Проблеми організації дистанційної та змішаної освіти в університетах України
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Дата
2020
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті аналізуються форми організації дистанційного та змішаного навчання в закладах вищої освіти України. Розглядається спільне та відмінне в поняттях «дистанційне» і «змішане». Автором визначено чинники, які впливають на здійснення ефективної моделі навчання, виокремлено позитивні та негативні сторони дистанційного та змішаного навчання. У статті віднесено до негативних сторін організації дистанційного та змішаного навчання відсутність високого рівня педагогічної майстерності та досвіду роботи з новітніми технологіями у викладачів, необхідність різних курсів підвищення їх кваліфікації, нових форм здійснення комунікації зі студентами. Автором розглянуто особливості впровадження дистанційного та змішаного навчання в освітній процес, поєднання різних видів діяльності, форм контроля й оцінки знань студентів.
The article analyzes the forms of distance and blended learning arrangements in higher education institutions of Ukraine. Common and different features in the concepts of distance and blended are considered. The author proves that distance technologies are the basis for the interaction of people involved in the educational process in both distance and blended learning. The indirect interaction of individuals by means of online technologies is crucial for distance learning. Blended learning is an approach, a pedagogical and technological model, a methodology based on direct interaction between students and teachers in the classroom along with online technology. It is determined that introduction of technologies in traditional education can make the educational process more adapted to modern requirements, still it will not change its effectiveness fundamentally. The author identifies the factors that influence implementation of an effective learning model and highlights the positive and negative aspects of distance and blended learning. The lack of teachers’ high level pedagogical skills and experience with the modern technologies, the need for various refresher courses, and new forms of communication with students are referred to the negative aspects of distance and blended learning arrangements. The author considers the features of the introduction of distance and blended learning in the educational process, a combination of different activities, forms of control and assessment of students’ knowledge. The article states that there is no universal model of blended and distance learning, but there are factors that influence the choice of an effective model for a particular course and which may change each year, affecting the course scenario (number of students in a group, year, minimum and maximum duration and frequency of classes, the venue of classes: in the classroom, in the laboratory, online). Recommendations to develop an effective model of blended and distance learning are given. The quality of distance education is not inferior to the ideal quality of full-time education, but requires the teacher to better coordinate the cognitive process, constantly improve their courses, increase creativity and skills in accordance with innovations. It is necessary to consider the planning of course studying as a set of interrelated types of student learning activities. The main task of the teacher in blended learning is the methodological design of his/her subject as a sequence of actions and experience that applicants will get during the course.
The article analyzes the forms of distance and blended learning arrangements in higher education institutions of Ukraine. Common and different features in the concepts of distance and blended are considered. The author proves that distance technologies are the basis for the interaction of people involved in the educational process in both distance and blended learning. The indirect interaction of individuals by means of online technologies is crucial for distance learning. Blended learning is an approach, a pedagogical and technological model, a methodology based on direct interaction between students and teachers in the classroom along with online technology. It is determined that introduction of technologies in traditional education can make the educational process more adapted to modern requirements, still it will not change its effectiveness fundamentally. The author identifies the factors that influence implementation of an effective learning model and highlights the positive and negative aspects of distance and blended learning. The lack of teachers’ high level pedagogical skills and experience with the modern technologies, the need for various refresher courses, and new forms of communication with students are referred to the negative aspects of distance and blended learning arrangements. The author considers the features of the introduction of distance and blended learning in the educational process, a combination of different activities, forms of control and assessment of students’ knowledge. The article states that there is no universal model of blended and distance learning, but there are factors that influence the choice of an effective model for a particular course and which may change each year, affecting the course scenario (number of students in a group, year, minimum and maximum duration and frequency of classes, the venue of classes: in the classroom, in the laboratory, online). Recommendations to develop an effective model of blended and distance learning are given. The quality of distance education is not inferior to the ideal quality of full-time education, but requires the teacher to better coordinate the cognitive process, constantly improve their courses, increase creativity and skills in accordance with innovations. It is necessary to consider the planning of course studying as a set of interrelated types of student learning activities. The main task of the teacher in blended learning is the methodological design of his/her subject as a sequence of actions and experience that applicants will get during the course.
Опис
Ключові слова
дистанційне та змішане навчання, ефективна модель навчання, новітні технології, форми навчання, види діяльності, контроль знань, distance and blended learning, effective learning model, latest technologies, forms of education, activities, knowledge control
Бібліографічний опис
Паламарчук, О. Проблеми організації дистанційної та змішаної освіти в університетах України [Текст] / О. Паламарчук // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2020. – № 9 (103). – С. 237–248. – DOI: 10.24139/2312-5993/2020.09/237-248.