Zhoranova N.Zh
PERSPECTIVE FOR REMOTE
EDUCATION SYSTEM DEVELOPMENT
Remote education is a term used to wide range
of educational programs and courses varying from qualification improvement
courses without accreditation to accredited programs of higher education
enabling possibility of tight relationships between students and teachers or
co-students as it is realized within full-time education. To provide effective interaction
remote education uses set of tools, including interactive computer programs,
Internet, e-mail. Telephone, fax and usual mail.
There is significant world experience of remote
education system implementation based
on information and communication technology. Remote education system has high degree
of coverage and wide-range action and will be significant for education as
long-term purpose of remote education system is to give every student
(undergraduate, post-graduate) possibility to study at any University. That
supposes transfer from limited concept of physical transition of students to
concept of mobile knowledge and study with the purpose of distribution of
knowledge through educational resources. The following characteristics are most common for remote education system:
1. Flexibility. Student does not attend regular classes. Everybody can study the volume he finds appropriate to master the curriculum and to obtain knowledge required in the selected discipline.
2. Modularity.
Every discipline or series of disciplines studied by the student make up total
understanding of subject.
3. Long-range action. Distance from the place of student location to
educational institution is no more an obstacle to effective educational
process.
4. Asynchronism. Teacher and student in education process can implement education technology independently from time, i.e. under schedule convenient for everyone and at a comfortable rate.
5. Parallelism.
Studying can be performed jointly with another activity
(study
at standard educational institutions,
professional activity and etc.).
6. Mass character. Number of students on remote education is not a
critical parameter. They have access to other sources of information
(e-libraries, databases) and can communicate with each other and teacher though
communication networks or via other ICT facilities.
7. Profitability. By estimates of foreign specialists remote education
system is approximately by 50% cheaper than standard forms of education because
of insignificant involvement of premises, computers and etc. as well as because
of more concentrated and unified content of study materials and orientation to vast
majority of educational and other factors.
8. Individualization of education. Information education environment is established that enables to use techniques of distributed education to increase effectiveness of education, strengthening of individualization of training.
9. Integratedness.
Remote education system does not exclude, but expands and integrates
available forms and techniques of education. Integrated training environment
implements active system of knowledge transfer, i.e. students are not only
passive readers of study materials in interactive regime.
10. Improvement of education quality. Study material is prepared by highly qualified specialists. Students taught by means of seminars and tele-conferences participate in group work, make exercises and practical tasks by deadline, pass tests, independently select priorities to obtain the required total coefficient.
Aim of project is to
create and develop remote education system at the University.
Objectives are: development and introduction of the
following remote education subsystems: students registration and accounting
subsystems;
subsystems of determination of initial level of
student and support to educational programs by degree of material complexity;
e-books under curriculum of specific specialties
pursuant to state educational system;
testing and knowledge control subsystems;
e-library and e-trade subsystems;
service software subsystems for security and
protection of information against unsanctioned access.
Thus, implementation of this project leads to creation of software shell for remote education system with Web-technologies applied.
The first technology enables to generate electronic
management tools with unified properties (registration, division into structural
units of teaching, determination of study trajectory, implementation of teaching
and control of knowledge under given educational trajectory and etc.). The second
one is to generate automated information systems for organization and management
of e-learning in Internet environment under client-server regime.
Conclusion
Vast number of factors, examples above demonstrate
necessity of creation and expansion of remote education in Russia and its regions
as it is an integral factor of development of qualified, intellectual,
professional and simply healthy society. This works views remote education from
pedagogical and technical points of view and this issue is very important.
Remote education opens access to non-traditional
sources of information, increases independency of work, gives new possibilities
for creationship, gaining and development of different professional skills,
teachers, in turn, are able to implement principally new forms and techniques
of education with used conceptual and mathematical modeling of processes and
phenomena.
Bibliography
1. Gozman L.Ya.,
Shestopal Ye.B. Remote education on the verge of XXI century. Rostov-na-Donu, “Mysl”,
1999. – p. 368.
2. Internet:
www.dist-edu.ru; www.hse.ru; www.ui.usm.ru.
3. Kaledina
A.N., Kushelman N.V., Higher educational delusion. M: “Drofa”, 1996. – p. 228
4. Klarin
M.V., Innovations in education. Metaphors and models, M: “Nauka”, 1997. – p.
398.
5. Pedagogics:
guide-book for students of pedagocial institutions/Slastenin V.A., Issayev
I.F., Mishchenko A.I., Shiyanov Ye.N., 4 edition, M: Schol Press, 2002 – p.512.
6. Shakhmayev
N.M., Technical facilities of remote education, M. “Znanie”, 2000, - p. 276.