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Home Issues 2021 Year Issue №3 CONDITIONS FOR ORGANIZATION OF THE EDUCATIONAL PROCESS AT THE UNIVERSITY USING E-LEARNING TECHNOLOGIES
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Яндекс.Метрика

CONDITIONS FOR ORGANIZATION OF THE EDUCATIONAL PROCESS AT THE UNIVERSITY USING E-LEARNING TECHNOLOGIES

Almazova Irina Gennadievna, Koryakina Galina Aleksandrovna, Chislova Svetlana Nikolaevna

DOI: 10.23951/2307-6127-2021-3-19-27

Information About Author:

Almazova I. G., Candidate of Pedagogical Sciences, Associate Professor, Bunin Yelets State University (ul. Kommunarov, 28, Yelets, Russian Federation, 399770). E-mail: almazofa@mail.ru Koryakina G. A., Senior Lecturer, Bunin Yelets State University (ul. Kommunarov, 28, Yelets, Russian Federation, 399770). E-mail: galya139@mail.ru Chislova S. N., Candidate of Pedagogical Sciences, Associate Professor, Bunin Yelets State University (ul. Kommunarov, 28, Yelets, Russian Federation, 399770). E-mail: chislova67@mail.ru

The materials of this publication analyze the problem of development, characteristics and implementation of an important condition for the organization of the educational process at the university with the use of distance learning technologies, associated with the creation of a high-quality digital educational environment, the development of technical infrastructure and advanced training of university teachers in order to effectively use distance learning technologies in the processes of digital transformation of higher education. And a certain condition is analyzed not only from the perspective of improving the efficiency of the organization of the process under study, but the operations of the University that meets the requirements of world standards, which is extremely important in the format of the State program of the Russian Federation “Development of education” for 2018–2025. The results of study of the levels of effectiveness of the implementation of the conditions are tested and and the data of the questionnaire survey of students and teachers are provided. The article describes the terms “distant education” and “distant learning”. The synonymy of their meanings and the peculiarities of their use in the context of the characteristics of a special way of implementing the educational process at the university are noted. The features of the implementation of the selected condition that took place in 2020 are noted: flexibility in taking into account the time frame of classes and in choosing an individual pace of training; modularity; the use of various types of communication; wide coverage of the audience of students.

Keywords: higher education, educational process, distance learning technologies, organization of educational work

References:

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2. Gosudarstvennaya programma Rossiyskoy Federatsii “Razvitiye obrazovaniya” na 2018–2025 gg., utverzhdennaya Рostanovleniyem Pravitel’stva Rossiyskoy Federatsii ot 26 dekabrya 2017 g. No. 1642 [State Program of the Russian Federation “Development of Education” for 2018–2025, approved by the Decree of the Government of the Russian Federation of December 26, 2017 No. 1642] (in Russian). URL: https://docs.edu.gov.ru/document/3a928e13b4d292f8f71513a2c02086a3/download/1337/ (accessed 5 February 2020).

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5. Polozhentseva I. V. Pedagogicheskaya sreda distantsionnogo obrazovaniya v vysshey shkole Rossii [Pedagogical Environment of Distance Education in Higher School of Russia]. Moscow, Universitetskaya Kniga Publ., 2016. 218 p. (in Russian).

6. Andreyev A. A. Didakticheskiye osnovy distyantsionnogo obucheniya [Didactic Basics of Distance Learning]. Moscow, RAO Publ., 1999. 120 p. (in Russian).

7. Goreva O. M., Osipova L. B. Perspectivy razvitiya distantsionnoy formy obucheniya studentov [Prospects for the development of distance learning for students]. Sovremennye problemy nauki i obrazovaniya – Modern problems of science and education, 2015, no. 2-1 (in Russian). URL: http://science-education.ru/ru/article/view?id=21312 (accessed 28 January 2021).

8. Zhebrovskaya O. O. Psikhologo-pedagogicheskiye problemy pri organizatsii obucheniya s ispol’zovaniyem distantsionnykh tekhnologiy [Psychological and pedagogical problems in the organization of training using distance technologies]. Distantsionnoye obucheniye: realii i perspektivy. Materialy I regional’noy nauchnoprakticheskoy konferentsii [Distance learning: realities and prospects. Materials of the I regional scientific and practical conference]. Saint Petersburg, GBU DPO “SPbTSOKOiIT” Publ., 2016. Pp.113 (in Russian).

9. Instefjord E. J., & Munthe E. Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education. 2017, p. 37–45. URL: https://www.researchgate.net/project/Digital-Competence-in-Teacher-Education-DiCTE (accessed 5 February 2020).

10. Klyagin A. V. Shtorm pervyh nedel’: kak vyssheye obrazovaniye shagnulo v real’nost’ pandemii [The storm of the first weeks: how higher education stepped into the reality of a pandemic]. Moscow, NRU HSE Publ., 2020. 112 p. (Modern education analytics. No. 6 (36)) (in Russian).

11. Trudnosti i perspektivy tsifrovoy transformatsii obrazovaniya [Difficulties and prospects of digital transformation of education]. Ed. A. Yu. Uvarova, I. D. Frumina. Moscow, Higher School of Economics Publ., 2019. 343 p. (in Russian).

almazova_i._g._19_27_3_37_2021.pdf ( 734.49 kB ) almazova_i._g._19_27_3_37_2021.zip ( 711.38 kB )

Issue: 3, 2021

Series of issue: Issue 3

Rubric: HIGH SCHOOL DIDACTICS

Pages: 19 — 27

Downloads: 1131

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