Социальные и педагогические аспекты использования потенциала дистанционного обучения
Аннотация
Обоснование. Трансформация современного образования связана с внедрением новейших информационно-коммуникационных технологий, поисками новых эффективных организационных принципов. Дистанционное обучение, превратившееся во всех странах в неотъемлемый элемент образовательных систем, стало ответом на эти современные вызовы. И если в очном обучении в постпандемийный период масштабы применения дистанционного формата существенно снизились, то потребность в нем для заочного образования только повышается. Отсюда необходимость исследования возможностей повышения эффективности его применения в российском заочном образовании.
Цель. На основе анализа основных аспектов и тенденций развития современного дистанционного обучения изучить возможность использования его потенциала для повышения качества учебного процесса на заочном отделении педагогического вуза.
Материалы и методы. Контент-анализ многочисленных научных публикаций, раскрывающих многогранные и неоднозначные тенденции в мировой практике дистанционного обучения, позволяет сформировать методологический каркас исследования. Метод единства теории и практики помогает проецировать на педагогическую практику российского вуза выявленные в глобальном образовательном пространстве позитивные аспекты дистанционного обучения. Общетеоретические методы (анализ, обобщение, интерпретация и др.), а также анкетный опрос студентов создают эмпирический контекст эксперимента, проведенного в Набережночелнинском государственном педагогическом университете в 2023-2024 уч. г. Его целью являлся рост активности студентов на электронной образовательной платформе и тем самым повышение эффективности использования потенциала дистанционного обучения.
Результаты. Исследование выявило, что современное дистанционное образование представляет собой интернациональное и многоаспектное явление. А анализ многочисленных научных публикаций показывает, что процесс внедрения дистанционных технологий в образовательную практику сопряжен с большим спектром сложных и дискуссионных проблем социального и педагогического характера. При этом в российском заочном образовании и в постпандемийный период сохранилась высокая востребованность в дистанционном обучении. В ходе трехэтапного эксперимента при изучении дисциплин «Педагогика» и «Философия» нами применена трехуровневая типология сформированности профессиональной компетентности студентов педвуза в использовании формата дистанционного обучения. Зафиксированный рост активности студентов на электронной образовательной платформе, а также более высокая успеваемость в экспериментальных группах по сравнению с контрольными является ключевым индикатором эффективности проведенного эксперимента.
EDN: DFXIWC
Скачивания
Литература
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Kim, C., Costello, F. J., Lee, J., & Lee, K. C. (2025). Metaverse-based distance learning as a transactional distance mitigator and memory retrieval stimulant. Information Processing & Management, 62(1), 103957. https://doi.org/10.1016/j.ipm.2024.103957. EDN: https://elibrary.ru/ZOSTYZ
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Kwaning, K., Ullah, A., Biely, C., et al. (2023). Adolescent Feelings on COVID-19 Distance Learning Support: Associations with Mental Health, Social-Emotional Health, Substance Use, and Delinquency. Journal of Adolescent Health, 72(5), 682–687. https://doi.org/10.1016/j.jadohealth.2022.12.005. EDN: https://elibrary.ru/XEMSXW
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