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4. An official site of the State committee of Republic of Uzbekistan on
statistics. [An electronic resource]. Access mode
Ubaydullaeva Lily Shavkatovna, "Plekhanov Russian University of
Economics in Tashkent, Republic of Uzbekistan
ELECTRONIC DIDACTICS AS A FACTOR IN MODERNIZATION OF HIGHER
EDUCATION IN PANDEMIC (COVID-19)
L. Ubaydullaeva
Abstract: Global changes in society and education that have recently
occurred in pandemic due to intensive use of information and
communication technologies suggest a revision of traditional view of
didactics. The article considers subject and objectives of e-learning
didactics, analyzes terms used in a system of didactic support of e-learning
in higher education, and considers promising areas of e-learning and
development of didactic principles.
Keywords: e-learning, traditional didactics, e-learning didactics,
distinction parameters, didactic principles, didactics tasks.
The main direction of strategic development of the Republic of
Uzbekistan is comprehensive modernization as an important factor of
prosperity of the country factor, sustainable economic growth, providing
population employment. Building a strong base of successful development
of modernization process is impossible without participation in the process
of education system, a leading role in which belongs to potential of higher
educational institutions. In order to achieve the intended purpose in State
program 2020 "The Year of Development of Science, Education and Digital
Economy," there made a special emphasis on providing innovative
character, digitalization of education system in accordance with social and
economic challenges and digital economy.
Pandemic coronavirus infection COVID-19 affected educational systems
around the world, which led to the mass closure of schools and higher
educational institutions. Almost all higher educational institutions of the
Republic of Uzbekistan transferred to distance learning from March 16,
2020. Educational policy experts believe that after the end of pandemic,
educational institutions would not like to return completely to usual format
of training. In Uzbekistan there is going to happen a rise of online education.
However, many problems are also expected. A significant problem is
behavior of teachers and managers of educational programs in the context
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of transition to distance learning. By the way, topic of teachers’ readiness to
online learning is critical not only in the Republic of Uzbekistan.
For example, according to the research by Bay View Analytics firm, there
are 1.5 million teachers in the United States and 70% of them have never
taught in the virtual space [1]. At the same time, along with obvious
challenges and problems, new training format provides a wide range of
opportunities and prospects for changing and improving educational
systems for which a critical situation creates forced conditions. Coronavirus
pandemic has launched a digital transformation of educational process and
it is happening much faster than it is planned in the framework of
implementation of State program “The Year of Development of Science,
Education and Digital Economy”. It is definitely could be said that
digitalization is not future, but today's reality.
Next decade should accordingly be an era of significant changes in
higher education - formation of new middle class for the development of
digital economy and reorganization of educational process based on the use
of artificial intelligence technologies. Digitalization reform of education
involves equipping educational institutions with modern technologies,
namely, computers with access to the Internet, information systems that
allow access to educational resources, the results of modern research and
development, electronic scientific libraries in various languages of the
world.
Education goes beyond classrooms, laboratories, libraries. A number of
students who study remotely is increasing. Digital technologies change
radically the content of taught disciplines and form of their presentation.
These are not only routine electronic presentations or use of video. Direct
connections to electronic databases, news, forums, video broadcasts,
stimulation systems, electronic simulators are possible.
In the context of development of digital economy, there is a change in
learning process of students. Therefore, the condition for fulfilling tasks set
is introduction of new forms of training and innovative technologies in
educational process of the university. Recent global changes in society and
education as a result of intensive use of information and communication
technologies (ICT) suggest a revision of traditional view of didactics.
Didactics of digital age reveals possibilities of e-learning in dynamically
functioning information and communication subject environment aimed at
intellectual and personal development of a student [2].
There consider various parameters of the difference between
traditional didactics and e-learning didactics. Two parameters act as such
characteristics - the level of application of information and communication
technologies and training format. There are three levels of implementation
of information and communication technologies in educational process. The
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52
first or low level is characterized by fragmented, situationally determined
use of individual elements of digital technologies and multimedia tools in
educational process. Information and communication technologies at this
stage play an auxiliary role, which does not affect the quality of educational
process. The second or average level of application of information and
communication technologies in educational space is represented by
systematic, theoretically justified implementation of technological and
software tools in educational process in order to transfer the level of
training to qualitatively new level. At third or high level, all advantages of
middle level of introducing information and communication technologies
into educational process are used, which are supplemented by organization
of distance learning, which provides student with the opportunity to access
educational information regardless of time, geographical or social
framework.
Traditional didactics area is covered by familiar classrooms or other
limited space in which there is a low level of use of technological means.
Electronic didactics covers virtual digital space using the Internet,
interactive multimedia tools and distance learning management systems.
Consequently, the difference between e-learning didactics and classical
didactics is based on: change of goals, results, organizational forms, teaching
methods and means in e-learning; emergence of new types of learning
activities; changing the structure of presentation of educational material
(instead of linear or concentric presentation – non - linear, hypertext,
hypermedia ); change of types of teaching material (emergence of
interactive electronic textbooks, electronic tests, etc.); intellectualization of
information systems providing automation and control of technological
process in the sphere of education; presence of "virtual world"; leveling the
authority of teacher.
The main tasks and electronic didactics are:
determination of the structure, volume and content of education that
meets the ergonomic, health-saving requirements for the safety of education
in the context of using information and communication technologies,
scientific and technical level of development of society, age and
psychological characteristics of students;
development of new forms, techniques and methods of training,
creation of techniques that contribute to intensification of educational
process;
creation of conditions for the development of information culture,
maximum activation of independent productive activities, realization of
individual’s creative abilities and desire for continuous self-improvement
through self-education.
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Thus, there appeared a necessity thorough elaboration and didactic
principles, adaptation and refinement i.e. existing in the process of e-
learning.
Moreover, traditional understanding of didactics does not meet the
requirements of information society with rapid development of ICT.
Didactics of digital age is transforming into science, engineering and art of
learning. Didactics is a developing field that expands its theory by combining
research and teaching. Innovative solutions are needed to meet challenge
and respond to the challenges of learning and teaching in digital age with
intensive use of information and communication technologies. One of these
solutions is based on application of engineering methodology to study
teaching and learning processes.
References:
1. COVID-19 Impact on Education // Website en.unesco.org
(https://en.unesco.org/COVID19/educationresponse). Viewed 05.2020.
2. Platonova T.E. Problem of introduction of technologies of digital
economy at present stage of development of economic education in Russia
// Bulletin of Altai Academy of Economics and Law. 2019. No. 5-1. - p.116-
120; URL: https://www.vaael.ru/ru/article/view?id=470 (accessed date:
10.06.2020).
3. Didactic activity. URL: https://www.ngpedia.ru/id472p1.html
(accessed date: 10.06.2020).
Luiza Makhmutkhodjaeva, Сandidate of history science, Associate
Professor Tashkent Branch of Plekhanov Russian University of Economics,
Tashkent, Uzbekistan
Elena Arkhangelskaya, Candidate of legal sciences, Tashkent Branch of
Plekhanov Russian University of Economics, Tashkent, Uzbekistan
PROBLEMS OF IMPROVEMENT OF THE LEGISLATION ON ECONOMIC
SECURITY AND TASKS TO SUPPORT ENTREPRENEURSHIP AND
DEVELOPMENT OF DIGITAL ECONOMY IN THE REPUBLIC OF UZBEKISTAN
L. Makhmutkhodjaeva, E. Arkhangelskaya
Abstract.
In the article there considered problems of improving legal
regulation of economic security, pandemic response, urgent issues of the
development of digital economy, creating legal framework necessary to
regulate the use of modern digital technologies in economic sectors, and
further growth of entrepreneurial activity. Specific tasks have been
