Volume 04 Issue 11-2024
243
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
243-246
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In the article, the content of teaching "Russian language" in the distance form and the organization of the training
process, as well as the issues reflecting the features of the selection for the distance course, are discussed.
KEYWORDS
Information-communication competencies; educational resource; distance course; information and educational
environment; speech activity; amount of speech practice; educational paradigm.
INTRODUCTION
The modern paradigm of education is based on such
concepts
as
learner-centered
education,
individualization, and differentiation. These concepts
are foundational for educational activities, the
formation
of
learning
motivation,
and
the
development
of
students'
self-improvement,
grounded in scientific and theoretical skills.
Currently, the conceptual ideas of using remote
information
and
communication
technologies,
ensuring the proper organization of the educational
process, are successfully implemented through the
Internet network and skillful use of the information
therein. One of the most important directions of this
process is to prepare teachers to use technologies in
the learning process and to form their information and
communication competencies (ICT competence).
Distance education technologies are understood as
education conducted indirectly (via electronic distance
learning), primarily involving the use of information
and telecommunication networks by the community of
students and teachers. E-learning involves using data
available in databases through cooperation between
Research Article
DISTANCE EDUCATION IN TEACHING THE RUSSIAN LANGUAGE
Submission Date:
November 20, 2024,
Accepted Date:
November 25, 2024,
Published Date:
November 30, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue11-47
Abduraxmanova Xilola Raxmatullaevna
Senior Lecturer at Department of "Russian Language and Literature" Termiz State Pedagogical Institute,
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 11-2024
244
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
243-246
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
students and teachers, using information in learning
programs, and processing this data with educational
technologies, technical tools, as well as information
and telecommunication networks, ensuring the
transmission of this information over communication
lines and organizing educational activities interactively.
In the distance education system, teaching is mainly
organized in three forms: full-time, part-time, and
distance learning forms. Education can take place in
two main forms: in organizations that carry out
educational activities, or external (home education or
self-study).
One of the features of self-study is that it often involves
a large percentage of the use of Internet resources for
independent work during online courses. The modern
educational process is presented as a blended form,
which combines both face-to-face education and
online distance education using distance and e-
learning technologies.
“Online distance education has provided students with
opportunities for more independent work, scientific
creativity, and reading books. Teachers are striving to
develop their professional skills by regularly
participating in online videoconferences held with the
involvement of foreign scholars.
Nowadays, objective conditions have been created for
the rapid transition to new teaching and upbringing
technologies, as innovative processes in economic and
social life necessitate fundamental changes in
education itself. No educator can afford to stay away
from this process,” [1].
Among the scientists and leading experts who have
considered distance education as a structural
component and form of the education system in the
CIS countries, Doctor of Pedagogical Sciences,
Professor E.S. Polat has emphasized that "...distance
education is a form of education in which the
interaction between teacher and students takes place
at a distance and all the components of the educational
process (goals, content, methods, organizational
forms, and teaching tools) are carried out specifically
through Internet technologies or other interactive
tools" [2].
For distance education courses, special software like
LMS (Learning Management System) such as Moodle
(electronic learning) is used for course development
and education management.
A distance course is an interactive system for
participant interaction during the learning process. It
can be seen as an educational source (a website)
comprising several pages that are interconnected
within a certain course. The distance course includes
elements like:
Educational-methodological complex (EMC);
The program website or LMS where educational
materials are posted;
Internet Web 2.0 services as needed during the course
teaching process.
Traditionally, the EMC consists of the following blocks:
Organizational block: Introduction (video, text),
meeting place for the study group members (forum,
social network), instructions for using the course
software (which may be LMS, Web 2.0 services, and
guides for course study, the course program,
netiquette, etc.);
Volume 04 Issue 11-2024
245
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
243-246
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Theory: Educational materials in various formats,
including graphical text, video lectures, webinars, or
open Internet resources;
Practical exercises: Workshops, assignments, theses,
cases, and essays;
Control types: Tests, self-management, mutual control,
final qualification projects, portfolios, etc.;
Pedagogical
communication:
For
example,
a
conference, forum, or virtual classroom in Zoom for
interaction between teacher and students.
This distance education model may vary in terms of the
number and order of course blocks or sections,
dependi
ng on the course’s goal, student needs, and
the software.
Each model of distance learning has unique
organizational forms and methods. Key models of
distance education that retain relevance and are
moving toward new development points include:
Integration of full-time and distance learning;
Freedom of the distance education course;
Information and educational delivery environment
(virtual school, department, university);
Network
education,
case
technologies,
and
videoconferencing.
The leading component of teaching Russian is not the
fundamentals of the subject itself, but the methods of
activity
—
teaching various types of speech activities
such as speaking, listening, reading, and writing.
Developing
communicative
competence
and
understanding linguistic concepts and the language
system as a means of communication is the aim of
teaching Russian.
The difference between the "Russian Language"
subject and "Native Language" lies in the amount of
speech practice (e.g., at home, with friends,
acquaintances) versus the limited scope of weekly
practical seminars at the university. To teach and learn
Russian more effectively, it is essential to increase the
volume of speech practice, fostering speech skills
through traditional face-to-face activities.
Distance education is distinguished by its emphasis on
the following characteristics: independent work
through the use of information and educational
services available on the Internet, systematic
organization of learning materials, interactivity,
modern pedagogical technologies, and engagement
with native speakers of Russian to enhance
communicative competence.
Reading texts and watching videos on Russian-
language Internet resources based on relevant
information, such as recent world events (sports,
culture, politics), speeches of native Russian speakers
(political figures at conferences, presentations), films,
videos, electronic libraries, and other resources, can
enrich one's language skills. The process of accessing
relevant information also forms students' information
and communication competence, increases individual
motivation for learning Russian, and requires the
development of tasks related to information, project,
creative, and research activities.
During a distance course, it is important to take into
account the pedagogical technologies that contribute
to more effective learning of Russian, including
Volume 04 Issue 11-2024
246
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
243-246
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
discussions, role-playing, project activities, and other
study materials.
In the modern world of information, various types of
digital devices (mobile phones, smartphones, iPhones,
tablets, computers, etc.) that facilitate communication
in Russian can increase the intensity of speech practice.
Due to mobile learning, which is evolving as a concept,
institutions are expanding through specialized
courses, formal and informal education integration,
and increasing the professional development of
teachers, coaches, and others.
Thus, it should be noted that introducing information
and communication technologies in language
teaching, forming communicative competence in
learning
Russian,
student-centered
education,
individualization and differentiation of learning
activities, self-study, and self-development of students
are factors stimulating distance education.
The tasks facing pedagogical science for modern
distance courses include selecting educational goals
and models based on specially designed online
education, methodically developing existing study
guides, researching new ones, selecting prospective
technical tools for teaching Russian, and using
software capabilities and competencies in distance
courses.
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