Distance education as means of ensuring accessibility of professional education for persons with special educational needs

Naumova, Tatyana A.; Neborsky, Egor V.; Vitovtova, N.I.; Shklyaev, A.E.

doi:10.20339/am.02-19.061

Cited by 3 publications

(1 citation statement)

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“…Это требовало развития индивидуального подхода, создания специальных приемов обучения, учета личностных характеристик студентов [29; 30], а также учета таких характеристик, как возраст, наличие детей, график работы и др. Заслуживает внимания предложение применять дистанционное обучение для лиц с особыми образовательными потребностями [16] с целью обеспечения доступности высшего образования для всех категорий граждан. До сих пор понятие «дистанционное образование» в зарубежных странах является синонимом термина «заочное образование» [4].…”

Section: Introductionunclassified

Effects and Risks of Distance Learning in Higher Education

Цыгалов

2020

Upravlencheskoe konsul'tirovanie

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The forced work of Russian universities remotely in the context of the pandemic (COVID-19) has generated a lot of discussion about the benefits of the new form of education. The first results were summed up and reports were presented, the materials of which showed that the main goal of online education — the prevention of the spread of infection, - has been achieved. Against this background, proposals and publications have appeared substantiating the effectiveness of the massive introduction of distance learning in Russia, including in higher education. However, the assessment of such training by the population and students in publications and in social networks was predominantly negative and showed that the number of emerging problems exceeds the possible benefits of the new educational technology. Based on the analysis of the materials of publications and personal experience of teaching online, the potential benefits and problems of distance learning in higher education in Russia are considered. It is proposed to consider the effects separately for the suppliers of new technology (government, universities) and consumers (students, teachers, society). It is substantiated that the massive introduction of online education allows not only to reduce the negative consequences of epidemics, but also to reduce budgetary funding for universities, optimize the age composition of teachers, and reduce the cost of maintaining educational buildings. However, there will be a leveling / averaging of the quality of education, and responsibility for the quality of training will shift from the state/universities to students. The critical shortcomings of online education are the low degree of readiness of the digital infrastructure, the lack of a mechanism for identifying and monitoring the work of students, information security problems, and the lack of trust in such training of the population. The massive use of online education creates a number of risks for the country, the most critical of which is the destruction of the higher education system and a drop in the effectiveness of personnel training. The consequences of this risk realization are not compensated by any possible budget savings.

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Section: Introductionunclassified

Effects and Risks of Distance Learning in Higher Education

Цыгалов

2020

Upravlencheskoe konsul'tirovanie

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Realization of professional oriented trajectories for development of students at distance learning

Vaseva

Buzhinskaya

2020

Informatika i obrazovanie

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The article actualizes the need to use distance learning as a way to ensure the availability of education. The factors that determine the need for organizing distance learning are considered. The conclusion is drawn about the need to comply with the requirements of the orientation of training for future professional activities in the process of distance learning. The ways of realizing professionally oriented trajectories are discussed. It is proposed to implement professionally oriented trajectories in the process of distance learning by providing variability in the choice of tasks and the level of their implementation. The experience of organizing the course "Training practice on the development of user interface for software products" for future IT specialists is given. Three levels of completing the tasks of the course are distinguished — advanced, decent, sufficient. The content of the practice is divided into several sections. The content of the tasks in each section is focused on a specific professional activity of a future IT specialist: user interface design, software product development, software product presentation, paperwork. Within each section, a student can get a basic, middle or high mark. A model of the student's correspondence to a certain level is proposed, depending on the marks received for each section. The model includes options for matching a certain level. The option can be chosen by the student himself.

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Особенности Формирования Осознанной Мотивации При Дистанционном Обучении Для Успешного Освоения Учебного Материала На Примере Работы Подготовительного Отделения Факультета Международного Образования

Болокова¹,

Пафова²

2021

Гуманитарные Науки

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Distance education as means of ensuring accessibility of professional education for persons with special educational needs

Cited by 3 publications

References 0 publications

Effects and Risks of Distance Learning in Higher Education

Effects and Risks of Distance Learning in Higher Education

Realization of professional oriented trajectories for development of students at distance learning

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