Volume 02 Issue 04-2022
35
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
02
I
SSUE
04
Pages:
35-41
SJIF
I
MPACT
FACTOR
(2022:
6.
108
)
OCLC
–
1121105677
METADATA
IF
–
5.582
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article discusses the use of information technology in higher education and the organization of the educational
process on this basis, the development of pedagogical principles for the process of creating a distance e-learning
course and the formation of practical skills.
KEYWORDS
E-learning systems, e-learning, learning process, didactic methods, e-learning tools, didactic principles of e-learning,
information and communication technologies, learning object repository, course content, Platform Moodle,
formation of e-learning, learning technology, architecture of the education system, course structure, e-learning
methodology.
INTRODUCTION
Higher education opens up great opportunities for the
development of various views, forms and methods of
education based on the use of new information
technologies.
With this in mind, the organization of the educational
process in the e-learning system requires clear
Research Article
IMPROVING THE PEDAGOGICAL PRINCIPLES OF THE PROCESS OF
CREATING A DISTANCE COURSE IN E-LEARNING
Submission Date:
April 18, 2022,
Accepted Date:
April 25, 2022,
Published Date:
April 30, 2022
Crossref doi:
https://doi.org/10.37547/ajast/Volume02Issue04-05
Fotima U.Anarbaeva
PhD, Samarkand branch of Tashkent State University of Economics, Uzbekistan
Journal
Website:
https://theusajournals.c
om/index.php/ajast
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 04-2022
36
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
02
I
SSUE
04
Pages:
35-41
SJIF
I
MPACT
FACTOR
(2022:
6.
108
)
OCLC
–
1121105677
METADATA
IF
–
5.582
Publisher:
Oscar Publishing Services
Servi
preparation, i.e. required level of education and
logistics.
As in the traditional learning process, a key link in
achieving high efficiency in the e-learning process is
the teacher.
In e-learning, the main task of the teacher is to
manage the independent work of students, the
formation of emerging motives; setting goals and
objectives; transfer of knowledge, experience;
organizational
activity;
organization
of
communication between students; involves the
performance of functions such as monitoring the
learning process. Hence the learning objectives set for
e-learning. Learning objectives define the system of
knowledge, skills and competencies that are formed
in accordance with e-learning standards and models.
The learning objectives themselves have a hierarchical
structure, which means that the main element of e-
learning is the training of specialists. Thus, learning
objectives create a system-forming function in
pedagogical activity.
On the basis of a socially ordered pedagogical model
and methods and forms of organizing the
implementation of the educational process, it is
possible to illuminate the content of education. The
choice of e-learning content is based on the fact that
there is a large distance and / or a separate time
schedule for classes and / or physiologically
inaccessible to traditional learning, etc. restrictions on
the object (subject) of education should be taken into
account.
Teaching methods are understood as tools that help
students master the course content and achieve their
goals. Like traditional learning, e-learning uses five
general didactic teaching methods: information-
receptive, reproductive, problem-based, heuristic and
research. They cover the entire set of pedagogical
situations between the teacher and the student. In
the absence of direct communication between the
teacher and the student, i.e. when using technical
means of e-learning, the features of the application of
teaching methods are taken into account when
creating learning technologies and their content.
THE DEGREE OF STUDY OF THE WORK
Educational
tools
used
in
information
and
communication technologies play an important role in
the educational process. Without contradicting other
forms of learning, e-learning uses the following
learning tools known to all in practice: books (paper
and electronic); online learning materials; simple and
multimedia computer training systems; audio and
educational materials; videos and educational
materials; remote laboratory workshop; simulators;
remote access database and knowledge base; remote
access electronic libraries; didactic materials based on
expert learning systems; didactic materials based on
geographic information systems.
In the pedagogical practice of higher educational
institutions, many forms of education have developed
in the traditional form of education: lectures,
seminars, laboratory classes, tests, term papers,
exams, self-study, etc. All of them also have their
place in e-learning.
The unchanging principles and external similarity of
the components of traditional and e-learning models
in education make it possible to transform the
didactic model of learning; in the traditional form of
learning, these features, according to some authors,
are as follows [15]: student stands in the center of
technology; there will be invisible competition
between students; students play a passive role in the
Volume 02 Issue 04-2022
37
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
02
I
SSUE
04
Pages:
35-41
SJIF
I
MPACT
FACTOR
(2022:
6.
108
)
OCLC
–
1121105677
METADATA
IF
–
5.582
Publisher:
Oscar Publishing Services
Servi
classroom; the essence of education is the transfer of
knowledge.
e-learning models include: student stands in the
center of technology; cooperation is the basis of
educational activities; students take an active part in
the classroom; the essence of educational technology
is to develop the ability for independent learning.
Thus, all elements of the pedagogical system of e-
learning will change:
1.
The content is based on professional knowledge,
not the logic of scientific knowledge.
2.
The requirements for methods and forms of
teaching will change, which will also change the
role of the teacher, i.e. the need to train teachers
to work in the e-learning system.
3.
The type of activity and the nature of the
relationship between the teacher and the
student differ. The student becomes a full-
fledged subject who receives the necessary
support from the teacher in solving professional
problems, such as solving educational and
professional problems.
4.
The transition from the associative-statistical
model of cognition to a dynamically structured
system of mental activity.
The e-learning system is developing by summarizing
all the advantages of the traditional education system
and the advanced achievements of innovative
pedagogical models. It is this generalization that
ensures the effectiveness of e-learning, which
determines its overall development.
The didactic principles of e-learning are defined, some
of which are: principle of development and education
of education, the principle of scientificity and
complexity, principle of structure and sequence, the
principle of creative activity of students, principle of
development of exhibitionism and creative outlook,
principle of existence, the principle of creating a
positive
emotional
background,
principle
of
elementary
knowledge
(students
have
basic
knowledge in the field of information technology);
principle of student identity (create a system of
access to educational resources through individual
passwords and identifiers; use different passwords
and codes to protect tests from unauthorized access,
run test programs with a password; organization and
implementation of control measures on the basis of
certified regional training centers with Internet
access, the use of additional peripherals such as video
cameras, individual pin code input devices, and so on);
principle of pedagogical approval; principle of
integrated use of multimedia tools; the principle of
adaptation of educational material and the modularity
of educational material, etc. [15].
The following conditions have been determined to
ensure the modern level of organization and conduct
of e-learning: training of future teachers in the field of
creating distance learning courses using instrumental
software systems in the course of information
technology; stability of work with educational
materials in different operating systems; usefulness;
application or standardization package for displaying
educational
information;
compatibility
of
technological systems, allowing their use in various
functional systems; the ability to use one resource in
several applications; technology for creating new
learning materials and processes using already
existing tools using the interface, parameters and
functions of the tools.
Based on the foregoing, we can say that the main
feature of e-learning is the organization of
communication between the student and the teacher.
Volume 02 Issue 04-2022
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American Journal Of Applied Science And Technology
(ISSN
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2771-2745)
VOLUME
02
I
SSUE
04
Pages:
35-41
SJIF
I
MPACT
FACTOR
(2022:
6.
108
)
OCLC
–
1121105677
METADATA
IF
–
5.582
Publisher:
Oscar Publishing Services
Servi
PRACTICAL SIGNIFICANCE OF THE RESEARCH
The Moodle platform plays an important role in
shaping e-learning. The Moodle platform is based on
the principles developed by such scientists as L. S.
Vygotsky, John Dewey, Jean Piaget, Ernst von
Glaserfeld. Based on these principles, Martin Duyamas
formulated five principles that underlie the system
under the general name “social constructivism”.
Given these principles, we can consider such basic
components of e-learning as subjects of education,
communication systems between them and the
sphere in which the educational process is carried out.
The e-learning model provides for the transfer of
information in a special information and educational
environment (virtual) as a key component. The
specifics of the region fundamentally affect all
components of educational activities: learning
motivation, learning status, monitoring and evaluation
of students' knowledge.
All components of learning activities are, first of all, a
look at the relationship between the teacher and the
student through the Moodle platform.
The success of a distance course in e-learning often
depends on the correct organization of the
educational material. If the distance course is focused
on learning, then the collection, sorting and
placement of materials necessary for the course in
most cases are organized on the basis of cooperation
between the teacher and the student, which is
determined by the didactic features of the course
content. The creation of a distance learning course
should be aimed at developing students' ability to
learn independently. At the same time, the teacher
must manage the learning process and control the
acquired knowledge, skills and competencies.
The means of preparing educational material for a
distance course are selected in accordance with the
curriculum.
The course structure for the Moodle platform should
consist of the following elements:
1.
The block of motivation stimulates interest in
effective cognitive activity, active assimilation of
the main content. Motivation is a necessary part
of a distance learning course and must be
maintained throughout the learning process.
Much attention here is focused on the specific
goal set for the students. If the level of the task
does not match the level of readiness of the
student, motivation is lost.
2.
The instructive block should consist of
methodological and methodological instructions
that are significant for the participants in the
educational process, regulatory documents, the
results of a questionnaire, the distance course
schedule (course sections, assignments, tests,
independent work) and be presented in a clear,
understandable form.
3.
The information block includes printed textbooks
and
manuals,
electronic
textbooks
and
guidelines, assignments for laboratory and
practical work, a list of basic and additional
literature, additional course materials. The
Moodle platform contains elements such as a
lecture, a glossary, a Flash video, a Scorm
package, and resources such as a web page,
hyperlinks to place information in this block.
4.
The control block contains information that
controls
the
learning
process:
current,
intermediate and final tests, questions for
independent work, control tasks on topics. At the
same time, control work is an important factor in
controlling the assimilation of educational
Volume 02 Issue 04-2022
39
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
02
I
SSUE
04
Pages:
35-41
SJIF
I
MPACT
FACTOR
(2022:
6.
108
)
OCLC
–
1121105677
METADATA
IF
–
5.582
Publisher:
Oscar Publishing Services
Servi
resources by students in a distance course, the
formation of skills for independent work.
5.
The communicative and consulting block
describes the interactive interaction of distance
students with a teacher. The Moodle platform
has tools such as lectures, forums, chats for
interactive communication between teacher and
student. Counseling can be done individually or in
a group (5-7 people at the same time). They can
be real (chat, ICQ, Skype, webinar) and
asynchronous (e-mail, forum, advertising).
According to the above, the formation of a distance
course in an understandable and systematic form
depends, first of all, on the pedagogical and
professional skills of the teacher.
The Moodle platform allows you to design, create and
manage resources. The platform's interface also
provides easy-to-use options for educators with no
background
in
programming
and
database
management, and is well-designed. The teacher can
independently create and manage a distance course in
the system. In addition, for the convenience of
teachers, a WYSIWYG HTML editor is used in the
pedagogical process, which helps to enter data to
manage resources and course elements. With this
editor you can quickly and easily place text, tables,
diagrams, pictures, audio, video, flash data in a
remote course [14].
After registering as an administrator on the Moodle
platform, students must be enrolled in their courses
by distance learning instructors. After that, students
will have access to distance learning courses filled
with educational and methodological materials. The
Moodle platform has tools that allow the student to
learn independently under the guidance of a teacher.
When students first start working on the Moodle
platform, they are first introduced to the course
structure,
guidelines,
work
procedures,
and
assignment requirements. The teacher gives the
students an idea of how to work on the Moodle
platform. On a distance course, after each theoretical
material, students are evaluated on the basis of tasks,
tests.
On the Moodle platform, theoretical material is
presented using the Lecture element. In this case, the
sequence of pages is given in the form of theoretical
materials and questionnaires. The transition from
page to page is predetermined by the teacher. When
developing lecture material, lectures and assignments
are given in an organic sequence [14].
At the end of the lecture, students take a test on the
assimilation of the studied material. Endless attempts
are made to complete such tests without punishment
for wrong answers. Test results are recorded in the
assessment log, but are not taken into account when
calculating the rating.
It is necessary to form the basis of the forthcoming
work by familiarizing with the new material.
Therefore, in the system, students are given tasks to
test their knowledge. To do this, use the elements
“Task” and “Test”. These elements allow students to
individually test how well they have mastered the new
material.
Students are given practical tasks through the “Task”
element. The student uploads the completed
assignment to the server, the teacher checks and
evaluates the assignment or sends it back to the
student for re-completion of the assignment. If the
student satisfactorily completes the task, he/she is
allowed to move on to the next lecture.
Volume 02 Issue 04-2022
40
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
02
I
SSUE
04
Pages:
35-41
SJIF
I
MPACT
FACTOR
(2022:
6.
108
)
OCLC
–
1121105677
METADATA
IF
–
5.582
Publisher:
Oscar Publishing Services
Servi
At the end of the course, the student passes a control
test on the “Test” element, and at the end of the test,
the test result is issued. This ensures transparency and
openness of test control.
The Moodle platform in the course uses various
forums and chats to implement interactivity between
the teacher and the student.
A hyperlink is used in the Moodle platform to allow
students to solve problems set by the teacher and
follow the appropriate links to independently search
for the desired material.
Providing feedback between students and the teacher
allows for constant monitoring of problems that arise
in the activities of students. The feedback mechanism
focuses on the study of goals and objectives at each
stage of learning. Feedback can be carried out in any
form, including (current, intermediate, final) control
checks, discussions, teleconferences [47].
The Moodle platform uses a module-rating system for
assessing knowledge, which allows students to assess
their knowledge, develop skills for independent
search for materials, and independently conduct
research.
When forming a module-rating system for assessing
non-core areas, the following main features are taken
into account: modular course sorting; formation of
control work on the course/module; determine the
rating scale; inform students about the limits of
assessment, the deadlines for passing the test, the
transfer of points to the final grade; view the
gradebook. At the same time, students are assessed
for their work during the course.
CONCLUSION
Based on the foregoing, we can say that on the basis
of the use of information technologies in higher
education and the development on this basis of
various forms, forms and methods of organizing the
educational process in the e-education system with
the study of the most important aspects of the
organization of the educational process and the
architecture of the education system, the activities of
teachers were organized to e-learning organizations,
didactic principles of e-learning. An e-learning
methodology has been developed with the study of
the main features of the course structure for the
Moodle platform when building the course structure
in the e-learning process.
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Volume 02 Issue 04-2022
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American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
02
I
SSUE
04
Pages:
35-41
SJIF
I
MPACT
FACTOR
(2022:
6.
108
)
OCLC
–
1121105677
METADATA
IF
–
5.582
Publisher:
Oscar Publishing Services
Servi
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