant number of consumers of educational services interested in distance learning.
In addition, in a number of industries (especially in the service sector, in retail and wholesale trade) there is a high turnover of personnel, as a result of which companies constantly have many new employees who need to be trained, and the organization of ordinary trainings in this case will actually mean throwing money away.
In educational institutions and training centers, distance and blended forms of education make it possible to cover remote regions with training and reduce direct training costs.
The degree of popularity of online learning for various structures and in various fields is very different. In corporate business, a clear preference is given to online courses. As far as higher education is concerned, most students prefer full-time studies to obtain a bachelor's degree, and remotely complete any additional courses. With further education, the percentage of those choosing online education increases, and with the development of both basic and additional disciplines (Sloan Consortium, 2005).
In different areas there is an ambiguous attitude towards distance learning. At the moment, it is most in demand in the corporate sphere as a replacement for traditional trainings and in the field of education when studying individual courses. In addition, this training option is gaining more and more strong positions in the financial and IT sectors, in the retraining of civil servants, and in healthcare (Fig. 2).
Rice. 2. The degree of popularity of e-learning in different areas
(source Sloan Consortium, 2005)
E-learning in the world
The development of the world distance learning market continues very actively, which is facilitated, on the one hand, by an increase in demand for educational services, and, on the other hand, by the development of information technologies and the growth in the number of Internet users.
Nai large quantity Today's consumers of e-learning solutions are concentrated in the US and Canada, and among European countries in the UK, followed by Germany, Italy and France. In the US, more than 200 universities and thousands of colleges offer distance learning, and the number of online courses is increasing by about 30-40% annually. Over 50 universities offer a variety of distance learning programs in the UK.
The number of online courses offered by other institutions and aimed at the corporate sector is growing even more rapidly. For example, according to a recent press release from British Telecom, this company alone offers over 1,700 e-learning programs for staff training.
The rise in popularity of e-learning is relatively stable. For example, in the US, according to the latest report from the Sloan Consortium, the vast majority of the higher education institutions surveyed confirmed an increase in the number of students taking one or more online courses. The number of school leaders who recognize the promise of online learning is also growing, although much more slowly in the United States in three years it increased from 48.8% to 56% (Fig. 3), while the number of opponents remained virtually unchanged.
Rice. 3. The attitude of heads of educational institutions to the prospects of e-learning
(source Sloan Consortium, 2005, %)
In total, according to Brandon Hall (http://brandon-hall.com/), at the end of 2003 there were about 100 million listeners of various e-learning programs in the world, and the total volume of the distance learning market amounted to $ 9 billion. By the end of 2005, the number of distance learners had grown to 130 million, and the total global e-learning market, according to preliminary estimates by Gartner, reached $33.6 billion.
At the same time, the share of the USA occupies more than half of the market approximately 18 billion dollars (data from IDC). A significant market share is in Canada, but in the Asia-Pacific region (including Japan), the distance learning market is still in its infancy and is growing at an insignificant pace for example, in Japan, according to IDC forecast, in 2005-2009 market growth will average 16.6% per year. For comparison: in the US corporate sector in medium-sized companies, the e-learning market grew by 30% in 2005, while the growth rate in large companies was close to 35%.
According to forecasts, the positive dynamics in the global e-learning market will continue in 2006 according to Bersin & Associates, the volume of distance learning in 77% of companies will increase, while in the rest they will remain approximately at the same level. Growth will also continue in the education sector, although growth rates, according to some analysts, will slow down somewhat.
E-learning in Russia
we note once that it is impossible to name exact data characterizing the volume of the Russian distance learning market due to their absence. There are several reasons for this. First of all, this market is just beginning to form, so analytical companies do not take it into account and, therefore, do not conduct official research on it. And this market is not transparent either, since Russian companies operating there do not openly declare their income. Therefore, it will be necessary to judge the features of the development of the Russian e-learning market indirectly, by analyzing data from various sources.
The year 2004 can be considered a turning point for the development of distance learning in Russia, when significant successes in a number of projects became noticeable. In 2005, the positive dynamics of the development of the e-learning market continued, and at the moment remote training of personnel has been successfully implemented at such large enterprises as Russian railways”, SeverStal, Norilsk Nickel, RusAl, VimpelCom, UralSib, Svyazinvest, etc. Distance learning opportunities were used in the retraining of employees of the State Duma of the Federal Assembly of the Russian Federation, the Central Bank of Russia, Vneshtorgbank and a number of other organizations.
In 2005, Russia was able to draw attention to itself at the international level On October 14, 2005, the International Association ADL (Advanced Distributed Learning) officially announced the successful completion of tests of the domestic distance learning system SDT REDCLASS for compliance with the international standard SCORM 1.2. This standard is a worldwide recognized standard in the field of e-learning and is supported by almost all leading manufacturers of distance learning systems, and the REDCLASS SDT has become the first and so far the only one of the internationally certified Russian e-learning systems.
As noted in one of the ROCIT press releases, about 40% of universities in Russia currently provide the opportunity to receive education remotely. Leading Russian universities and major training centers (IT Academy, REDCENTRE, etc.) offer an increasing number of courses in a variety of subject areas, an active process of localization of foreign content from leading suppliers is underway, and Russian distance courses are being developed.
However, the main factor hindering the development of the e-learning market, according to the rector of the IT Academy Igor Morozov, is still "the lack of good Russian-language electronic content, the need for which is very high among large companies." In addition, insufficiently developed infrastructure and cultural barriers are serious obstacles for the regions.
The lack of data does not allow us to estimate the total number of distance learning users in Russia. We can only say that their number is growing quite rapidly. For example, in the Distance Business Learning System for Entrepreneurs (RBBS a joint project of the National Business Partnership "Alliance Media" and the International Institute of Management LINK, http://businesslearning.ru/), growth rates in 2005 amounted to over 170%, and in total at the time of writing, almost 22 thousand students were registered in it (Fig. 4).
Rice. 4. Change in the number of users in the RBSS system, in 2001-2005,
(source SBBO, 2005)
Information regarding the popularity of distance education in the center and in the regions is very contradictory. For example, according to the data of the IT Academy for 2004, 64% (that is, the majority) of students studying remotely in this academy represented the regions, which is quite logical due to the independence of e-learning from the place of residence. At the same time, according to the latest RBSS data, it turns out that almost half of the students of this distance learning system live in Moscow, St. Petersburg and the Moscow region. True, and this can be explained by the greater possibilities of the center in terms of access to the Internet and greater awareness of the possibilities of e-learning.
The intensive growth of the IT market and the rapid introduction of information technologies in many areas, along with the readiness of enterprises for change, the lack of highly qualified personnel and the rather high educational needs of Russians, suggest high growth rates in the distance learning market. According to the forecasts of the IT Academy, an effective combination of traditional types of education and the latest developments in the field of IT will allow the distance learning market to take at least 30% of the total volume of education, and in some industries even up to 75%.
The most promising in terms of the introduction of e-learning should be considered the corporate sector, government agencies and retraining centers. The educational sector that unites higher education institutions is also quite interesting, though not for basic education (full-time education is preferable for this), but for the implementation of combined study options, when full-time students will study part of the subjects remotely. For obtaining basic education in Russian universities, the e-learning option is apparently not very promising so far, primarily due to a significant decrease in the number of applicants. In 2010, their number will be only 62% of the level of 2005, and it is not difficult to guess that the vast majority of applicants will prefer the familiar and long-justified option of full-time education.
Prospects for the development of e-learning
In the future, or rather by 2010, according to experts from the American Educational Research Association, two-thirds of all education will be carried out remotely. Most likely, this forecast should be considered too optimistic, but undoubtedly one thing e-learning has become a worthy alternative to the traditional one and in certain areas, primarily in corporate and government, it will be given clear preference, since this is the only way to quickly learn at minimal cost.
In the educational field, as well as in commercial training centers, e-learning will continue to complement the traditional face-to-face learning option, and in most cases, blended learning will remain the most appropriate, when some courses, depending on their specifics, are studied in a traditional way, while others remotely.
10.06.13
Since e-learning has become widespread, critics have begun to cast doubt on its merits, qualities and, in general, viability. But is it? Can students of traditional institutes boast of greater success than those who have chosen distance learning?
It's time to debunk some of these myths.
1. This technology is not trustworthy
Most of the public and financial institutions of enterprises and government agencies would be marking time if they were afraid of the introduction of new technologies. The bottom line is that you don't need any additional software for successful distance learning. All that is required is a computer connected to the Internet. No complicated tools or expensive software. From a technical point of view, e-learning is a very simple process. Especially considering the fact that most people have fairly reliable computers and constant access to the Internet.
2. Students are deprived of the possibility of group interaction
AT last years the level of social interaction between people rolls over. Many academic e-learning platforms are taking advantage of the rapid growth of social media such as Facebook and Twitter to enable people to connect and interact, thus creating an enabling environment for collaborative learning.
Unlike classical universities, where students are limited by the walls of the classroom, those who have chosen distance learning have the opportunity to communicate with people around the world.
3. It puts the teaching profession at risk
Computers will not replace people. They simply simplify the learning process, making it possible to reach a wider audience. The profession of a teacher or teacher is in no way leveled by the e-learning system. On the contrary, professors have the opportunity to reach more students and open a local school, capturing a larger share of the educational services market.
4. Students study worse, not feeling the control over their work from the teacher.
If a student is not interested in gaining knowledge, he or she does not care whether the teacher is watching his work or not. While e-learning does not imply that the student is at a certain time in a certain place, while providing him with access to a teacher and other fellow students who can provide help and support.
The old adage, “You can lead a horse to water, but you can’t make him drink,” debunks this myth. If the student does not have a goal to gain knowledge and achieve success, the program or the teacher has nothing to do with it. Blaming e-learning for everything is stupid. Being a kind of catalyst for the delivery of information, e-learning is not responsible for student addictions.
Dropout rate and structure of MOOC listeners (from top to bottom): observers, occasional visitors, passive participants, active participants.
5. The curriculum is less reliable
Have you ever attended some of the public lectures at the Massachusetts Institute of Technology? Its classrooms are replicas of traditional classrooms. Students who take e-learning receive the same training as students in traditional universities. The quality of a curriculum is directly related to the instructor who designed it. Delivery method (in this case, digitally) does not affect the quality of the product in any way.
6. There is no universal unit for measuring the quality of acquired knowledge
For many years, experts have been trying to find a measure for evaluating the knowledge gained. To determine the quality of education through examinations? Success at work? Opportunity to retell the material? This is not just an e-learning problem. It is difficult to determine the level of acquired knowledge with reliable accuracy not only in the field of e-learning, but also in traditional one. But the truth is that the tools for measuring the success of e-learning courses are no different from those used in traditional classrooms.
7. Distance learning is passive
Students sitting in the classroom are more passive compared to those who have chosen a distance learning course. In the latter case, lecturers are more involved in the learning process, as they constantly interact with the teacher. In order to give the correct answer to the teacher in the online audience, much high concentration attention. It’s not for you to play Tetris on an iPhone in the “gallery” ...
8. E-learning serves as a cover for real-world students
The real world is full of computers. In life from a lot more universities, especially in a small town. Students who opt for distance learning can communicate with people from all over the world. Students of electronic courses, as a rule, are those who cannot imagine life without digital technologies. Therefore, they prefer to receive education without leaving the computer.
9. Diploma of education obtained through distance learning is not quoted
10 years ago, this could still be true, but the trends are fleeting. A growing number of employers recognize that distance education may well compete with a traditional institution. Many e-learning graduates are more tech-savvy, motivated, and more self-taught and self-improving. You need to be prepared for the fact that over time there will be more and more colleges based on the principles of e-learning. Traditional education will have to make drastic changes to keep pace with private companies that don't have to wade through bureaucratic red tape to get curriculum approved.
10. Students are deprived of extracurricular activities
The fact is that e-learning leaves more time for extracurricular activities. The student is not obliged to spend time traveling to and from the university, but can independently plan his schedule. Nothing prevents him from doing art in the afternoon or participating in other activities that have to be postponed by those who are "tied" to the schedule. In addition, students of electronic courses can connect to projects that are designed for a traditional school.
11. Without connections, it's harder to find a job.
Undoubtedly, connections are essential in the process of finding a good job. In this case, students of traditional universities are in a less advantageous position, who are forced to go to classes every day, for four years in a row. By receiving distance education, you can remain an active participant in the labor market. In this case, education, training and networking are three interrelated and complementary processes. An added "bonus" to many online courses is the ability to connect with people you would never meet in class. By studying remotely, you have the opportunity to communicate with people who hold good positions and can help you find an interesting and well-paid job.
12. E-learning is impersonal
Online classes are still run by real people. People who can be contacted via email, chat, or Skype. E-learning is fully customizable. This is an ideal option for people with disabilities, whose life circumstances have developed in such a way that they cannot leave their apartment.
E-learning is a great opportunity to interact with the outside world for people who are naturally shy. Agree: it's easier to type a question in a chat window than to raise your hand in a large lecture hall.
13. Professionals don’t take distance learning seriously
Yes, and here's why. Many instructors who teach online courses are more busy reviewing coursework and writing curricula, as they may be working with thousands of people.
The more popular e-learning becomes, the more competition among teachers and professors. This means that they will have to make extra efforts to interest the student, to make him choose his course.
14. E-learning is chosen by people who are lazy and unable to follow the traditional path.
A traditional college course is a tangle of problems, not the least of which is financial. College is outrageously expensive. Not all talented and capable students can afford it. Do not consider e-education as a lightweight option for lazy people. With all the flexibility of the schedule, the student is fully involved in the learning process, if, of course, he wants to succeed.
15. E-learning is for people who dropped out of school or failed to get into college.
This is an old label that has nothing to do with online e-learning. The times when a lagging student "left" into the network to graduate from a vocational training school have sunk into oblivion. Now students choose to study online, primarily because of its flexible system. In addition, this form allows you to reduce the cost of education and not even leave your workplace. Prestigious schools offer many online courses, the level of which is admirable.
16. Distance learning is mostly the same
Thanks to modern technology, students can gain knowledge through videos, lecture notes, slides, texts, group discussions or experiments. The teacher and students are not limited by the walls of the classroom - each person has the opportunity to learn and grow in accordance with their personal characteristics and needs.
17. This technology is too expensive
Teaching technology is generally cheaper than the cost of a course in a traditional educational institution. The price of the software, the Internet connection, and the computer are only a fraction of the cost of a single college course.
18. E-learning allows students to gain communication skills
Online education teaches students how to communicate effectively. The computer screen is not a hindrance to ask questions, discuss, comment and, in general, interact. After all, all actions must be carefully thought out, clearly and concisely written. The connection between classmates and the teacher can be more intense than in a traditional classroom. After all, the social aspect is the basis of the foundations of software.
19. There are too many real distractions for eLearning to be effective.
It's true that e-learning courses have to contend with Facebook, Twitter, YouTube, and millions of other online entertainment.
But this also applies to the real world. Students must learn how to properly manage their time, monitor their habits and set priorities. In a traditional classroom, the student is practically unaffected by the temptations of the environment. But as soon as such a student gets a job, he is forced to learn to adapt to the demands of real life with all its distractions.
20. The student must have a supercomputer at his disposal
Have you ever seen a Google Chromebook? It only costs $249.00. This is a laptop that is ready to go as soon as it is taken out of the box. At the same time, it has all the tools and software necessary for studying while receiving e-learning. Most of the courses are taught over the Internet. Even if the student's Internet connection speed is too slow, the Wi-Fi system guarantees a high connection speed from any "hot" spot in the city.
21. Students in distance learning courses do not have access to the resources available to students in traditional educational institutions.
Once upon a time, students at top universities like Harvard and Yale had access to professors and library shelves that ordinary citizens could only dream of. But the Internet has changed everything. Layers of information are in the public domain. Knowledge can be drawn from anywhere, from any source. And for free. All are placed on an equal footing. And what was previously available only to the "elite", today, with the help of distance learning, everyone can get it. This is why e-learning is so popular with students.
22. E-learning is a trend that will never reach the level of traditional education
The cost of traditional education is unreasonably high. Some scientists predict that we will soon witness the collapse of the traditional education system. In scale, it will be comparable to the collapse in the US real estate market, which served as the impetus for the global crisis. The reality is that traditional education is too expensive. This system is unlikely to last even a couple of years. Online education is more cost-effective and beneficial, especially for students. Whole scientific world stands on the threshold of major changes.
Percentage of students in the US who "attend" at least one online course
23. Colleges will not completely switch to the e-learning system, as it has many disadvantages
Universities cannot fully switch to distance learning. But this is not because its methods are somewhat inferior to traditional methods. The reason is something else. There is too much money in the traditional education system. No less politics. Some specialists do not want to put up with new technologies, justifying their unwillingness by the fact that the hierarchy of elitism will collapse. Don't worry, there are online courses on the Internet that are designed by some of the greatest and most brilliant minds on earth.
24. It doesn't provide a real life experience.
It doesn't have to mimic real life experiences...because it happens in real life. Students of traditional universities are accustomed to the division of their lives: "At this time - study, this is work, this is family." E-learning allows you to live in such a way that all these stages take place in parallel with the learning process.
25. Distance learning is something mysterious and unknown
Many students start with distance learning. The curriculum, the cost, and the opportunity to connect with people from all over the world are the reasons why this way of getting an education will become the most promising in the future. Change is always painful. Traditional institutions have maintained a monopoly for hundreds of years. The academic sector has always developed too slowly to keep pace with technology. But one fine day, the proponents of the traditional system of education may realize: the world did not wait for them and went far ahead.
26. E-learning is much cheaper than traditional education due to hidden costs
Undoubtedly, there are costs for organizing online audiences. These are the costs of software, server hosting, and the time spent by specialists. But don't professors working in real life need to be paid? Whatever one may say, even with all the hidden costs, e-learning is cheaper than traditional.
27. E-learning involves spending a lot of time in front of a monitor, which is bad for the eyes.
When the world did not yet know the Internet, apocalyptic warnings about the negative impact of the monitor on the eyes rained down from all sides. But every year, technology allows us to improve the design of screens, making them safer and more ergonomic. How happy everyone was when an e-book first appeared and everyone got the opportunity to read information from the screen of a compact electronic device! No one doubts that manufacturers will continue to improve their products to minimize the effects of radiation on the eyes.
28. There is no opportunity to evaluate the quality of e-learning
The same argument applies to traditional education. To determine the level of knowledge in the e-learning system, you can use the same assessments as for traditional education. Nothing is impossible for distance education. There is no doubt that with the development of technology, methods for attesting the quality of knowledge obtained through distance learning will also be invented.
29. E-learning is boring
If an online course is labeled "boring", it's only because the instructor didn't plan well. There is no boredom in a lesson in a remote classroom: just like in a regular class, you can chat with other students, raise your hand, ask questions, communicate with a professor, use the Internet for research and presentations.
30. E-learning will never achieve the status of high-quality education
If, after reading the 29 reasons listed above, your opinion has not changed, you most likely will not be convinced.
Please enable JavaScript to view the
