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2 2015

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ВПРОВАДЖЕННЯ ЕЛЕМЕНТІВ ДИСТАНЦІЙНОГО НАВЧАННЯ У ТРАДИЦІЙНИЙ ОСВІТНІЙ ПРОЦЕС

100%

Глазова В. , Кайдан Н.

nr 1(45)

224-230

The article deals with the content and structure of the integration of the traditional and distance learning of the students. The principles on which the distance learning is based are reported. The possibilities of integration, a clever combination of full-time, part-time and distance learning are outlined. Supporting forms of the traditional learning system by means of distance education: primary, basic and test evaluation are marked out and grounded. The introduction of the elements of distance learning helps to solve many problems: to improve the efficiency of the teachers and students; to make learning easier and more exciting; to provide access to electronic summaries via local network, Internet; to provide the teachers the opportunity to work with their courses from any location where there is an Internet connection; to automate the delivery and acceptance of the tests, essays, term papers; to save estimates for tasks in database; to enable the collaboration with other departments, faculties, universities and so on. The common features of methodological support of distance learning and implementation of its elements at Donbas State Pedagogical University to support the traditional forms of learning are analyzed. With the introduction of the elements of distance learning a teacher improves the traditional learning process and solves the following tasks: preparation of information for self-work; the choice of the tools to provide information; monitoring of a task; assessment of knowledge. This will help to define the requirements for variants of distance learning construction based on feasibility, opportunity and economical factors more clearly. We believe that one of the elements to ensure entry into the international information and communication space is the usage of distance education technologies, which make further studies of distance learning more prospective. Distance learning can be viewed as an independent basis, as well as an innovative component of full-time study. The use of distance education technologies in teaching the students allows individualized learning. Each student can engage on a personal schedule, varying tempo and time study for the development of the discipline. Thus, the integration possibilities, a bright combination of full-time, part-time and distance learning are quite promising, although it requires certain organizational and administrative decisions.

Comparative Analysis Of Pedagogical Technologies In The Context Of Future Agrarians’ Multicultural Education In The USA

63%

Kravets R.

nr 2

68-73

In the article the comparative analysis of pedagogical technologies in the USA has been carried out in the context of future agrarians’ multicultural education. The essence of traditional and innovative pedagogical technologies and the peculiarities of their realization at higher educational establishments have been viewed. The expediency of developing the pedagogical technology of forming future agrarians’ multicultural competence has been reasoned. The classification of pedagogical technologies has been presented according to the level of application; the philosophical basis; the scientific conception of mastering the experience; the orientation on personality’s structures; the nature of modernisation of the traditional teaching system. The possibility of their determination is also considered due to the aims and tasks, the organizational forms, the dominant methods of teaching, the approaches to the personality, the category of students, the type of cognitive activity’s organization and management. The special attention is paid to two directions of the education’s development – traditional and innovative. The educational process in the American post-industrial, inform society and its attributive characteristics are substantially determined by a personality factor, and pushing off from this, the value of personality must serve as an initial moment in organizing the system of higher professional education. The practical aspects of implementing the traditional pedagogical technology, the technology of developing teaching, the programmable teaching technology, the problem-solving teaching technology, the module teaching technology, the concentrated teaching technology and the distance teaching technology are viewed.