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SPECIAL ASPECTS
OF MANAGING DISTANCE LEARNING
IN SECONDARY SCHOOLS
S. E. Nizomkhonov
The article discusses the essence of developing a distance learning system in secondary schools, the content and aims of education, the educational process, and reproductive and interactive technologies of distance learning.
Key words: distance learning system, multimedia, optimization, innovation, differentiation, individualization, educational audio and video materials, compiling electronic publications.
Training using distance-learning technology is a category of intensive methods, with the use of hypertext structures in educational material allowing for creating an open system of intensive training where students can select a suitable program and technology of learning. As such, the system is geared to a student’s individual abilities. Training becomes a flexible process not tied by a strictly defined curriculum or compulsory classroom activities. Thus, training using distancelearning technology differs from the existing forms both in terms of management of the educational process, and in methods of teaching. This form of training is based on a certain didactic concept whose main elements can be summarized as follows: (a) the training process is mainly built on self-directed learning of students. This principle determines the relationship between participants of the training process and the role of the teacher in the learning process. Personal communication between the teacher and the student is undoubtedly an invaluable quality of the form of training, and will never be replaced by communication of the student with any machine, even the most intelligent one; (b) learning activity of students should be proactive. The active nature of learning based on distance learning technology is closely related to the principle of self-education. Self-education is impossible without the student’s active involvement in the educational process. Active involvement is first of all driven by inner motivation as a desire to learn. The system of distance learning should involve self-directed, proactive thinking activity; (c) training should be learner-centered. The learner-centered approach involves differentiation and individualization depending on psychological and pedagogical features of the learner.
The effectiveness of the training process can only be improved by individualization of learning activities. This kind of personalized training in the context of the mass market is only possible on the basis of high-technology training using computer tools and technologies. Therefore, the structure of the distance-learning system should include all components that can meet the educational needs of an individual in a given subject, and facilitate the development of students’ creativity. Psychological and pedagogical support of an individual learning path in the system of distance learning is provided by means of adapting algorithms and comments that the system generates in response to the learner’s actions. The system enables the teacher to design comments at any point by using a test generation tool. To this end,
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a situation is designed for the learner to make a decision at a given point, and comments are generated depending on the decision made.
The cooperative learning techniques used to build a mental model (analysis, synthesis and evaluation) provide the opportunity for teaching in training groups. This class of technology is designed for small groups of learners. Network tools for managing communication allow for building a shared multifunctional, virtual learning environment with varying degrees of interactivity and different types of information communicated. The virtual environment is the place where learners interact under the teacher’s guidance. Assignments are structured so that all members of the group are interconnected and interdependent, yet quite independent in mastering the learning content and solving problems.
The technology platform should be understood as a combination of software and hardware designed to provide distance learning services, including administration of training procedures and carrying out the educational process remotely.
References
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Translated from Russian by Znanije Central Translastions Bureas
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