Theoretical aspects of comparing traditional and e-learning. About the strengths and weaknesses of e-learning

Two traditional teaching methods stand out

1. Reproductive

2. Explanatory and illustrative.

The reproductive method of teaching is used to develop students' creativity, pushing them to obtain information already from what is known to students. Still, the reproductive method cannot fully develop the students' thinking, their creative potential.

The explanatory and illustrative method consists in the fact that the teacher communicates ready-made information by various means, and the students perceive, realize and fix this information in memory. The teacher communicates information with the help of an oral word, a printed word, visual aids, and a practical demonstration of methods of activity.

Thus, both traditional methods involve the transfer of knowledge to students in a finished form.

These methods can be distinguished many flaws:

2. Low student independence.

3. Dispersion 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 the study of the material.

Innovative teaching methods

These methods include active and interactive forms, used in training.

Active forms provide for an active position of the student in relation to the teacher and to those who receive education with him. During the lessons, they use textbooks, notebooks, a computer, that is, individual means 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 works on the material being studied, and each of them is responsible for the work done.

These include:

exercises that are creative;
group assignments;
educational, role, 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 material being studied, to discuss and debate

	Traditional	Innovative
purpose	Formation of knowledge, skills, skills	Development of the ability to independently pose and seek solutions to new non-standard problems
Forms of organization	Frontal, individual.	Group, collective.
Teaching methods	Illustrative and explanatory, informational.	Problematic, problem statement, partial-search, research
Leading type of activity	Reproductive, reproducing.	Productive, creative, problematic.
Methods of assimilation	Memorization, activity according to the algorithm	Search activity, reflection
Teacher functions	Information carrier, keeper of norms and traditions.	Collaboration 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 activities of the teacher and students aimed at solving learning problems.

Teaching methods are divided into three groups:

Organization methods.

Verbal methods

Visual methods:

Practical methods

Control methods.

1.Verbal control. Individual or frontal survey.

2.Written control. Test papers, 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 entire arsenal of methods for organizing and carrying out educational activities is used. Each of the methods has not only informative and educational, but also motivational impact.

At present, computer tools are being actively developed for conducting training courses. In almost all directions academic disciplines electronic textbooks, teaching aids and self-instruction manuals are being created. The growing interest in such sources is associated with the emergence of multimedia technologies, as well as with the development of communications, the Internet.

However, the creation and organization of training courses using e-learning tools, especially based on Internet technologies, is a difficult technological methodological task. At the same time, the large labor costs for the development of e-learning tools are often not compensated for by their effectiveness due to their rapid obsolescence. Nevertheless, the industry of computer teaching materials is expanding due to their relevance and social significance. For example, computer-based teaching aids are useful for independent and individual work, they are very important for a student-centered learning system.

The main factors for the intensification of the educational process with the help of electronic manuals are:

1. increasing focus;

2. increasing motivation;

3. increasing the informative capacity of educational content;

4. activation of educational and cognitive activity of trainees;

5. accelerating the pace of training activities.

An electronic study guide is effective when you have:

1. almost instant feedback;

2. the ability to quickly search for the necessary reference information;

3. demos and models (the manual tells, shows, explains, demonstrates);

4. control (training, self-control, testing).

Let us formulate several principles for constructing an electronic study guide:

1.nonlinear and layered representation educational information;

2. focus on personality (student-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)

In contrast to the classic “paper” version of the textbook, the electronic one is intended for a different learning style, in which there is no orientation towards a sequential, linear study of the material.

Electronic manuals have many advantages over traditional (classic) ones. Indeed, electronic educational literature allows you to:

1.automation and intensification of pedagogical work (in the design of training systems, preparation for classes and the selection of educational material in accordance with the task of teaching, the formation of didactic materials);

2.implementation game forms training (business, control and testing, etc.);

3. Ensuring ergonomic requirements, expressed in the minimization of the student's mental efforts, i.e. the cost of nervous energy per unit of firmly mastered knowledge;

4. machine simulation of real objects (systems) with figurative and artistic representation (visualization) of the dynamic results of simulation;

5. use of hypertext and multimedia presentation of information;

6. comfort in work due to the creation of a friendly interface, taking into account the individual abilities of the student;

7. simplicity of storage of large information arrays (reference information on a CD-disk takes up much less space than several volumes of an encyclopedia);

8. Implementation of environmental requirements (protection of forests from deforestation, closure of harmful industries for the production of paper, printing ink, etc.).

Also, information presented on electronic media brings savings Money and labor costs by reducing transportation and storage costs. But, at the same time, the costs of intellectual labor of the authors' collectives-creators of electronic manuals are incomparably higher than when publishing traditional literature.

Despite the indisputable advantages, the use of e-learning tools is not without certain disadvantages. Among them are the 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 organs of vision, requires appropriate technical means, etc.). Much more significant are the drawbacks caused by errors in the writing of electronic manuals. This is expressed in the absence of:

1. taking into account psychological and pedagogical requirements;

2. targeting (taking into account the individual characteristics of the student, the state of his health (for example, disability), professional orientation in training, etc.);

3. unification in the use of terminology and designations;

4. interdisciplinary connections and insufficient material continuity;

5. a unified approach to the selection of illustrative material.

This situation has arisen due to the fact that the process of intensive creation of electronic manuals began relatively recently, and in many respects it proceeds spontaneously, therefore the team of developers of educational software products does not always include specialists in the field of pedagogy and psychology, ergonomics, medicine, etc.

ELECTRONIC AND TRADITIONAL TEXTBOOKS: COMPARATIVE ANALYSIS IN PEDAGOGICAL ASPECT

V.G. Lankin, O.A. Grigorieva

Many profound changes in Russian science and education are caused by Russia's entry into the world 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 education development, and radically change the educational environment. At the present stage, the task of finding mechanisms for integrating traditional and newest ways of organizing funds has become more relevant. information support educational practice. One of the key points of this integration is a modern textbook.

Today, when new information technologies compete with printed editions, there is a problem of interaction between the traditional textbook and the means of new information and communication technologies. 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 the means of transmitting educational information? What is the overall status study book in the new information space with a wide variety of communications and means of communication? What are the prospects - positive or possibly negative consequences - of modern technological evolution in education?

Comparative analysis traditional textbook and electronic

allows you to highlight their main characteristics. In the traditional textbook there is a help apparatus that helps in finding the necessary information. It includes a table of contents, additional indexes, lists of recommended literature on a particular topic, important information is highlighted in bold or italic type, there is a system of links and references. These traditional aspects of signification and logical apparatus are aimed not so much at managing attention as at achieving a reflective, pondering nature of working with text. The traditional book text in this capacity is not only a source of extracted information, but also a specially modeled mediator of thinking. In an electronic textbook, a search engine is required, with the help of which it is possible to analyze the content of the book, search for the necessary information by a keyword, a system of hyperlinks, which within a split second transfers the user to the desired passage of text. Associated with these moments is the strengthening of the active-guiding principle of the organization of book material in relation to the reader - the student.

The advantage of an electronic textbook lies in its accessibility and efficiency of use in the mode of real "replication" of information. A traditional textbook, in the absence of it for personal use, in a store or library, can only be obtained after a while, by ordering by mezbib-

a library loan or bookseller. An electronic textbook can be obtained in a matter of minutes by ordering it from an online store or by “downloading” it from an electronic library. The electronic textbook has no circulation in the traditional sense of the word. Such a publication can be copied an unlimited number of times and, if necessary, obtain a printed version of the textbook or part of it using a printer.

One of the advantages of an electronic textbook over the traditional one is that the authors (teachers, scientists), following a number of registration rules, can publish their works themselves and distribute them at their discretion, while the publication of the textbook in traditional form- a rather complicated, laborious and expensive process. With the emergence of the need for corrections and additions, the text of an electronic textbook is easier to correct than to republish a traditional textbook.

When creating an electronic textbook, publishing costs are reduced to zero, which should be reflected in the price of the textbook. The creation of an electronic textbook does not require paper, the production of which is associated with a number of environmental issues; no printing presses are used to create an electronic textbook, expensive and harmful paint is not consumed, etc.

The undoubted advantage of the electronic textbook is its compactness. Books 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 (pictures, diagrams, tables, etc.). The clear advantage of e-books is the accompanying

text with sound and video. “Multimedia tools allow you to present educational material in a fascinating, dynamic form, and engineering structures, devices, elements - as moving three-dimensional objects, thereby fully revealing their design and principle of operation. " When using the Internet textbook, direct communication between the student and the teacher is possible. The trainer can make the necessary explanations, carry out a quick control of the knowledge gained by the student. The process of merging the capabilities of an electronic book with the capabilities of a virtual media environment, affecting here, in general, promises tremendous prospects - not only in terms of expanding the means of expressiveness and interactivity in the broadcast of 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 completely personal - a functional lecturer, instructor, consultant and controller) and where the institutional structure of the process organization can change significantly.

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 an electronic textbook only if you have computer skills. Physically, this work affects health. When reading from the screen, for a number of reasons, the speed and efficiency of reading decreases.

The e-textbook also depends on the connection to the Internet and on the electricity supply.

And with a traditional textbook, you can work in any place convenient for the reader.

Problems of using an electronic textbook arise due to the lack of electronic book formats. To publish an electronic edition, you need to choose a specific program and prepare the text using your own tools for publishing and distribution. The printout on the printer is not inferior in cost to a traditional textbook and is often of inferior quality than a book. Textbooks built with the use of video materials and sound design cannot be "printed" on a printer.

The disadvantage of an electronic textbook is that digital libraries and the shops are not reliable today. The server providing information can be turned off, damaged, 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 appear, since the human psyche is more adapted to the sequential perception of information, without moving along hyperlinks. In this case, the traditional textbook is much more convenient. Moreover, video materials, sound, animation, on the one hand - wonderful means activation of attention, on the other hand, as the research of psychologists testifies, they lead to a decrease in the reflective, pondering nature of perception, which is so characteristic of the culture of the book as a basic phenomenon that determined the type of civilization of reason. Attention management ("forced orientation") technologies not only complement, but are also capable of replacing

culture of thought associated with reading and understanding the interpretation of the written word. And this is one of the problematic facets of the merging of the educational and educational environment with the media environment, as well as the deployment of mass media culture (social media technology) as such. The growth of media technologies as an intensive continuation of human sensibility 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-conceptual quality. This common disease of mass culture (media culture and mass media technologies) can also be transmitted to the system of mediatized education that is integrated with it. Education can cease to be a factor in 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 one either in quality or in documentation. In turn, in a mediated education system, the student's authentic activity also loses (arouses suspicion): the measure of the student's independence in these processes can never be accurately established. Abstracted and compiled materials are difficult to separate from simply copied ones. The quality of virtual tests and especially their role in the attestation of a student today causes almost widespread doubt among teachers who actually conduct them.

The problem of using an electronic textbook is also a quick

Due to the aging of computer technologies, it 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 needed.

Considering all of the above, it must be admitted that for a uniquely progressive development, the system of a mediated educational environment, the most important component of which today is an electronic textbook, requires fundamental improvement. This problem is exacerbated due to the ambiguity of the opinions of teachers on this matter, due to the lack of equipment of the proper level and guarantees of the safety of its daily use.

To work with electronic educational publications it is necessary to create a friendly interface; ensuring optimal control, including a developed navigation system and a sufficient speed of information retrieval; ensuring resistance to the student's erroneous actions, etc. In addition, it is required to provide such a structure of interactivity that would not level the personal nature of the meeting in the media space of a teacher and a student and would not reduce the cultural content of education to reference material. The technology of the mediatized educational environment should not be inferior to the culture of the book in the ability to form a discursive, reflectively meaningful type of thinking.

Supporters of the creation of electronic textbooks say that, unlike traditional educational materials on a printed basis, electronic ones have significantly greater didactic and methodological advantages: they are more dynamic, virtual, difficult

structured; facilitate the organization of individual training, feedback, etc. All this becomes possible due to the technological features of their creation. To take advantage of this, it is necessary to supplement the system of constructive criteria for the creation of educational materials (on the basis of which traditional - printed ones are performed) with a group of technological ones, taking into account the peculiarities of creating electronic publications and the specifics of working with them.

The problematic nature of the comparison carried out 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. In essence, the question remains debatable: is the textbook only one of the means of the educational process or is it more correct to characterize it as a systemic factor of the educational environment? Many modern scholars believe that the view of the textbook as a means of instruction is the subject of the history of pedagogy. V.P. Bespalko, N.F. Talyzina, I. Ya. Lerner, V.V. Kraevsky adhere to the theoretical point of view of the textbook as a model of the pedagogical system, in which the main role is played not so much by the subject material as by the pedagogical essence, on the basis of which the material is included in the system of educational and informational communication. A view is formed at the textbook as an educational environment, characterized in the following aspects: the textbook as a learning environment; textbook as an environment for professional creative activity; textbook as an environment for the accumulation of knowledge and cultural values. At the same time, the evolution of the textbook continues today, and this forces the introduction of additional categories that organize research attention. A number of authors

consider that the textbook of the post-industrial era is an educational space, since the learner and the learner are elements of this space; the virtual textbook is a place of learning, since it is a kind of information area in a wider information space. The learning process in virtual space does not depend on time. In the virtual world, students, communicating with each other and being each part of the textbook, form a virtual group with the property of collective intelligence, in turn, being part of the virtual textbook.

Teaching in virtual space has a tendency to “extract” the teacher to a recorded lecture, a compiled test, etc. At the same time, on the one hand, it potentially enhances, and on the other hand, it makes implicit (remotely hidden) the author's involvement of the student in the educational space. Is this good or bad? What is unambiguously 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 reflection 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 measures and means of supporting a textbook on a printed basis.

In conclusion, I would like to add that the textbook of the future is not a text with illustrations and questions to it, but a system of differentiated knowledge for the search, analysis and generalization of educational information. Information can be presented both in the form of books and in the form of CD-disks and materials on the Internet, i.e. the textbook can be both real and virtual, the main thing in the textbook of the future lies in its performance of functions: informational, educational, functions of motivation, leadership, stimulation, exercises, self-control, coordination and rationalization, i.e. the textbook should be structured primarily as education system with a humanitarian and pedagogical principled basis.

LITERATURE

1. Grigorieva O.A. Book as a synthesis of arts: features and possibilities of traditional and electronic forms of the book / 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 .-- S. 217-219.

2. Vishtak O.V. Criteria for the creation of electronic educational materials / O.V. Vishtak // Pedagogy. - 2003. -№ 8. - S. 19-22.

3. Textbook in the post-industrial era / V. Kuznetsov, E. Klygina, T. Fedosova, A. Gorbachev // Higher education in Russia. - 2004. - No. 9. - S. 103-108.

4. Nazarova T.S. Strategies for the development of an educational book / T.S. Nazarova, Yu.P. Gospodarik // Pedagogy. -2005. - No. 3. - S. 10-19.

5. Chernilevsky D.V. Didactic technologies in high school/ D.V. Chernilevsky. - M.: UNITI, 2002 .-- 437 p.

10.06.13

Since e-learning has become widespread, critics have begun to cast their voices questioning its merits, qualities and, in general, its viability. But is it? Can students of traditional institutions boast more success than those who choose distance learning?

It's time to debunk some of these myths.

1. This technology is untrustworthy

Most of the public and financial institutions of enterprises and government agencies would be marking time if they were afraid of the introduction of new technologies. The bottom line is that you don't need additional software for successful distance learning. All that is required is a computer connected to the Internet. No complicated tools or expensive software required. FROM technical point vision, e-learning is a very simple process. Especially considering the fact that most people have fairly reliable computers and constant access to the Internet.

2. Students are deprived of the possibility of group interaction

In recent years, the level of social interaction between people has gone through the roof. Many academic platforms e-learning are taking advantage of the rapid growth of social networks such as Facebook and Twitter, giving people the ability to communicate and interact, thus creating a conducive environment for learning together.

Unlike classical universities, where students are limited by the walls of the classroom, those who have chosen distance learning have the opportunity to communicate with people around the world.

3. It puts the teaching profession at risk

Computers will not replace humans. They simply simplify the learning process by making it possible to reach a wider audience. The profession of a teacher or teacher is by no means leveled out by the e-learning system. On the contrary, professors have the opportunity to reach a larger number of students and open a local school, taking possession of a larger share of the educational services market.

4. Students learn worse, not feeling control over their work by the teacher

If a student or student is not interested in acquiring knowledge, he or she does not care whether the teacher is observing his work or not. While e-learning does not imply that the student is at a certain time in a certain place, while providing him with access to a teacher and other fellow students who can provide help and support.

The old adage: "You can lead a horse to water, but you cannot make him drink" is the best way to debunk this myth. If the student does not have a goal of gaining knowledge and achieving success, the program or the teacher has nothing to do with it. Blaming e-learning for everything is stupid. Is a kind of catalyst for the delivery of information, e-learning is not responsible for the addiction of the student.

Dropout rate and structure of MOOC listeners (top to bottom): observers, occasional visitors, passive participants, active participants.

5. The curriculum is less reliable

Have you ever attended some of MIT's public lectures? Its auditoriums are replicas of traditional classrooms. Students who take e-learning receive the same training as students from traditional universities. The quality of a curriculum is directly related to the instructor who wrote it. The delivery method (in this case, in digital form) does not affect the quality of the product in any case.

6. There is no universal unit for measuring the quality of knowledge gained

For many years, specialists have been trying to find a measure for evaluating the knowledge gained. Determine the quality of education through exams? Success at work? Opportunity to retell the material? This is not just an e-learning problem. It is difficult to determine the level of knowledge gained with reliable accuracy not only in the field of e-learning, but also in traditional learning. But the truth is, the tools for measuring the success of eLearning courses are no different from those used in traditional classrooms.

7. Distance learning is passive

Students sitting in the classroom are more passive compared to those who choose a distance learning course. IN the latter case listeners of lectures are more involved in the learning process, as they constantly interact with the teacher. In order to give the correct answer to a teacher in an online classroom, a much greater concentration of attention is needed. This is not for you to play Tetris on an iPhone in the "gallery" ...

8. E-learning serves as a cover for real-world students

The real world is full of computers. There are many more universities in life, especially in a small town. Students who choose distance learning can connect with people from all over the world. The listeners of e-courses, as a rule, are those who cannot imagine life without digital technologies. Therefore, they prefer to receive education without leaving the computer.

9. Diploma of education obtained through distance learning is not quoted

10 years ago this could still be true, but trends are fleeting. A growing number of employers recognize that distance education can compete with a traditional institution. Many e-learning graduates are more tech-savvy, motivated, and more eager to educate and improve themselves. You need to be prepared for the fact that over time more and more colleges based on the principles of e-learning will appear. Traditional education will have to make drastic changes to keep up with private companies, which don't have to wade through bureaucratic red tape to get curricula approved.

10. Students are deprived of extracurricular activities

The point is that e-learning leaves more time for extracurricular activities... The student is not obliged to spend time on a trip to the university and back, but can independently plan his own schedule. Nothing prevents him from doing art in the afternoon or participating in other activities that have to be postponed by those who are "tied" to the schedule. In addition, e-learning students can connect to projects that are designed for a traditional school.

11. Without connections, it is more difficult to find a job.

Undoubtedly, connections are essential in the process of finding a good job. In this case, students of traditional universities are in a less advantageous position, who are forced to attend classes every day for four years in a row. By receiving distance education, one can remain an active participant in the labor market. In this case, education, training and networking are three interrelated and complementary processes. An added bonus of many online courses is the ability to connect with people you would never meet in class. By studying remotely, you have the opportunity to connect with people who hold good positions and can help you find interesting and high-paying jobs.

12. E-learning is impersonal

Internet classrooms are still run real people... People you can contact by e-mail, chat or Skype. E-learning is fully customizable. This is an ideal option for people with disabilities, whose life circumstances are such that they cannot go outside their apartment.

E-learning is a great opportunity to interact with the outside world for people who are naturally shy. Agree, it's easier to type a question in a chat window than to raise your hand in a large lecture hall.

13. Professionals don't take distance learning seriously

Yes, and here's why. Many instructors who teach online courses are more loaded with verification term papers and drafting curricula as they can work with thousands of people.

The more popular e-learning becomes, the more competition among teachers and professors. This means that they will have to make additional efforts to interest the student, make him opt for his course.

14. E-learning is chosen by people who are lazy and unable to follow the traditional path.

A traditional college course is a tangle of problems, not least of which is financial. College is unnecessarily expensive. Not all talented and capable students can afford it. E-learning should not be considered a lightweight option for lazy people. With all the flexibility of the schedule, the student is fully involved in the learning process, if, of course, he wants to succeed.

15. E-learning is for people who dropped out of school or failed to go to college

This is an old shortcut that has nothing to do with online e-learning. Times when a lagging student went online to finish school vocational training, have sunk into oblivion. Now students choose to study online primarily because of its flexible system. In addition, this form allows you to reduce the cost of education and not even leave your job. Prestigious schools offer a variety of online courses, the level of which is admirable.

16. Distance learning is mostly of the same type

Thanks to modern technology, students can gain knowledge through videos, lecture notes, slides, texts, group discussions or experimenting. The teacher and students are not limited by the walls of the classroom - each person has the opportunity to learn and grow in accordance with their personal characteristics and needs.

17. This technology is too expensive

Teaching technology is generally cheaper than the cost of a course in a traditional educational institution. The cost of the software, internet connection, and computer are just a fraction of the cost of a single college course.

18. E-learning enables students to gain communication skills

Online education teaches students to communicate effectively. A computer screen is not a hindrance to asking questions, discussing, commenting and, in general, interacting. After all, all actions must be carefully thought out, clearly and concisely written. The connection between classmates and the teacher can be more intense than in a traditional classroom. After all, the social aspect is at the core of software fundamentals.

19. There are too many real distractions for e-learning to be effective.

This is true, as e-teaching of courses has to contend with Facebook, Twitter, YouTube, and millions of other entertainment on the web.

But this also applies to the real world. Students must learn to manage their time correctly, monitor their habits and set priorities. In a traditional classroom, the student is practically unaffected by the temptations of the environment. But, as soon as such a student gets a job, he is forced to learn to adapt to the requirements. real life with all its distractions.

20. The student must have a supercomputer

Have you ever seen a Google Chromebook? It only costs $ 249.00. This is a laptop that is ready to go as soon as it is taken out of the box. At the same time, it has all the tools and software needed to study while receiving e-education. Most of the courses are taught over the Internet. Even if a student's Internet connection speed is too slow, the Wi-Fi system guarantees a high connection speed from any hot spot in the city.

21. Students of distance learning courses do not have access to the resources that students of traditional educational institutions have at their disposal

Once upon a time, students from leading universities such as Harvard and Yale had access to those professors and library shelves that ordinary citizens could only dream of. But the Internet changed everything. Information layers - in open access... Knowledge can be drawn from anywhere, from any source. And it's free. All are put on an equal footing. And what was previously available only to the "elite", today, with the help of distance learning, everyone can get. This is why e-learning is so popular with students.

22. E-learning is a trend that will never reach the level of traditional education

The cost of traditional education is unreasonably high. Some scholars predict that we will soon witness the collapse of the traditional education system. In scale, it will be comparable to the collapse in the US real estate market, which triggered the global crisis. The reality is that traditional education is too expensive. This system is unlikely to hold out for another couple of years. Online education is more cost-effective and beneficial, primarily for students. The entire scientific world is on the verge of major changes.

Percentage of US students who "attend" at least one course online

23. Colleges will not completely switch to e-learning, as it has many shortcomings

Universities cannot completely switch to distance learning. But this is not because her methods are in some way inferior to traditional methods. The reason is different. There is too much money in the traditional education system. Politicians are no less. Some specialists do not want to put up with new technologies, justifying their reluctance by the fact that the hierarchy of elitism will collapse. Don't worry, there are online courses on the Internet that are designed by some of the most outstanding and brilliant minds on earth.

24. It does not provide real life experience

It shouldn't mimic real life experience ... because it happens in real life. Students of traditional universities are accustomed to sharing their lives: “At this time - study, at this - work, at this - family”. E-learning allows you to live in such a way that all these stages take place in parallel with the learning process.

25. Distance learning is something mysterious and unknown

Many students start with distance learning. The curriculum, cost, and the ability to connect with people from all over the world are the reasons why this way of getting an education will be the most promising in the future. Change is always painful. Traditional institutions have maintained a monopoly for hundreds of years. The academic sector has always developed too slowly to keep up with technology. But one fine day, the champions of the traditional education system may realize that the world did not wait for them and went far ahead.

26. E-learning is much cheaper than traditional education due to hidden costs

There are undoubtedly the costs of organizing online audiences. These are the costs of both software and server hosting, and the time spent by specialists. But don't real-life professors need to be paid? Anyway, even with all the hidden costs, e-learning is cheaper than traditional learning.

27. E-learning involves spending a lot of time in front of the monitor, and this is harmful to the eyes

When the world did not yet know the Internet, apocalyptic warnings about the negative effects of the monitor on the eyes rained down from all sides. But every year technologies allow to improve the design of screens, making them more and more safe and ergonomic. How happy everyone was when it first appeared electronic book and everyone got the opportunity to read information from the screen of a compact electronic device! No one doubts that manufacturers will continue to improve their products to minimize the effects of radiation on the eyes.

28. There is no opportunity to assess the quality of e-learning

The same argument applies to traditional education as well. To determine the level of knowledge in the e-learning system, you can use the same assessments as for traditional education. Nothing is impossible for distance education. There is no doubt that with the development of technologies, methods of attestation of the quality of knowledge obtained through distance learning will be invented.

29. E-learning is boring

If an online course is dubbed "boring," it's only because the instructor did not plan the work well. It's never boring in a lesson in a remote classroom: just like in a regular classroom, you can chat with other students, raise your hand, ask questions, communicate with a professor, use the Internet for research and make presentations.

30. E-learning will never achieve high quality education status

If after reading the above 29 reasons your opinion has not changed, most likely you will not be convinced.

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Dmitry Osipov

Master student, Department of Information Systems, FGBOU VPO MSTU "STANKIN", Moscow

Kryukov Alexander Andrianovich

scientific adviser, Ph.D. those. sciences, prof., department "Information systems", FGBOU VPO MSTU "STANKIN", Moscow.

Development information technologies over the past decades has led to their widespread use in many areas of human activity. The education sector was no exception. At the end of the 20th century, e-learning was born in Western countries and received an impetus for the rapid development. The emergence and active spread of electronic forms of education is an adequate response of the educational systems of many countries to the processes of integration taking place in the world, the movement towards an information society.

At the beginning of the 21st century, e-learning technologies began to appear in Russia at a slow pace. As in many other countries, in Russia electronic forms of education until recently were not used on a large scale due to a number of objective reasons - mainly due to the insufficient development and widespread use of technical means of new information and telecommunication technologies. Currently, the technical prerequisites have been created for the widespread use of e-learning in education. Moreover, in a number of cases, the implementation of e-learning ideas has lagged behind the opportunities provided by technical means. Nevertheless, every year the use of electronic educational technologies is becoming more and more common.

Currently, e-learning is used, as a rule, for obtaining a second higher education, additional education or for retraining specialists. Both in world practice and in Russia, e-learning is used precisely as an addition to full-time education.

Benefits of e-learning

There are many reasons for the popularization and widespread use of e-learning systems. First of all, these are the clear advantages of e-learning over “classical” learning methods:

1) Geographic and temporal advantages

Distance learning allows teachers and students to be at a considerable distance from each other, including in different cities and countries. The use of e-learning systems makes education more accessible, since it allows the provision of educational services to a wider range of learners. In the case of corporate training, the electronic form allows for centralized training of employees in all branches and offices of the company, regardless of the distance from the head office and from training center without interruption from the main production activity - for example, during the time specially allocated for training during the working day or during free time from work.

The availability and openness of training allows a modern specialist to study at any time during the period vital activity, combining with study with the main activity. Recent research by scientists has shown that e-learning provides 35-70% time savings over “conventional” learning. The amount of time saved depends on the discipline studied, as well as on the format of the material.

2) Cost-effectiveness

Despite the higher cost of developing full-fledged electronic courses compared to traditional ones, the cost of training one student when using electronic form much lower than with full-time study... The financial efficiency of e-learning is especially significant when a large number of students take part in the training. E-learning is cheaper than the usual format of training, first of all, by reducing travel costs, living costs in another city, organizing the courses themselves (renting premises for classes, salaries of service personnel, additional costs for teachers, etc.). On average, e-learning can save up to 50-60% per student.

3) Personalization of training, involvement of people with disabilities in training

The introduction of e-learning systems allows you to combine the advantages of individual learning (in terms of its effectiveness) and mass (in terms of its cost effectiveness). The software of the training system should imply individual adaptation of the curriculum to the needs and characteristics of students, teachers or learning conditions. From a set of independent training courses (modules), a specific curriculum can be formed that meets individual or group needs.

E-learning develops skills independent work, which are in great demand nowadays. The student himself determines the speed and intensity of training, the number of repetitions of the same modules, the need to study individual sections, etc. He is not tied to the exact time of the beginning of the lesson and to the teacher, but can study at a convenient time for himself.

The psychological factor in teaching is important for some students. From a psychological point of view, the use of e-learning systems can reduce the degree of trainees' nervousness when performing control activities (tests, exams). In addition, the factor of subjectivity of the assessment is excluded, the psychological impact caused by the influence of the group or the student's progress in other subjects is removed.

Educational systems provide equal opportunities for education regardless of a number of human characteristics - place of residence, health status, material security. E-learning is very flexible - it can be started and continued anytime anywhere. An individual curriculum can be developed for each student, taking into account his mode and learning needs.

4) Increase productivity and intensity of training

According to statistics, mastering the material in the classical form is more difficult for students. Thus, in face-to-face lectures, on average, listeners assimilate no more than 20% of information with simple listening and no more than 40% when taking notes. Electronic courses allow you to increase the efficiency of training by 60% due to the opportunity to work out the acquired knowledge in practice The use of e-learning makes it possible to avoid obsolescence of knowledge and loss of qualifications by the company's specialists due to constant updating, which is important in the context of dynamically changing technologies.

5) Expansion of the studied information

The use of the same training system for different courses leads to the unification of the interface and, as a consequence, to a decrease in the time spent on learning the rules of working with the system by the trainee. Expansion of information is also possible due to the following factors:

The training system may contain information on an arbitrary subject area;

· The modular structure of information construction allows using the same training system not only for distance learning, but also for retraining and advanced training of specialists;

· Training systems are especially useful in those areas of activity in which there is a low efficiency of traditional methods of transferring knowledge through lectures;

· The use of training systems allows you to combine the assimilation of knowledge with the acquisition of work skills by combining various types of educational information and using the interactive interaction of the system and the student;

· The use of computer graphics, animation, video, sound, and other media components provides a unique opportunity to make the studied material as visual as possible, and therefore understandable and memorable. This is especially true in cases where the student must assimilate a large amount of emotionally neutral information - for example, production instructions, flow charts, regulatory documents.

6) Optimization and automation of the knowledge transfer process

The training system can free the teacher from some functions of the information transmitter, consultant and controller, and therefore free up time for individual additional work with students. Through the use of uniform standards, it is possible to use and replicate best practices in the field of training. The means of the training system can provide more frequent control of knowledge, which contributes to an increase in the degree of assimilation of the educational material.

In the case of corporate training, the training system can be integrated with the corporate information system, which will allow managers or personnel of the personnel department to constantly have a real and objective assessment of the knowledge of personnel.

Problems and disadvantages of e-learning

The rapid development of a fundamentally new direction in the educational sphere inevitably led to the emergence of a large number problems. The speed of further development of e-Learning technologies largely depends on how successfully existing problems are solved. The following main problems in the field of e-Learning technologies can be identified:

· The complexity of the implementation of electronic technologylearning

Most eLearning solution developers deliver products that do not fully meet the wishes of the users, and the quality of the software does not always meet the standards in this area. As a result, it is often necessary to involve additional employees in the finalization of courses, for example, designers of electronic textbooks and other specialists who could bring the courses to the required form.

· Organizational difficulties in planning, implementing and maintaining e-learning technologies

These difficulties arise and vary depending on factors such as the type and purpose of the curriculum, the needs of the enterprise, and the required learning curve.

· Technical difficulties arising from the implementation of e-learning technologies

E-learning technologies can often place a significant load on the corporate network. In some cases, the Internet connection may not be fast enough. An additional problem may be the fact that a number of educational programs require the connection of "bulky" modules for the implementation of audio and video capabilities.

· The need for significant financial investments in equipment for conferences

With the increased complexity of the technologies used in e-learning, the costs of their implementation may, instead of saving financial resources of the enterprise, lead to their overspending. Therefore, it is necessary to strive to achieve the optimal ratio of costs and results obtained.

· Complex planning

In some cases, e-learning programs may require more complex planning than traditional classroom instruction. The complexity of planning depends on the combination of the information presentation tools used, the number of learners in the virtual classroom, and the amount of training material. For example, in the synchronous mode of e-learning, insufficiently thought-out planning and design can cause various kinds of difficulties for both learners and teachers.

· Problems associated with independent learning

Some students find it difficult to learn without direct contact with the teacher and other trainees. In this case, the use of e-learning technologies can complicate the assimilation of the material or increase the learning curve.

· A number of trainees require external guidance

The obvious advantage of e-learning is that there is no need to attend classes. The same factor is also relaxing for insufficiently conscious learners. Therefore, those trainees who need a strict control system and certain incentives to learn are suitable options for electronic courses that require the completion of specific tasks in specific terms.

· The difficulty of accurately, comprehensively and objectively assessing the effectiveness of e-learning technologies

Assessing the effectiveness of e-learning technologies is often difficult. There are both subjective methods of assessment, for example, the subjective satisfaction of trainees training course and more objective ones, which include the practical skills acquired by the trainees and a number of other factors.