ELECTRONIC AND TRADITIONAL TEXTBOOKS: COMPARATIVE ANALYSIS IN THE PEDAGOGICAL ASPECT
V.G. Lankin, O.A. Grigorieva
Many profound changes in Russian science and education are caused by Russia’s entry into the global information space, with the development of information and communication technologies, with the introduction of new technical means, which largely determine the nature and vector of development of education and radically change the educational environment. At the present stage, the task of searching for mechanisms for integrating traditional and the latest ways organizing funds information support educational practice. One of the key points of such integration is the modern educational book.
Today, when new information technologies have competed with printed publications, the problem of interaction between a traditional textbook and the means of new information and communication technologies arises. Here a number of questions arise: what is the novelty of the functions and the conditions for their implementation associated with the change or addition of means of transmitting educational information? What is the overall status of the educational book in the new information space with a greater variety of communications and means of communication? What are the prospects - positive or perhaps negative consequences - of modern technological evolution in the field of education?
Comparative analysis traditional textbook and electronic
allows us to highlight their main characteristics. A traditional textbook contains a reference apparatus that helps in finding the necessary information. It includes a table of contents, auxiliary indexes, lists of recommended literature on a particular topic, important information is highlighted in bold or italics, and there is a system of references and references. These traditional aspects of signification and logical apparatus are aimed not so much at managing attention, but at achieving a reflective, thoughtful nature of working with text. A traditional book text in this capacity is not only a source of extracted information, but also a specially modeled mediator of thinking. The electronic textbook must include search engine, with the help of which it is possible to analyze the contents of a book, search for the necessary information by keyword, a system of hyperlinks that, within a split second, takes the user to the desired passage of text. Associated with these moments is the strengthening of the active-directing principle of organizing book material in relation to the reader - student.
The advantage of an electronic textbook is its accessibility and ease of use in the mode of real “replication” of information. A traditional textbook, if it is not available for personal use, in a store or library, can only be obtained after some time by ordering it via interlibrary
library subscription at a library or bookselling company. You can get an electronic textbook in a matter of minutes by ordering it from an online store or “downloading” it from an electronic library. The electronic textbook does not have a circulation in the traditional sense of the word. This publication can be copied an unlimited number of times and, if necessary, obtained printed version textbook or part thereof using a printer.
One of the advantages of an electronic textbook over a traditional one is that authors (teachers, scientists), having fulfilled a number of registration rules, can publish their works themselves and distribute them at their discretion, while publishing a textbook in a traditional form is quite complex, time-consuming and expensive process. When the need for corrections and additions arises, it is easier to correct the text of an electronic textbook than to re-edit a traditional textbook.
When creating an electronic textbook, publishing costs are reduced to zero, which should be reflected in the price of the textbook. Creating an electronic textbook does not require paper, the production of which is associated with a number of environmental problems; To create an electronic textbook, printing presses are not used, expensive and harmful ink is not consumed, etc.
The undoubted advantage of the electronic textbook is its compactness. Textbooks that take up an entire shelf in paper form can be placed on one or more disks.
In a traditional textbook, the main semantic load is carried by the text, accompanied by illustrations (drawings, diagrams, tables, etc.). The clear advantage of e-books is the accompanying
text, sound and video materials. “Multimedia allows you to present educational material in an exciting, dynamic form, and engineering structures, devices, elements - as moving three-dimensional objects, thereby fully revealing their design and principle of operation.” When using an online textbook, direct communication between the student and the teacher is possible. The teacher can make the necessary explanations and quickly monitor the knowledge acquired by the student. The process of merging the capabilities of an e-book with the capabilities of a virtual media environment, which is reflected here, promises enormous prospects - not only in terms of expanding the means of expressiveness and interactivity in broadcasting educational material, but also in terms of transforming the entire education system - in acquiring a new technological quality , where the information and educational environment absorbs the student and the teacher (in the form of a not quite real and not quite personal - functional lecturer, instructor, consultant and controller) and where the institutional structure of the organization of the process can 9 significantly change.
With all the listed advantages of an electronic textbook over a traditional one, there are a number of disadvantages that must be taken into account. You can use the electronic textbook only if you have computer skills. Physically, this work takes a toll on your health. When reading from a screen, for a number of reasons, the speed and efficiency of reading decreases.
The electronic textbook also depends on the connection to the Internet and the supply of electricity.
And you can work with a traditional textbook in any place convenient for the reader.
Problems with using an electronic textbook arise due to the lack of electronic book formats. To publish an electronic publication, you need to select a specific program and prepare the text using your own tools for publishing and distribution. Printing on a printer is not inferior in cost to a traditional textbook and often worse quality than a book. Textbooks built using video materials and sound design cannot be “printed” on a printer.
The disadvantage of the electronic textbook is that digital libraries and stores are not reliable today. The server providing information can be disconnected, corrupted, or hacked at the moment the reader needs, while such problems will not arise with a traditional textbook.
When using an electronic textbook, a certain discomfort may arise, since the human psyche is more adapted to sequential perception of information, without following hyperlinks. In this case, a traditional textbook is much more convenient. Moreover, video materials, sound, animation, on the one hand, are excellent means of stimulating attention, on the other hand, as evidenced by psychologists’ studies, they lead to a decrease in the reflexive, thoughtful nature of perception, so characteristic of the culture of the book as a basic phenomenon that determined the type of civilization of the mind . Attention control technologies (“forced orientation”) not only complement, but can also replace
a culture of thought associated with the reading and understanding interpretation of the written word. And this is one of the problematic facets of the merger of the educational and learning environment with the media environment, as well as the deployment of a mass media culture (social media technology) as such. The growth of media technologies as intensive extensions of human sensuality and reactivity leads to an inevitable decrease in the proportion of the reflexive center of consciousness; a person turns into an involved operator of the system, losing his creative and reflective quality. This common disease of mass culture (media culture and mass media technologies) can be transmitted to the system of mediatized education that integrates with it. Education can cease to be a factor of human culture and turn exclusively into a social technology.
When creating and using an electronic textbook, the problem of copyright protection arises. A pirated copy of an electronic product is often no different from the real thing either in quality or documentation. In turn, in a mediatized education system, the student’s authentic activity also loses (raises suspicion): the degree of independence of the student’s participation in these processes can never be accurately established. It is difficult to separate refereed and compiled materials from those simply copied. The quality of virtual tests and especially their role in terms of student certification today raises almost universal doubts among the teachers who actually conduct them.
The problem of using an electronic textbook lies in the quick
rum of the aging of computer technologies is associated with the need to update the system, licensed programs and the machines themselves, which is not only (and not so much) morally improving, but also commercially compelling in nature.
Considering all that has been said, we must admit that for unambiguously progressive development, the system of a mediatized educational environment, the most important component of which today is an electronic textbook, requires fundamental improvement. This problem is aggravated due to the ambiguity of opinions of teachers on this matter, due to the lack of equipment of the required level and guarantees of the safety of its everyday use.
To work with electronic educational publications, it is necessary to create a user-friendly interface; ensuring optimal control, including a developed navigation system and sufficient speed of information retrieval; ensuring resistance to the student’s erroneous actions, etc. In addition, it is necessary to ensure such a structure of interactivity that would not neutralize the personal nature of the meeting in the media space between teacher and student and would not reduce the cultural content of education to reference material. The technology of a mediatized educational environment should not be inferior to the culture of the book in its ability to form a discursive, reflective and conceptual type of thinking.
Proponents of the creation of electronic textbooks say that, in contrast to traditional printed educational materials, electronic ones have significantly greater didactic and methodological advantages: they are more dynamic, virtual, complex
structured; facilitate the organization of individual training, feedback, etc. All this becomes possible thanks to the technological features of their creation. To take advantage of this, it is necessary to supplement the system of constructive criteria for creating educational materials (on the basis of which traditional printed materials are created) with a group of technological ones that take into account the features of creating electronic publications and the specifics of working with them.
The problematic nature of the comparison made here leads to the idea that the question of what a textbook is today and what it will be like in the 21st century remains open. Essentially, the question remains debatable: is a textbook only one of the means of the educational process or is it more correct to characterize it as a systemic factor in the educational environment? Many modern scientists believe that the view of the textbook as a teaching tool is the subject of the history of pedagogy. V.P. Bespalko, N.F. Talyzina, I.Ya. Lerner, V.V. Kraevsky adhere to a theoretical point of view on the textbook as a model of a pedagogical system in which main role It is not so much the subject material that plays a role, but rather the pedagogical essence on the basis of which the material is included in the system of educational information communication. A view is formed on the textbook as an educational environment, characterized in the following aspects: the textbook as a learning environment; textbook as a professional environment creative activity; textbook as a medium for accumulating knowledge and cultural values. At the same time, today the evolution of the textbook continues, and this forces the introduction of additional categories that organize research attention. A number of authors
they believe that the textbook of the post-industrial era is an educational space, since the student and the learner are elements of this space; a virtual textbook is a place of learning because it is a certain information area in a broader information space. The learning process in virtual space does not depend on time. In the virtual world, students, communicating with each other and each being a part of the textbook, form a virtual group that has the property of collective intelligence, in turn, being part of the virtual textbook.
Learning in the virtual space has a tendency to “extract” the teacher to a recorded lecture, a written test, etc. At the same time, on the one hand, the author’s involvement of the student in the educational space is potentially strengthened, and on the other hand, it is made implicit (distantly hidden). Is it good or bad? What is clearly perceived as a positive innovation today may conceal significant and even irreparable deformations tomorrow. The issues of the formation of the media environment and the media space of education, the indicative phenomenon of which is the electronic textbook in its comparison with the traditional textbook, require further careful understanding and, on this basis, a practical (technological) solution. Further research is needed in the field of creating virtual textbooks, developing a methodology for their design and use, identifying their place and status in the system of teaching aids, and at the same time, determining the measures and means of supporting a printed educational book.
In conclusion, I would like to add that the textbook of the future is not a text with illustrations and questions for it, but a system of differentiated knowledge for searching, analyzing and summarizing educational information. Information can be presented both in the form of books and in the form of CDs and Internet materials, i.e. a textbook can be both real and virtual, the main thing in a textbook of the future is to perform its functions: informational, educational, motivational functions, leadership, stimulation, exercises, self-control, coordination and rationalization, i.e. the textbook should be built primarily as an educational system with a humanitarian and pedagogical fundamental basis.
LITERATURE
1. Grigorieva O.A. The book as a synthesis of arts: features and possibilities of traditional and electronic book forms / O.A. Grigorieva // Modernization of professional postgraduate education: theory and practice of training scientific and pedagogical personnel: materials of the International scientific and practical conference. -Tomsk, 2006. - P. 217-219.
2. Vishtak O.V. Criteria for creating electronic educational materials / O.V. Vishtak // Pedagogy. - 2003. - No. 8. - P. 19-22.
3. Textbook in the post-industrial era / V. Kuznetsov, E. Klygina, T. Fedosova, A. Gorbachev // Higher education in Russia. - 2004. - No. 9. - pp. 103-108.
4. Nazarova T.S. Strategies for the development of educational books / T.S. Nazarova, Yu.P. Gospodarik // Pedagogy. -2005. - No. 3. - P. 10-19.
5. Chernilevsky D.V. Didactic technologies in higher school/ D.V. Chernilevsky. - M.: UNITY, 2002. - 437 p.
The main advantages of distance learning compared to traditional face-to-face learning
The basis of the educational process during 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 place convenient for him, at an individual speed, and in some cases, at a time convenient for him. Therefore, the main advantage of distance learning should be considered a certain freedom in terms of location, learning time and 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 want to improve their educational level.
One of the most important advantages of distance learning is the lower cost of training, which is on average 32-45% lower. In exceptional situations, an even more impressive reduction in cost occurs - in this sense, the calculations of specialists from the REDCENTER corporate training center are of interest. Taking as a basis a certain fictitious company with a total staff of 280 employees, 80 of whom 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 less than attending face-to-face courses on similar topics. Therefore, it is not surprising that companies are increasingly choosing this training option as a priority when upgrading staff qualifications. This point is also important when receiving education at a higher educational institution - if paying for traditional full-time education on a commercial basis is unaffordable. True, one should not consider the lower cost of distance learning as the main argument in its favor when obtaining basic education in academic university. The fact is that not every student, due to his or her personal characteristics, is able to receive distance education: there is a certain percentage of people for whom the only possible way to perceive educational material is the classroom form of education, and some may simply not have enough discipline and perseverance in organizing independent studies.
An important advantage of distance learning is that it is large; in this case, learning time is reduced by 35-45%, and the speed of memorizing 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 problematic to develop correct pronunciation while studying foreign languages remotely and without 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 draw attention to the fact that greater learning efficiency can be achieved only with careful consideration of factors such as the structure of the course and the method of presenting the material being studied.
Online learning makes it possible to improve the quality of education through the widespread use of global educational resources and an increase in the share of independent mastery of the material, and the latter is especially important because 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 which is unthinkable for a successful career. In addition, e-learning automatically leads to “early mastery of skills in the use of information and communication technologies, which can subsequently 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, territorial distance from the university, etc.) cannot study in the usual full-time manner.
In general, distance learning turns out to be most relevant in cases where the task of learning is large quantity employees of a certain organization in a minimum period of time, and the organization itself has a geographically distributed structure and undergoes organizational changes quite often.
At the same time, distance learning and full-time learning should not be opposed to one another - these are different, but complementary forms of learning, between which lies a fairly large 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 the part is more accessible for self-study theoretical material is studied by the student remotely, and practical work and mastery of complex theoretical material take place in the classroom under the guidance of a teacher.
State support
UNESCO experts and governments of developed countries agree that meeting the requirements of the information society for the level of qualifications of people is possible only through the use of distance learning as a technology that orients students to a new style of education and develops their skills for further lifelong learning. Therefore, e-learning, which makes it possible to prepare the personnel necessary for society in the required quantity in a minimum time and at a minimum cost, has been recognized as a priority in the course of reforms educational systems in such leading countries of the world as the USA, Great Britain, Canada, Germany, France, etc., and even at the UN level.
In Russia, the legal basis 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. 000 “On approval of the methodology for the use of distance educational technologies (distance learning) in educational institutions higher, secondary and additional vocational education 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 education sector - 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 an education.
Distance learning is becoming increasingly widespread today in government agencies, where it is indispensable for organizing and supporting a permanent system of continuous professional development for civil servants. Besides,
Distance learning has gained recognition in a variety of training centers, specializing primarily in conducting online courses in the areas information technologies and business.
In companies, enterprises and government agencies, online training allows solving issues of training and retraining of employees, which is especially important in the context of the introduction of new, including information, technologies, when training large number employees often involves significant costs. The relevance of distance learning increases even more if the company has remote branches, when organizing traditional training on site not only increases the cost of training by almost an order of magnitude, but also turns out to be technically more complex - if only due to the lack of the necessary specialists on site. In the public sector, in this sense, it is even more difficult - the remoteness of certain structures is the norm here, and when introducing any technology or innovation in one or even several areas at once, the corresponding retraining of employees can turn into highest degree a task that is costly in terms of effort, money 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 determines the emergence of a significant number of consumers of educational services interested in distance learning.
In addition, a number of industries (especially the service sector, retail and wholesale trade) experience high staff turnover, resulting in companies constantly having many new employees who need to be trained, and the organization of regular training in this case will actually mean throwing money away.
In educational institutions and training centers, distance and blended forms of learning make it possible to cover remote regions with training and reduce direct costs of training.
The degree of popularity of online learning for various structures and in different areas is very different. In corporate business, there is a clear preference for online courses. As for higher education, to obtain a bachelor's degree, most students prefer full-time study and complete any additional courses remotely. With further training, the percentage of those choosing online learning increases, and when mastering both basic and additional disciplines.
There is an ambiguous attitude towards distance learning in different areas. At the moment, it is most in demand in the corporate sphere as a replacement for traditional training and in the field of education when studying individual courses. In addition, this training option is gaining an increasingly stronger position in the financial and IT sectors, in the retraining of civil servants, and in healthcare
Distance learningin Russia
Let us immediately note 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 particularly transparent, since Russian companies operating there do not openly declare their income. Therefore, we will have to judge the features of the development of the Russian distance learning market indirectly, analyzing data from different sources.
The year 2004 can be considered a turning point for the development of distance learning in Russia, when significant successes of a number of projects became noticeable. In 2005, the positive dynamics of 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 when retraining employees State Duma Federal Assembly of the Russian Federation, Central Bank of Russia, Vneshtorgbank and a number of other organizations.
In Russia, about 40% of universities currently provide the opportunity to receive education via distance learning. Leading Russian universities and large training centers are offering an increasing number of courses in a wide variety of subject areas.
However, the main factor limiting the pace of 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 total number consumers of distance courses in Russia are prevented by the lack of data. We can only say that their number is growing quite quickly.
Information regarding popularity distance education in the center and in the regions is very contradictory. For example, according to data from the IT Academy for 2004, 64% (that is, the majority) of distance learning students at this academy came from regions, which is quite logical due to the independence of distance learning from place of residence. At the same time, according to other data, it turns out that almost half of the students in this distance learning system live in Moscow, St. Petersburg and the Moscow region. True, this can also be explained by the center’s greater capabilities 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 implementation of information technologies in many areas, along with the readiness of enterprises for change, the lack of highly qualified personnel and quite high needs Russians in education 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 IT sector will allow the distance learning market to occupy at least 30% of the total training volume, and in some industries - even up to 75%.
The corporate sector, government agencies and personnel retraining centers should be considered the most promising in terms of introducing distance learning. The educational sector, which unites higher education institutions, is also quite interesting, although not for obtaining basic education (full-time education is preferable for this), but for the implementation of combined education options, when full-time students will study some subjects remotely. To obtain basic education in Russian universities The option of distance learning, apparently, has little prospects for now - primarily due to a significant decrease in the number of applicants. In 2010, their number will be only 62% of the 2005 level, and it is not difficult to guess that the vast majority of applicants will prefer the familiar and long-proven option of full-time study.
Prospects for the development of distance learning
In the future, or rather 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 traditional and in certain areas, primarily in corporate and government, it will be given clear preference, since this is the only way fast learning at minimal cost.
IN educational sphere, as in commercial training centers, distance learning will continue to complement the traditional face-to-face learning option, and in most cases, blended learning will remain the most appropriate, when some courses, depending on their specifics, are studied in the traditional way, while others are taught remotely.
There are two traditional teaching methods
1. Reproductive
2. Explanatory and illustrative.
The reproductive method of teaching is used to develop creativity in students and encourage them to obtain information from what students already know. But still, the reproductive method cannot fully develop students’ thinking and their creative potential.
The explanatory and illustrative method consists in the fact that the teacher communicates ready-made information through various means, and students perceive, realize and record this information in memory. The teacher communicates information using the spoken word, the printed word, visual aids, and practical demonstration of methods of activity.
Thus, both traditional methods involve the transfer of knowledge to students in a ready-made form.
These methods can be distinguished many disadvantages:
2. Low student independence.
3. Dissipation of attention.
4. Incomplete assimilation of the material.
5. Inability to “think” and make decisions independently.
6. Average amount of knowledge.
7. Average pace in studying the material.
Innovative teaching methods
These methods include active and interactive forms, used in teaching.
Active forms provide for the student’s active position in relation to the teacher and those who receive education with him. During lessons using them, textbooks, notebooks, and a computer are used, that is, individual means used for learning.
Thanks to interactive methods, effective learning occurs in collaboration with other students. These methods belong to collective forms of learning, during which a group of students works on the material being studied, and each of them is responsible for the work done.
These include:
- creative exercises;
- group assignments;
- educational, role-playing, business games;
- lessons-excursions;
- use of video materials, the Internet, visibility;
Innovative teaching methods at school contribute to the development of cognitive interest in children, teach them to systematize and generalize the material being studied, discuss and debate
| Traditional | Innovative | |
| Target | Formation of knowledge, skills, abilities | Developing the ability to independently pose and find solutions to new non-standard problems |
| Forms of organization | Frontal, individual. | Group, collective. |
| Teaching methods | Illustrative, explanatory, informational. | Problematic, problematic presentation, partially search, research |
| Leading type of activity | Reproductive, reproducing. | Productive, creative, challenging. |
| Methods of absorption | Memorization, activity according to the algorithm | Search activity, reflection |
| Functions of the teacher | A carrier of information, a keeper of norms and traditions. | Organizer of cooperation. 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 between teacher and students aimed at solving learning problems.
Teaching methods are divided into three groups:
Methods of organization.
- Verbal methods ; story, explanation, conversation, work with a textbook and 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. Tests, essays, presentations, dictations, etc.
3.Laboratory control, machine control. Laboratory work, tests, questionnaires.
Stimulation methods.
In order to formulate the motives for educational activities, the entire arsenal of methods for organizing and implementing educational activities is used. Each of the methods has not only an informative and educational, but also a motivational effect.
Currently, computer tools for conducting training courses are being actively developed. In almost all areas of academic disciplines, electronic textbooks, tutorials and tutorials. Increasing interest in such sources is associated with the advent of multimedia technologies, as well as with the development of communications and the Internet.
However, the creation and organization of training courses using electronic learning tools, especially those based on Internet technologies, is a difficult technological methodological task. At the same time, large labor costs in developing electronic learning tools are often not compensated by their effectiveness due to their rapid obsolescence. However, the industry of computer educational materials is expanding due to their demand and social significance. For example, computer learning tools are useful for independent and individual work; they are very important for a student-oriented learning system.
The main factors for intensifying the educational process with the help of electronic aids are:
1. increasing focus;
2. increased motivation;
3. increasing the information capacity of educational content;
4. activation of educational and cognitive activities of students;
5. acceleration of the pace of educational activities.
Electronic tutorial effective when there are:
1. almost instant feedback;
2. the ability to quickly find the necessary reference information;
3. demonstration examples and models (the manual tells, shows, explains, demonstrates);
4. control (training, self-control, testing).
Let us formulate several principles for constructing an electronic textbook:
1. non-linear and multi-level presentation of educational information;
2. focus on the individual (person-centered learning), on independent and individual work;
3. integration of the lines of development of the mental activity of the individual: observation, mental activity and practical actions (demonstration, modeling, information content, interactivity)
Unlike the classic “paper” version of the textbook, the electronic one is intended for a different style of learning, in which there is no focus on sequential, linear learning of the material.
Electronic manuals have many advantages over traditional (classical) ones. Indeed, electronic educational literature allows you to:
1. automation and intensification of teaching work (in the design of teaching systems, preparation for classes and selection of educational material in accordance with the assigned learning task, the formation of didactic materials);
2. implementation of game forms of training (business, control and testing, etc.);
3. ensuring ergonomic requirements, expressed in minimizing the student’s mental efforts, i.e. expenditure of nervous energy per unit of firmly acquired knowledge;
4. machine imitation of real objects (systems) with figurative and artistic representation (visualization) of the dynamic results of simulation modeling;
5. use of hypertext and multimedia presentation of information;
6. comfort in work by creating a user-friendly interface, taking into account the individual abilities of the student;
7. ease of storing large information arrays ( reference Information takes up significantly less space on a CD than several volumes of an encyclopedia);
8. implementation of environmental requirements (protection of forests from deforestation, closure of hazardous industries for the production of paper, printing ink, etc.).
Also, information presented on electronic media saves money and labor costs by reducing transportation and storage costs. But, at the same time, the costs of intellectual labor of the teams of authors who create electronic manuals are incomparably higher than when publishing traditional literature.
Despite the undeniable advantages, the use of electronic learning tools is not without certain disadvantages. These include disadvantages caused by the specific features of working with information on electronic media (reading from a screen is less convenient than from a sheet of paper, causes increased fatigue of the visual organs, requires the availability of appropriate technical means, etc.). Much more significant are the shortcomings caused by errors in the writing of electronic manuals. This is reflected in the absence of:
1. taking into account psychological and pedagogical requirements;
2. targeting (accounting individual characteristics the student, his state of health (for example, disability), professional orientation in training, etc.);
3. unification in the use of terminology and designations;
4. interdisciplinary connections and insufficient continuity of material;
5. a unified approach to the selection of illustrative material.
This situation arose due to the fact that the process of intensive creation of electronic textbooks began relatively recently, and in many ways it proceeds spontaneously, so the team of developers of educational software products does not always include specialists in the field of pedagogy and psychology, ergonomics, medicine, etc.
UDC 378.147
B.E. Starichenko, I.N. Semenova, A. V. Slepukhin
On the issue of the relationship between e-learning concepts
in high school1
annotation
In the article, based on a comparative analysis of 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) of information resources (i.e. devices and means of processing, storing, transmitting information), where educational material is presented in a digital (electronic) format. The chosen approach, in which the main guideline is the degree of use of digital (electronic) resources in the educational process, allows us to unify and correctly define 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 authors’ point of view, 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 the student future profession carried out using educational materials of an informational nature and the necessary equipment.
| Keywords: 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 Notes
The processes taking place in the socio-political and economic life 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
ity, integration, etc., on the one hand, and the development of modern information and communication technologies, their inclusion in the learning process, on the other, 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 assignment of the Ministry of Education and Science of the Russian Federation 2014/392, projects No. 1942,2039.
Modernization of the Russian educational space, which is carried out in the context of technological innovations of the world education system on the basis of intercultural and interdisciplinary integration, informatization of the educational process, the formation of a system of continuous education, and the implementation of a competency-based approach, requires understanding the growing role of types of e-learning, which is becoming one of the priorities. modern domestic pedagogical science.
The relevance of solving the identified problem is enhanced by a comprehensive analysis teaching experience traditional higher education. The results of this analysis indicate a decrease in the effectiveness of education, built on the authoritarian nature of pedagogical requirements and poorly connected with the needs of society and directly those who receive 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 consequence, the impossibility of achieving educational goals in full within the framework of the traditional scheme of organizing the educational process.
In such a situation and in conditions of change targets higher education, as well as with the increasing flow of educational information, the formation in students of the ability to learn independently and navigate the information flow is of particular importance. Therefore, modern pedagogical technologies of electronic, distance and blended learning, which are designed to implement a student-oriented approach to the training of specialists and are aimed at developing the individual resources of students, are becoming especially relevant.
The above emphasizes the importance of studying the didactic capabilities of these types of training, their methodological foundations, conditions for implementation, identifying the essence of pedagogical, methodological, psychological problems their organization, as well as the search for adequate teaching methods.
There is currently no unity among teachers in understanding the essence and relationship between electronic, distance and mixed types of learning and the mechanisms for their implementation. This article sets out the position of its authors on the designated range of issues.
Traditional learning and e-learning
Obviously, in the title above, the key concept is “training,” and the words “traditional” and “electronic” mean its organizational and methodological forms.
IN 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 are carried out.” And in the famous “Pedagogical Dictionary” G.M.
and A.Yu. Kodzhaspirov states the following: “training is a specially organized, controlled process of interaction between teachers and students, aimed at mastering knowledge, skills, and abilities, forming a worldview, developing the mental strength and potential capabilities of students, developing and consolidating self-education skills in accordance with the goals.” The latter interpretation has become almost generally accepted - many authors refer to it.
In the above and other definitions known to the authors, as a rule, the interaction between the teacher and students is highlighted as the essence of learning, but the aspect of the student’s interaction with the educational environment in which the educational process takes place is not taken into account. Apart from this, definitions of “learning” tend to be general and focus primarily on general education. However, when deepening the specifics of educational processes, the interpretation of learning always needs to be specified. For example, in relation to higher education, the clarifying concept “training of a specialist” or “training in higher education” should be introduced. When focusing on the informational nature of training, from our point of view, the following formulation is acceptable: training a specialist in higher education is the 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 using educational information materials and the necessary equipment.
The functions of a teacher in his joint activities with students include:
Creation of the necessary information resource (information educational environment);
Selection and implementation of optimal (for given learning conditions) methods and means of teaching; planning the learning process;
Conducting interactive training sessions;
Management of independent work of students;
Determination of regulations for communication with students.
The functions of the student are
In the implementation of active and conscious educational and cognitive activity (mostly independent) to acquire knowledge and master the methods of activity established by the Federal State Educational Standard (as the minimum necessary);
Development of your own creative professionally significant qualities.
Thus, modern process studying at the university consists
From an educational information resource (environment);
Interaction with the educational resource of the student and teacher;
Interactions between the teacher and students in interactive (on-line) and non-interactive (off-line) modes.
On the issue of the relationship between the concepts of e-learning in higher education 55
processing information resources in electronic (digital) formats for presenting educational material. “Pre-computer” does not fall into this category. technical means training - film and video projections, static image projections, electronic questionnaires, etc. - their use is also included in the means and methods of traditional teaching.
When 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 sources available at the university - textbooks, manuals, books, magazines; access to foreign publications, including periodicals, is difficult (more often impossible); there are no automated means of information processing (and, accordingly, are not included in the information environment);
Access to resources is carried out only through appropriate repositories (libraries, reading rooms) only at a specified time and place; the teacher cannot update resources promptly;
Interaction between the teacher and full-time students is carried out only interactively during classroom training sessions and control activities; consultations, at which students can ask questions to the teacher, are also classroom in nature and do not occur as needed for students, but in accordance with the established schedule; interaction between teacher and students correspondence form training during the sessions is interactive (classroom) in nature, the rest of the time most of 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 of information and communication technologies, which provide, in particular, in the educational process
Presentation, transmission and use of information in various forms (multimedia);
Storing significant amounts of information;
Quick access to remote information;
Operational communication of interested parties;
Organization of joint activities in 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 ensure its automated processing, transmission and storage. Acceptable teaching methods turn out to be secondary in relation to the nature of the information and the means of processing it. 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 “electronic learning” (e-leaming):
This is an organization educational activities using those contained in databases and used in the implementation educational programs information and the information technologies, technical means, and information and telecommunication networks that ensure its processing, ensuring the transmission of the specified information via communication lines, the interaction of students and teaching staff 1;
Using new information technologies, multimedia technologies and the Internet (1ST) to improve the quality of learning by improving access to resources and services, as well as remote knowledge exchange and collaboration;
An independent type of training based on the integration of pedagogical and infocommunication technologies, the essence of which is interactive remote interaction of subjects of the educational process in the information and educational environment, ensuring the formation of an infocommunication personality based on the mobile content of education, interactive methods of activity and personalized accounting of students’ educational achievements;
A new form of organizing the educational process, based on 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, while 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 using new information and telecommunication technologies (1CT), which includes software and hardware solutions.
The results of the content analysis of the main approaches to defining the concept of “e-learning” are presented in the table.
When interpreting e-learning, there is a different understanding of its essence:
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 that involves the implementation and use of learning management systems - its content, the process of developing competencies, procedures for tracking learning results; delivery systems for educational materials 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 [Electron. resource]. Access mode: ministry of education.rf/ documents/2974.
Approaches to the interpretation of the concept of “e-learning”
Target orientation (types of activity) Tools used (tools, resources) Features of the formulation of principles, content, methods, learning conditions
Federal Law on organization of educational activities organization of activities, processing, transmission of information, interaction between students and teaching staff 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 teacher and student traditional and new information technologies and their technical means principles are traditional, content and methods change
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 information educational environment dominant tendency towards self-learning
A. V. Solovov new form organization of the educational process, independent educational work of students with the help of developed electronic educational resources, interaction of participants in the process, electronic educational resources, learning environment, means of electronic telecommunications
M. J. Rosenberg use of Internet technologies providing a wide range of solutions to increase knowledge and productivity, delivery of educational content, training network, Internet technologies, educational material
P.J. Edelson, V.V. Pitman op-!^ training, Web-based training, CBT-computer Based Training training Web technologies, computer technologies
D. Morrison long-term assimilation of knowledge and skills by adults assimilation of knowledge synchronous (video conferences, virtual classes, high-speed messaging), asynchronous ( Email, text materials, audio and video recordings, etc.) means
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 the students themselves, means of new information technologies and mass communications - fax, radio, television, as well as audio, television and video conferences, multimedia and hypermedia, computer telecommunications
D. Keegan providing education and training providing education and training Internet, virtual learning environments, learning management systems
An alternative to traditional face-to-face learning, when classes are conducted remotely using Face-to-Face technologies, which allow students not only to independently 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 equate e-learning with distance learning. From our point of view, this is incorrect: the first can be implemented in the classroom and on local computers. If, as discussed above, the key feature separating traditional and e-learning is non-use/use
On the issue of the relationship between the concepts of e-learning in higher education 57
information in electronic formats, then the following definition can be given: electronic learning should be considered, the means and methods of which involve the use of educational information resources in electronic (digital) presentation formats.
Let's comment 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, databases for storing them, networks for accessing resources and exchanging information between subjects of the educational process and etc., - turn out to be a consequence of the use of digital forms of information representation and such detail, generally speaking, looks superfluous;
Secondly, certain 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 as an independent form of organizing the educational process is 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. Khmel, A.V. Khutorskoy, B.I. Shunevich, etc.), and foreign (M. Allen, T. Anderson, J. Boat, F. Wedemer, 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 method of distance learning, in which the teacher and students are physically located in different places and use audio, video, Internet and satellite communication channels for educational purposes;
A purposeful, organized in a specific didactic system 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 learning, 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 (increment) 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 the independent assimilation by students of specially organized educational materials with prompt access to them; control and management of educational activities carried out by a remote teacher.
The following explanations are given for the definition:
1) ... asynchronous form ... means that the learning process occurs for each student independently of others;
2) in the distance version, the student masters the educational material independently, while having the opportunity to quickly interact remotely with the teacher and other students;
3) ... specially organized educational materials ... cover all types of student educational activities, both in content and in the organization of the learning process; they (materials) are presented in electronic formats and provide for remote access to them;
4) ... prompt access ... to educational materials means that it should 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 by using computer networks and network communication services, i.e. in the presence of an information educational environment.
Thus, distance learning should be considered as an extreme 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 educational technology). This applies to full-time education in 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 disadvantages, the idea of blended learning arose. This term denotes an educational process in which various event-oriented techniques for managing the learning process are used, 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 distance learning forms, when independently studied material is summarized, analyzed and used to solve assigned problems. Blended learning is considered by educators as
Training that combines different kinds training events, including face-to-face classroom training, online e-learning and on-the-job self-learning;
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 full-time and distance learning, in which one of them is basic, depending on the preferred model;
Integration of electronic and traditional learning, which is characterized by planning and pedagogical value;
Use in different ratios of electronic and classroom learning,
Combining “live” learning with learning using Internet resources (primarily second generation), allowing for joint activities of participants in the educational process;
Traditional training with the use of additional electronic technologies.
A comparison of definitions shows that they all, 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 distance learning 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 capabilities of the information educational environment of the educational institution, and the availability of educational and methodological support. Thus, e-learning, according to our ideas, combines blended and distance learning.
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