UDC 373.1
XU LU
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
THE APPLICATION AND PROBLEMS OF DISTANCE EDUCATION TECHNOLOGY IN THE PROCESS OF EDUCATION MANAGEMENT
With the continuous rapid progress of information technology, distance education technology now has a very wide range of applications, covering the implementation of teaching behavior, the realization of teaching management, and the innovation of educational theories. Distance education technology is very important to the development of education. It can not only help achieve the goals of education and promote education fairness, but also expand the theory of education and enhance the effect of education. At the same time, there may also be problems with theory construction and concept promotion lagging behind. In teaching management, the application of distance education technology should be actively explored, and distance education and traditional education should be continuously promoted on the road of integrated development through the practice of education.
In today’s society, information technology is developing rapidly. Communication technology, multimedia technology, and Web technology have all made great progress, and information terminal equipment such as computers and mobile phones have also become indispensable items in people’s daily lives. Information technology is changing all aspects of human social life. In terms of education, information technology is also profoundly changing this social phenomenon. Distance education is a typical combination of education and information technology. Distance education is born out of traditional education, but also different from traditional education. At the same time, distance education technology is not a pure science and technology that is out of the category of traditional pedagogy [2]. Exploring the application and problems of distance education technology in the process of education management is not only conducive to achieving the original goal of education, but also conducive to further strengthening the integrated development of information technology and education.
The purpose of this article is to consider the possibilities of using remote technologies in the process of education management.
Management is the oldest and most common phenomenon in human society. Management can be simply understood as a function to effectively obtain, allocate and utilize human efforts and material resources to achieve a certain goal. Therefore, the management activities that people engage in in the field of education constitute educational management activities. The educational management process is one of the research objects of educational management, including the objects in the process, the behaviors in the process, the phenomena and laws in the process, and the starting point and goal of the process. Specifically, the education management process is mainly concerned with the systems and institutions of educational organizations, educational management decision-making, education specific affairs management, and personnel management in education.
With the rapid development of information technology today, the integration of education and information technology has penetrated into all aspects of education management. From campus network to smart classroom, from online educational administration to online course construction, the application of distance technology in educational practice is more and more extensive. Through these application practices, it can be found that remote technology is of great significance to the education management process in the following aspects [3].
General pedagogy divides the goals of education into individual-based theory and social-based theory according to value orientation. The former believes that the fundamental purpose of education is the high-level development of human nature and instinct, and education needs help to achieve personal progress. The latter believes that the fundamental purpose of education is determined by the needs of society. Cultivating the people needed by society is the fundamental goal pursued by education, and education should be designed and realized in accordance with the requirements of society on people. Pedagogy scholars usually believe that the fundamental purpose of education is the synthesis of the above two theories.
The emergence of distance education technology is conducive to helping achieve the goals of education from these two perspectives. Distance education technology breaks the time and space constraints of learning behavior, allowing individuals to access a wider range of educational products and have more choices, thereby satisfying individual developmental needs. At the same time, distance education technology can also provide the society with more public and communicative education products, so as to make the overall efficiency of education higher. Especially in the modern industrial society, distance education technology provides a good technical guarantee for the cultivation of high-quality comprehensive talents, and meets the human resource foundation required for social development. Therefore, distance education technology is very important for achieving educational goals.
Before the advent of distance education technology, traditional pedagogy has carried out a lot of research, formed a relatively independent discipline paradigm and related educational theories. After the rapid development of information technology, great changes have taken place in the form of media composition of education and the form of education dissemination. Distance education technology has led to new educational practices. The new educational practice will surely promote the emergence of new educational theoretical research.
Although the academic circles have not yet reached a clear conclusion on the concept of distance education, the description of the characteristics of distance education is similar. These features include: in the teaching process, the teacher and the student are separated in space and time; the teaching process is synchronous or asynchronous transmission in the form of multimedia. In order to solve all kinds of basic teaching problems that may be encountered in distance education, distance education technology came into being.
The smooth development of modern distance education is inseparable from three basic technologies, namely: multimedia technology, communication technology, and terminal technology [1].
Multimedia technology determines the ultimate display form of educational products in media communication. In current online teaching, high-quality videos, audios, documents, web pages, and programs have become carriers of high-quality educational content. Multimedia technologies pay attention not only to the perfect restoration of educational content, but also to the quality of file encoding. Take video and audio technology as examples.
Communication technology determines how and how efficiently educational products are delivered to both teaching parties. Communication technology is the core of informatization. Countries around the world generally attach importance to the development of communication technology and the construction of the Internet. Distance education is closely related to communication technology. It can be said that there is no distance education without communication technology.
Terminal technology here refers to all hardware equipment technologies that are related to distance education and carry both ends of the communication behavior. Common terminal devices include computers, mobile phones, and some common external devices such as cameras and microphones. Terminal technology is used in the production and application of distance education products. The development of terminal technology has continuously improved the presentation quality of distance education.
In addition, the technologies related to modern distance education include software technology, Web technology and so on. They are the basic information technology of distance education technology.
Teachers use distance education technology to produce or publish their teaching content. Students select and accept relevant teaching content through distance education technology. Teachers and students carry out synchronous or asynchronous teaching interaction based on distance education technology. These interactive teaching behaviors include discussions, exercises, exams, questionnaires, and so on.
In addition, some situations that are easily overlooked are: the online management behavior of educational institutions can also be classified as the application of distance education technology. In some colleges and universities, specific function websites are used in educational management behaviors such as institutional propaganda, enrollment, and student training.
In the opinion of most scholars, distance education technology is not a substitute for traditional education, nor is it a vassal of traditional education. It is a new form of education, which has a symbiotic relationship with traditional education. In such a relationship, distance education technology will encounter its unique practical problems, as well as the problems faced by traditional education [4].
In modern teaching management, some distance education technologies have been widely used and some basic application platforms have been formed. These platforms mainly include: courseware production platform, student management platform, teaching platform, etc. More advanced distance education has achieved the integration of these platforms.
The courseware production platform is responsible for the production of courses and courseware. Some easy-to-obtain courseware are generally made by the instructor, such as the documents used in the course, PPT, etc. The production of this kind of courseware is relatively simple. Some hard-to-obtain courseware, such as beautifully produced course videos, usually require a more professional platform to produce.
The student management platform is sometimes included in the information management platform of a university. This mainly refers to the management platform related to students’ learning in class. Students mainly use this platform to complete functions such as selecting courses, selecting tutors, and viewing grades. Teachers mainly use this platform to complete the functions of claiming course tasks, selecting students, and publishing course information.
The teaching platform is the most important function in distance education management. The teacher’s courseware is mainly delivered to the students through the teaching platform. The interaction between teachers and students is also done through the teaching platform.
At present, many platforms have integrated teaching management and teaching. Take some current mainstream MOOC platforms as examples. The school publishes the semester operation plan of all courses on the MOOC platform, and the corresponding teachers obtain the management authority of the relevant courses. Before the start of the semester, teachers upload and configure their courseware to the MOOC platform. After students select courses on the MOOC platform, they can start learning in the corresponding courses and communicate with the teachers and classmates of the courses. Through study, students have the opportunity to participate in relevant examinations (online or offline) and obtain course certificates or credits. Teaching administrators can develop active management behaviors by accumulating course data to enhance the effectiveness of teaching [5].
Distance education technology is an extremely important opportunity for the development of education. Early scholars believed that distance education was disruptive to traditional education. However, through practice, it is not difficult to find that the relationship between distance education technology and traditional education is more like a change in form, rather than competition or substitution. Distance education technology has advantages that traditional education does not have. It can break the limitations of time and space, help achieve educational goals and improve educational equity. But at the same time, distance education is also affected by factors such as teaching management, teaching arrangements, and teaching effects. All the non-technical problems faced by traditional education will also be encountered in distance education. We need to analyze the characteristics of distance education more clearly, understand the importance and limitations of distance education, and promote the integration and development of distance education and traditional education through continuous practice in the process of teaching management.
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