The role of distance learning in school. The role of distance learning in the educational process. Forms of organization of the educational process

Possibility of obtaining higher education through open and distance learning is seen as an effective step towards the democratization of higher education, as well as a significant contribution to its development, especially to modernization and ensuring a diversity of forms of education. To provide this opportunity, new systems and ways of transferring knowledge and skills are needed. Higher education institutions can become centers of lifelong learning, accessible to everyone at all times.

The World Declaration on Higher Education for the 21st Century: Approaches and Actions emphasizes that it is up to higher education institutions to take advantage of the benefits and opportunities of new information and communication technologies. This will allow them to maintain the quality of education at the proper level, meet the high requirements of educational standards and ensure good results in practice. Open and distance learning: trends, policy and strategy considerations. UNESCO. 2007

Distance learning is the creation of a learning environment that includes computer and information tools, where communication between students and the teacher occurs through telecommunication channels.

There are a number of technological tools for conducting distance learning in universities:

• 1. Computer teaching technologies. This technology is already firmly entrenched in the educational process, usually educational material in this technology is presented in the form of computer programs or systems. The main component of this educational material is “hypertext”, and contains links to objects such as: any text, graphic illustration, animation, audio fragment, video fragment or any program. Also, the most important part of the curriculum is a block of questions and exercises to consolidate theoretical and practical knowledge. Such programs can be transmitted to students on floppy disks, CDs and other media, or distributed over the Internet.
• 2. Internet technologies. These include:
  • -- World Wide Web ("World Wide Web") - a system for organizing information on the Internet, based on hypertext. This technology allows you to post hypertext textbooks and tests for control, including those with multimedia elements, on the Internet, and provides interactive access to educational material directly on a computer network;
  • - FTP (File Transfer Protocol) - file transfer protocol. This is a standard network service that allows you to transfer files from one computer to another. Allows students to take any files from the educational institution’s computer to their personal computer (textbooks, application programs, computer textbooks, computer tests, etc.);

Distance learning offers many benefits for both students and distance learning institutions (Figure 1.5.). Distance learning overcomes problems such as distance and time, which are barriers in traditional education.

The benefits for students are: accessibility, flexibility, adaptability to the adult population and quality of the program.

One of the most important benefits of distance learning is access to education. There are several reasons why a student is unable to access education:

• - living far from an educational institution, for example, there is no college or university on a small island; or in a large country there may be many people living in rural areas distant from the nearest college or university;
• - inability to travel to the center, even if the educational institution is not very remote. For example, a student does not have the opportunity to use public transport; students may have family obligations that prevent them from leaving their homes;
• - inability to study at a set time (for employees of organizations);
• - physical disability (disabled people, people with hearing problems);

Benefits of distance learning

Distance learning aims to solve all these problems through:

• * providing the student with the opportunity to receive an education (textbooks, audio cassettes, telephone or network communication);
• * providing students with the opportunity to study at a time that suits them, i.e. when they are free.

Distance learning has lower costs per student than traditional learning and a large number of students can be trained on a fixed budget. One of the limiting factors in expanding education in developing countries is the lack of teachers. Distance learning is an effective way to train and improve the qualifications of teachers.

Another advantage of distance education is flexibility. It offers flexibility in study location and timing, allowing students to support work and family commitments while studying.

Adaptation to the adult population implies that, in lectures in educational institutions, students tend to be passive recipients of a large amount of information, often unrelated to their own personal experience. Distance learning offers a variety of approaches, basing learning on a wide range of activities, use personal experience, as well as stimulating the use of learned skills in Everyday life. When curricula and teaching methods are better tailored to students, students become more motivated. This results in high enrollment rates, high graduation rates, and higher exam pass rates.

Quality is enhanced as a result of the (mandatory) complex process that is used to develop a distance education course. In traditional teaching, teachers design their own lessons and they are very limited in time. The preparation of distance education courses represents teamwork, involving specialists in the development curriculum, educational materials, resources and so on. Most project materials are reviewed by a team of specialists, and some materials are tested before use. These processes make it possible to create educational materials of very high quality. They are then used in the distance education system by experienced distance education teachers. (Such materials can also be used in traditional teaching, raising its quality).

The government sees various benefits in distance education in the form of cost reduction. The cost-effectiveness of DO remains the main reason for its use. There are two main ways to evaluate the cost-effectiveness of distance learning: cost per student and cost per graduate compared to a traditional educational institution.

Based on a study of existing DL programs in the world, it was determined that out of 62 programs, 51 (82%) had lower costs per student compared to the traditional training program. Of the 18 DE programs, in 17 programs (94%) the costs per graduate were lower than in the traditional program. In eight programs, costs per graduate were half or less than half those of a traditional program. Rumble. G.: The Costs and Costing of Networked Learning, Journal of Asynchronous Learning Networks , Vol. 5. 2006

The benefits for employers include combining work and study. Many distance education students study to improve their knowledge and skills relative to their current employment. The largest such group is teachers. Distance learning has proven to be a very effective method for teachers to improve their skills without having to leave their classrooms. Most employers are attracted to distance learning because the costs of distance education are less than the costs of traditional education.

Along with the advantages, DO has the following disadvantages:

• 1. Distance learning requires motivation from the student.
• 2. Distance learning does not provide direct access to the teacher.
• 3. Distance learning - isolated. Although the student is in a virtual classroom full of students, the dynamics of the interaction change.
• 4. Distance learning requires constant and reliable access to technology.
• 5. The distance learning system does not always offer all the necessary courses online. Students pursuing a degree do not always have the opportunity to take all courses online.

• Zoyirov Bakhadyr Abdullaevich, teacher
• Sariosinsky Agricultural Professional College, Surkhandar region, Uzbekistan

• EDUCATION
• DISTANCE EDUCATION
• INNOVATION

This paper examines the phenomenon of distance education and its significance in modern world. The author focuses on the importance of distance learning in the context of transformation of the labor market and changing requirements for employees.

• Comparison of programming languages ​​using the example of array sorting
• Monitoring the physical development of young men of a special medical group in the dynamics of studying at a university
• Functional characteristics and assessment of the energy potential of students with different levels of physical health
• Organizing and conducting research to improve ICT competencies using andragogical principles of learning
• Characteristics of the physical health of students of a technical university in the Baikal region

The modern world is characterized by global changes in all spheres of society. In the context scientific and technological revolution the second half of the 20th century, a crisis was brewing in the education system. The crisis is manifested not only in insufficient funding, but also sometimes in the discrepancy between the content of modern education and the state of modern society, its needs and pace of development. Education even in the most developed countries does not keep pace with the changing world.

In the current conditions, when educational practice does not meet modern requirements and cannot prepare a person for the future in a timely manner, radical measures are necessary.

Current trends demonstrate that in the coming century, education will have to become a continuous process in the life of every person who wants to be in demand in the labor market. Education will now continue throughout his life. Only in this way will modern man be able to adapt to technological innovations not only among tools, but also in their content; timely acquire new knowledge and areas of professional activity.

Against the background of the creation of a knowledge society, the growth of the process of informatization of society leads not only to the formation of a new information environment, but also a new information way of life and professional activity.

One of the most effective methods of expanding and globalizing the educational space in the modern world is the development of distance education systems, i.e. possibilities for implementing the educational process in conditions where students use modern information technologies and telecommunication networks to interact and implement the educational process.

Distance forms of education began to emerge in the 19th century in the form of postal correspondence between teacher and student, then carried out using radio and television, and now using information, communication and computer technologies.

Now, with the development of ICT and Internet technologies, distance education has become more accessible and effective. By choosing this form of education, the student receives ample opportunities to combine study and work or raise children; distance education also provides the opportunity to receive education for people with limited mobility and those living in remote areas.

Thus, in modern conditions, the development of a distance education system represents the most important task, the solution of which will allow us to cope with the problem of improving the quality of the country’s labor resources.

The use of ICT in the educational process makes it possible to increase the efficiency and quality of learning. However, the introduction of these technologies will require a change in the approach to teaching and the formation of educational material, and may also require extra education teachers on the methodology of remote teaching and interaction with students (answering questions, checking completed work).

However, during distance education, the student should not be alienated from the teacher, because this can negatively affect the development of the student's communication skills and independent thinking.

As for the distance education system in Uzbekistan, it began to actively develop only in the last decade. However, today this form of the educational process is already used in many large higher educational institutions.

Bibliography

1. Colin K. Informatization of education: New priorities // State Book. URL: http://www.gosbook.ru/system/files/documents/2013/04/02/kolin.pdf
2. Sokolova S.A. Modern innovative information technologies in educational process// Novainfo. - No. 36-1. - URL: http://site/article/3815
3. Khusyainov T.M. The process of informatization of labor and its social consequences // International scientific school “Paradigm”. Lato - 2015. In 8 volumes. T. 6: Humanities: collection of scientific articles / ed. D. K. Abakarov, V. V. Dolgov. – Varna: Central Research Institute “Paradigma”, 2015. - P. 310-315.
4. Khusyainov T.M. History of the development and spread of distance education // Pedagogy and education. - 2014. – No. 4. – P.30-41.
5. Yakimets S.V. The use of information and communication technologies in teaching: Benefits and harms // Bulletin of Pedagogy and Psychology of Southern Siberia. 2014. No. 4. pp. 113-115.

Distance learning systems. The role of LMS in organizing the process of distance learning.

A distance learning system (DLS) is an IT solution that provides storage and delivery of electronic courses to students, automation of testing, and generation of reports on the results of distance learning.

At the same time, distance learning is a type of learning based on educational interaction between teachers and students remote from each other, implemented using telecommunication technologies and Internet resources.

IT, IT – information technologies. IT is a set of methods responsible for collecting, storing, processing and distributing information using various software and hardware tools. IT must ensure the operation of the information system using various types of programs.

The introduction of functional modules of the distance learning system that provide e-learning management allows the educational institution to launch the processes of distance learning and electronic testing. The distance learning system allows you to automate a number of elements of the educational process. The functioning of the distance learning system should be considered as part of a unified information and educational environment of the educational institution, in which the educational process is built on the basis of the latest e-learning technologies.

The main goals of implementing a distance learning system are:

improving the quality of the general educational process in an educational institution through the use of information technologies;

increasing the controllability of the educational process through the distance learning system: ensuring continuous monitoring by teachers, administration of the educational institution, parents;

reducing the routine workload on teachers;

improving quality and reducing time spent on checking the quality of knowledge.

Using a distance learning system, a teacher can monitor the learning process after completing work with the system (by analyzing the reporting provided by the distance learning system), adjust the learning process, assign additional tests with specific criteria or issue individual assignments.

Through the distance learning system, students have the opportunity to access all curriculum and assignments from home or a computer lab, that is, from any place equipped with a computer that has a network connection to the server of the distance learning system.

INFORMATION TECHNOLOGY IN THE EDUCATIONAL PROCESS

The rapid development of network information technologies, in addition to a noticeable reduction in time and spatial barriers to the dissemination of information, has opened up new prospects in the field of education. It is safe to say that in the modern world there is a tendency to merge educational and information technologies and form on this basis fundamentally new integrated learning technologies, based, in particular, on Internet technologies. With the use of Internet technologies, the possibility of unlimited and very cheap replication has become possible. educational information, fast and targeted delivery. At the same time, learning becomes interactive, the importance increases independent work students, the intensity of the educational process is seriously increased, etc.

Prerequisites for the introduction of information technology into the educational process

For the successful integration of educational and network technologies, organizational, technical, personnel and technological prerequisites are required.

Organizational prerequisites. Quantitative and qualitative growth of telecommunication structures and the formation of fundamentally new learning technologies based on Internet technologies.

To encourage the introduction of information and distance technologies into the educational process, the planning of the teaching load for teachers who are developers of the content of distance learning courses should be revised. The work of teachers in preparing, adapting and conducting classes using distance technologies should be approved as a separate type of educational work with the introduction of the corresponding parameters into the current Standards for calculating the teaching load of teachers.

Technical prerequisites. As is known, modern network learning technology requires a sufficiently productive, universal and easily accessible technological environment. The development of informatization processes makes it possible to create a developed telecommunications system. This system, in addition to its use in traditional educational and scientific processes and for automating school management activities, makes it possible to create the necessary environment for the widespread introduction of Internet technologies into the real educational process.

Technological prerequisites. A structural model of the distance learning process is needed, including the educational institution as the organizational structure of distance education, information resources, hardware and software to support the technology of the distance learning process, the role and functions of teachers, students, administrators of the educational process and technical specialists. When developing information resources for educational purposes, open Internet standards can be used to provide the opportunity to teach schoolchildren, update educational materials by teachers and manage the educational process using standard software tools. All developed distance courses must have a unified system for managing and maintaining (supporting) the learning process, based on the integrated operation of servers. This approach is especially important for reducing the costs of producing and updating the content of educational materials.

It is necessary to differentiate access rights to data and functional modules of created resources for different categories of users (students, teachers, educational process administrators, technical specialists) to protect data from unauthorized access and unintentional destruction.

The process of creating and successfully operating an information and educational environment is divided into three interconnected parts: 1) development of the content of educational materials; 2) creation of software for automated assembly of training courses and support of the educational process; 3) defining the role of departments and organizing their constant interaction to ensure the distance learning process.

When developing a system to support the distance learning process, the following requirements were met:

Russian-language interface;

application of open standards for the presentation of information;

no need to install specialized software on the user’s computer; subjects of the educational process can work only with standard programs (MS Word, Internet Explorer) at all stages of the creation and operation of educational materials;

ease of use;

openness (the possibility of relatively easy integration into external information and educational environments);

scalability;

integration (in addition to the educational materials themselves, there are means of interpersonal communication, means of self-monitoring and monitoring the assimilation of material, and means of managing the educational process).

Forms of using information technologies in the educational process

Information technology can be used in teaching schoolchildren in several ways. In the simplest case, the actual educational process takes place using conventional technologies, and information technologies are used only for intermediate control of knowledge in the form of testing. This approach to organizing the educational process seems very promising due to the fact that if it is widely used, the school can achieve serious cost savings due to the lower cost of conducting network computer testing compared to the blank test, especially when preparing for the Unified State Exam.

The use of educational information resources as a supplement to the traditional educational process has great importance in cases where there are not enough classroom sessions according to the curriculum to properly assimilate the volume of educational material. In addition, this form of organizing the educational process can be used for unequal initial training of students and for classes with gifted children.

The advantages of such forms of organizing the educational process:

a fundamentally new organization of independent work for schoolchildren becomes possible;

the intensity of the educational process increases;

Schoolchildren have additional motivation for cognitive activity;

availability of educational materials at any time;

the ability to self-monitor the degree of mastery of material on each topic an unlimited number of times.

Main types of support for the educational process in preschool education

The main thing in preschool education is the organization of independent cognitive activity of students in a developed learning environment, based on computer and telecommunication technologies.

A very important, fundamental principle of educational work in preschool education is also individual operational communication between teacher and student using modern telecommunications means, for example, via e-mail.

The practice of distributing textbooks in in electronic format is becoming common in many educational institutions.

High quality of BS is determined by the following factors:

the possibility of attracting highly qualified scientific and pedagogical personnel and specialists in the field of new information technologies to the development of widely replicated educational and methodological support;

high intellectual potential of the information environment of subsidiaries;

high level independence in cognitive activity of students;

a large number of different tasks, including research ones;

the possibility of almost daily individual communication between teacher and student.

Information technologies for distance learning

The educational process, carried out on the basis of distance learning technologies, includes both mandatory classroom lessons and independent work of students. The participation of the teacher in the educational process is determined not only by the conduct of classroom lessons, but also by the need to provide ongoing support for the educational and cognitive activities of schoolchildren by organizing ongoing and intermediate control, conducting online classes and consultations.

Information technologies used in distance learning can be divided into three groups:

technologies for presenting educational information;

technologies for transmitting educational information;

technologies for storing and processing educational information.

Together they form distance learning technologies. At the same time, when implementing educational programs, technologies for transmitting educational information acquire particular importance, which, in essence, provide the learning process and its support.

Educational information- this is the knowledge that must be transferred to the learner so that he can competently perform this or that activity.

Educational technology is a set of didactic methods and techniques used to transmit educational information from its source to the consumer and depending on the form of its presentation. Feature educational technologies is the advanced nature of their development in relation to technical means. The fact is that the introduction of computers into education leads to a revision of all components of the learning process. In the interactive environment “student - computer - teacher”, much attention should be paid to activating imaginative thinking through the use of technologies that activate right-hemisphere, synthetic thinking. This means that the presentation of educational material should reproduce the teacher’s thoughts in the form of images. In other words, the main point in educational technologies of preschool education is the visualization of thoughts, information, and knowledge.

The educational technologies best suited for use in distance learning include:

multimedia lectures and laboratory workshops;

electronic multimedia textbooks;

computer training and testing systems;

simulation models and computer simulators;

consultations and tests using telecommunications;

Information Technology- these are hardware and software tools based on the use of computer technology that provide storage and processing of educational information, delivery of it to the student, interactive interaction of the student with the teacher or pedagogical software, as well as testing the student’s knowledge.

Distance learning technologies. The main role played by telecommunication technologies in distance learning is to ensure educational dialogue. Learning without feedback, without constant dialogue between teacher and student is impossible. Learning (as opposed to self-education) is a dialogical process by definition. In face-to-face education, the possibility of dialogue is determined by the very form of organization of the educational process, the presence of the teacher and student in one place at the same time. In preschool education, educational dialogue must be organized using telecommunication technologies.

Communication technologies can be divided into two types - on-line and off-line. The former provide information exchange in real time, that is, a message sent by the sender, upon reaching the recipient’s computer, is immediately sent to the appropriate output device. When using off-line technologies, received messages are saved on the recipient's computer. The user can view them using special programs at a time convenient for him. Unlike face-to-face training, where dialogue is conducted only in real time (on-line), in DL it can also take place in delayed mode (off-line).

The main advantage of off-line technologies is that they are less demanding on computer resources and communication line bandwidth. They can be used even when connected to the Internet via dial-up lines (in the absence of a permanent connection to the Internet).

Technologies of this kind include e-mail, mailing lists, and teleconferencing. All these technologies allow you to exchange messages between different computers connected to the Internet.

Forms of organization of the educational process

The educational process during distance learning includes all the main forms of traditional organization of the educational process: lectures, seminars and practical classes, laboratory workshops, a control system, research and independent work of students.

Multimedia lectures. To independently work on lecture material, students use interactive computer training programs. These are textbooks in which theoretical material, thanks to the use of multimedia tools, is structured in such a way that each student can choose for himself the optimal trajectory for studying the material, a convenient pace of work on the course and a method of study that best suits the psychophysiological characteristics of his perception.

Practical lessons. Practical classes are designed for in-depth study of the discipline. In these classes, theoretical material is comprehended and the ability to convincingly formulate own point vision, professional skills are acquired. Various forms of practical training: classes on learning a foreign language, solving problems in physical, mathematical and natural science disciplines, seminars, laboratory workshops - can also be used in distance learning. In this case, they acquire some specificity associated with the use of information technology.

Practical exercises on problem solving. To successfully master decision techniques specific tasks Three stages can be distinguished. At the first stage, the student is offered typical tasks, the solution of which allows you to practice stereotypical techniques used in solving problems, to understand the connection between the acquired theoretical knowledge and specific problems to which they can be aimed. For self-control at this stage, it is reasonable to use informal tests that not only state the correctness of the answer, but also provide detailed explanations if the wrong answer is chosen; in this case, tests perform not only a controlling, but also a teaching function. At the second stage, tasks of a creative nature are considered. At the third stage, test papers, allowing you to test your skills in solving specific problems. After each control task it is advisable to conduct a consultation on the analysis of the most typical mistakes and development of joint recommendations on methods for solving problems.

Consultations. With distance learning, which involves an increase in the amount of independent work, the need to organize constant support for the educational process from teachers increases. Consultation plays an important role in the support system. During distance learning, consultations are conducted by the course teacher via email.

Knowledge quality control. Pedagogical control is one of the main forms of organizing the educational process, since it allows checking the results of educational and cognitive activities. In terms of time, pedagogical control is divided into current, thematic, and final. According to the forms, the control system consists of exams, tests, oral questioning (interview), written tests, abstracts, colloquiums, seminars, coursework, laboratory tests, design work, diary entries, observation logs, etc. The DL system uses almost all possible organizational forms of control, supplemented by specially developed computer programs that make it possible to remove part of the load from the teacher and increase the efficiency and timeliness of control. Thus, the use of new educational technologies expands the possibilities of controlling the educational process.

Independent work. The expansion of the scope of independent work during distance learning leads to an increase in its share in the organization of the educational process. The expansion of the scope of independent work in the DL system is accompanied by an expansion of the information field in which the student works. Information technologies make it possible to use as a basis for CDS not only printed materials of an educational or research nature, but also electronic publications, Internet resources - electronic databases, catalogs and collections of libraries, archives, etc.

Research work. The distance learning system involves the use of various pedagogical technologies that allow the implementation of creative, research and game forms design pedagogical activity, which forms the basis of students’ research work.

Model of application of distance learning in the organization of the educational process

Presentation materials

E-learning materials

Glossary for distance learning

Indeed, based on modern requirements, not only future specialists in the field of computer systems and technologies, but also students, engineers, researchers and scientists specializing in other areas must be able to enter and use the information resources of corporate and Internet networks.

The organization of the educational process using distance learning technologies in educational institutions is regulated by the following legal acts:

1. Law Russian Federation“On Education” as amended by Federal Laws of January 13, 1996 No. 12-FZ, of November 16, 1997 No. 144-FZ, of July 20, 2000 No. 102-FZ, of August 7, 2000 No. 122- Federal Law, dated December 27, 2000 No. 150-FZ, dated December 30, 2001 No. 194-FZ, dated February 13, 2002 No. 20-FZ, dated March 21, 2002 No. 31-FZ, dated June 25, 2002 No. 71-FZ, dated July 25, 2002 No. 112-FZ, dated December 24, 2002 No. 176-FZ, dated January 10, 2003 No. 11-FZ, dated May 6, 2003 The decision of the Constitutional Court was taken into account RF dated October 24, 2000 No. 13-P;

2. Regulations on receipt general education in the form of an external study, approved by order of the Ministry of Education of the Russian Federation dated June 23, 2000 No. 1884 (registered by the Ministry of Justice of the Russian Federation on July 4, 2000 No. 2300), with amendments and additions approved by order of the Ministry of Education of the Russian Federation dated April 17, 2001 No. 1728 (registered by the Ministry of Justice of the Russian Federation on May 17, 2000) .2001 No. 2709);

3. Regulations on the state final certification of graduates of grades 10 and 11 (12) of general educational institutions of the Russian Federation, approved by order of the Ministry of Education of the Russian Federation dated December 3, 1999 No. 1076 (registered by the Ministry of Justice of the Russian Federation on May 14, 2001 No. 2709);

4. Rules for the provision of paid educational services, approved by Decree of the Government of the Russian Federation of July 5, 2001 No. 505 (as amended on April 1, 2003);

5. Basic curriculum of general education, approved by order of the Ministry of Education of the Russian Federation dated March 9, 2004;

In accordance with Article 10 of the Law of the Russian Federation “On Education,” educational programs are mastered taking into account the needs and capabilities of the individual and, accordingly, the choice of form of education, as well as the possibility of combining them, is the right of adult citizens, as well as parents (legal representatives) of minor citizens. The administration of an educational institution may offer forms of education prescribed in the Charter of this educational institution, but does not have the right to change them without the desire of students and their parents. The state guarantees universal access and free general education received in various forms (Article 10, paragraph 1) within the framework of state educational standards, if a citizen receives education at this level for the first time (Article 5, paragraph 3).

The competence of an educational institution includes the use and improvement of methods of the educational process, including distance learning technologies. An educational institution has the right to use distance educational technologies for all forms of education in the manner established by the federal (central) government agency education management (Article 32, paragraph 5).

For students mastering educational programs in full-time in accredited general educational institutions, it is possible to undergo intermediate and (or) final certification as an external student in certain subjects at these institutions (Regulations on obtaining general education in the form of external studies, clause 1.4.). In essence, this is a combination of two forms of education: full-time and external. Distance learning courses can be used as follows:

As educational subjects of the resource center;

As training courses cooperated with this educational institution educational structures;

As paid additional educational services.

An educational institution does not have the right to refuse a full-time student a combination of several forms of education, even if external studies are not provided at this institution. The student is included full-time in the contingent of the educational institution, and the costs of his training, determined by state standards for the costs of training citizens, are included in the budget by local government bodies in the field of education in terms of education costs. In this case, an application for passing intermediate and (or) final certification in individual subjects of general education programs on behalf of minor students mastering general education programs in a given educational institution full-time, submitted by their parents (legal representatives) (Regulations on obtaining general education in the form of external studies, clause 2.1.), indicating in which subjects external certification is required.

The combination of different forms of education makes it possible to implement an individual approach to learning, provides an opportunity for educational institutions to organize the educational process on the basis of students’ individual curricula, which, in turn, provides social guarantees for the realization of citizens’ rights to education.

So, in accordance with Art. 50, paragraph 4, students of all educational institutions have the right to study within the limits of state educational standards according to individual educational plans (IEP) and to an accelerated course of study. In this case, the education of citizens according to individual curricula is regulated by the Charter of this educational institution (Article 50, clause 4), in the relevant sections of which it is necessary to state the availability of students’ rights to study according to the IEP, the possibility of organizing the educational process on the basis of the IEP (including accelerated training courses), the assessment system, including the assessment procedure intermediate certification for individual subjects of the IEP, the procedure for developing, approving and adjusting the IEP.

This is especially true when organizing specialized training for high school students, both in the model of intra-school specialization and when building network interaction between educational institutions and organizations (Recommendations for organizing specialized training based on individual curricula, letter of the Ministry of Defense of the Russian Federation No. 14-51-102/13 dated April 20. 2004).

If an educational institution decides to provide citizens with the opportunity to receive general education in the form of external studies, then this decision must be agreed with the founder, which is explained by the need to finance the procedures for intermediate and (state) final certification of external students, and is reflected in the Charter of the institution. In accordance with the Regulations on obtaining general education in the form of external studies, consultations of external students (within 2 academic hours before each exam), conducting exams and checking examination papers by members of the examination committee must be financed. In addition, an external student has the right to use the library fund of a general education institution, attend laboratory and practical classes, take part in olympiads, competitions and centralized testing (Regulations on obtaining general education in the form of an external study, clause 2.5). At the request of an external student, classes can be conducted on subjects of the curriculum of a general education institution as additional paid educational services, including in the form of distance learning courses.

In accordance with Article 14, paragraph 6 of the Law of the Russian Federation “On Education,” educational institutions can implement additional educational programs and provide additional educational services (on a contractual basis) outside the educational programs that determine their status. At the same time, the Charter of the educational institution must indicate the availability of paid educational services and the procedure for their provision (on a contractual basis) - Law of the Russian Federation “On Education”, Article 13, Clause 1.5-g. In accordance with Art. 45 paid additional educational services include: training in additional educational programs, teaching special courses in disciplines, tutoring, classes in in-depth study subjects, tutoring and other services not provided for by the relevant educational programs and government educational standards. Distance learning courses can also be offered to students of general education institutions as paid additional educational services. Paid educational services cannot be provided in lieu of educational activities financed from the budget. Income from paid additional educational services provided is reinvested in this educational institution (minus the share of the founder). This type of activity does not relate to business and is not subject to taxation. General educational institution when providing paid additional educational services, one must be guided by the Rules for the provision of paid educational services, approved by Decree of the Government of the Russian Federation on July 5, 2001 No. 505, as amended on April 1, 2003.

Regulatory and legal support of distance educational technologies in the system of advanced training for educators

Gavrilov N. A. Report at the Conference "Telematics 2005" St. Petersburg

When introducing distance educational technologies (DET) into the educational process, it is necessary to create a clear regulatory and legal model of an educational institution (EI) in terms of creation, implementation and training with the help of DET. The existing regulatory framework defines only the main directions for the use of remote technologies, which are constantly adjusted and modified. In particular, the latest document regulating the implementation of DOT in the educational process is Order of the Ministry of Education and Science No. 63 “On the development and use of distance technologies”, which cancels the previous document and establishes new rules According to clause 3. of this document“An educational institution has the right to independently decide on the development of DET in accordance with state educational standards.” However, at the same time, the educational institution still has a lot of unresolved issues related to the implementation of DET. Here are just the main ones:

· taking into account the teacher’s educational work on the creation of distance learning courses (DLC), the ratio of the norms of working time of the teaching load and the work on creating the DLC

· taking into account the work of information technology specialists to create KDO

· accounting of the working time of the remote hour of work of the teacher-tutor and the relationship with the academic hour.

· accounting of payment for innovative work of a teacher

· methodology for recording student attendance at distance learning classes

These issues can currently be resolved only within the framework of local regulations within the OS. The solutions are individual for the OS, as is the form of the document (regulations, orders, instructions, contracts, etc.), however, in any case, legal relations must be regulated between all participants in the process of implementing DOT

Today the Internet has firmly entered our lives. Modern education cannot be imagined without computers and the Internet. Most modern schoolchildren actively use computers and the Internet in their lives and education, and increasingly there is a desire to study remotely. The modern development of information and educational technologies and, undoubtedly, recent changes in Russian legislation have made it possible for any citizen of Russia, be it a child or an adult, to master the program secondary school, gain additional knowledge that goes beyond the school curriculum remotely. To do this, there is no need to change your place of residence or your usual rhythm of life. The advantage of distance learning is the ability to choose an individual schedule in accordance with the capabilities and abilities of the student, and the optimal pace of mastering the material. You can be anywhere in the world, as long as you have access to the Internet.

The use of distance learning technologies helps to reduce the cost of training, train a large number of students at the same time, improve the quality of training through the use of modern technical means, and create a common educational environment.

In what cases does distance learning come to the fore? First of all, when it comes to people with disabilities health. Often, in such cases, this is the only way to gain access to quality education. Also when educational institutions are closed for quarantine, or during unfavorable weather conditions. Recently, distance learning of the language has been gaining more and more momentum, because such courses can be taught by a native speaker.

How can distance learning be built? It can take place in the form of chat classes - this is training carried out using technologies such as "chat". “Chat classes” take place in parallel, that is, all chat participants can have synchronous access to the chat where the lesson is being taught. Within the framework of such "remote training centers“There is usually a chat school, where training is conducted in special chat rooms by remote teachers.

The second form of distance learning is web classes (also called web conferences, video conferences) - distance lessons, conferences, workshops, seminars and other similar forms of training conducted using computers, telecommunications and other Internet capabilities. For web classes, special web forums are created where users, or teachers, can leave entries on a specific topic. Participate and discuss issues, topics and communicate through the website, with the special software provided. Web forums differ from chat classes in that they take longer and involve an asynchronous type of interaction between teachers and students. A distance learning website can be a tool not only for conducting webinars and video conferences, but also contain text materials, video recordings of lessons, video conferences, as well as a distance learning program.

An increasing number of educational institutions, companies, and government organizations are introducing distance learning technologies into the educational process. Today, distance learning is experiencing a period of rapid development. Distance learning technologies are penetrating deeper into our lives, as it is a democratic, simple and free learning system.

Abramovsky Anton Lvovich

Assistant at the Department of Marketing and municipal government Tyumen State Oil and Gas University [email protected]

THE ROLE OF DISTANCE LEARNING AT THE CURRENT STAGE OF GLOBALIZATION OF RUSSIAN HIGHER EDUCATION

Abramovsky Anton Lvovich

Assistant of the Marketing and of Municipal Administration Department, Tyumen State Oil and Gas University [email protected]

ROLE OF DISTANCE EDUCATION AT THE PRESENT STAGE OF GLOBALIZATION OF THE RUSSIAN HIGHER EDUCATION

Annotation:

The article analyzes the role of distance higher education in the Russian Federation in connection with the strengthening of globalization processes. The author formulates conclusions about the growing importance of distance learning for Russian higher education in order to ensure its competitiveness in the market of educational services.

Keywords:

globalization in education, distance higher education, the essence of globalization, training, education, innovations in education.

The article analyzes the role of the distance education in the Russian Federation in view of the intensifying of the globalization processes. The author draws conclusions about the increasing role of the remote learning for the Russian higher education in order to ensure its competitiveness in the educational market.

globalization in education, distance higher education, essence of globalization, training, education, innovation in education.

Currently, the term “globalization” has gained wide popularity. It is used in many areas of human activity to describe integration processes, increasing mutual influence and interdependence of countries and peoples on each other. Sociological encyclopedia edited by V.N. Ivanova interprets this term as follows: “the ever-increasing influence and impact of universal, world (global) processes on the fate of individual countries and peoples, as well as all of humanity as a whole.” The Collins English Dictionary defines globalization as “the process of allowing financial and investment markets to operate internationally, largely as a result of deregulation and improved communications capabilities that enable a company to expand its activities internationally.” An analysis of the degree to which the definition of “globalization” has been developed allows us to conclude that this issue is well covered in the works of scientists from the USA and Western Europe, especially worth noting researchers Lechner and Boli, 2000; Scholte, 2000, Thompson, 2000; Tomlinson, 1999; Zachary, 2000. Their works clarify the terminology, make attempts to determine the root causes of globalization processes, discuss the differences between internationalization and globalization, and describe their chronological periods.

In our opinion, the concept of researcher V.Ya. is of some interest on the issue of periodization of globalization. Nechaev, who identified three stages in this process. The first stage of the development of globalization in the world appeared at the beginning of the era of the new chronology and was closely connected with the development of world religions, since at that time certain value orientations were formed, which, in turn, began to go beyond the boundaries of the first states and actively spread beyond the place of their origin . Chronological framework of this period are determined by V.Ya. Nechaev at 1,000 years old.

The second stage dates back to the beginning of the second millennium and is associated with the formation of the first universities in the world. V.Ya. Nechaev emphasizes that universities “...accept religion, science, and art under their cosmopolitan cover, inviting them to compete in disciplinary dynamics, “laying” their knowledge and their culture in the heads of new generations of people. Essentially, the modern era (New and Contemporary times) comes when universities have already prepared generations of educated people capable of using science, art, and technology in all spheres of public life.”

The third stage in the development of globalization began with the entry of humanity into the third millennium, into the so-called “information age” (some prefer to call it “post-industrial”). It is characterized by the availability of modern information and communication technologies, the emergence of the global Internet network, which has united all of humanity; rapid development computer equipment, mobile communication devices (cell phones, smartphones, tablet computers, laptops); openness of information in general, multiple increase in its flows; general intensification of the rhythm of human life. In our opinion, this stage of globalization is the most interesting, since never before has humanity had such opportunities for a breakthrough in four main spheres of life (economics, politics, social sphere and culture).

The most noticeable influence of globalization processes on the economies of countries, since this influence leads to the formation of a single world market (the emergence of such institutions as the World Trade Organization); changes in the principles of doing business (the emergence of a knowledge economy, a reduction in the size of the enterprise staff to several highly qualified specialists, an increase in the speed of business processes); increased competition between companies on the market (due to increased production capacity, oversupply of goods and services); to enhance scientific and technological progress, development of technology and innovation.

Considering the influence of globalization processes on politics, it is worth noting the strengthening of interstate and international cooperation, the changing role of the state in organizing the life of the population, the growth of political interdependence and interconnectedness of countries and peoples.

However, globalization has the greatest impact on the social sphere, since there is a tendency to change the nature of intercultural relations (a large number of migrants around the world, interethnic marriages), people’s worldviews and their way of life (and they are not always positive, but often lead to the formation of a way of life consumer, not creator). We also note the emergence of new threats in the form of global crime, international terrorism, more frequent economic crises (which is inevitable in a market economy), and a widening gap between rich and poor.

The impact of globalization on culture is also ambiguous. There is an opinion that this process destroys general cultural differences in different countries world, contributes to the development of the cultural component, as dominant in the only remaining superpower. Such “erasing of boundaries” leads to inevitable losses and devalues ​​the cultures of all mankind.

Taking into account the above, and also taking into account the entry of modern civilization into the information age, it can be argued that globalization trends have affected the fundamental institution of social life - education. Researchers such as F. Fukuyama rightly note that the formation of social classes and the differences between them in our time are determined not by origin (as was the case 100 years ago), but by the volume and quality of knowledge acquired. E.S. Demidenko in his article “Upcoming changes in education in a technogenic society” perfectly illustrates this statement. He writes: “...at the beginning of the 20th century. more than half of the top officials still came from very wealthy families; in the middle of the century their number dropped to a third, now it’s just a few.”

Globalization processes are especially noticeable in higher education. Not only the methodological basis of teaching has changed (which is due to the active use of information technologies, the emergence of electronic educational environments, distance educational innovations and online learning), but also the very principle of conducting economic activities by modern universities, which combine the functions of a temple of knowledge and a commercial enterprise (foreign researchers this combination is called “university-enterprise”); Universities exist in a market economy, competing not only with each other within one country, but also with others from different countries.

Increased competition is partly due to the ability of more and more universities to teach remotely (teacher and student can be thousands of kilometers apart), with active use of learning environments. US universities, such as Phoenix University, Massachusetts Institute of Technology (MIT), Western Governors University and a number of other educational institutions, are working especially successfully in this direction.

Russia's entry into the global educational space is associated with the signing of the Bologna Declaration, according to which a transition to a two-level education system (bachelor and master's) in higher education was carried out, a course was taken to increase the informatization of universities and the development of distance learning technologies. To implement its provisions in September

In 2013, a new Federal Law “On Education” was adopted, according to which the concepts of distance educational technologies (DET) and e-learning are introduced. Such innovations will stimulate the development of distance education systems in higher education and strengthen its role as a strategic direction for ensuring accessibility in Russia and the export of domestic education to other countries of the world.

The transition to distance learning in higher education is associated with certain difficulties that relate to the creation of electronic learning tools for students (technical level), preparation of high-quality educational courses (content level), training of teachers and tutors (personnel level), assessment of learning outcomes (evaluative level ). At the same time, in our country there are universities that actively use foreign experience in this area, take into account the Russian specifics of work and implement high-quality distance learning for their students. One of these is the Moscow State University of Economics, Statistics and Informatics (hereinafter referred to as MESI). In 1992, this university began the process of introducing information technology into education, and currently it trains more than 70,000 students, including about 15,000 foreign students from 52 countries. MESI offers more than 740 full-fledged online courses for its students, has a developed infrastructure for supporting students studying remotely, as well as 29 branches throughout Russia.

Thus, the education system in the 21st century. has undergone significant changes in connection with globalization processes and thanks to the active development of information technology. Currently, a new form of higher education - distance education - is developing and spreading throughout the world.

The world's leading universities are interested in distributing their educational product outside their countries, which is a significant challenge to the domestic higher education system. To increase competitiveness, Russian educational institutions can expand distance learning systems based on information technologies, combined into a specialized educational environment, which will allow us to retain the existing student population and offer higher quality and convenient educational services at competitive prices. If a university is unwilling to use new technologies in the learning process, a threat to its existence arises, since it may be forced out of the educational services market.

The information society requires the constant development of the system of higher professional education, to which it is necessary to respond adequately. The development of distance learning in Russia is a necessary step to maintain the competitiveness of Russian universities in the global educational space.

1. Sociological encyclopedia / scientific. ed. V.N. Ivanov and others: in 2 volumes. M., 2003. T. 1. 696 p.

2. Nechaev V.Ya. Parameters of globalization and factors of the Bologna process // Bulletin of Moscow University. 2004. No. 4. P. 27-34.

3. Demidenko E.S. Upcoming changes in education in a technogenic society // Advances in modern science. 2011. No. 12. P. 89-90.

4. Moscow State University of Economics, Statistics and Informatics // Official website of the university. 2013. URL: http://mesi.ru/about/figures/ (access date: 09/02/2013).