0Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology,
Pedagogy: a Problem and Solutions
Toshkent tibbiyot akademiyasi Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi:
muammo va yechimlar
EFFECTIVE ENGLISH TEACHING AND DISTANCE LEARNING
EXPERIENCES
Nasibakhon Jalolovna Mirzaeva,
English teacher, Department of Languages, Tashkent State Agrarian University, Uzbekistan
ABSTRACT
Nowadays, many people use distance-learning programs to study at home. Traditional distance learning models can be effective, but they need to be improved. These models should be ranged in age and typically possess a variety of academic and professional competencies of the adult learners. This article will focus on tips and strategies for engaging, retaining, and helping adult learners succeed in an eLearning setting.
Keywords: e-learning, distance learning, online learning, educational experience, adult learners, part-time students
АННОТАЦИЯ
В современном мире многие люди используют дистанционное обучение. В настоящее время дистанционное обучение - отличный способ изучать языке. Традиционные модели дистанционного обучения могут быть эффективными, но их необходимо улучшить. Эта статья будет сосредоточена на советах и стратегиях для взрослых учащихся, которые преуспевают в условиях дистанционного обучения.
Ключевые слова: электронное обучение, дистанционное обучение, онлайн-обучение, образовательный опыт, взрослые учащиеся, студенты-заочники.
Introduction. In today's modern world, many people use programs to study at home. As far as I am concerned about the distance learning, the important of online learning or education should not be neglected. Nowadays e-learning is considered the greatest way to get an education. However, some people say that the traditional form of learning is still the best. As far as I am concerned, distance learning is an outstanding form of learning. Firstly, it is cheaper than full-time education. It lets learners who cannot afford to pay for the full-time courses to get education. One can set a schedule for himself, which is impossible for a full-time student. In addition, the
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learner can even have a job and study at the same time. Nevertheless, some people still view distant learning with suspicious. They say that this kind of education lacks communication. Learners do not see their teachers and classmates. Teachers cannot observe their learners. According to them, interaction is the key to successful education. I disagree with that point of view because distance learning involves even more interaction than full-time education. Distant learners not only do reading and tests but projects and discussions as well. An online class gives the teacher much more access to what learners did in the course. In a traditional classroom, it may be possible to avoid some classwork but in an online class, the teacher can see exactly when every learner participated in discussions and what he wrote there. All that is impossible to do in a real class.
Typically, this online learning education also is a big great help to those people who have a full-time job because it is impossible for a full-time worker to have schooling during their working time. For example, when an Uzbek student wants to learn an English course which is presented in the United Kingdom school, it is definitely hard for him to go to United Kingdom colleges and universities by plane every year. From this learning, many people can fulfill his wish by online learning and this program can really help to disabled individual who will pursue their career while learning at home.
Distance learning is transforming the educational experience of students worldwide. Adult learners that are pursuing a high school diploma equivalency can benefit from online instructional models. This article will focus on tips and strategies for engaging, retaining, and helping adult learners succeed in an e-learning setting. Traditional distance learning models can be effective, but they need to be improved. These models should be ranged in age and typically possess a variety of academic and professional competencies of the adult learners. Much like Knowles, Cross' (1981) framework for adult learning is also based on flexibility and it is demonstrated through the Characteristics of the Adult Learners model. Her model identifies "two classes of variables: personal characteristics and situational characteristics. The personal characteristics include aging, life stages, and developmental stages. The situational characteristics include part-time/full-time learning and voluntary/compulsory learning. Throughout their lives, adults have varying degrees of readiness and ability for learning" (Frey, Webreck Alman, 2003, p. 8). With Cross' framework in mind, online learning offers individualized, self-paced learning and flexible access to information and resources for adults who are dealing with personal and situational characteristics. The concept of distance education itself, "was founded
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on the principles of flexible access and it aimed to allow distance learners, who were generally adult learners in full or part-time employment to be able to study at a time, place, and pace that suited their convenience" (Naidu, 2003, p. 4).
Unlike students or professionals engaged in e-learning in the workplace, adult learners are part-time students that are busy with the demands of work and family obligations. Therefore, due to their limited academic preparedness and non-traditional educational experiences, developing effective distance learning for adult learners needs to be approached with sensitivity to and accommodations for these issues. Malcolm Knowles is the most prominent adult learning theorist, and his theory of andragogy is defined as "the art and science of helping adults learn" (Knowles et al., 2008, p.61). His learning theory is applied to distance online education because it is based on the learner's own control, flexibility and feedback (Frey, Webreck Alman, 2003, p. 8), and online learning is much more conducive to learner autonomy than traditional classrooms in the sense that whether asynchronous or synchronous, the learner has much more control of when and where to complete their coursework. Flexibility is a key attribute to consider when looking at online learning environments. So I would like us to pay attention the following strategies for building effective distance learning programming for adult learners:
Offer coaching services.
Learning online is obviously easier than ever before. But for adult learners with limited literacy and numeracy the internet can be overwhelming, making online learning challenging for adult students. Academic success coaches should make regular contact and act as guides, helping learners navigate the complexity of the web experience. Coaches can also help learners develop the soft skills necessary for being successful in an online class, including time management, goal setting, and staying focused in a distracting environment.
Allow multiple entry or reentry points.
Adult learners, especially those with a high school diploma, are very busy, and sometimes other commitments will take priority over their education as work, family. Therefore, engagement levels can fluctuate. E-learning courses should therefore be designed in a way that allows for adult learners to miss 1-2 weeks and re-engage when they are available again. Always-available units' on-demand, chunked lessons, and new courses starting over regular intervals can help meet this goal.
Stay in regular contact.
Email regular "digests" with a review of the recent content and reminders about upcoming deadlines. Google Sites can be used to organize class content, and
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Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology,
Pedagogy: a Problem and Solutions
Toshkent tibbiyot akademiyasi Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi:
_mumovayechimlaL
Facebook Groups and Telegram Groups are a great (and free) way to include a social network component. And in this spirit, be sure to respond to all emails within 24 hours. Learners should understand that they can email anytime for academic and digital support. Try to reply promptly as learners typically seek support when they are engaged in coursework.
Integrate digital literacy skills.
Learners should always be improving computer skills. Wherever possible, try to include computer literacy lessons, ranging from how to use spell check to how to use Google effectively. As an extension, allow learners to explore material independently rather than through direct instruction. For example, in a writing course, learners can be directed to research thesis statements on their own (using Google). Then, the group should collectively evaluate the websites found. This process encourages students to take control of their education while also learning how to evaluate web content, both of which are fundamental 21st century skills.
Effective English teaching in a distance learning context involves utilizing various strategies and tools to engage students, promote language acquisition, and create a supportive learning environment. Here are some key considerations for creating successful distance learning experiences in English teaching:
1. Interactive Online Platforms: Utilize interactive online platforms such as video conferencing tools, virtual classrooms, and online discussion forums to facilitate real-time communication and collaboration among students.
2. Engaging Multimedia Resources: Incorporate engaging multimedia resources such as videos, audio recordings, interactive games, and digital presentations to enhance learning and make lessons more interactive and dynamic.
3. Clear Communication: Ensure clear communication with students through detailed instructions, regular updates, and feedback on their progress. Provide opportunities for students to ask questions and seek clarification on course content.
4. Adapted Teaching Strategies: Adapt teaching strategies to suit the online learning environment, such as incorporating more visual aids, interactive activities, and self-paced learning modules to cater to different learning styles.
5. Collaborative Learning Opportunities: Foster collaborative learning experiences by organizing group projects, peer review activities, and online discussions that encourage students to interact with each other and practice their English communication skills.
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6. Personalized Feedback: Provide personalized feedback on students' language proficiency, writing assignments, speaking exercises, and overall progress to help them improve their language skills and stay motivated.
7. Cultural Immersion: Incorporate cultural immersion activities such as virtual field trips, guest speaker sessions, and discussions on cultural topics to expose students to the cultural aspects of the English language and enhance their understanding of global communication.
8. Professional Development Opportunities: Offer professional development opportunities for teachers to enhance their online teaching skills, explore new technologies, and stay updated on best practices in distance learning and English language teaching.
CONCLUSION.
By implementing these strategies and considerations, educators can create effective and engaging distance learning experiences for English language learners, fostering language acquisition and promoting a deeper understanding of the English language and culture. Online learning can provide a transformative educational experience that allows an adult learner to study anytime and anywhere. And with the right structures and resources, distance learning can be an effective instructional model for adult learners. In conclusion, I would like to say that distance learning is the best form of learning any foreign languages.
REFERENCES:
1. Cross, K.P. (1981). Adults as learners. San Francisco: Jossey Bass.
2. Frey, Barbara, & Webreck Alman, Susan. (2003). New Horizons in Adult Education. In Literacy Works, 17 (1) 4-12.
3. Knowles, M.S., Holton III, E.F. & Swanson, R.A. (1998). The adult learner: The definitive classic in adult education and human resource development. Houston, TX: Gulf Publishing Co.
4. Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy. New York: Cambridge Books.
5. Oliinyk O, Filipova L, Shelestova A. Distance learning international models and problems of their implementation in Ukrainian universities, 2016.
6. https://cyberleninka.ru/article/n7advantages-and-disadvantages-of-distance-learning
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