Introduction
CHAPTER I Theoretical aspects of the comparison of traditional and e-learning
1. Contemporary Issues traditional and e-learning.12-30
2. History of traditional and e-learning.31-48
3. Requirements for the content of e-learning.49-81
Conclusions on the first chapter
CHAPTER II. Modern technology of traditional and e-learning
1. Forms and methods of e-learning.82-92
2. The results of experimental - experimental work ... 93-114
3. Development of the scientific basis of e-learning technology.115-124
Conclusions on the second chapter
Conclusion. 125-132
Bibliography... 133-149
History of traditional and e-learning
In setting the context of online learning, strategies should be used that allow learners to understand and pay attention to information and actively remember it. Students use their sensory system to absorb information in the form of feelings. It is necessary to use strategies that maximize the manifestation of sensations. For example, the appropriate layout of information on the page, page features (color, graphics, font size, etc.) and methods of presenting information (auditory, visual, animation, video).
Before the perception and processing of information, students must understand it on a sensory level. The strategies needed to develop understanding and interest in online learning are listed below.
Important information should be placed in the middle of the page and students should read it from left to right (for the Latin alphabet).
Educational information to attract attention must be highlighted in various ways.
Students must understand the need for classes in order to be able to focus on the information received.
The presentation of materials must be appropriate to the level of knowledge of the student so that he can perceive its meaning. The combination of simple and complex material will help the student adapt to different levels of learning.
These strategies allow students to retain information in long-term memory and make sense of new information. The task of students is to establish a connection between new and stored in long-term memory information.
Strategies should facilitate the implementation of the following models: - preparation of conceptual models that students can apply to their existing mental models, or to maintain structure, they should be used when studying the details of the lesson; – use pre-surveys to clarify expectations and activate the existing knowledge structure of students and provide motivation to seek additional resources and achieve results. – Information must be transmitted in chunks to prevent overflow of active memory. Online learning teaching materials should be 5 to 9 points per page to facilitate active memory processing; - if the lesson contains many points, then it should be organized in the form of an information plan. The information plan is a vision of the presentation of online classes, which can be formed in three forms: 1 - linear, 2 - network and
During the lesson, each item is displayed in a general information plan and then divided into sub-items. At the end of the lesson, by interpreting the relationships between the elements, the master plan is re-adjusted. For the purpose of in-depth processing, students should contact at the end of each lesson to provide information and update it in the plan.
Effective online classes should use techniques that provide students with the ability to search for and comprehend information, provide strategies for high processing and storage of information in long-term memory.
Requirements for the content of e-learning
It should be noted that although the goals of virtual learning are the same as those of distance learning, they are essentially different.
The problem of the growth of applicants for higher education and the development of information and communication technologies have led to the emergence of new approaches to learning and its methods.
One of the latest developments in this area is virtual education. Virtual education emerged as a solution to this problem and provided new opportunities in life and education,
especially for adults. To establish a system of virtual education, many factors must be considered together and in combination with each other. Comparative studies and a review of the virtual learning literature have shown that the most important components of the education system consist of:
Technological infrastructure. Includes basic communication systems (fiber-optic, satellite receivers, microprocessors, etc.), the Internet, Internet providers, connecting the education system to network systems, etc.
human infrastructure. The introduction of a virtual learning system requires the involvement of qualified technical personnel, developers of technical and educational projects, teachers, students, designers, administrators, etc.
Extensive knowledge is also required - the ability to use a PC, text editors, extract from the web scientific knowledge instead of aimlessly browsing the web, apply software, multimedia, find errors and fix them, etc.
Here, undoubtedly, importance new approaches, changing the perception and understanding of the totality of factors and adjusting the roles, relationships and methods of activity.
educational infrastructure. Shift in teaching and learning paradigm, change from supervised learning in the classroom to a self-learning system free from time and space restrictions, new teaching methods (synchronous and asynchronous), new pedagogical ecology, shifting the focus from teacher to student, shifting focus from teaching to learning, the latest teaching and assessment methods, etc.
Cultural, social and defining infrastructure. Netocratic culture (Internet oriented), raising a global citizen with respect for national and local values, paying attention to the digital divide and directing efforts towards an equitable distribution of teaching and learning processes, network culture and traditions, change social role higher education, the development of a new pedagogical culture (independence and student autonomy) as the dominant organizational culture in teaching and learning environments.
economic infrastructure. E-commerce, profitability, the latest methods of resource and budget allocation, new supply models, marketing and development of the education market, economy without intermediaries, return on investment, macroeconomics, indirect efficiency (expanding the choice of educational topics, teacher, facility mass media, price, speed, learning methods, etc. for the student).
Infrastructure management and leadership. Knowledge management (shifting the focus to organizational learning, rather than individual learning, developing ways to transfer accumulated knowledge and experience between employees of the organization). The choice of a strategy of mutual cooperation and healthy competition, new leadership and management strategies, including joint management, preventive and dynamic management, international and global approaches to organizational issues, the development of policies, courses and rules in the field of virtual education, due to various factors such as volume work, method of attracting researchers, methods, verification and licensing, intellectual property issues, qualitative and quantitative standards, quality assurance, originality and reliability of information, electronic security measures, acceptable usage policies, etc.
Administrative infrastructure and support system. Electronic management system, organizational, educational and technical support system for students, teachers and employees, access to digital resources, services, etc. . Features of e-learning How well the e-learning program is designed, the more can be provided special features useful in the learning process. In any case, these characteristics should be included in a meaningful form in the e-learning program. The greater the proportion of components of a certain e-learning program, the more features and characteristics it can provide. The extent to which e-learning features are effective depends heavily on the question of their incorporation into program design. The quality and degree of influence of one characteristic of e-learning can be determined by considering the important crisis topics of the learning environment. The following are examples of some of the characteristics of e-learning. Interactivity, reality, full control, comfort, self-sufficiency, ease of use, online support, security, cost-effectiveness, collaborative learning, formal and informal environments, multidisciplinary, online assessment, online search, global accessibility, intercultural interactions, non-discrimination, etc. .
Results of experimental work
Factors hindering the development of e-learning The application of new learning models for those who have been engaged in the traditional way for several years will be fraught with certain problems and difficulties. Along with this, the philosophy of education and upbringing (pedagogy) in each country is different. As a result, different methods and approaches will appear. Changing learning models will require transforming these approaches. On the other hand, countries differ in terms of access to information and communication technologies. These differences can create certain obstacles in the implementation and implementation of e-learning.
Virtual university A virtual university is an environment where, through the use of multimedia tools such as a PC, the Internet, fax, camera, online communication software, etc. distance e-learning is implemented.
It can be argued that the concepts of "virtual university" and "virtual learning" refer to courses and education that are different from traditional teaching methods. Lesson content can be shared over the Internet or via video, in a two-way active and interactive way. As well as cable and satellite television can serve as a media means of transmission of these activities.
The virtual university is interactive, dynamic and student-centered. Such universities provide the opportunity to study anywhere, at any time and throughout life.
Research Center - This center informs students about scientific and publishing activities. Bookshop - allows you to buy e-books and other educational materials using a credit card (e-books). Responsible for the execution of administrative services, such as registering a list of seminar classes, exams and laboratory work.
Academic units offering classes, labs, dissertations, and exam programs. E-learning in Iran takes the first steps in the field of educational technologies and distance education. One of the most important arguments in favor of the need to create e-learning centers in Iran is that the limited resources of the current education system have become a particular social problem ]19[.
Advantages and Disadvantages of Virtual Schools As previously identified, a virtual school transfers its learning programs through the Internet and the student does not have to be present in the classroom, as in traditional education. Here are some of the advantages and disadvantages of these universities:
Advantages. Possibility to offer classes in a multimedia environment (audio, video, text, animation), which naturally significantly improves the quality of the content. Availability of lesson content from anywhere and at any time, plus the possibility of repetition for better absorption. The absence of time and space restrictions makes it possible for busy people, or even those who are on a trip, to receive education without any problems. The connection of the teacher with the student over the network provides the opportunity to choose a teacher from any country in the world, just as a student from anywhere in the world can receive an education. Access to the digital library in real time. Opportunity to continue education for those who were cramped within the framework of traditional education.
Development of the scientific basis of e-learning technology
E-learning is a comprehensive system of solutions for organizations moving along the path of modern technologies and changing methods and learning environments.
In general, the benefits of e-learning can be summarized as follows: The method of offering classes to students. No time limits for classes. Versatility, coverage, mobility, timeliness, and meeting learning needs at any time. Growth in the quality of classes (based on the use of multimedia tools). Growth in the efficiency and impact of training (due to the removal of temporal and spatial restrictions).
Use of various means of mass media. One of the most important tools for conveying information and knowledge to an audience is the use of appropriate media.
Virtual learning uses five media such as text, sound, image, animation and video as the most important communication tools.
Equal availability. Virtual learning provides all participants with equal access to educational resources. That is, one well-designed virtual lesson can be used by students on the scale of one country or even wider.
Extensiveness of training. At present, none of the types of training has such a potential to spread around the world as virtual training via the Internet. Geographic boundaries The distribution of virtual learning environments coincide with those outside the Internet. Thus, this type of education provides the potential for learning from anywhere. Virtual training in automatic mode is available 24 hours a day. Thus, virtual education contacts at any time of the day they can revise their classes, exercises and tests to respond to the participants. Therefore, the virtual learning audience can attend classes at any time of the day, complete assignments and participate in the relevant tests. Thus, another feature of virtual education is the absence of time restrictions.
E-learning has the ability to connect teachers and students from all over the world, which has many advantages.
Interaction between teacher and student. The physical presence of the teacher and students in the classroom is not required. Reduce travel time and costs for students. Possibility of teaching a large number of students in the class. Possibility of registration of activity and progress of pupils by the teacher. Possibility of drawing up various models of teaching by the teacher. Ease of communication.
Interaction and cooperation. Other advantages of virtual education via the Internet include the use of tools for communication, consultation and cooperation between teacher and students. For example, most e-learning management systems have email and chat facilities. With these tools, you can send messages, ask questions, and discuss scientific articles and reports among participants.
There are two traditional teaching methods
1. reproductive
2. Explanatory and illustrative.
The reproductive method of teaching is used to develop students' creativity, push them to extract information already known to students. But still, the reproductive method cannot fully develop the thinking of students, their creative potential.
The explanatory and illustrative method consists in the fact that the teacher communicates the finished information by various means, and the students perceive, realize and fix this information in memory. The teacher communicates information with the help of the spoken word, the printed word, visual aids, and practical demonstration of methods of activity.
Thus, both traditional methods involve the transfer of knowledge for students in finished form.
These methods can be distinguished many shortcomings:
2. Low independence of students.
3. Scattering of attention.
4. Incomplete understanding of the material.
5. The inability to “think” and make decisions independently.
6. Average amount of knowledge.
7. The average pace in the study of the material.
Innovative teaching methods
These methods include active and interactive forms, applied in teaching.
Active forms provide for an active position of the student in relation to the teacher and to those who receive education with him. During lessons with their use, textbooks, notebooks, a computer are used, that is, individual tools used for teaching.
Thanks to interactive methods, there is an effective assimilation of knowledge in cooperation with other students. These methods belong to collective forms of learning, during which a group of students work on the material being studied, while each of them is responsible for the work done.
They belong to:
- creative exercises;
- group tasks;
- educational, role-playing, business games;
- excursion lessons;
- use of video materials, the Internet, visibility;
Innovative teaching methods at school contribute to the development of cognitive interest in children, teach to systematize and generalize the studied material, discuss and discuss
| Traditional | innovative | |
| Target | Formation of knowledge, skills | Development of the ability to independently pose and find solutions to new non-standard problems |
| Forms of organization | Frontal, individual. | Group, collective. |
| Teaching methods | Illustrative and explanatory, informational. | Problematic, problematic presentation, partially exploratory, research |
| Leading type of activity | Reproductive, reproducing. | Productive, creative, challenging. |
| Methods of assimilation | Learning, activity according to the algorithm | Search activity, reflection |
| Teacher Functions | Bearer of information, custodian of norms and traditions. | Cooperation organizer. consultant |
| Student Position | Passivity, lack of interest, lack of motive for personal growth | Activity, the presence of a motive for self-improvement, the presence of interest in activities. |
Undoubtedly, innovative teaching methods have advantages over traditional ones, because they contribute to the development of the child, teach him independence in cognition and decision-making.
Teaching methods
Teaching methods are ways of joint activity of a teacher and students aimed at solving learning problems.
Teaching methods are divided into three groups:
Organization methods.
- verbal methods ; story, explanation, conversation, work with a textbook and a book.
- Visual methods: observation, demonstration of visual aids, films and filmstrips.
- Practical Methods : oral and written exercises, graphic and laboratory work
Control methods.
1.Oral control. Individual or frontal survey.
2.Written control. Examinations, essays, presentations, dictations, etc.
3.Laboratory control, machine control. Laboratory work, tests, questionnaires.
Incentive methods.
In order to formulate the motives of educational activities, the whole arsenal of methods for organizing and implementing educational activities is used. Each of the methods has not only informative and educational, but also a motivational effect.
The main advantages of distance learning compared to traditional face-to-face learning
The basis of the educational process in distance learning is the purposeful and controlled intensive independent work of the student, who can independently determine the sequence of mastering subjects, study in a convenient place, at an individual speed, and in some cases at a convenient time for himself. Therefore, the main advantage of distance learning should be considered a certain freedom in terms of location, time of study and its pace, which makes distance learning attractive for those users who, for one reason or another, do not have the opportunity to study full-time, but wish to improve their educational level.
One of the most important advantages of distance learning is the lower cost of education, which, on average, is 32-45% lower. In exceptional situations, there is an even more impressive decrease in the cost - in this sense, the calculations of the specialists of the corporate training center REDCENTER are of interest. Taking as a basis a certain conditional company with a total staff of 280 employees, 80 of which are subject to training, REDCENTER specialists made calculations and came to the conclusion that, if properly organized, distance learning can cost a company seven times cheaper than a visit face-to-face courses on similar topics. Therefore, it is not surprising that companies are increasingly choosing this training option as a priority for staff development. This moment is also important when receiving education in a higher educational institution - if paying for traditional full-time education on a commercial basis is not affordable. True, the lower cost of distance learning should not be considered the main argument in its favor when receiving a basic education at an academic university. The fact is that not every student, due to their personal characteristics, is able to receive distance education: there is a certain percentage of people for whom the only possible way perception of educational material is a classroom form of education, and someone may simply not have enough discipline and perseverance in organizing self-study.
An important advantage of distance learning is its large, training time is reduced in this case by 35-45%, and the speed of memorizing the material increases by 15-25%. True, this advantage does not always work - it all depends on the material being studied and on the method of its presentation. For example, it is difficult to develop correct pronunciation, studying foreign languages remotely and not having sufficient conversational practice - if the grammar of a language can be mastered remotely, then face-to-face communication is necessary to master oral speech. In addition, many experts pay attention to the fact that greater effectiveness of training can be achieved only with careful consideration of such factors as the structure of the course and the method of presenting the studied material.
Online learning improves the quality of education through the widespread use of world educational resources and an increase in the share of self-learning of the material, the latter being especially important, since it gradually ensures the development of such qualities as independence, responsibility, organization and the ability to realistically assess one’s strengths and make informed decisions, without what a successful career is unthinkable. In addition, e-learning automatically leads to "early mastery of the skills of using information and communication technologies, which allows in the future to significantly increase the efficiency of using knowledge in the economy."
We must not forget that distance learning is the only way to get an education for those who, for a number of reasons (lack of time, the need to combine study with work, geographical distance from the university, etc.) cannot study in the usual full-time way.
In general, distance learning is most relevant in cases where the task is to train a large number of employees of a certain organization in a minimum period of time, and the organization itself has a geographically distributed structure and organizational changes are often carried out in it.
At the same time, distance and face-to-face education should not be opposed to one another - they are different, but complementary forms of education, between which there is a rather extensive area of mixed solutions, which often turn out to be much more productive. In practice, this means, for example, supplementing full-time basic education with the necessary online courses or using a combined form of education, in which a part of the theoretical material that is more accessible for self-study is studied by the student remotely, and practical work and the development of complex theoretical material take place in the classroom under the guidance of a teacher.
State support
UNESCO experts and the governments of developed countries agree that it is possible to meet the requirements of the information society for the level of people's qualifications only through the use of distance learning as a technology that orients students to a new style of education and develops their skills and abilities for further lifelong learning. Therefore, e-learning, which makes it possible to train the necessary personnel in the right quantity for the minimum time and at minimum cost, is recognized as a priority in the course of educational system reforms in such leading countries as the USA, Great Britain, Canada, Germany, France, etc., and even in UN level.
In Russia, the legal grounds for the introduction of distance learning are the laws "On Education", "On Higher and Postgraduate Professional Education" and the order of the Ministry of Education of the Russian Federation dated January 1, 2001 No. institutions of higher, secondary and additional professional education of the Russian Federation”.
Areas of use of distance learning
Today, distance learning firmly occupies its niche in the education market and it is possible to clearly identify areas where it is confidently positioned as an alternative to traditional education. We are mainly talking about the corporate sphere and the field of education - in the first, distance learning has no equal in terms of initial training of company employees, their certification and advanced training, and in the second, online learning is attractive to applicants as a possible option for obtaining education.
Distance learning is becoming more and more widespread today in government structures, where it is indispensable for organizing and supporting a permanent system of continuous professional development of civil servants. Besides,
Distance learning has also gained recognition in a variety of training centers that specialize primarily in online courses in the fields of information technology and business.
In companies, enterprises and government agencies, online training allows solving the issues of training and retraining of employees, which is especially important in the context of the introduction of new, including information, technologies, when training a large number employees are often associated with significant costs. The relevance of distance learning increases even more if the company has remote branches, when the organization of traditional trainings on the ground not only increases the cost of training by almost an order of magnitude, but also turns out to be technically more difficult - if only because of the lack of necessary specialists on the ground. In the public sector, in this sense, it is even more difficult - the remoteness of certain structures is the norm here, and with the introduction of any technology or innovation in one or even several areas at once, the corresponding retraining of employees can turn into the highest degree costly task in terms of forces, means and time.
It is equally important for companies to maintain a certain level of competitiveness - after all, the ability to learn faster than competitors is the only source of competitive advantage over them. This circumstance also causes the emergence of a significant number of consumers of educational services interested in distance learning.
In addition, in a number of industries (especially in the service sector, in retail and wholesale trade) there is a high turnover of personnel, as a result of which companies constantly have many new employees who need to be trained, and the organization of ordinary trainings in this case will actually mean throwing money away.
In educational institutions and training centers, distance and blended forms of education make it possible to cover remote regions with training and reduce direct training costs.
The degree of popularity of online learning for various structures and in various fields is very different. In corporate business, a clear preference is given to online courses. As far as higher education is concerned, most students prefer full-time studies to obtain a bachelor's degree, and remotely complete any additional courses. With further education, the percentage of those who choose online education increases, moreover, with the development of both basic and additional disciplines.
In different areas there is an ambiguous attitude towards distance learning. At the moment, it is most in demand in the corporate sphere as a replacement for traditional trainings and in the field of education when studying individual courses. In addition, this training option is gaining more and more strong positions in the financial and IT sectors, in the retraining of civil servants, in healthcare
Distance learningin Russia
We note right away that it is impossible to name exact data characterizing the volume of the Russian distance learning market due to their absence. There are several reasons for this. First of all, this market is just beginning to form, so analytical companies do not take it into account and, therefore, do not conduct official research on it. And this market is not transparent either, since Russian companies operating there do not openly declare their income. Therefore, it will be necessary to judge the features of the development of the Russian distance learning market indirectly, by analyzing data from various sources.
The year 2004 can be considered a turning point for the development of distance learning in Russia, when significant successes in a number of projects became noticeable. In 2005, the positive dynamics of the development of the distance learning market continued, and at the moment distance learning of personnel has been successfully implemented at such large enterprises as Russian Railways, SeverStal, Norilsk Nickel, RusAl, VimpelCom, UralSib, Svyazinvest, etc. Distance learning opportunities were used to retrain employees of the State Duma of the Federal Assembly of the Russian Federation, the Central Bank of Russia, Vneshtorgbank and a number of other organizations.
In Russia, at present, about 40% of universities provide the opportunity to receive education remotely. Leading Russian universities and large educational centers offer everything more courses in a variety of subject areas.
However, the main factor hindering the development of the distance learning market is still the lack of good Russian-language electronic content, the need for which is very high among large companies. In addition, insufficiently developed infrastructure and cultural barriers are serious obstacles for the regions.
Estimate the total number of consumers distance courses in Russia does not allow the lack of data. We can only say that their number is growing quite rapidly.
Information regarding the popularity of distance education in the center and in the regions is very contradictory. For example, according to the data of the IT Academy for 2004, 64% (that is, the majority) of students studying remotely in this academy represented the regions, which is quite logical due to the independence of distance learning from the place of residence. At the same time, according to other sources, it turns out that almost half of the students of this distance learning system live in Moscow, St. Petersburg and the Moscow region. True, and this can be explained by the greater possibilities of the center in terms of access to the Internet and greater awareness of the possibilities of distance learning.
The intensive growth of the IT market and the rapid introduction of information technologies in many areas, along with the readiness of enterprises for change, the lack of highly qualified personnel and the rather high educational needs of Russians, suggest high growth rates in the distance learning market. According to the forecasts of the IT Academy, an effective combination of traditional types of education and the latest developments in the field of IT will allow the distance learning market to take at least 30% of the total volume of education, and in some industries - even up to 75%.
The most promising in terms of the introduction of distance learning should be considered the corporate sector, government agencies and retraining centers. The educational sector that unites higher education institutions is also quite interesting, though not for basic education (full-time education is preferable for this), but for the implementation of combined study options, when full-time students will study part of the subjects remotely. For obtaining a basic education in Russian universities, the option of distance learning, apparently, is not very promising for the time being - primarily because of the significant decrease in the number of applicants. In 2010, their number will be only 62% of the level of 2005, and it is not difficult to guess that the vast majority of applicants will prefer the familiar and long-justified option of full-time education.
Prospects for the development of distance learning
In the future, and more precisely by 2010, according to experts from the American Educational Research Association, two-thirds of all education will be carried out remotely. Most likely, this forecast should be considered too optimistic, but one thing is certain - e-learning has become a worthy alternative to the traditional one and in certain areas, primarily in corporate and government, it will be given clear preference, since this is the only way to quickly learn at minimal cost.
In the educational field, as well as in commercial training centers, distance learning will continue to complement the traditional full-time learning option, and in most cases, blended learning will remain the most appropriate, when some courses, depending on their specifics, are studied in a traditional way, while others are studied remotely. .
The article compares the results of testing students of programs in which two methods were used. different types educational technologies - traditional education with lectures / seminars and Internet education (as part of a massive open online course). In both cases, students were asked identical questions within the framework of an identical introductory course in economic theory (which in both cases was taught by the same teacher). The comparison showed that the test results of older students who study economics in depth using the traditional school methodology are, on average, better than the test results of online course students. On the other hand, for adult students of a full-time second higher education program, in comparison with students of an online course, both the distribution of student results by the number of points scored and the results of answering specific test questions are very similar.
The purpose of this work is to design a full cycle of service development for the adaptation of culturally specific educational content. To achieve this goal, it is necessary to solve the following tasks: . form a theoretical basis for adapting content and interface to the cultural characteristics of users; . to model the main processes implemented through the culturally specific content adaptation service; . propose an architectural solution, justify the choice of basic algorithms and consider the possibility of integration with existing learning management systems (LMS - Learning Management System); . describe the service development process. The object of the study was Massive open online courses (MOOCs) with interactive participation, intended for an unlimited number of students, in the target audience of which cultural groups can be identified. The subject of the study is the possibility and methods of adapting educational content to the characteristics of the cultural groups of the target audience in order to increase the effectiveness of e-learning.
This article discusses MOOC (Massive open online courses) as separate form online learning, which can include a significant number of learning users in the educational process. In the paper, the author notes the main characteristics of MOOC, those features that distinguish this form of knowledge acquisition from traditional education, as well as the reasons for the emergence and wide popularization of this form of knowledge and skills acquisition. In this article, the author considers foreign and domestic experience in the implementation of MOOC-learning. The method of this study was a theoretical analysis of Russian and foreign scientific literature, as well as an analysis of official data provided by MOOC platforms. In this paper, the author presents the main characteristics of massive open online courses (MOOC) and its differences from other forms of education. The history of the emergence and distribution, as well as the reasons for the widespread popularization of obtaining knowledge on the means of MOOC among users around the world, are considered.
Book. 14: Section 14. Development of the educational process based on a modern system of interactive learning in the context of education modernization. M.: MSTU "MAMI", 2012.
The materials of the conference on modern methods of training future engineers are presented.
The possibility of using in the process of studying the course "Legal Techniques" the corresponding examples containing temporal characteristics, their visibility and persuasiveness is analyzed. The possibility of demonstrating the optimization of legal technique with the help of correctly and clearly used temporal properties is considered.
Shapiro N. A. Literature. Educational-methodical magazine for teachers of literature. 2011. No. 14. S. 27-29.
The article describes a game that can be played after studying Chekhov's work - at the very end of the 10th or at the beginning of the 11th grade. In preparation for the game, the teams reread the works “Anna on the Neck”, “Ariadne”, “Bishop”, “Vanka”, “Lady with a Dog”, “House with a Mezzanine”, “Darling”, “Angry Boy”, “Intruder”, Ionych, Gooseberry, About Love, Ward No. 6, Jumper, Work of Art, Death of an Official, Student, Thick and Thin, Longing, Unter Prishbeev ”,“ Literature teacher ”,“ Chameleon ”,“ Man in a case ”,“ Cherry Orchard ”,“ Uncle Vanya ”,“ Bear ”,“ On the dangers of tobacco ”,“ Swan song (Kalkhas) ”,“ Proposal ”,“ Wedding”, “Three Sisters”, “Seagull”, “Anniversary”.
Exposure to prenatal androgens affects both future behavior and life choices. However, there is still relatively limited evidence on its effects on academic performance. Moreover, the predicted effect of exposure to prenatal testosterone (T) - which is inversely correlated with the relative length of the second to fourth finger lengths (2D:4D) - would seem to have ambiguous effects on academic achievement since traits like confidence, aggressiveness , or risk-taking are not uniformly positive for success in school. We provide the first evidence of a non-linear relationship between 2D:4D and academic achievement using samples from Moscow and Manila. We find that there is a quadratic relationship between high T exposure and markers of achievement such as grades or test scores and that the optimum digit ratio for women in our sample is lower (indicating higher prenatal T) than the average. The results for men are generally insignificant for Moscow but significant for Manila showing similar non-linear effects. Our work is thus unusual in that it draws from a large sample of nearly a thousand university students in Moscow and over a hundred from Manila for whom we also have extensive information on high school test scores, family background and other potential correlates of achievement. Our work is also the first to have a large cross country comparison that includes two groups with very different ethnic compositions.
Insufficient number of study hours and limited knowledge of a second foreign language do not contribute to a full-fledged professional oriented learning. You have to use only a few components vocational training: reading and summarizing texts in the specialty, searching for professional information in its various sources, conducting personal and business correspondence. An important component of professional activity is the ability to analyze information presented in a graph, table or diagram. The need is dictated by the fact that this type of activity is part of the exam for obtaining the Test DaF certificate, which gives the right to study or work in Germany.
Institutions influence investment decisions, including investment in human capital. In this study, this link is extended to investments in human capital in the form of the choice of a subject of study in higher education by capable youth and a field of activity after graduation. Institutions that protect property rights encourage productive activity and Schumpeter's "creative destruction," while weak institutions encourage redistributive activity and rent seeking. We test this hypothesis with a sample of 95 countries and find that high quality institutions are positively associated with demand for science majors and negatively with demand for law majors. These dependencies are especially strong for countries with a high quality of human capital.
Part 1. Volgograd: Volgograd scientific publishing house, 2010.
The collection includes articles by participants of the international scientific and practical conference"Economics and Management: Problems and Prospects of Development", which took place on November 15-16, 2010 in Volgograd on the basis of the Regional Center for Socio-Economic and Political Research "Public Assistance". The articles are devoted to topical issues of economic, management theory and practice, studied by scientists from different countries participating in the conference.
Anisimova A. I. , Muradyan P. A. , Vernikov A. V. SSRN Working Paper Series. Social Science Research Network, 2011. no. 1919817.
This empirical article relates to the theory of competition and the theory of industrial markets. It examines the relationship between industry structure and competitiveness at the local rather than national level. We used micro-level data for banks in two regions of Russia, Bashkiria and Tatarstan, to calculate the values of the Herfindahl-Hirschman and Lerner indices and evaluate the Panzar-Ross model. The latter is done in two ways: through the widely used price equation, which takes into account the effect of the size of the bank, and then through the equation without taking into account the size of the bank, as proposed by Bicker and his co-authors in 2009. It turns out that both regional markets are dominated by monopolistic competition, although the hypothesis of monopoly is not rejected for Tatarstan. The existence of large local banks does not necessarily make a given regional market more competitive, and the use of non-structural models for measuring competition suggests that competition between banks in Bashkiria is stronger than in Tatarstan. Going further from the aggregate analysis, we calculated the Lerner indices for two product segments of the banking market of Tatarstan and found out that the retail lending market is much more competitive than the corporate lending market. Local banks have more bargaining power in corporate lending, while local branches of federal banks have more bargaining power in corporate lending.
Trunin P.V., Drobyshevsky S. M., Evdokimova T. V. M.: Publishing house "Delo" RANEPA, 2012.
The purpose of the work is to compare monetary policy regimes in terms of the vulnerability of the economies of the countries using them to crises. The work consists of two parts. The first part contains a review of the literature, which presents the results of studies examining the crisis susceptibility of economies applying such monetary policy regimes as exchange rate targeting, classical and modified inflation targeting. It also provides estimates of the effectiveness of the accumulation of foreign exchange reserves as a tool to prevent or mitigate crises. The second part of the paper, empirical, describes the methodology and results of comparing the adaptive abilities of economies, obtained on the basis of an analysis of the dynamics of key macroeconomic indicators in the pre-crisis and post-crisis periods in countries grouped by monetary policy regimes. In addition, estimates of the susceptibility of economies to crises are presented based on the calculation of the frequency of crises under various regimes.
The Basel Committee on Banking Supervision initiated a discussion on the best practices to prevent excessive risk taking by bank managers. This article proposes a game-theoretic approach that describes the decision-making process of a bank manager who chooses the levels of risk and effort. If the level of risk affects the spread of future profits, then the amount of effort affects the probability of a positive result. While the effort is not observable to the bank's shareholders, the level of risk is manageable and can be measured by indicators such as capital adequacy or financial leverage. The manager is assumed to be risk neutral; the binary outcome of the game with profit or loss is considered. Starting with an overview of the contract scheme, which includes a fixed and a variable remuneration component, it is shown that by differentiating the variable part of the remuneration, it is possible to incentivize the adoption of smaller risks. More precisely, the variable part of the reward (share of the bank's profits) for low risk taking should be higher in proportion to the greater range of outcomes observed for high risk taking, in order to incentivize the manager to choose a lower level of risk instead of a high one.
In this paper, a basic model has been developed that allows predicting a possible reaction financial institutions to tougher regulatory measures introduced by the Basel Committee on Banking Supervision (BCBS) in relation to global systemically important banks (GSIB). The context of the research is formed by the BCBS document of 2011, which sets higher capital requirements for global systemically important banks. We analyze the interaction of banks within an oligopolistic market, where demand is limited, and banks are subject to additional capital requirements imposed by the regulator. We distinguish between the announced cost of funding, which determines the amount of loans issued and the interest rate in the market; and the true cost of funding, which directly affects the amount of profit. We conclude that in a two-term relationship, both banks will declare the highest cost of funding, which will lead to a reduction in the size of loans issued (which is in line with the regulator's goal), but at the cost of a higher cost of borrowing in the market. If the game is repeated, then both banks choose a smaller amount of loans than in the last period, when the lowest cost of funding is declared. Note that the findings are consistent with the results of the analysis of the Department of Monetary Policy and Economics of the BCBS.
The article analyzes the practical aspects of various methods for implementing the vote transfer rule, namely, the Gregory method, including the Gregory method, the weighted inclusive Gregory method.
UDC 378.147
B.E. Starichenko, I.N. Semenova, A. V. Slepukhin
To the question of correlation between the concepts of e-learning
in high school1
annotation
In an article based on comparative analysis various positions and judgments of both researchers and practitioners, a key feature of the specific difference between traditional and e-learning is formulated - the use (or non-use, as in the first case) in the educational process of information resources (i.e. devices and means of processing, storing, transmitting information), where educational material is presented in digital (electronic) format. The chosen approach, in which the main guideline is the degree of use of digital (electronic) resources in the educational process, makes it possible to unify and correctly identify all types of education existing in modern higher education (traditional, distance, electronic and mixed), establish a connection and show the difference between them. This, from the point of view of the authors, will provide a reasonable compromise when modeling options for training specialists in higher education, which is understood as the joint work of a teacher and student (s), aimed at acquiring knowledge, methods of activity and communication features that meet the requirements of a future profession, carried out with the use of training materials of an information nature and the necessary equipment.
| Key words: e-learning, distance learning, blended learning.
The research objective is the classification and conventional interpretations of the concepts of "e-learning", "distance learning" and "blended learning"; its interconnection and correlation of the didactic system of modern education. The authors note that the deficiency of general data theories in pedagogical literature, - on the one hand, and active development of learning types essentially complicate framing and contents of modern education didactic system. The authors give the key feature of the generic difference between the traditional and e-learning on the basis of the analysis and correlation made by various researchers" viewpoints; the key feature - the information resources" usage in educational process (i.e. devices for data processing , storage, transmission), and the information is presented in digital format. The authors single out that blended learning means implementation of traditional types and methods of specific educational tasks including the e-learning elements. distance learning is proposed to be electronic itself; it "s supposed to be the final variation of e-learning.
| Keywords: e-learning, distance learning blended learning.
Introductory remarks
The processes taking place in the socio-political and economic life of the world community inevitably lead to changes in the field of education. Such trends of the 21st century as transformation, continuity, transition to the concept of personal development
technology, integration, etc., on the one hand, and the development of modern information and communication technologies, their inclusion in the learning process, on the other hand, make it possible to introduce a number of fundamentally new ideas in the field of education, related, among other things, to the implementation of electronic, distance and blended learning.
1 The article was prepared within the framework of the state task of the Ministry of Education and Science of the Russian Federation 2014/392, projects No. 1942,2039.
The modernization of the Russian educational space, which is carried out in the context of technological innovations in the world education system based on intercultural and interdisciplinary integration, informatization of the educational process, the formation of a system of continuous education, the implementation of a competency-based approach, requires understanding the growing role of e-learning types, which is becoming one of the priority tasks. modern domestic pedagogical science.
The relevance of solving the identified problem is enhanced by a comprehensive analysis of the pedagogical experience of traditional higher education. The results of this analysis indicate a decrease in the effectiveness of education, built on the authoritarian pedagogical requirements and poorly connected with the needs of society and those directly receiving education today. In addition, the search for new technological and methodological solutions is forced by the combination of educational and work activities of students and undergraduates and, as a result, the impossibility of achieving educational goals within the framework of the traditional scheme of organizing the educational process in full.
In such a situation and under the conditions of changes in the goals of higher education, as well as with an increasing flow of educational information, the formation of students' skills to learn independently and navigate the information flow is of particular importance. Therefore, modern pedagogical technologies e-learning, distance learning and blended learning, which are designed to implement a student-centered approach to training specialists and are aimed at developing the individual resources of students.
The foregoing emphasizes the importance of studying the didactic possibilities of these types of education, their methodological foundations, implementation conditions, revealing the essence of pedagogical, methodological, psychological problems of their organization, as well as the search for adequate teaching methods.
There is currently no unity among teachers in understanding the essence and correlation of electronic, distance and blended types of education and the mechanisms for their implementation. This article presents the position of its authors on the designated range of issues.
Traditional learning and e-learning
Obviously, in the heading above, the key concept is “training”, and the words “traditional” and “electronic” mean its organizational and methodological forms.
In the pedagogical literature there are many definitions of the concept of learning. For example, T.A. Ilyina is "a purposeful process of interaction between a teacher and students, during which education, upbringing and development of a person is carried out" . And in the famous "Pedagogical Dictionary" G. M.
and A.Yu. The Kodzhaspirovs state the following: "learning is a specially organized, controlled process of interaction between teachers and pupils, aimed at mastering knowledge, skills, shaping a worldview, developing the mental strength and potential of students, developing and consolidating self-education skills in accordance with the goals" . The latter interpretation has become practically generally accepted - many authors refer to it.
In the given and other definitions known to the authors, as a rule, the interaction of the teacher and students is singled out as the essence of learning, but the aspect of the interaction of the student with the educational environment in which the educational process takes place is not taken into account. Apart from this, the definitions of "learning" are usually general in nature and focus mainly on general education. However, with the deepening of the specifics of educational processes, the interpretation of learning every time needs to be specified. For example, in relation to higher education, a clarifying concept of “training a specialist” or “training in higher education” should be introduced. When focusing on the informational nature of education, from our point of view, the following formulation is acceptable: training a specialist in higher education is a joint work of a teacher and student (s), aimed at acquiring knowledge, methods of activity and communication features that meet the requirements of the future profession, and carried out with the use of educational information materials and the necessary equipment.
The functions of the teacher in his joint activities with students should include:
Creation of the necessary information resource (information educational environment);
Selection and implementation of optimal (for given learning conditions) methods and teaching aids; planning the learning process;
Conducting interactive training sessions;
Management of independent work of students;
Determination of the rules of communication with students.
The functions of a student are
In the implementation of active and conscious educational and cognitive activities (mostly independent) to acquire knowledge and master the methods of activity established by the Federal State Educational Standard (as the minimum necessary);
Development of own creative professionally significant qualities.
Thus, the modern process of learning at the university consists
From an information educational resource (environment);
Interaction with the educational resource of the student and teacher;
Interactions between teacher and students in interactive (on-line) and non-interactive (off-line) modes.
To the question of the relationship between the concepts of e-learning in higher education 55
processing information resources in electronic (digital) formats for the presentation of educational material. This category does not include "pre-computer" technical teaching aids - film and video projections, static image projections, electronic questionnaires, etc. - their use is also included in the means and methods of traditional teaching.
Assessing the features of the above components in traditional university education, you need to pay attention to the following:
The information educational environment is built on the basis of paper-based sources available at the university - textbooks, manuals, books, magazines; difficult (more often impossible) access to foreign publications, including periodicals; there are no automated means of information processing (and, accordingly, they are not included in the information environment);
Access to resources is carried out only through the appropriate storage (libraries, reading rooms) only at a specified time and in a specific place; updating resources by the teacher cannot be done promptly;
The interaction between the teacher and full-time students is carried out only in an interactive mode during classroom training sessions and control activities; consultations, where students can ask questions to the teacher, are also classroom in nature and take place not as needed for students, but in accordance with the established schedule; The interaction of the teacher with students of correspondence courses during the sessions has an interactive (classroom) character, the rest of the time most of the interaction is carried out through non-interactive and slow means of communication, such as mail.
Thus, the organization of traditional education has a number of shortcomings that require decisive elimination. This became possible thanks to modern means information and communication technologies providing, in particular, in the educational process
Representation, transmission and use of information in various forms (multimedia);
Storage of significant amounts of information;
Online access to remote information;
Operative communication of interested parties;
Organization of joint activities in the virtual space;
Operational information processing, computer modeling, etc. All of the above is based on the presentation of any information in digital (electronic) formats, as well as the operation of devices that provide its automated processing, transmission and storage. The teaching methods allowed in this case turn out to be secondary in relation to the nature of the information and the means of its processing. Thus, traditional training and training using information and communication systems are distinguished, first of all, by the ability to work with information in electronic form.
In domestic and foreign literature, there are many definitions of the concept of "e-learning" (e-leaming):
This is the organization of educational activities using the information contained in the databases and used in the implementation educational programs information and information technologies that ensure its processing, technical means, as well as information and telecommunication networks that ensure the transmission of the specified information over communication lines, the interaction of students and teaching staff 1;
The use of new information technologies, multimedia and Internet technologies (1CT) to improve the quality of education by improving access to resources and services, as well as remote knowledge sharing and collaboration;
An independent type of learning based on the integration of pedagogical and infocommunication technologies, the essence of which is the interactive remote interaction of the subjects of the educational process in the conditions of the information and educational environment, which ensures the formation of an infocommunicative personality based on the mobile content of education, interactive methods of activity and personalized accounting for the educational achievements of students;
A new form of organization of the educational process, based on the independent educational work of students with the help of developed electronic educational resources; The learning environment is characterized by the fact that students are mostly, and often completely, distant from the teacher in space and / or time, at the same time they have the opportunity to maintain a dialogue at any time using electronic telecommunications.
The use of new information technologies, multimedia technologies and the Internet in the learning process;
Transfer of knowledge, management and support in the learning process with the help of new information and telecommunication technologies (1ST), which includes software and hardware solutions.
The results of the content analysis of the main approaches to the definition of the concept of "e-learning" are presented in the table.
When interpreting e-learning, an unequal understanding of its essence is seen:
This is an improved form of distance learning, i.e. a type of distance education in which various electronic learning tools are actively used;
A process involving the introduction and use of learning management systems - its content (content), the process of formation of competencies, procedures for tracking learning outcomes; systems for delivering educational materials “at the right time in the right quantity to the right place”; testing systems and interactive support for the learning environment;
1 Law on Education in the Russian Federation. Federal Law, art. 15 [Elec. resource]. Access mode: Ministry of Education and Science.rf/documents/2974.
Approaches to the interpretation of the concept of "e-learning"
Target orientation (types of activity) Means used (tools, resources) Features of the formulation of principles, content, methods, conditions of training
Federal Law organization of educational activities organization of activities, processing, transmission of information, interaction of students and teachers information technologies, technical means, information and communication networks
A. A. Andreev synthetic, integral, humanistic form of education delivery of educational material, its independent study, dialogue exchange between the teacher and the student traditional and new information technologies and their technical means the principles are traditional, the content and methods are changing
N. Dubova use of new information technologies, multimedia technologies and the Internet access to resources and services, remote knowledge exchange, collaboration new information technologies, multimedia technologies and the Internet
E-didactics learning process acquisition of competencies informational educational environment dominating trend towards self-learning
A. V. Solovov new form organization of the educational process academic work students with the help of developed electronic educational resources, interaction of process participants electronic educational resources, learning environment, means of electronic telecommunications
M. J. Rosenberg use of Internet technologies providing a wide range of solutions that increase knowledge and productivity, delivery of educational content, learning network, Internet technologies, educational material
P.J. Edelson, V.V. Pitman op-!^ training, Web-based training, CBT-computer Based Training Web-technologies, computer technologies
D. Morrison long-term acquisition of knowledge and skills by adults acquisition of knowledge synchronous (video conferences, virtual classes, high-speed messaging), asynchronous ( Email, text materials, audio and video recordings, etc.)
D. R. Garrison, T. Anderson organized by specific topics, programs, subjects educational process active exchange of information between students and teachers, as well as between students themselves means of new information technologies and mass media - fax, radio, television, as well as audio, television and video conferences, multimedia and hypermedia, computer telecommunications
D. Keegan education and training education and training Internet, virtual learning environments, learning management systems
An alternative to traditional face-to-face learning, when classes are conducted remotely using Gace-Le-Gase-Learsh^ (“face-to-face”) technologies, which allow students not only to get acquainted with educational information, but also in real time to remotely attend and participate in real training sessions.
It is noteworthy that many authors identify e-learning with distance learning. From our point of view, this is not true: the first can be implemented in the classroom and on local computers. If, as mentioned above, the key feature separating traditional and e-learning is non-use / use
To the question of the correlation of the concepts of e-learning in higher education 57
information in electronic formats, then the following definition can be given: training should be considered electronic, the means and methods of which provide for the use of educational information resources in electronic (digital) presentation formats.
Let's comment on this definition:
Firstly, all other factors that are often indicated in the formulations of other authors, for example: the need for computer hardware and software for the creation and use of digital resources, a database for their storage, a network for accessing resources and exchanging information between the subjects of the educational process and etc., - turn out to be a consequence of the use of digital forms of information presentation and such detailing, generally speaking, looks superfluous;
Secondly, separate methods and means of e-learning can be implemented along with traditional ones - in this case, we should talk about blended learning.
Distance learning and blended learning
Distance learning (distant learning) as an independent form of organizing the educational process is also recognized by many domestic researchers (V.Yu. Bykov, E.Yu. Vladimirskaya, N.B. Evtukh, V.O. Zhulkevskaya, S.A. Kalashnikova, M. Y. Karpenko, S. P. Kudryavtseva, E. S. Polat, N. G. Sirotenko, E. M. Smirnova-Tribulskaya, P. V. Stefanenko, V. P. Tikhomirov, O. V. Hop, A.V. Khutorskoy, B.I. Shunevich, etc.), and foreign (M. Ahlen, T. Anderson, J. Boat, F. Wedemeer, D.R. Garrison, J. Daniel, R Delling, D. Keegan, M. Moore, O. Peters, K. Smith, R. Holmberg, etc.).
Let us turn to some definitions of distance learning, which is called
A way of teaching at a distance, in which the teacher and students are physically located in different places and use audio, video, Internet and satellite communication channels for educational purposes;
Purposeful, organized in a specific didactic system, the process of interactive interaction between teachers and students using teaching aids that are invariant to their location in space and time, which is implemented;
Telecommunication training, which is carried out mainly with the help of technologies and resources of the Internet and in which subjects remote from each other (students, teachers, tutors, moderators, etc.) carry out the educational process, accompanied by their internal changes (increments) and the creation of educational products.
In the previous work of one of the authors of this article, the concepts of "distance education", "distance learning" and "distance learning technologies" are distinguished. In particular, the following statement is substantiated: distance learning is an asynchronous form of learning
academic discipline which provides for independent assimilation by the trainee of specially organized educational materials with prompt access to them; control and management of educational activities carried out by a remote teacher.
The following clarifications are given for the definition:
1) ... asynchronous form ... means that the learning process occurs for each student independently of others;
2) in the remote version, the student masters the educational material on his own, while having the possibility of prompt remote interaction with the teacher and other students;
3) ... specially organized learning materials ... cover all types of student learning activities both in terms of content and organization of the learning process; they (materials) are presented in electronic formats and provide remote access to them;
4) ... online access ... to educational materials means that it must be carried out at any time acceptable to the student and from a place convenient for him; Of course, such access can only be provided through the use of computer networks and network communication services, i.e. in the presence of an information educational environment.
Thus, distance learning should be considered as a limiting case of e-learning, which does not contain elements of traditional learning in terms of organizing the educational process and the interaction of its subjects with educational resources and among themselves.
However, it would be wrong to limit the possibilities of organizing the educational process to two extreme cases - traditional and distance learning. There is a significant educational sector in which distance learning cannot be fully applied, but nothing prevents the use of individual elements of e-learning (in particular, distance learning technologies). This applies to the full-time form of both school and higher education.
As a result of the search for more advanced schemes for organizing the educational process, using the advantages of distance learning and compensating for its shortcomings, the idea of blended learning arose. This term refers to a learning process that uses various event-based learning management techniques, such as face-to-face learning (classroom learning), distance learning (asynchronous distance learning) and online learning (synchronous distance learning). The educational process is based on the interaction of the student not only with the computer, but also with the teacher in active full-time and remote forms, when the material studied independently is summarized, analyzed and used to solve the tasks. Blended learning is seen by educators as
Learning that combines different types of learning activities, including face-to-face classroom learning, online e-learning, and self-learning in the workplace;
A model in which distributed information and educational resources are involved in full-time learning, including elements of asynchronous and synchronous distance learning;
A combination of face-to-face and distance learning, in which one of them is basic depending on the preferred model;
Integration of electronic and traditional learning, which is inherent in planning and pedagogical value;
Use in different proportions of e-learning and classroom learning,
Combining "live" learning with learning using Internet resources (primarily the second generation), which allow for joint activities of participants in the educational process;
Traditional education with the use of additional electronic technologies.
Comparison of definitions shows that all of them in one way or another point to a combination of traditional and electronic forms of education. The flexibility of blended learning lies in the fact that the proportions of traditional full-time and remote forms in it can be different. Their ratio depends on several fairly obvious factors: the content of the discipline, the age of the students, the degree of their readiness for self-education, the possibilities of the information educational environment. educational institution, equipment with educational and methodological support. Thus, e-learning, according to our ideas, combines blended and distance learning.
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