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ANDRAGOGICAL PRINCIPLES OF LEARNING IN THE CONTEXT OF INNOVATIVE EDUCATIONAL TECHNIQUES
I.A. Greshilova
Modern science tends to unite different branches of knowledge about man by combining research methods into various integrated systems designed to provide a synthetic characteristic of human development. Socio-philosophical discussion about man and his nature always comes to the issues of education and the role of this social institution in human life. Therefore, special attention should be paid to megatrends of modern times, which directly influence education. According to V.M. Rozin, the main megatrend of today is the further accelerated development of processes (both constructive and destructive) that are typical of our technological civilization. He notes that this trend involves two opposing processes: globalization on the one hand, and the differentiation of social individuals on the other, which, in turn, causes the development of new forms of sociality [2, p. 30]. The modern phenomenon of "knowledge-", "network-" of "information-based" society is characterized by constant change, which cannot be mastered without the continuous enhancement of existing knowledge. Certainly, what is meant here is lifelong education, which is based on the principle of continuity. The basic aspects of lifelong learning were formulated by the UNESCO Forum in 1965, and after almost half a century, the international community is constantly improving the content of lifelong education given the growing array of knowledge and widespread use of information technology.
In the context of modernization of Russian education, special focus is put on continuous and additional education, taking into account the ideology of distance learning. Rapid change in living conditions requires the system of additional professional educational to develop new approaches, where priority is given to the personality of a subject and the actualization of their creative position. Conscious and purposeful improvement of professional qualities is, in many respects, a process of self-assertion, a search for optimal solutions to problems in interactions with others. Value-semantic orientations of a modern person, a professional in his field, suggest, first of all, setting a goal, using various available means and, ultimately, an outcome of efforts made to achieve the goal.
Let us note that distance education is very closely related to other forms of learning that involve self-guided work with different sources; however its specific feature is the use of technical facilities. In the system of additional professional education, distance learning is built on the basis of andragogical principles of learning. The distance learning technique has its own "biography", as evidenced by a small journey into history. A new form of educational process, "correspondent learning", emerged at the end of the 19th century, with the development of the postal service. Students received written assignments from teachers by post, completed them and made adjustments based on comments received, thereby improving their knowledge. In the 1980s, high school students in rural areas participated in training courses by correspondence when selecting an educational institution to enter. They also completed assignments received by post. This largely
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solved the problem of being remote from the center, where residents of cities could communicate with teachers in the conventional way. The basic principle — the principle of self-guided work— has always been the leading one. Modern information technology has radically changed the idea of distance learning, and has to some extent contributed to solving the problem of "information inequality". It has at the same time necessitated the description of tools and techniques of the educational process and assessment of the quality of knowledge acquired with the use of distance learning techniques.
Advanced training and the retraining of education workers is a special system of additional education, since the profession of teacher in many respects determines the future and ambitions of a person. Therefore, the level of adult education will finally define the level of education in general. By providing broad opportunities for activity-based forms of interaction during the training and postcourse period, educational information technology provides for the use of new tools in training, and their fully-fledged application largely depends on giving due consideration to the principles of adult learning. S.I. Zmeyev identifies ten principles of adult learning, with a special focus on the fact that adults show pronounced characteristics in the learning process which should be taken into account; otherwise no effective learning process can be built [1, p. 113].
Let us discuss the principles that we believe form a basis for effective distance learning. As was mentioned above, the principle of self-reliance suggests not only the ability to work with available information, but most importantly, the opportunity to achieve the conceived goal by making a case for one's own program of self-education. By taking stock of past experience, a person can assess the level of their professionalism, in order to correlate the degree of being proficient in traditional learning methods with new and progressive ones. The principle of cooperative activity is not only about the joint activities of teacher and learners at all levels of training. The main thing in distance learning is to set questions and tasks that involve feedback, contributing to a dialogue with the teacher in the framework of a training module. A training module should be seen as a dynamically expandable educational resource. What is important in managing interaction between participants of the educational process is the role of responsibility and freedom of each of them. The principle of cooperative activity suggests that personal experience of both the teacher and learner is the basis of a model of interaction between them. The andragogical model of learning is inconceivable without the aggregate experience of participants of the educational process.
The principle of conscious learning is about deep understanding by learners of all parameters of the process, without which task-oriented distance education appears to be impossible. An educator who uses forward-looking teaching techniques has no right to lag behind their students in mastering information competence. In the modern socio-cultural context, the wide scope of the teacher's knowledge, embedding information into the system of their own knowledge, and establishing a logical link between the next and previous stages will contribute to high efficiency of their students' knowledge.
In summary, we can note that essential changes in the socio-cultural situation in the globalizing world are due to the fact that modern society requires an individual to be continuously seeking self-education and self-enrichment on the
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basis of previous formal education. The content of education should be seen as a broad information environment where knowledge is acquired both face-to-face and through distance learning where a variety of skills are developed in working with different sources of information.
References
1. Змеёв С.И. Андрагогика: основы теории, истории и технологии обучения взрослых. -М.:ПЕР СЭ, 2007.- 272 с.
2. Розин В.М.Философия образования: Этюды - исследования. М.: Московского психолого -социального института; Воронеж:Изд - во НПО «МОДЭК», 2007. -576 с.
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