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5INTERACTIVE EDUCATIVE METHODS IN INSTITUTIONS OF HIGHER EDUCATION
AS PEDAGOGICAL INNOVATION
ABSTRACT. THE AUTHORS VIEWS THE INTERACTIVE FORMS AND METHODS OF TRAINING, THE PECULIARITIES OF THEIR USE, OUTCOMES AND EFFECTS OF INTERACTIVE EDUCATION.
KEYWORDS: INTERACTIVE EDUCATIVE METHODS, DIALOG TRAINING, INTERACTIVITY, INTERACTIVE TECHNOLOGIES.
MARINA GULAKOVA
CANDIDATE OF PEDAGOGIC SCIENCES, ASSOCIATE PROFESSOR, NORTH -CAUCASUS FEDERAL
UNIVERSITY
GALINA KHARCHENKO
CANDIDATE OF PEDAGOGIC SCIENCES, ASSOCIATE PROFESSOR, NORTH -CAUCASUS FEDERAL
UNIVERSITY
Transformations, taking place in higher education, are due to the innovative person-developing paradigm of education and the need to use intellectual and creative human potential for creative activity in all spheres of life.
One of the most important elements of the comprehensive overhaul of the higher education is the transition to the two-level system of education with the mandatory implementation of the competence approach and the credit units system. The analysis of Federal State Educational Standards and legal documents showed that the transition of the education system entails changes in the requirements to the educational process. Usage of the interactive teaching methods in the learning process is one of such requirements.
Interactive teaching methods are the essential means of successful training of students in higher educational institutions. Teaching staff nowadays should approach to the modern educational process in a different way, but not only have theoretical knowledge and give them to the audience.
Interactive methods are teaching methods, based on the interaction between the students themselves.
Interactive training is the special form of cognitive activity organization, a way of knowing, implemented in the form of joint activities of students. All the articipants interact with each other, share information, solve problems, simulate situations, assess actions of themselves and the others, immersed in the real atmosphere of cooperation in solving business problems. One of the goals is the creation of comfortable learning environment, where the student feels his success, his intellectual consistency, which makes productive learning process itself.
Educational process is organized in such way that involved in the learning process, almost all students are able to understand and reflect their knowledge. The singularity of interactive methods is the mutually aimed activity of subjects, emotional and spiritual union of the participants. The interactive activity is focuses on five key elements: positive interdependence, personal responsibility, promotional interaction, collaboration and group work skills.
Compared with the traditional forms of training, roles of tutor and student changes in interactive learning: tutor's activity gives way to student's activity and tutor aims at making conditions for student's initiative.
The word 'interactive' means the ability to interact with or be in the mode of conversation, dialogue with anything (e.g., with computer) or anyone (human). Consequently, interactive learning is the dialog learning, in which the interaction takes place.
During the dialog training, students learn to think critically, solve complex problems by analyzing the circumstances and relevant information, weigh alternative opinions, make informed decisions, participate in discussions, and communicate with other people. To realize the dialog training tutor organizes pair and group work, research projects, role- playing, work with documents and various sources of information and creative work.
Student becomes the full member of the educational process, his experience is the main source of educational knowledge. The teacher does not provide ready-made knowledge, but encourages participants to independent research and serves as assistant.
Interactive forms of classes are aimed at:
- arousing students' interest;
- encouraging the active participation of all the participants in the learning process;
- appealing to the feelings of every student;
- promoting the effective mastering of educational material ;
- having the multifaceted impact on students;
- realizing the feedback (audience response);
- forming students' opinions and attitudes;
- forming life skills;
- changing behavior [1].
Training with the use of interactive educational technologies involves different logic of the educational process: training goes not from theory to practice, but from forming the new experience to its theoretical understanding through application.
T.S. Panina and L.N. Vavilov [2] single out the following general results and effects of interactive learning:
1. Interactive teaching methods can intensify the process of understanding, learning and creative application of knowledge in solving the practical problems. Efficiency is achieved, when students do not only receive, but also use knowledge "here and now". If the forms and interactive teaching methods are applied regularly then students master the productive approaches, stop fearing to make wrong assumption (because the error does not entail negative evaluation) and establish the trust relationship with the teacher.
2. Interactive learning increases motivation and involvement of participants in solving the discussed problems, which gives the emotional boost to the subsequent searching activity of participants, encourages them to make the concrete action and the learning process becomes more meaningful.
3. Interactive learning generates extraordinary ability to think extraordinary, to see the problem situation and ways of solving it, justify own position and values. It develops such traits as the ability to listen to another's point of view, the ability to cooperate, to enter into the partnership dialogue, while exercising tolerance and kindness towards one's opponents.
4. Interactive teaching methods allow transferring the ways of activities organizing, gaining new experience. Interactive activities not only increment knowledge and skills, but also disclose new abilities of students. It is the prerequisite condition for the establishment and improvement of competences through the inclusion of the participants in meaningful experience of individual and collective activity for experience gaining, perception and values acceptance.
5. The use of interactive learning technologies allows controlling the process of mastering the knowledge and the ability to apply it in different situations.
6. The result for a particular student:
- experience of active mastering the learning content in collaboration with the educational environment;
- development of personal reflection;
- development of new experience of educational interaction, experiences;
- tolerance formation.
7. The result for an educational microgroup:
- development of communication skills and interaction in a small group;
- formation of group unity value- orientation;
- encouragement of flexible changing of social roles, depending on the situation ;
- acceptance of moral norms and rules of joint activities;
- development of skills to analyze and introspect in the process of group reflection;
- development of the ability to resolve conflicts and compromise.
8. Result for the system "teacher - group":
- unconventional attitude towards the organization of the educational process;
- multidimensional development of educational material;
- formation of motivational readiness for interpersonal interaction not only in educational situations, but also in extracurricular ones.
At present time there is a large variety of interactive technologies, among which there are technology for two or three students "Aquarium", technology called "Brownian motion"; technology "The decision tree", technology "Carousel"; technology "Brainstorm", etc. All technologies are directed not only on passing the certain amount of knowledge, but also on establishing the emotional contact between students, on developing communicative skills, providing students with necessary information, without which it is impossible to implement joint activities; on working in team and listening to others' opinion.
Professional competences can be formed by the technology of self-presentation. The essence of it is to argue the position, opinion or point of view, using special means of persuasion. The technology
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helps to train the student for public appearance and writing CV. Using the technology in higher educational institutions help students in the following:
- explore general and specific principles of presentation;
- master the algorithm of preparing the material for performances;
- navigate in ways and means of effective presentation;
- identify strengths, nuances and complexities of public communication;
- analyze the quality of the materials prepared for presentation.
Public appearance, which aims at announcing the author's position, can be divided into three types according to: the final results of presentation, the degree of self-interest, the breadth of the message.
Presentations of the first type are divided into informing ( have the expository character) and propulsive (directs attention to the winning side of the message, advantages and benefits).
Presentations of the second type can be personal and public, which are oriented to the statement facts, relevant to the collective point of view.
Presentations of the third type can be common and discrete. Common ones differ with versatility and diversity of information, because they are directed on the formation of the holistic view of the subject matter. Discrete presentations cover only part of the question, which focuses on student achievement of the specific goal.
The most common situations that require self-presentation are oral and written representations.
It should be remembered that the written presentations are not only CVs (resumes), but also any documents, provided to the audience, theses, reports, notices, letters, etc. Their preparation requires the certain skill, allowing focusing information in condition of limited time, achieving the best arrangement of the basic ideas and selection of arguments for understanding the audience.
Presentation includes two important aspects: content and process of realization. Together, they determine the result - achieving the goal. The aspects individually represent the technology of preparation and implementation of public appearance on practice.
Interactive technologies are closely related to information technology, distance education, use of the Internet resources, as well as the electronic textbooks and reference books, electronic notebooks, online work, etc. The level of development of the modern computer telecommunications allows engaging the participants in the interactive dialogue (written or oral) with a real partner, and enables the active exchange of messages between the user and the information system in real time.
New opportunities for interaction between participants of the educational process represent interactive classes via videoconference. Video conferencing is the technology that allows all stakeholders of the educational process to see and hear each other, share data and process them together interactively, using the capabilities of the usual computer, what makes distance communication closer to the real live communication.
Preparation and implementation of video conference depends on purpose and audience. For the successful video conference, the technical, organizational and content ional aspects must be taken into account. However, the organization of the educational process in the form of video conference imposes additional requirements for psycho-pedagogical and methodical preparation of teachers, for the level of teacher's information culture. Interactive dialogue, implemented under videoconferencing, allows transition to a qualitatively new level of teaching activity, significantly increasing its didactic, informational, methodical and technological opportunities.
Thus, the introduction of interactive teaching methods is one of the most important ways for improving students training in the modern higher educational institutions and is obligatory for the effective implementation of the competence approach.
REFERENCES
1. Kukushkin, V. S. (2005) Teorija i metodika obucheniya, "Feniks" Publ., Rostov on Don- Rostov, 474 p.
2. Panina, T. S. and Vavilova, L. N. (2008) Sovremennye sposoby aktivizacii obucheniya, "Akademiya" Publ., Moscow, 176 p.
