Застосування дистанційних технологій навчання на денному відділенні технічного ВНЗ
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Дата
2013
Назва журналу
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Анотація
Уточнено поняття технології дистанційного навчання. Розглянуто особливості дистанційного навчання у вищій школі, його основні відмінності від заочного й денного навчання. Проаналізовано доцільність поєднання дистанційних технологій і традиційних підходів, що реалізуються при денному та заочному навчанні. Досліджено можливість застосування дистанційних технологій у процесі проведення аудиторних і позааудиторних занять при очному навчанні студентів вузів III-IV рівня акредитації. Зроблено висновок про те, що дистанційна форма має низку конкурентних переваг, перейняти які слід, організовуючи навчальний процес у ВНЗ для всіх форм навчання.
This article specifies the definition of distance learning technologies. The author analyzes the state of the problem of application of distance learning for full-time students at technical universities. The peculiarities of distance learning in higher education, its differences from part-time and full-time study are discussed. It is noted that the works of national and foreign authors have provided the reader with only partial solution to issues related to rational combination of specifics of formation of professional competencies in full-time education with didactic features of distance learning technologies. The author shows that distance learning, as learning outside of an institution’s walls, is not an unusual form of education that would stand aside from other modes of education. In fact, part-time learning has been practiced for many years at national universities, and «distancing» of learning is characteristic to such form of study due to its limited number of mandatory hours in the classroom and a lot of self-study. The author notes that professors that work with part-time students are not always satisfied with the quality of their gained knowledge. Hence, when distance learning and part-time learning forms are equated, distance learning often gets discredited. The author gives examples proving that «distancing» of learning as a feature of the part-time learning form in itself is not the reason for inefficiencies of part-time learning. At the same time, the article points out that the need for the provision of education in distance learning forms continues to exist. In modern conditions, it is a conscious pursuit of education, and not only and not so much a social order. Therefore, this article analyzes the appropriateness of combining distance learning technologies with traditional approaches that are used in full- and part-time courses. The possibility of using distance learning technologies for in-class work and self-study of full-time students at universities of III-IV accreditation levels is examined. The author shows that, for each type of classes, a niche for the rational use of distance learning technologies can be found. By organizing interaction between a professor and his or her students during in-class work, by supporting such interactions with relevant digital educational resources and technical means, one can implement the use of distance learning technologies. With respect to the order of the classroom sessions, the author notes that, although full-time students are engaged in group activities, a significant part of their learning time, and especially in practical and laboratory work, is done independently of one another. Having received the task, each student strives to carry it out and achieve significant results in accordance with his or her own internal motivation and individual abilities. In this case, distance management of measuring stand models or of a technological machine can enable full-time students to achieve during their self-study better preparation for work with real counterparts set at a university laboratory. The article emphasizes that, as formal equation of higher education with a mere certificate of its receipt is replaced by the increased requirements in regards to the quality of the received education, one should expect an increase in competition not only among educational institutions, but also across different forms of educational services provided by them. In this case, in order to ensure effective achievement of educational objectives, one may need to conduct additional research aimed at further specification of approaches that would combine the use of distance learning technologies with in-class work and, hence, meet the educational needs of a heterogeneous in ability and motivation group of students.
This article specifies the definition of distance learning technologies. The author analyzes the state of the problem of application of distance learning for full-time students at technical universities. The peculiarities of distance learning in higher education, its differences from part-time and full-time study are discussed. It is noted that the works of national and foreign authors have provided the reader with only partial solution to issues related to rational combination of specifics of formation of professional competencies in full-time education with didactic features of distance learning technologies. The author shows that distance learning, as learning outside of an institution’s walls, is not an unusual form of education that would stand aside from other modes of education. In fact, part-time learning has been practiced for many years at national universities, and «distancing» of learning is characteristic to such form of study due to its limited number of mandatory hours in the classroom and a lot of self-study. The author notes that professors that work with part-time students are not always satisfied with the quality of their gained knowledge. Hence, when distance learning and part-time learning forms are equated, distance learning often gets discredited. The author gives examples proving that «distancing» of learning as a feature of the part-time learning form in itself is not the reason for inefficiencies of part-time learning. At the same time, the article points out that the need for the provision of education in distance learning forms continues to exist. In modern conditions, it is a conscious pursuit of education, and not only and not so much a social order. Therefore, this article analyzes the appropriateness of combining distance learning technologies with traditional approaches that are used in full- and part-time courses. The possibility of using distance learning technologies for in-class work and self-study of full-time students at universities of III-IV accreditation levels is examined. The author shows that, for each type of classes, a niche for the rational use of distance learning technologies can be found. By organizing interaction between a professor and his or her students during in-class work, by supporting such interactions with relevant digital educational resources and technical means, one can implement the use of distance learning technologies. With respect to the order of the classroom sessions, the author notes that, although full-time students are engaged in group activities, a significant part of their learning time, and especially in practical and laboratory work, is done independently of one another. Having received the task, each student strives to carry it out and achieve significant results in accordance with his or her own internal motivation and individual abilities. In this case, distance management of measuring stand models or of a technological machine can enable full-time students to achieve during their self-study better preparation for work with real counterparts set at a university laboratory. The article emphasizes that, as formal equation of higher education with a mere certificate of its receipt is replaced by the increased requirements in regards to the quality of the received education, one should expect an increase in competition not only among educational institutions, but also across different forms of educational services provided by them. In this case, in order to ensure effective achievement of educational objectives, one may need to conduct additional research aimed at further specification of approaches that would combine the use of distance learning technologies with in-class work and, hence, meet the educational needs of a heterogeneous in ability and motivation group of students.
Опис
Ключові слова
навчальний процес, дистанційне навчання, дистанційні технології, денне навчання, заочне навчання, аудиторні заняття, самостійна робота, цифрові ресурси, educational process, distance learning, distance technologies, full-time education, distance learning, classroom training, self-study, digital resources
Бібліографічний опис
Алексєєв, О. М. Застосування дистанційних технологій навчання на денному відділенні технічного ВНЗ [Текст] / О. М. Алексєєв // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №6 (32). – С. 144–151.