UDC 373.1
CaoXu
EI «Yanka Kupala State University of Grodno»
Scientific supervisor – N.V. Kryukovskaya, Head of the Department of Theory and Methodology of Special Education, Candidate of Pedagogical Sciences, Associate Professor, Yanka Kupala State University of Grodno
ORGANIZATION OF THE EDUCATIONAL PROCESS BASED ON THE USE OF REMOTE TECHNOLOGIES
Technology in remote education is a systematic and continuous improvement in the teaching process, it is a complex multiple factors. Distance education is developed on the basis of modern information technology, and its evolution and development are inevitably influenced by computer technology. The innovation of new technologies such as semantic network, ubiquitous computing and unified communication network provides a technical basis for teaching and learning activities. The new technology reflects the change of the new learning concept, which also affects the development and construction of the learning platform, and makes the distance education teaching platform revolutionize from function to structure.
The network teaching platform is the basic support tool for the implementation of distance education. With the rapid evolution and development of new ideas and technologies, from CMS (Content Management System), LMS (Learning Management System), LCMS (Learning Content Management System), LAMS (Learning Activity Management System) to PLE (Personalized Learning Environment).
Content Management System (CMS) – a set of supporting tools that use information technology to assist organizations and individuals to realize the creation, storage, sharing, application and update of digital Content, and generate value in individual, organizational, business, strategy and other aspects of enterprises. In the field of education, it generally refers to all kinds of teaching resources. It is specially used to store and manage teaching resources, assist teachers to prepare lessons and students to study independently.
Learning Management System (LMS, Learning Management System) is a platform that focuses on the Management of educational affairs, teaching process and administrative affairs on the network. The purpose of LMS is to simplify the process of learning and training management, to help learners arrange their learning process independently, and to provide space for communication with other peers. Through LMS, managers and teachers can understand the learning situation of learners, so as to make correct decisions. LMS takes learners as the core, records relevant learning records in the learning process of learners for deep analysis, so as to understand each learner’s learning state and learning bottleneck, and provides learners with appropriate learning direction and assistance according to the analysis results.
Learning Content Management System (LCMS) is the collection of LMS Learning Management function and CMS Content Management function. LCMS can divide online courses into appropriate Learning objects for management, so that the Learning resources produced can be reused and the development cost can be reduced. According to the needs of learners, learning objects can be matched with other learning objects and combined into a complete set of courses, which can be released through learning management system. The relationship between LCMS and LMS is complementary and integrated. LMS is a platform focusing on online educational administration and teaching management, while LCMS is a platform focusing on the development, editing, management, integration and release of learning objects.
Learning Management System (LAMS, Learning Active Management System) is a design, managing and delivering online collaborative Learning activities and curriculum planning tool that allows teachers to organize the teaching activities under the technical support, including teachers create sequence, set up, based on activities, Learning Management environment, students run sequence, teachers run monitoring students’ sequence. LAMS focuses on the establishment of learning activity sequence, not just the establishment of content. It can present dynamic teaching process with information means.
The purpose of this article is to analyze the organizational aspects of the educational process based on the use of remote technologies.
Technology is shown as teaching media in education, whose main function is to help teachers how to teach. Technology is the carrier of teaching information and also the object of teaching. As a kind of media, technology encodes, releases and transmits the teaching content, and assists teachers in imparting knowledge. The media view of the technical system focuses on information coding and transmission through technology. In this stage, although there is interactivity, technology is mainly used as a bridge to impart knowledge and transfer knowledge to students.
At this stage, the Chinese government has solved the world’s most populous problem of literacy through satellite TV. Through the live broadcast of satellite TV courses, it has achieved the goal of «basically eliminating illiteracy among young and middle-aged people and basically realizing nine-year compulsory education». China has long been concerned about the great strategic significance of direct broadcasting satellites. As early as 1974, the then Central Broadcasting Bureau realized that in order to fundamentally solve the problem of radio and television coverage in China, satellite television must be developed.
One of the problems of modern education in China is the «digital gap» between urban and rural schools is deepening. About 80% students of our primary and secondary school are in the county and the rural areas. Their education level and information literacy determine the future of rural areas. Due to economic, historical, social and other reasons, the contradiction between urban and rural dual structure in China is prominent, and the school foundation in rural areas is weak. Compared with cities, there is a big gap in the level of teachers, school running conditions, education quality, teaching means, etc., and there is a lack of high-quality education resources. Satellite can solve this obstacle. China education satellite broadband transmission network (CEBsat) is a platform that integrates the Internet and satellite communication. Since its opening in 2000, eleven distance education channels and three TV channels of China Education TV station have been gathered in China.
The use of information technologies in the educational process has led to the emergence of such a concept as «ecology of the educational information environment». The environmental friendliness of the information educational environment is considered as such a qualitative state in which the mutually conditioned relations between the source of knowledge and its consumers (objects of the educational process) do not carry a negative psychophysiological impact on a person [1]. The information used in the learning process using various information technologies should be dosed in a special way in order to avoid information overload of the student. In addition, the information must be reliable, not going beyond the educational process.
The active development of information technologies allows the use of remote technologies as one of the means of remote organization of the educational process. The use of these technologies is characterized by a number of features:
- the biggest advantage of online education is that it removes regional restrictions. Education becomes available to a large number of students. It is possible to conduct classes from one point at the same time with a large group of people;
- the use of distance learning technologies can solve the problem of learning security. Under the epidemic situation, it is obviously inappropriate to gather a large number of students. However, over the years, the time for the entrance examination of senior high school in China has been roughly determined. Online teaching education has become the main way for students to learn during the epidemic period, because online live teaching not only ensures the safety, but also ensures the learning progress;
- changing the traditional mode of education makes this process more flexible.
During the epidemic period, in order to ensure the safety of students, online education has become a platform for communication among students, schools and teachers. However, online education is still a difficult problem in the management of students, because students’ learning progress can not be supervised. But in this practice, we can see that these problems can be solved. We can manage students’ attendance and use video directly. During the use of distance learning technologies students listen carefully in the face of the camera, and finish the homework assigned by the teacher on time, which improves the students’ self-management ability.
After the online education during the epidemic period, I believe that there will be new views on online education. I believe that in the future, more people will rationally and clearly realize the advantages of online education, and the online education market will occupy a large space in the future education market
The development and change of technology promote the transformation of distance education paradigm.
At present, the overall development trend of distance education is to realize the transformation from the accepted cognitive teaching paradigm to the constructed cognitive teaching paradigm and then to the distributed situational cognition non-teaching paradigm. The typical form of accepting cognitive teaching paradigm is that learners in different locations download learning resources by logging on the network learning platform. Students can complete learning through two-way information exchange with study group members or two-way communication with teachers through communication tools such as Email. Under this teaching paradigm, the teacher only needs to upload the electronic learning materials to the teaching server, the students can learn by logging in the network teaching platform. Teachers provide individual guidance to students through video conference, voice transmission, electronic whiteboard, teaching information, forums, chat rooms, instant messaging tools, etc., and help students solve difficulties and problems in independent learning in time through multi-direction interaction and communication between teachers and students. The teacher can answer the difficult questions of the students, and then the teaching can be completed.
Such learning model requires new and better ways to measure the content and process of learning, to understand the strengths and weaknesses of the learning process while there is still time to improve students’ learning outcomes, and to involve more stakeholders in the design, implementation, and application of evaluation. In all of these activities, technical evaluation can provide relevant data for effective decision making. The starting point for these decisions is to consider what is best for each student and how we can continue to improve our education system as a whole.
It can maximize the enthusiasm, creativity and initiative of students, is the best way to cultivate creative ability, suitable for the understanding of complex knowledge, the formation of advanced cognitive skills and social skills. Constructed cognitive distance education is a process of exploration and learning based on real problem situations, as well as a process of solving practical problems. The solution of specific problems is embodied in a series of steps of learning activities. Different learning activities reflect different cognitive construction modes.
Remote learning can be implemented using the following methods: the information-receptive method, the reproductive method, the methods of problem presentation, partially-the search method and research method.
The use of the information-receptive method assumes that the transfer of educational information is carried out using various didactic means, including textbooks and textbooks in electronic form. This method involves a large amount of independent work of students with educational literature, training programs, educational resources, and information databases.
The reproductive method of teaching is based on the algorithmic nature of the students’ activities and consists of performing various exercises similar to those presented in the recommendations and guidelines, which ensures the formation of practical skills. Accordingly, this method is also applicable in the practice of distance learning.
To activate the search and discovery of new knowledge by students in pedagogical practice, the methods of problem presentation and partially-the search method are used. The method of problem presentation is used to solve various problems under the guidance of a teacher. In the course of this activity, students trace the logic of solving problem problems. When using the partially-search method, the thinking process becomes productive under the guidance of the teacher. The main purpose of the method is to gradually prepare students to independently solve problem situations. Both of these methods involve direct interaction between the student and the teacher, which is difficult in the context of distance learning. However, when conducting classes online, it is possible to organize interaction based on these methods.
Promising in the organization of distance learning is the use of the research method, which involves the formulation of the problem and the formulation of tasks for its solution by students. The teacher provides methodological recommendations on rational ways to solve the problem, then students independently study scientific and educational sources on the problem under study, conduct observations and perform various search actions. The use of the research method allows students to develop initiative, independence, and creative use of knowledge in non-standard situations [2].
The use of distance technologies in the educational process is possible only with the support of appropriate methods. A properly organized process of distance learning will allow students to form not only a system of knowledge, skills and abilities, but also will allow them to develop independence, consciousness and purposefulness
Bibliographic list
- Бояров, Е. Н. Экология информационной образовательной среды / Е. Н. Бояров // Астраханский вестник экологического образования. – 2012. – № № (21). – С. 78–84.
- Формы и методы дистанционного обучения. – Mode of access: https://goctt.grodno.by/wp-content/uploads/2020/11/Formy_i_metody_ distantsionnogo_obucheniya.pdf. – Date of access: 20.04.2021.
