CC BY
37
RELEVANT ASPECTS OF DISTANCE LEARNING
IN THE SYSTEM OF PROFESSIONAL LIFELONG EDUCATION
R. N. Bombin
Distance learning is understood as a complex of educational services offered to a wide range of the population through the assistance of a specialized education information environment based on some means for the remote exchange of educational information.
Distance learning is convenient in that it allows one: (a) to learn according to your own tempo, individual characteristics, and learning requirements; (b) to not limit oneself in selection of an educational institution and educational opportunities, independent of one’s location; (b) to use modern technology in the instruction process, that is, to simultaneously master skills that will later prove useful in the workplace; (c) to independently plan the time and schedule of one’s lessons, as well as the list of subjects to study; (d) to study in the most pleasant and productive environment, creating a comfortable atmosphere for oneself.
Shortcomings of distance learning can be identified as: (a) limited personal interaction between the teacher and pupil. Likewise, there is a lack of interaction between students and their peers for the exchange of experiences; (b) the necessity of strong personal motivation on the part of the pupil, as well as the ability to learn independently without the constant support and encouragement of the instructor; (c) the absence of the ability to immediately apply the lessons learned in practice with subsequent discussion with the instructor of questions that have arisen and explanation of the situation based on specific examples.
A system of distance learning is needed by: executives; mangers of various levels; young people in distant regions without the means to study on an internal basis in large cities; military personnel discharged from the ranks of the armed forces; students wishing to obtain a second parallel education; prisoners; handicapped people; and other categories of the population.
The social aspect of the development of distance learning reflects the need of modern civilization for a mass form of instruction. The question of "to be or not to be” is no longer relevant for distance learning. Throughout the world, distance learning has found a niche in the educational sphere and attracted a wide range of the population to the system. The result of the introduction of distance learning technology for Russia and CIS countries is obvious: firstly, there has been a positive effect
248
on the solution of the complex of socioeconomic problems faced by various regions (stabilization, eradication of unemployment, crime, drug addiction, etc.) through the methods of online distance education; secondly, training of the population at their home and workplace naturally leads to elimination of the gap between peripheral regions and metropolitan centers in terms of free access to education, information, and cultural achievements.
The worldview aspect of the development of a remote means of instruction is connected with the necessity of a change in views on education as an entrenched and eternally unalterable system.
The theoretical and methodological aspect of the introduction of distance learning is associated with the necessity of a conceptual foundation for this still quite new form of instruction. Here is meant not so much the technological side of the question, as the system of justification for the psychological, pedagogical, and sociological foundations for implementation of various methodologies and programs of distance learning.
The legal aspect of distance learning reflects the necessity of adequate legal support for this form of education in Russia and the NIS countries. The issue is that the modern Russian educational legislation is rather fixedly oriented towards the classroom system with practically no consideration of progressive information technology. As an example, the conditions for licensing and accrediting Russian educational institutions can be considered, as well as the standards for learning spaces and the requirements for the teaching staff and provision of didactic materials. Russian legislation all but forbids innovation in technology and the methods of educational processes, as do state standards for the content of educational programs offered by schools and institutions of higher learning. Institutions of higher learning are afraid to be accused of some kind of violation, but nonetheless continue to implement distance learning. It is very important that distance learning is not considered to be a quasi-legal "stand-in” for the existing educational system requiring constant justification, but has a legal status consistent with its role and standing in society. This approach should be legally founded. A more advantageous position is held by commercial organizations, which do not require a similar legal basis for the justification for the professional development of its employees. Russian enterprises widely use the experience of those countries which have already utilized electronic forms of instruction for a long time.
The didactic aspect of the development of distance learning reflects the pedagogical foundation of this form of instruction. Especially important
249
here become questions of preparation of the teaching staff, who should be capable of implementing the concept of distance learning productively and with a high degree of quality in the regions, far from the primary educational center.
The technological aspect of the development of distance learning is related to a breakthrough in the means of communication, allowing progressive training methods to be carried out on an individual and variable basis. Development of distance learning should be considered not as a goal in itself for the modern system of education, but as a powerful means of solving the relevant civilizational problems of Russia and the Commonwealth countries. Such technology, in our view, is the future of our national educational standard. It should be a lifelong process of instruction and training for the entire population of the country with the use of remote technologies, including online, computer, informational, and other modern communication technologies. This refers to the formation of a system of national distance learning that can lay claim to a leading role in the world. Its basis should be composed of scientifically supported methods of instruction, quality teaching products, and the latest achievements in information technology.
The financial and economic aspect of the development of distance learning is the question of financing innovative technology. Filling the need for quality distance learning is connected to the price of internet access to the educational resource. As practical experience has shown, new information technology for distance learning can be economically offset by the availability of educational services for a fee. Financial support is required only by pilot schemes and initial capital.
From September 2008, a system of distance education has begun to function in the nongovernmental educational institution Institute for Continuing Professional Education "ATOMPROF” (the website can be found at the address http://eleam.atomprof.spb.ru/.).
250
