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THE NEED TO INTRODUCE INDEPENDENT LEARNING
TECHNOLOGIES
Orinbaev Ansatbay Amanbaevich
Trainee teacher of the Department of Distance Learning of Exact and Natural
Sciences of the Nukus State Pedagogical Institute
https://doi.org/10.5281/zenodo.14211946
Pedagogical technologies of distance education are a set of teaching
methods that provide the educational process of distance education based on
the selected teaching concept.
There are different models and forms in the educational system of
distance learning, which differ in the following terms of use [1]:
• geographical conditions (for example, the territory of the country,
location away from the center, climate);
• general level of informatization and computerization of the country;
• level of development of communication and vehicles;
• level of use of information and communication technologies in the
educational process;
• traditions used in education;
• availability of scientific-pedagogical personnel for the distance education
system and their potential, etc.
Distance education is mainly carried out using the following technologies:
Reproductive technologies
. Reproductive technologies are implemented
through the distribution of educational materials. The main purpose of the
technology is to send educational and methodical materials to the student. In
this case, communication between the teacher and the student is carried out by
e-mail.
Interactive technologies
. This technology of distance education is based
on a model of teaching focused on an individual. An example of an interactive
technology is Keys technology. In this case, complete educational and
methodological materials (curriculums, educational materials, self-examination
tasks, etc.) are delivered to those studying in the network, communication
between the teacher and the student is carried out by e-mail [2].
Collaborative learning technologies
. Studying in this technology is
conducted in small study groups. A virtual environment is created between the
teacher and students with the help of multi-functional, team-use technical
means of sending information. The collective action of students is under the
control of the teacher.
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Technological platforms
. Distance education platforms mean a set of
software and technical tools, which include management and implementation of
the educational process aimed at distance education. Today, distance education
technological platforms are implemented in the form of "TV-technology", "Case
technology", "Network technology".
Telecommunication (TV) technology
. In TV-technology, it is envisaged
to use the television system in order to deliver teaching-methodical materials to
students and to organize constant teacher-tutor consultation. "Live" training can
be organized using television and telebridges.
Case technologies
. Case technologies are based on the use of textual,
audio-visual and multimedia teaching-methodical materials (cases) and constant
advice by the teacher-tutor for students to learn independently [3].
Network technologies
. Network technologies, telecommunication
networks are used to provide students with various interactive levels of
interaction with the teacher and student and educational materials. Network
technologies are divided into asynchronous and synchronous types.
Asynchronous network technologies
. Currently, two groups of
asynchronous technologies are used more in our educational system:
RЕSULTS АND DISСUSSIОN
- Computer-Based training (SVT) – independent education with the help of
computer training programs of various degrees of interactivity.
- Web-Based training (WBT) - different levels independent and collective
education based on interactive computer training programs.
Synchronous network technologies
. It is a modern technology of
distance education, in which the participants of the study are located in a distant
area from each other during the educational process. Synchronous technologies
are based on the creation of virtual classrooms using video conferencing tools
and additional collaboration equipment. Synchronous technologies require the
participation of all students in the virtual classroom at the same time and create
the possibility of combining different models of teaching during one session [4].
The main technologies of distance education can be divided into the
following two groups:
INTERACTIVE technologies [5]:
· Internet distance education portal.
· Video and audio conferences.
· Education by e-mail.
· Self-study through the Internet.
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· Remote control systems.
· Online stimulants and training programs.
· Test submission systems.
NON-INTERACTIVE TECHNOLOGIES:
· Video, audio and printed materials.
· Television and radio broadcasts.
· Programs located on disks.
Video and audio conferencing is a way of organizing education by
connecting two remote audiences with each other through telecommunication
technologies using the Internet and other telecommunication communication
channels. However, video and audio conferencing will require a large amount of
special equipment, a high-speed communication channel, and the involvement of
service professionals to organize training [6].
Independent education on the Internet is a way to independently work on
a large amount of information located on many Internet sites and acquire new
knowledge.
E-mail education is a way of getting education by establishing
communication between the student and the teacher through letters using the
most popular Internet services. With its help, we can send and receive various
tests, assignments, questions and answers and instructions (in the form of text,
graphics, multimedia, programs and other forms) [7].
Remote control systems - a way to acquire knowledge using special
systems that create opportunities to control and operate complex software,
systems and equipment in real-time. The main task of remote control systems is
to give the student only practical knowledge.
Stimulator, e-textbooks and training programs are mainly ways of
transferring theoretical and practical knowledge to students online through
computer programs. Stimulators and electronic textbooks are now widely used
in the field of education.
Testing systems are used to check and evaluate students' practical and
theoretical knowledge with the help of special programs.
Distance education portals of the Internet are special Internet sites (on-
line resources). The main task of these sites is to organize the educational
process or to establish an electronic online communication between the student
and the teacher, to allow teachers to enter educational materials on the site, to
create an opportunity for students to work on this information and to use other
distance education services.
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The availability of universal free access to technology is one of the main
factors in choosing it. It mainly depends on the composition of the selected
group and the learning environment (location of the user: home, workplace,
university, training center). Therefore, it is necessary that the technology should
be convenient for all members of the study group and not require additional
tools from the users.
Bates's 12 golden rules for choosing a distance learning technology are as
follows [8]:
good education means many things;
any technology has its attractive positive aspects;
educational technologies are flexible;
super-technology does not exist;
provide access to all tools for the teacher;
it is necessary to connect with all kinds of economic factors;
communication and communication are important;
the number of students is the most important factor;
new technology is not necessarily better than old technology;
training is required for the teacher to use the new technology more
effectively;
presence of a team is necessary;
technology is not a problem.
The organization of distance education should begin with the formation of
the course task, the selection of the methodology and technology that meets the
set goal, and the creation of the following various educational situations:
cooperation pedagogy;
traditional teaching;
educational assignments and practice;
interactive discussions;
modeling;
demonstration;
innovation;
games; solving problems and problems;
coaching.
Organizing online distance learning requires a lot of planning and
preparation. Preparation of educational materials and programs is the main
component of Distance Education, especially in this form of education.
Table 1
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Description of online distance learning
No time limit
Mail can be retrieved and read at any
convenient time.
Student and teacher strict lesson
can be interconnected without a table.
No distance limit
Materials can be sent and received
anywhere.
Simultaneous teaching
A form of dialogic learning that allows
the teacher and the student to
participate in the learning process at
the same time.
Asynchronous teaching
A form of dialogic learning that does
not require the teacher and the
student to participate in the learning
process at the same time.
Linear and non-linear training forms
Reading can be organized by the
teacher or by the student. It is
advisable to use a text or hypertext
form of reading.
The following basic principles must be taken into account when organizing
a training system based on distance education [9]:
to ensure the priority of the pedagogical direction in the design of the
educational process of distance education. The essence of this principle is that
when designing a teaching system based on distance education, it will be
effective if first of all a didactic model of the educational process is developed,
and the pedagogical side of the project is considered a priority;
the principle of pedagogical appropriateness of the new information
technologies used;
the principle of selection of the educational content, that is, the compliance
of the content of distance education courses and subjects with the requirements
of DTS;
the principle of ensuring the security of information transmitted or
received in distance education;
the principle of the necessity of primary education;
matching principle of teaching technology;
the principle of mobile teaching;
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the principle that distance education should not be opposed to the existing
form of traditional education.
Forms of organization of distance education
Chat training is an educational training based on chat technologies. Chat
sessions are synchronous, that is, all participants enter the chat at the same time.
For this purpose, chat rooms are organized at the distance learning center
(country) [10].
Web-based trainings are remote trainings that are conducted in the form
of conferences, seminars, work games, laboratory work, and practical trainings
using telecommunications and other means. Special educational web forums are
used for web classes. The difference between this form of training and chat
sessions is that the sessions are conducted asynchronously, that is, users record
their information. In this case, the interaction between the student and the
teacher can be long-term.
Teleconferencing is carried out by sending information and information
using e-mail. Such a teaching system is called "Natural Learning Manner".
Telecommuting. An example of this is participation in distance education
with the help of the R.Bot 100 robot. For example, distance education training of
disabled children with the help of this robot is being carried out as an
experiment in Moscow schools. A disabled student learns by hearing, seeing and
talking with the help of a robot while standing next to a computer at home. The
teacher asks questions, he answers. Also, with the help of a robot monitor, the
teacher watches the student, and the student feels as if he is sitting in the
audience among his peers. During the break, he can also communicate with his
peers.
The organization of the educational process in distance education can be
carried out on the basis of the following stages:
►
Defining course objectives. It is determined which knowledge (subjects,
science, etc.) should be given and who should be taught.
►
Selection of teaching methods. During the educational process, it is
necessary to carry out a diagnosis of the level of knowledge and skills, as well as
to determine the sources and methods of verification.
►
Development of methodological requirements for educational material. It
is necessary to determine the methods and volumes of imparting new
knowledge.
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►
Development of lesson schedule. It is necessary to divide the entire course
into several modules, to determine what knowledge the student should have
after the completion of each module.
►
Organization of educational process monitoring.
►
Planning inspection processes,
►
Planning students' independent work,
►
Preliminary evaluation of the results of the educational process;
Results detection and analysis software.
References:
1.
Allen, I. E., & Seaman, J. (2017). Digital Learning Compass: Distance
Education Enrollment Report 2017. Babson Survey Research Group.
2.
Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher
Education: Framework, Principles, and Guidelines. Jossey-Bass.
3.
Moore, M. G., & Kearsley, G. (2012). Distance Education: A Systems View of
Online Learning. Wadsworth Cengage Learning.
4.
Salmon, G. (2011). E-tivities: The Key to Online Learning Success.
Routledge.
5.
Bates, A. W., & Poole, G. (2003). Effective Teaching with Technology in
Higher Education. John Wiley & Sons.
6.
Siemen, G. (2013). Learning Analytics: The Emergence of a New Approach
to Education. Journal of Educational Technology Systems, 42(3), 231-245.
7.
Johnson, L., Adams Becker, S., Cummins, M., & Estrada, V. (2014). NMC
Horizon Report: 2014 Higher Education Edition. The New Media Consortium.
8.
Wang, M. (2013). "The Effectiveness of Distance Learning: A Review of the
Literature." International Journal of Business and Social Science, 4(1), 64-72.
9.
Tinto, V. (1997). "Classrooms as Communities: Exploring the Educational
Character of Student Persistence." Journal of Higher Education, 68(6), 599-623.
10.
Topping, K. J., & Ehly, S. (1998). Peer Assisted Learning: A Practical Guide
for Teachers. Routledge.
