The effectiveness of distance learning. Assessing the effectiveness of distance pedagogical education

The modern method of distance learning (DL) via the Internet has become a logical continuation of earlier methods of obtaining “remote” education. A lot is written about it, it is advertised and called a worthy alternative to “face-to-face” education. However, the question of its effectiveness is practically not covered. And this is very important, since the popularity of distance learning is constantly growing, which means an increasing number of specialists are gaining knowledge in this way.

Modern distance learning method(DO) via the Internet has become a logical continuation of earlier methods of obtaining “remote” education: correspondence, correspondence, television, etc. A lot is written about it, it is advertised and called a worthy alternative to “face-to-face” education. However, the question of its effectiveness is practically not covered. And this is very important, since the popularity of distance learning is constantly growing, which means an increasing number of specialists are gaining new knowledge in this way.

Prerequisites for the growing popularity of distance learning

The main factor determining constant growth popularity of distance learning, is that this method allows one to overcome limitations in the availability of education associated with geographical and spatial factors. At the same time, distance learning courses today are often offered at a more affordable price than “face-to-face” ones. Which, however, is quite logical: organizing the educational process using distance technologies requires significant costs only at the initial stage (which in most universities has already been successfully completed a long time ago), and in the future does not require serious additional financial investments.

In other words, receiving education using distance learning allows you to:

• save money - not only do pre-service courses cost less than full-time ones, but you also don’t have to spend money on accommodation and food in another city;
• independently plan the learning process - the student chooses how and when it is convenient for him to study the educational material;
• receive education without interrupting work - a self-planned schedule of “lectures” allows you to combine work with study.

It is quite natural that students, constrained by time, geographic and financial constraints (and there are more and more of them every year) make their choice in favor of distance learning. But how effective is such training?

Types of distance learning

Initially, even at the dawn of the formation of the BS, it was clear that despite all benefits of distance learning, this method is devoid of those main factors that provide (or can provide) high quality learning in a traditional classroom or individual education situation: the presence of a talented and charismatic teacher who is able to develop a student’s interest in the subject, captivate him, encourage him to comprehend and solve problems, and also maintain high self-esteem and self-confidence.

Obviously, all this is probably missing in teaching by correspondence and - with a very high degree of probability - in television lessons. But this state of affairs was considered a normal cost of the method, a payment for the opportunity to study at a distance and without special expenses. The advent of technology has provided greater possibilities for supplying material and greater ease of use of the method.

Modern distance education is represented by two types:

• synchronous - classes are carried out in real time. That is, at the appointed time, a student (or a group of students) “meets” online with a teacher who gives lectures, answers students’ questions and asks counter questions to check the level of mastery of the material. As a rule, virtual classes are conducted using the Internet and web cameras.
• asynchronous - a classic version of preschool education, in which the student is sent educational material for independent study, followed by passing tests and exams. At the same time, a student can take tests both in person and remotely.

The effectiveness of distance learning

It's not difficult to guess that synchronous distance learning, which differs from the classic “face-to-face” only in the way the teacher interacts with students, is not inferior in effectiveness to its traditional counterpart. True, there is no need to talk about time independence here, since the student must go online at a clearly defined time. And the cost of such training, even if it is lower than that of full-time training, will not be much lower. Therefore, of the three main advantages of distance learning listed above (financial, time and geographic accessibility), only geographic independence is evident.

But the efficiency asynchronous distance learning is very doubtful, since here a lot depends on the student’s ability to learn, the level of his preparation, the correspondence of the complexity of the chosen course to the student’s capabilities, the availability of support and assistance from the teacher, etc. We should also not forget about the student’s motivation.

Experienced teachers believe that “... when the motivation to learn is very low, one can, without risking a mistake, assume that potential academic success will be reduced to some extent.” The specificity of the asynchronous method of DL in the matter of motivation for learning is manifested in the absence of standard motivating moments for traditional learning, such as group pressure, a familiar learning situation, social factors, etc.

In other words, the effectiveness of asynchronous distance learning largely depends on the student himself: on his desire to learn and gain new knowledge, the ability to self-organize and the desire for self-improvement.

Conclusion

Talking about effectiveness of distance learning– and more broadly: education with the help of new information and communication technologies, one can draw an unambiguous conclusion. Yes, it can be considered quite effective, but only if it is a synchronous learning method or the student has strong enough motivation to study the material independently. In other cases, distance learning is more of a self-deception and a way of complacency, allowing you to get only “crusts”, but not the proper level of knowledge.

Many organizations now prefer to provide on-the-job training. Distance learning (DL) is most often used.

Distance learning – a method of implementing the learning process, based on the use of modern information and telecommunication technologies, which allow learning at a distance without direct, personal contact between the teacher and the student.

The definition speaks for itself - distance learning; this does not imply hundreds of kilometers between teacher and student. Distance learning is, first of all, the absence of the need to go to any educational institution at a time strictly prescribed by the schedule, or to complete the course program in the prescribed manner. DL provides the opportunity to study when it is convenient, at the pace and time frame that the student chooses. There is no need to waste time on the road. DL in the modern world is carried out using technologies such as the Internet in voice and text modes, e-mail, telephone communications, video conferencing and the traditional delivery of educational materials by regular mail (printed, audio, video and electronic educational materials). These technologies are the link between the student (learner) and the educational center, who may be separated by thousands of kilometers.

Distance education is education implemented through distance learning, upon completion of which a diploma or other document is issued.

For example, the Rus-Bank company has implemented a distance learning system for staff training. Basically, all courses (more than 40 courses) were created by bank employees. And if you count all the expenses associated with conducting full-time training (salaries of trainers, travel allowances, etc.), you will get a huge amount, i.e. the economic effect of introducing the DL system is beyond doubt. The bank regularly develops new products, introduces new programs, and without the DL system it would be impossible to organize training for so many employees in a short time. Thus, the subsidiary system allows the bank to quickly respond to changes and there is an economic effect from the implementation of the system.

However, not all bank employees immediately accepted the DO system. It took time to get used to this new way of learning.

The Intermedservice company (engaged in complex supplies of medical equipment and pharmaceuticals) has also introduced a distance learning system. The company highlights the following as the results achieved (quantitative and qualitative) using the DL system.

• 1. Allows you to simultaneously train and test all employees of the company, including branches.
• 2. The process of assessment (testing and annual assessment) and analytical reporting (on full-time and distance learning) for its employees is automated.
• 3. The system of adaptation training for newly hired employees works effectively.
• 4. Costs for training top management have been reduced (through the use of educational training and tutor support).

During the operation of the system, many employees began to submit applications for course activation themselves.

Evaluation of training effectiveness

The stage of assessing the effectiveness of training is the final stage in the training cycle. The effectiveness of training is determined by whether it has achieved its stated goals and objectives. After training, participants should be asked to complete a feedback questionnaire.

For example, one version of employee evaluation sheets includes the following questions:

• – whether the program achieved its stated goals;
• – will they apply the acquired knowledge in their work and what kind;
• – how complete and clear was the content of the training;
• – how do you evaluate the work of the coach;
• – what are the strengths and weaknesses of the program?

The survey or feedback method is the most common and widely applicable.

To determine how new skills are applied, you can ask participants to complete another questionnaire some time after training:

• 1. What skills were you able to apply in the workplace?
• 2. What tools and techniques do you find useful?
• 3. What can you tell your colleagues about as the main learning discovery?

In addition to employees, the assessment sheet must also be filled out by the line manager, from whose submission the training order was formed. He needs to answer the following questions:

• – has anything changed in the subordinate’s work, what exactly;
• – whether employees received the declared knowledge and skills and were able to apply them;
• – if not, then why;
• – How have business results changed?

For training to be effective, the following conditions must be met:

• 1. Focus on assessing the performance of employees at their workplaces before and after training.
• 2. Develop short courses that reinforce new knowledge.

If such an assessment is carried out regularly, it will allow one to understand the trends and dynamics of changes in the situation at the enterprise. Then carry out a situational analysis, i.e. setting the next goal and determining what knowledge employees currently lack. These stages are repeated at the enterprise from year to year. Such a system allows you to improve the qualifications of staff and makes it possible to avoid unnecessary expenses.

Let's consider an example: a company conducted employee training at a training center. The price of one course is 26,000 rubles. – payment for the tutor, costs for preparing the premises, rent, etc. The salary of an employee in the company is about 200 rubles/hour. Duration of training – 16 hours. The cost of employee training can be calculated using the formula

So = (R t) + Tsk, (7.1)

Where S o – cost of training, rub.; R – employee’s salary, rub.; t – course volume (in hours); Tsk – price of the course, rub.

So = 200 16 + 26,000 = 29,200 rub.

During the hours occupied by training, workers do not produce material assets, therefore, the company suffers double losses: it receives less profit due to distraction from work and spends money on training.

Rice. 7.6.

At OJSC Rostelecom, assessing the effectiveness of training is one of the important stages of personnel training.

Performance assessment is a control tool:

• on the effectiveness of the forms and methods of teaching used;
• correct identification of training needs;
• timeliness of training;
• the overall effectiveness of personnel training and development activities;
• the effectiveness of financial investments in personnel training and development;
• measuring the influence of the human factor on the company’s business results;
• increasing the “transparency” and controllability of the training organization.

Using training assessment criteria, you can determine the effectiveness of various assessment methods (Table 7.2).

Table 7.2

Methods for assessing learning outcomes and their effectiveness

Criterion to be assessed		Assessment methods
1. Level of satisfaction of the training participant	usefulness of training; program and teacher; training administration training	1. Questioning/interviewing the training participant. 2. Interviewing the line manager of the training participant regarding the latter’s satisfaction with the training received
2. Degree of mastery of educational material	Changes in knowledge, skills, attitudes and motivation of the training participant	1. Questionnaire of self-assessment of knowledge, skills, attitudes, motives of the training participant. 2. Questioning/interviewing the trainer/teacher (report). 3. Control exercises (specially designed tests, questionnaires and tasks that allow qualitative measurement of changes)
3. Dynamics of changes in the working behavior of a training participant, including his competencies	Changes in the working behavior and competencies of the training participant. Comprehensive application of knowledge and skills acquired during the training in practice	1. Observation by the trainer-consultant of the work of the training participant. 2. Regular assessment (certification). 3. Assessment using the "360 degree" method
4. Dynamics of changes in the training participant’s performance results	Changes in the results of achieving the individual goals of the training participant, business indicators of the group and the structural unit as a whole after the training.	1. Evaluation of individual results. 2. Evaluation of the unit's results
5. Dynamics of changes in the company’s performance results and the financial effect of training	Efficiency of investment in training	Efficiency: program income – program costs

After analyzing the results of training using any of the listed methods, the HR employee of OJSC Rostelecom identifies the best one and, if necessary, prepares proposals for improving training.

Using the example of a company with 4,000 employees, let’s look at the experience of implementing distance learning. The motto of its organizers: ensure accessibility and mass participationtraining of employees, subject to the same quality of training for everyone.

Efficiency indicators of the distance learning system (DLS)

Launching distance learning in a company is a rather expensive project. To assess the feasibility of spending on it, it is necessary to develop a system of performance indicators for LMS. Among these are:

• general (characterize the functioning of distance learning in the company as part of the overall training system);
• private organizational;
• quality indicators that go back to the concept of pedagogical effectiveness.

The key issue in achieving the effectiveness of distance learning concerns the implementation of standards for its organization in the company. CJSC Insurance Group UralSib has identified the following KPIs in this area:

1. Preparation and approval of a document establishing the procedure for organizing distance learning, namely containing a description of specific procedures, including those related to the creation of educational programs, as well as document flow diagrams and reporting standards.
2. All directors, functional and line managers who determine the need for distance learning should be familiar with the procedure for its organization.
3. All branches and sales points of the regional network must have access to the LMS, i.e. ensuring the technical capability of distance learning for 100% of employees.
4. All areas of the organization’s activities must be provided with support for distance learning in accordance with the existing need. It is identified annually as part of the planning procedure. The volume, timing and topics are determined in accordance with the plans of business and functional departments - the main initiators of distance learning. In particular, it is mandatory when introducing a new insurance product, assessing the qualifications of key specialists to confirm or change authority (to enter into contracts or settle losses), familiarizing employees with new or adjusted policies and rules, passing certification forms required by law, post-training support for full-time programs training, adaptation of new employees (orientation course, basic programs), expansion or change of functional responsibilities of employees, etc.
5. All business unit requests for reports on staff development through distance learning must be completed within the specified time frame.

The first three indicators were formulated as criteria for achieving goals for improving the LMS after the launch of the pilot project, which were assessed based on the fact of execution. The fourth is specified annually in accordance with the growing need for distance learning. All of them are aimed at ensuring the stability and sustainability of the LMS. The fifth of these indicators is the constant KPI of the learning system in general and distance learning in particular. He talks about the usefulness and productivity of training representatives of business units and management.

Private ones are also important. organizational performance indicators of LMS administration:

• processing of applications for distance learning within N working days at 100%;
• organization of educational activities of the LMS in accordance with the deadlines stated by the customer (the head of the regional structural unit) 100%.

These indicators allow us to assess the quality of the process organization and influence the level of satisfaction of specialists and managers with the distance learning system. Interestingly, to evaluate the administration, it is enough to simply observe: which of the HR department specialists do the training participants and the branch employees responsible for monitoring prefer to call in case of problems and for support.

Distance learning courses can be created by both internal specialists and external providers of educational and consulting services - the choice is made by the company itself. Indicators program development efficiency may be the following:

• implementation of the plan for creating and modifying courses by 100%;
• preparing and adjusting programs on time;
• providing 100% of training programs with knowledge testing tools (tests, tasks, cases);
• development and approval of standards for the creation of distance learning programs;
• inclusion of educational presentations methodologically oriented towards distance learning in 100% of programs.

The latter indicator may be underestimated, but it contains several important aspects. The educational material of the LMS must be visual, structured, logically organized, free from contradictions and, most importantly, self-sufficient, since there is no teacher next to the training participant who could give the necessary explanations and comments. The course should also include algorithms for the employee’s work, examples of calculations or communication with the client, reminders, “cheat sheets” with speech patterns, phrases useful for work, etc. Such elements ensure the effectiveness of the training course.

The focus on these indicators contributes to the regularity, stability and consistency of program development processes, to ensure that the educational materials used take into account the specifics of the distance learning form. Analysis of the ratio of the predicted and actually spent time by the student on completing the course and certification allows us to identify shortcomings in methodological or organizational work. In practice, using all of the five indicators listed is impossible, since it would take too much time to track them. In CJSC Insurance Group UralSib, the first and third of these are mandatory.

When analyzing the effectiveness of distance learning, it is also important to take into account indicators pedagogical effectiveness. This is a systemic concept traditionally used in studies of the effectiveness of distance learning in educational institutions (for example, in the works of A. A. Andreev, T. Russell, O. K. Filatov, D. V. Chernilevsky, etc.). The main criterion is the share (in percentage) of certified training participants from their total number. In the UralSib Insurance Group company, it was included in the list of performance indicators for the enterprise as a whole, formulated as “the percentage of certified employees.” The importance of this indicator stems from both general training goals (ensuring the appropriate level of personnel qualifications) and private ones. For example, product training is organized so that sales department specialists know and understand the terms and conditions of insurance. An introductory course telling about the history, traditions and achievements of the enterprise is carried out so that employees remember what company they work for, understand where and when this knowledge can be useful to them, and how it can be used in their daily activities. Mastering policies (for example, information security) is necessary in order to provide conditions for their compliance. Studying the typical difficulties of working in accounting databases and systems allows you to maintain high accuracy and integrity of stored information. And it is obvious that it is impossible to monitor the achievement of the listed (and other) goals without testing the acquired knowledge. Thus, the proportion of employees who successfully passed certification becomes a significant indicator of both the effectiveness of the distance learning system and the development of personnel as a whole.

During the period of formation of SDO at Ural-Sib Insurance Group CJSC, the following was considered as an indicator of motivation for distance learning: the completion of at least two training programs per year by 75% of branch employees. Research in this area is complicated by the fact that quite often mandatory training courses for certain categories of personnel are organized in the form of distance learning. Individual characteristics (self-organization / disorganization, perseverance / haste, ability for analytical thinking, sociability / isolation, etc.) certainly influence the attitude towards this type of training and the quality of its results, but taking them into account requires special attention.

It is advisable to analyze the effectiveness indicators of distance learning systematically. Combining them into a common concept should take into account the uniqueness of the processes of a particular company. An example of an indicator that integrates different groups of factors is the analysis of methodological and administrative work. The time spent on administration (registration of participants, sending information letters and notifications, generation of final protocols based on training results, technical support for users of the training portal, etc.), according to the experience of Ural-Sib Insurance Group CJSC, should not exceed a third of the period creation and modification of training courses. Otherwise, the quality of the LMS as a whole may gradually decline.

An essential role is played by assessing the application of knowledge and its impact on the results of activities. Let's consider the methods by which this assessment can be carried out.

Methods for assessing the effectiveness of LMS

Questionnaire

The traditional method of assessing the effectiveness of training is feedback from participants and customers. It can be obtained by surveying employees immediately after completing classes, as well as managers - on a regular basis (for example, once a quarter). Thus, according to P. Kirkpatrick’s model for assessing the effectiveness of adult training, the immediate reaction of students is recorded first (survey of employees) and then how much their behavior and attitude towards work has changed after training (analysis of managers’ opinions).

Participants in the questionnaires are asked to evaluate (on a 3-, 5-, 7- or 10-point scale) the clarity and visibility of the training materials, the relevance, practical value of the knowledge gained, the quality of the LMS organization, and also describe whether the course was interesting, how difficult or it was easy to go through it and give a general emotional assessment: “liked/disliked.” An established indicator can indicate the effectiveness of training, for example, an average score of at least 7 points (on a 10-point scale).

Questioning line managers is a more difficult task. The following factors hinder the receipt of quality feedback from them:

• lack of initiative of the manager in determining the need for training - the selection of employees is carried out according to their functions, and not based on the vision of the situation in the department by its head;
• the training period is determined centrally, and in connection with this, the manager does not have the freedom to plan the completion of courses by his subordinates, taking into account the current workload (both theirs and his own).

These two circumstances significantly reduce the desire to provide feedback and share your opinion about organized training. Nobody needs formal answers.

In the case where distance learning is carried out centrally for all employees of a certain category (for example, operational support specialists in branches), you can limit yourself to surveying direct participants. If the manager himself selects from the catalog of programs those that he considers necessary for his subordinates, then he is able to provide comprehensive information about the effectiveness of distance learning.

Assessment by questionnaire in the case of LMS has its own characteristics. Thus, participants and managers can give feedback at will, i.e. This is an optional procedure. Technically, it makes sense to organize it in the form of a survey tied to a specific course. It is important that the questionnaire is presented in its entirety, and not just one question at a time, since when answering, the employee simultaneously analyzes his own impression of the training program, and it is important for him to reflect it in its entirety.

Some organizations create separate forums where employees can discuss various issues regarding a specific training program, as well as receive additional information from the forum administrator and course instructor. The UralSib Insurance Group company does not have a forum, since its support requires significant time and human resources.
Another important feature of distance learning assessment using questionnaires is the need to respond to the feedback received.

The above situation also serves as an example of how work can be done to expand the “live” part of training courses in a direction that is interesting for employees. However, the key point is the immediate response to feedback, i.e. all the work done on its basis. This activates communication between participants in distance learning, thus increasing its interactivity, and hence its effectiveness.

Incident method

The experience of implementing LMS in the Ural-Sib Insurance Group company has shown that it is advisable to use the incident method to assess the effectiveness of distance learning. Its essence is inherited from the practice of engineering psychology: in cases where an atypical question arises in the work, a special analysis of the problem is carried out.

It includes: clarifying the circumstances of the emergence of difficulties, considering the actions of the participants, finding the optimal way out of the situation. The causes of the phenomenon and the solution found, as well as methods of correct behavior in similar situations, are recorded in writing, and then transmitted to all employees who are involved in maintaining the work of the LMS. Such analysis helps improve the quality of training courses and helps enrich teaching materials.

From time to time there is a need to clarify the wording and expand the content of training courses. For example, work in insurance places high demands on an employee of a sales department: knowledge of legal norms, the economic foundations of insurance, enterprise economics, taxation features, the basics of related industries, etc.

This approach allows you to record possible technical difficulties that arise when using the training portal and ways to eliminate them, as well as transfer current experience to colleagues. The compiled directory is convenient to use for both new and experienced administrators.

Example 1

The training participants made it clear that there were not enough practical examples in the training course. This was reflected in low scores on the corresponding scale in the feedback questionnaire. The methodologist analyzed the situation, specified with the help of a targeted survey what the “remark” was, and then added and corrected examples in the course. Having agreed on the changes made with the responsible employee of the business unit, I placed information about them in the “News” section on the training portal with words of gratitude to those who provided critical feedback, which made it possible to improve the quality of the course.

Example 2

An employee had difficulties with one of the test questions of the product course, and he addressed it to the personnel training and development directorate. The methodologist clarified what the problem was, then turned to the materials and checked the correctness of the wording. If necessary, in such cases, he requests assistance from representatives of the business unit that is the developer of the insurance conditions. The changed test question was agreed not only with the specialists who participated in the creation of the training course, but also with the employee himself, who identified the inaccuracy. Then the methodologist recorded the essence of the incident and how it was resolved. The information was transmitted to colleagues in the form of a regular email.

Example

A training participant encountered a technical difficulty while taking the test. He called the administrator, but he was unable to find the cause of the problem and solve it. Then a distance learning methodologist was brought in. His task was to determine the nature of the technical problem and record the circumstances of its occurrence. The methodologist contacted an IT specialist, who, based on the results of the situation analysis, determined the criteria for identifying the problem, derived an algorithm for solving it, and broadcast it to all distance learning administrators.

Analysis of the dynamics of the company's financial indicators

A special place in the assessment of LMS is occupied by general business performance indicators.

Today, a popular indicator of the quality of training is “sales volume”. In insurance, it is considered as the volume of insurance premium in the context of corporate and retail insurance, by type of insurance, sales channels, nature of the contract (new/extended), etc.

It is necessary to remember the following. In evaluating training programs, what matters is the volume and dynamics of sales not in general, but only for those types of insurance services for which the training was conducted. Of course, in the case of both good and bad values, it cannot be said that they were the result of learning (or lack thereof). What matters is “synchronicity”: if the course is completed, there is a result, as well as vice versa. You should be wary if training does not lead to changes in work.

The experience of UralSib Insurance Group CJSC shows that it is possible to focus training on the required sales areas only during the period when the training program plan is drawn up following the approval of the product strategy and sales channel development strategy, repeating the identified business priorities.

The “sales volume” indicator characterizes the performance, first of all, of employees of selling departments, and therefore is not the only one. For example, when training to work with databases, which is also convenient to run in a mass distance format, the effectiveness of the course will be indicated by statistics and analytical information on the number and nature of errors made when working with programs. Comparison of data collected before and 1-2 months after training will demonstrate the impact of the courses taken.

The training portal allows you to involve staff in distance learning. To increase the activity of participants, you can use: “performance” ratings of branches, divisions or personal ones; public virtual awards - “for organization” during training, “for the highest qualifications of a branch/unit”, “for active participation”, etc. Thus, measures of involvement can be: the number of participants in a survey, voting, competition; dynamic indicators of participation in training (meeting deadlines, the share of participants from the total number of personnel, an increase in the number of one-time applications for courses submitted by line managers).

Comparison method

In its work, the company's personnel training and development directorate also uses the comparison method. To assess whether the LMS is effectively organized, it is advisable to see how others do it, for example, by visiting a well-known e-learning exhibition and conference or at open seminars and round tables organized by enterprises that develop and sell software for distance learning. These same companies themselves maintain special Internet resources for their clients, where they can ask the provider questions, get answers, and see what specialists from other organizations are interested in.

The complexity of the task of determining the effectiveness of distance learning is undeniable. Due to the active development of information technology, one can be optimistic about the prospect of implementing various assessment methods, subject to minimal investment of time and human resources. Let us once again draw attention to the importance of systemic (general) quality indicators of LMS. The success of distance learning in general significantly depends on the methodologists involved in the organization of training. It is their task to establish dialogue with participants and increase the impact of distance programs.

CONTENT Introduction Chapter 1. The essence of correspondence education 1.1 Structure of higher education systems 1.2 Problems of correspondence education and ways to solve them 1.3 Distance learning as a form of correspondence education Chapter 2. Technology for implementing the topic in an educational institution 2.1 Educational technologies of distance learning: principles, ways, forms 2.2 Curriculum as a means of distance learning 2.3 Efficiency of distance learning technology Conclusion List of references

Application

INTRODUCTION

The system of correspondence education has been operating in the higher education system of the Russian Federation for more than 70 years. Currently, despite the profound changes taking place in Russia, the correspondence education system continues to be an important source of higher education. However, it is gradually becoming outdated and is not good enough for modern conditions. Moreover, it no longer meets the needs of tomorrow. It is obvious that correspondence education needs more advanced content, methodology and teaching materials.

Traditional correspondence education in Russia constantly involves direct contact between students and teachers. Sessions are usually held in the educational institution itself. During the session, which lasts 50-60 days a year, students communicate with teachers. Correspondence plays a less important role, the role of which is currently being further reduced. The main efforts of correspondence institutes and faculties are aimed at increasing the number of days that students must spend directly in the educational institution, and at improving the teaching methods used in the classroom.

The need to improve traditional distance learning in Russia is also determined by general economic factors.

It can hardly be expected that an employer will easily let his employee go for sessions within 5-6 years.

One of the main objectives of distance learning in Russia should be adequate, flexible and effective provision of training in accordance with the specific needs of different categories of students. Training programs should be driven primarily by demand. As demand changes, programs also change accordingly. Training materials must also meet modern teaching principles and the needs of different audiences.

It is necessary to satisfy the various needs of students regarding time, place, frequency of contact with teachers, and also to use the most modern and effective technologies.

To solve the above problems, it is necessary to change the forms of distance learning, revise old ideas regarding teaching methods, the practice of conducting educational sessions, and introduce new technical means into the practice of distance learning.

Facts Presented update topic of this study.

Object research is the correspondence education system in Russia.

Subject research is the process of introducing distance learning technology.

Purpose The final qualifying work is to assess the effectiveness of distance pedagogical education.

The set goal identified the following main tasks:

• Study the structure of higher distance education systems
• Analyze the problems of correspondence education and ways to solve them
• Explore distance learning technology
• Reveal the effectiveness of distance learning

The purpose and objectives of the work determined its logic and structure. The final qualifying work consists of an introduction, two chapters, a conclusion, and a list of used sources and literature, containing more than 30 sources and applications. The total volume of work is 66 pages.

In the process of performing this work, the following were used research methods: analysis of philosophical, psychological, methodological literature and works on the problem of distance learning.

Practical significance of the work lies in the possibility of using the findings in all educational institutions. To help teachers and teachers of various educational institutions understand not only the importance of distance learning in the education system, but also to competently organize the educational process in order to achieve a quality of education no lower, and sometimes higher, than in full-time education.

The work used literature of both a normative and scientific nature. Much attention is paid to the works of such authors as Andreev A.A., Bernadsky A.M., Polat E.S., Popova N.E. and others.

The magazines “Higher Education in Russia”, “Distance Education”, “Informatics and Education” and others are of great interest.

CHAPTERI. THE ESSENCE OF CORRESPONDENCE EDUCATION

1.1 Structure of higher education systems

The development of society at the present stage has required a radical change in the education system and, in particular, teacher education. Updating the teacher education system involves bringing its goals, content, technologies and structure of the university into line with the needs of society in a developing and developing school. Currently, a new paradigm of higher pedagogical education has been developed and an experiment is being conducted in sixteen pedagogical universities to introduce a multi-level system of higher pedagogical education. Let us explain the meaning of the terms: education, higher education, education system.

Education refers to the acquisition of systematized knowledge and skills, including those obtained as a result of training. Education includes the acquisition of experience (training) and, on its basis, socialization (upbringing) and personal development.

Higher education (HE) is any systematic education with a total duration of at least two years, carried out on the basis of secondary (complete) general education.

The education system is a set of successive educational (general education and professional) programs and state standards, as well as a network of educational institutions and governing bodies implementing them [see: 1.1.].

International and domestic experience testify to the existence of various systems of higher education, which can be summarized into three types: single-level, stepped and multi-level.

Single-level system higher education (OSVO) is focused on training a specialist with a higher professional education, whose functionality is specified at the input of the system and cannot be changed during the learning process. The educational function of the system plays a supporting role in relation to professional training. Exiting the system at intermediate stages (before its complete completion) even with a diploma of a specialist of lower qualifications is impossible. The duration of training, depending on the specialty, is from 4 to 6 years.

Step system Higher education (HSHE) is focused on training specialists whose qualification functionality is specified at the input of each level of the system, depending on the selected type of educational institution. For example, the complex: vocational school - technical school - university. The educational function here is also subordinate to professional training and at some levels may be practically absent. It is possible to exit the system after each level with a specialist diploma of increasingly higher qualifications (for example, skilled worker, technician, engineer). The duration of training for sequential completion of all levels is from 7 to 11 years.

Multi-level system Higher education (MSHE) is focused on providing individuals with educational services that allow them, already in the learning process, to independently choose an individual trajectory for obtaining the necessary education and, on its basis, the appropriate level of professional training. Unlike the first two systems, the educational function, especially at the first two levels, plays a dominant role in relation to professional training. It is possible to exit the system at various stages with educational diplomas of various levels (general (incomplete) HE, basic HE, full HE) and various qualification certificates obtained on their basis.

The multi-level system is fundamentally different from the others. These differences are as follows:

- for the individual it gives freedom to choose the educational trajectory of learning and the possibility of changing it in the learning process itself;

- for the state- the opportunity to obtain a specialist in a short time (1-2 years) in newly emerging areas;

- for university- a paradigm shift in organizing the educational process. In a “multi-level” environment, the university independently designs the content and teaching technologies, guided by state standards.

Another significant difference between the “multi-level” system is the fact that in the first two systems the educational function is subordinate in relation to professional training, and in the multi-level system it is dominant and basic in relation to professional training.

An individual educational trajectory in a multi-level system of teacher education is an educational and professional program (EPP), designed by the student in accordance with his capabilities and needs, including mandatory courses and workshops, courses of the student’s choice from those offered to him by the university, and elective courses requested student. The student has the right to complete the educational and professional program at any level. And after completing any educational level, the student can receive appropriate professional training.

The structure of the main professional educational program of the second level (bachelor's degree) consists of four blocks: general cultural, psychological and pedagogical, subject general for the field of education and subject special. These blocks contain a mandatory list of modules; the existing list of disciplines is advisory in nature. The general cultural block provides solutions to the following tasks: the formation of a scientifically based picture of the world, ethical, aesthetic, legal, economic, artistic, communicative, somatic culture, work culture, including intellectual. This block provides for a variety of forms and methods of implementing general cultural training of an individual, taking into account regional characteristics; designed for a wide variety of general cultural training, based on the individual needs, requests, and interests of the student.

The psychological and pedagogical block is intended for the formation of knowledge of the objective laws of the learning process, upbringing and problems of pedagogical science, world and domestic practice in educational institutions, family and other spheres of life. It contains knowledge of the basic principles of general, developmental and educational psychology; the ability to analyze and interpret teaching experience; the ability to operate with data from pedagogical science in basic activity situations; methods of scientific and pedagogical research.

The general subject block is the basis of subject education in the chosen direction and carries out the integration of various subject-problem fields included in this direction.

A special subject block allows the student to choose an individual educational trajectory within this direction. This block promotes mastery of basic concepts, laws and patterns, theories, their connections in the structure of subject knowledge; lays down and develops the logical, cognitive and creative qualities of the individual, defining and improving the necessary quality of a modern specialist in the field of education - the desire for self-education, prepares for mastering professional programs in the chosen direction. The main advantages of a multi-level system compared to others from the perspective of the main subjects of higher education are for:

Personality - in the ability to make an individual choice of the content, level and path of higher education, professional training that satisfies its (personal) intellectual, social and economic needs. The possibility of effectively completing education at each level of the multi-level higher education system eliminates the contradiction between the levels of the student’s abilities and capabilities and the requirements of the educational standard. Thus, the rights of those who are not yet ready to receive a higher level of education are protected;

Companies are able to obtain a specialist with the required qualification parameters in a fairly short time (1-2 years).

In market conditions, this protects the rights of consumers who will pay (directly or through the taxation system) the cost of training those workers they need, and not those imposed by the traditional higher education system;

University teachers - in the possibility of the fullest realization of their scientific and pedagogical potential, because this system gives greater independence in determining the content, teaching technologies and protects their right to work with a student prepared for training at a given level and interested in receiving the educational services he has chosen.

The disadvantages of a multi-level higher education system are a continuation of its advantages. This system, which easily adapts to market requirements, can lead to a sharp decrease in the quality of training of specialists for those areas in which the results of the specialists’ activities do not appear immediately, but after a fairly long time. Such areas, first of all, include education, where the “time of manifestation” is perhaps the longest and is equal to the period of generational change. In conditions of a permanent state budget deficit, society is tempted to save money on training specialists who “give nothing” to this generation.

In this regard, the labor market begins to order a “cheaper” specialist, with a shorter training period, with less labor intensity and the cost of an educational and professional program. Only higher education itself can prevent this dangerous trend if it does not withdraw from the formation of public opinion. In particular, in the higher education system it is necessary to establish a marketing service to create appropriate demand in the labor market for specialists. In addition, a multi-level system of higher education, focused on meeting the educational needs of the individual, is the most expensive of the three systems under consideration. This is due to the fact that the variability of courses (while maintaining traditional technology) requires an increase in the staff of teachers, and the focus on independent work of students requires a sharp improvement in the material and technical equipment of the educational process.

1.2 Problems of correspondence education and ways to solve them

Having studied the structure of higher education systems, we can conclude that the traditional system of higher correspondence education is increasingly lagging behind the rapidly changing life. Currently, there is an increase in the number of people wishing to obtain higher education. At the same time, there are more and more of those who cannot do this in the form of full-time, full-time education. This is due to both the reluctance to spend a full day studying (the need to work intensively) and the physical impossibility of regularly attending classes (remoteness of the university, disability, etc.). As a result, there has been an increase in the popularity of distance learning. Graduates of the modern system of higher correspondence education in Russia who are part of the emerging transnational economy must have unified codes for mastering local and global processes of development of civilization and culture. One of the most pressing problems of a modern school is the need for a teacher with a variable and creative professional appearance, while the existing system of higher correspondence education reproduces personnel based on the established tradition.

One of its serious shortcomings is the impossibility of overcoming the contradiction between the need for diversified development on the one hand, and deep professionalization on the other.

Other disadvantages of distance learning in its traditional form include:

1. discontinuity of the educational process;
2. lack of constant feedback;
3. the problem of quality control of education;
4. Difficult access to library collections.

The fact that with a positive attitude towards the system of correspondence education as a whole, these shortcomings are well understood is evidenced by the results of a sociological study conducted by the Moscow State Open Pedagogical University. To solve the above problems, it is necessary to improve the content of the educational process in correspondence departments, the need for special textbooks for correspondence students, as well as the introduction of distance learning based on the development of computer communications in regional centers of correspondence education.

First of all, the psychological and pedagogical essence of the system of higher correspondence education is subject to revision, when the relationship between the pedagogical method and the knowledge system is traditionally decided in favor of the system. In this case, theory prevails over practice, learning absorbs the development process. A finely organized structural restructuring is also necessary.

The concept of creating and developing a unified system of distance education involves the use of new learning tools in the field of communication technology and Multimedia; telecommunications are the central link in the distance learning system. They make it possible to ensure maximum spatial and temporal independence of students and attract teachers regardless of place of residence. The use of computer networks for these purposes presupposes the presence of the following necessary sections to ensure the educational process:

The “Administration and Services” section is necessary to resolve administrative and technical issues;

Section “Training sessions”, where the student gets access to lectures and seminars. Through this section, direct communication with the teacher is possible, as well as passing exams and tests;

- “Research Center” provides the opportunity to engage in research work, the choice of a scientific supervisor;

- “Library” allows you to access the catalog of the university library and select, order and view the necessary literature. The existence of this section will provide access to other libraries.

A very promising attempt is to use distance learning methods to discover the deep integrative coordinates of higher correspondence education, which will ultimately make it possible to fulfill modern requirements for training a teacher with a variable-creative professional appearance.

1.3 Distance learning as a form of correspondence education

In the research of scientists [see: 3.2; 3.3; 3.6. etc.] the debatable question is whether distance learning can be considered an alternative to the existing system of correspondence education and how to make the transition from established educational traditions to new forms and methods inherent in distance learning in modern conditions.

According to experts [see: 3.2; 3.3; 3.6.], a modern student assimilates 20% of what he sees, 50% of what he sees and hears, and 70% of the information he obtains independently (for example, working with the Internet). Therefore, distance education will not harm the conventional system of correspondence education. On the contrary, it will open up new opportunities for students.

The basis of the correspondence and distance forms of higher education is the same principle - self-study.

Distance education refers to a set of educational services provided to the general population using a specialized information and educational environment at any distance from educational institutions.

One of the most attractive advantages of distance learning is the ability to combine the effectiveness of individual learning with the cost-effectiveness of mass learning. In essence, it is a variant of automated learning in which the computer plays the role of both a teacher and an administrator - the organizer of the educational process, using local or global communication networks. This education system allows you to start training at any time, depending on the student’s preparation. In addition, it provides an opportunity to improve the quality and intensify training. Each student gets the opportunity to independently determine the timing of their education.

Personal education is the most important universal problem of our time. This truth is becoming more and more obvious in the coming 21st century - a time of informatization and computerization of all public life. The academic community of the Russian education system today recognizes that the most important and promising direction in the development of the education system is the widespread introduction of distance learning methods based on the use of modern pedagogical, advanced information and telecommunication technologies.

The significance of distance education in domestic pedagogy has been analyzed in sufficient detail in the works of scientists: A.A. Andreev, V.F. Gornev, Yu.P. Gospodarik, V.I. Kineleva, V.P. Kolmogorov, V.N. Lazarev, A.V. Mogileva, V.I. Ovsyannikov, O.P. Okolelova, E.S. Polat, A.E. Petrova, V.I. Soldatkin, E.G. Skibitsky, V.P. Tikhomirov, O.B. Tyshchenko, A.V. Khutorsky, V.D. Shadrikov, V.A. Shapovalov. Their views reflect a wide range of ideas about the essence and content of distance education and the features of the educational process.

In pedagogy, the term “distance education” has the following meaning. Distance education (from the Latin distantia - distance) is an international term interpreted as “education at a distance, means the purposeful and methodically organized management of educational and cognitive activities of persons who are located at a distance from an educational institution and therefore do not come into constant contact with its teaching staff .

Based on this definition, distance education can be interpreted as primarily independent education (self-education), in contrast to self-education as such, which includes feedback in one form or another from a teacher (educational institution). The advantages of distance education include:

• carefully developed teaching methods, tested over time and used for large groups of trainees;
• no quantitative restrictions on students for individual courses;
• individualization of learning, allowing students to choose their own pace and schedule of educational activities;
• providing the opportunity to choose a teacher who is an expert in a specific academic discipline [see: 2.8.].

In addition, the distance learning system has accumulated considerable experience in the development of methodological and educational materials, tasks for independent work, descriptions of laboratory work, and testing tasks. Currently, correspondence education is losing its importance, giving way to distance education based on new information technologies. In its historical development, distance education has implemented three stages of information exchange with students: using regular mail (exchange of parcels), case technologies, network technologies (telecommunications, e-mail, Internet, real chat, etc.).

However, in order to move from correspondence education to distance education that meets modern standards, it is necessary to have new planning of the educational process, and a new generation of teaching aids and materials specifically designed for self-study, and new approaches to conducting training sessions, certification, and the use of new information and telecommunication technologies to provide distance learning support, and retraining of teachers to work in the new educational field.

It should be noted that if distance learning is a typically national phenomenon - each country has its own system, then distance learning based on information technology has an international and global character. In addition to traditional textbooks, students have the opportunity to access a large amount of text, audio and video information, take tests and submit completed work, and communicate with each other over considerable distances. This ensures flexibility, variability, accessibility, convenience and speed of communication for students. The essence of distance education comes down to maximizing the benefits of self-learning, creating conditions where it is not the teacher, but the student who is the key figure in the learning process.

Gospodarik Yu.P. [see: 3.4.] also believes that the distance learning model that is emerging today, in the creation of which colleges and universities are actively participating, is rather a type of correspondence education, only using computer telecommunications. In this model, distance learning courses are a set of lectures sent to the user in portions or entirely for self-study. Having received educational materials, the user (student, applicant) works with them at home, in the workplace or in a special computer class. This takes into account the individual activity style, abilities and needs of the user, who can study training courses in any order, faster or slower.

Modern distance learning programs, as a rule, are equipped with terminological and similar dictionaries, and in some cases contain links that provide access to domestic and international databases. There is a provision for periodic e-mail sending of tasks completed by the user, which are reviewed by the teacher-supervisor and returned to the user with comments and recommendations.

Polat E.S. [see: 3.10.] believes that distance learning cannot be mixed with distance learning, if only because distance learning ensures systematic and effective interactivity, not only between the teacher and students, but also between students, regardless of what level The carrier contains the main training content (on networks or on CDs). Interaction is carried out on the basis of computer telecommunications. Here are all the signs of the educational and auxiliary process (teacher, textbook, teaching aids, appropriate teaching methods and organizational forms), which cannot be said about correspondence education.

It follows that the new form of training cannot be completely autonomous, isolated from other forms of training. Distance learning is built in accordance with the same goals as full-time learning (if it is built according to the appropriate educational programs), with the same content. But the forms of studying the material, the forms of interaction between the teacher and students, as well as students among themselves, will be different.

The differences in the ethnic, cultural and social contexts of the traditions to which the authors writing about distance education belong determine the lack of a generally accepted definition of distance education. This situation can be considered natural for a new direction, and the multiplicity of definitions confirms the overall relevance and novelty of distance education research vectors. Andreev A.A. [see: 2.1.] draws attention to the fact that quite often even experts talk about distance education without the necessary understanding of what stands behind this concept.

In the field of theory and practice of distance learning and education, a certain categorical apparatus consists of various scientific approaches, views and understandings of distance learning. In studies devoted to distance education, we can find numerous and varied definitions of the concepts of distance learning itself. They are classified both from the point of view of the form, method, method, learning process, and the complex of educational services and technologies.

Let us analyze the generally known concepts of “distance learning” in four areas:

• as an equivalent to distance education;
• as a form of education (type of educational service);
• as a method of obtaining education;
• as a form and method of teaching.

A number of researchers consider distance learning to be synonymous with distance education. So V.F. Dmitrieva, V.I. Gladskoy, V.A. Ryabov, V.G. Prokofiev, T.I. Samoilenko, I.A. Soloviev in the article “Distance education: essence, problems of implementation” write: “Distance learning, to a certain extent, is a combination of these two forms (correspondence and full-time), in the optimal version - the opportunity to study under the guidance of qualified teachers from well-known universities and technical schools in places of permanent residence applicants." E.A. shares the same opinion. Sokolov and A.R. Shabanov. At the same time, they confuse the concepts of forms and methods of distance learning, pointing out that this is “a kind of analogue of automated training courses, involving active independent work of the student at the computer, mainly without the participation of the teacher.”

Gospodarik Yu.P. [see: 3.4.] believes that “distance learning is an educational system based on computer telecommunications using modern pedagogical and information technologies, such as e-mail, television and the Internet. This is receiving educational services without attending an educational institution.”

Distance learning is a new form of organizing the educational process, based on the principle of student independent learning. The learning environment here is characterized by the fact that students are mostly, and often completely, distant from the teacher in space and (or) time, while at the same time they have the opportunity to maintain a dialogue at any time using telecommunications.

Distance learning is an educational process organized on certain topics and academic disciplines, providing for the active exchange of information between students and the teacher, as well as between the students themselves, and using modern means of new information technologies to the maximum extent: audiovisual means, personal computers, telecommunications (E. S. Polat, M.V. Moiseeva, A.E. Petrov, M.Yu. Bukharkina, Yu.V. Aksenov, T.F. Gorbunkova) [see: 2.5.].

The definition of A.V. is quite close to the previous one. Mogilev [see: 3.6.], for whom distance learning is a method of teaching, a practice “that connects the teacher, the student, as well as sources located in different geographical regions, through special technology that allows interaction. Provided in various ways, such as exchange of printed works via mail and fax, computer conference, video conference.”

Andreev A.A. [see: 3.1.] has its own vision of distance learning and offers the following definition: “Distance learning is a synthetic, integral humanistic form of learning, based on the use of a wide range of traditional and new information technologies and their technical means that are used to deliver educational material , its independent study, dialogue exchange between teachers and students, and the process in general is not critical to their location in space and time, as well as to a specific educational institution.” He believes that it is preferable to use the term “distance learning” instead of “distance education”, since education is classified not by distance to the student, but by purpose, by level, by area of ​​knowledge, by industry, etc.

Polat E.S., A.E. Petrov [see: 2.5.] define distance learning as a new specific form of education, which involves the use of unique approaches, methods, teaching aids, and interaction between teachers and students.

Kravets V.A. believes that distance learning, “occupying an intermediate position in form between full-time and correspondence, is a completely special phenomenon that cannot be reduced to the first two. A specially designed shell should provide a complete set of tools that allow individual training, provide all information support in accordance with the curriculum, testing and self-testing, etc.

Scientists from the Institute of Informatics Problems of the Russian Academy of Sciences D.A. Bogdanov and A.A. Fedoseev [see: 3.2.] take as a basis the distance of the student from the place of study and the use of new information technologies in the educational process. In their opinion, distance learning is “on-the-job training and without physically moving to the location of the educational institution, based on the use of information technology.” They propose to consider distance learning “...those forms and methods of teaching that provide the opportunity to exclude direct personal contact between the teacher and students, regardless of the nature of the technical and other means used.” For the successful implementation of distance learning, the authors, unlike E.S. Polat, determine the following necessary conditions:

• delivery of educational information to the student;
• providing feedback to teachers;
• ensuring remote group work where necessary.

The exchange of information during training is carried out through various means of remote communication: from mail to teleconferences.

As we can see, the above formulations and definitions are largely of a general descriptive nature, reflecting one or more aspects of this multifaceted and complex phenomenon. This approach suggests that in distance learning it is generally not customary to use traditional technologies, which involve the use of educational materials in printed form, and in the learning process there is no contact between the teacher and the student at all. Also not taken into account is the situation when, in the process of distance learning, students may be geographically and not separated by long distances (live in the same city, district), but there is no possibility of interaction in the learning process due to asynchrony, i.e. regime and conditions of labor activity.

In the above definitions, in addition, it is not fully indicated that interactive interaction can occur not only between students and the teacher, but also between the students themselves and the learning tools. The main thing is that the process takes place in a specific didactic system, where the subjects of the educational process are separated in space and time.

Analysis of the above definitions of distance learning led to the conclusion that the most complete and closest to the problem under consideration is the definition of distance learning given by A.A. Andreev [see: 2.1.]: “Distance learning can be defined as a purposeful, organized process of interactive interaction of students with each other and with learning tools, invariant (indifferent) to their location in space and time, which is implemented in a specific didactic system.”

The situation with the concept of “distance education” is no clearer. Therefore, before we begin to identify the essence of this phrase, let’s define the concept of “education,” which has undergone several interpretations in the history of domestic pedagogy. Education was considered as a set of knowledge, skills and abilities necessary for professional activity (until the 50s of the twentieth century); later - as a process and result of improving abilities.

“Education is a purposeful process of training and education in the interests of the individual, society, and state,” says the Federal Law of the Russian Federation “On Education,” “accompanied by a statement of the student’s achievement of a level (educational qualification) determined by the state” [see: 1.2.].

Many scientists, when characterizing the category of education, consider it as a system, process, result. Consequently, distance learning can be considered as a new form of education, and distance education, accordingly, as a result, as a system, as a new form of education.

Based on a historical and pedagogical analysis of the evolution of forms of education in the conditions of informatization of society, we came to the conclusion that, ideally, distance education can be considered as some synthetic form in which all the best will be concentrated and to which, with improvement and development, all known in the world will strive present forms of education.

Supporters of a fairly broad definition, for example, a representative of the MEPhI correspondence school - the authors of the program for the development of distance education in the secondary vocational education system in 2000-2005, interpret distance education as any distance learning. From this point of view, traditional correspondence education and correspondence education can rightfully be called varieties of distance education. Another fairly common extreme in interpretation is the reduction of distance education to education using computers and new information technologies (NIT). At the same time, on the one hand, the boundaries of distance education are extremely narrowed, and, on the other hand, they are erased, since any use of new information technologies in the educational process gives rise to talk about the “introduction of distance education.” This opinion is widespread among heads of secondary vocational education institutions.

The opinion of O.P. seems interesting. Okolelova [see: 3.9.], who believes that “distance education is the educational process in virtual space, in which the subjects of education (students, teacher, tutors, etc.) have a spatiotemporal connection, and the learning process is carried out on a personal computer via telecommunications." At the same time, the virtual learning process is understood as “an integral set of educational situations progressively replacing each other in the virtual space, during the resolution of which the student receives his education, upbringing and development.”

One cannot help but imagine the opinion of V.F. Gornev, who points out that the term “distance education” does not reflect the essence of the issue and introduces semantic ambiguity when discussing the problem, since education is the result of learning, but not a form of acquiring knowledge. Educational technologies must provide the necessary level of knowledge, skills, and abilities, and we can only talk about methods of obtaining knowledge, i.e. about educational technologies. The author sees differences in these forms of education only in the ratio of time between the teacher and students, and there are no established standards here. The organic introduction of information technologies into the learning process makes it possible to change this ratio without reducing the level of knowledge, therefore it is proposed to use the term “computer-oriented educational technologies”.

Along with the statements under consideration, the authors often interpret distance education as a set of educational services. The “Concept for the creation and development of distance education in Russia” (Resolution of the State Committee for Higher Education of Russia No. 6 of May 31, 1995) provides the following definition: “Distance education is a complex of educational services provided to the general population using a specialized information and educational environment based on means of exchanging educational information at a distance (satellite television, radio, computer communications, etc.).

Indeed, distance education as a special sphere of human activity, which appeared in the middle of the 20th century, in connection with the rapid development of computers and telecommunication technologies, currently serves the purposes of lifelong education, and its main value is not knowledge, skills, but information. According to G.P. Ilyin, an unprecedented educational situation has arisen: “... the main problem is not the assimilation of a huge and constantly increasing amount of knowledge, or at least orientation in the flow of ever-increasing information, but the problem is exactly the opposite: obtaining, creating, producing unique knowledge for which there is a mature personal need.”

An important distinguishing feature of distance education is its functioning in the conditions of the Unified Information Educational Space. The information and educational environment of distance education is a systematically organized set of data transmission means, information resources, interaction protocols, hardware, software and organizational and methodological support, focused on meeting the educational needs of users.

The most important activity characteristic of distance education is the special relationships and connections of its participants, who, within the framework of these relationships, interact with each other, thereby creating the necessary preconditions for classifying their relationships as distance education as a combined subject of activity.

A truly socially protected person can be an initiative and educated person who can flexibly rearrange the direction and content of his activities in connection with changes in technology and social order. In the context of trends in the development of global education, the effectiveness of the education system (primarily professional) should be manifested in its ability not only to equip the student with knowledge, but, and this is most important, to create the need for continuous and independent mastery of them, to develop self-education skills, and to develop one’s own individual creative style .

Education should ultimately become a social institution that would be able to provide a person with a diverse set of educational services that allow them to study continuously, providing the broad masses of people with the opportunity to receive not only secondary and higher professional education, but also additional professional education.

Russian scientists point out that in the process of development and integration of the domestic distance education system into global education, it is necessary to diversify the structure of educational programs, which will give everyone the opportunity to build an educational trajectory that best suits their educational and professional abilities. It is in this way that a meaningful basis for the transition to the principles of “lifelong education” and “education for all” can be created.

To summarize the analysis of basic concepts, we will define related scientific fields from the perspective of which the terms “distance education” and “distance learning” are studied and used. These are:

• economics - distance education as an educational service;
• ergonomics - distance education as the best learning option available to everyone;
• pedagogy - distance education as a form, method of teaching, process of obtaining education, as a training system;
• technology - distance education, as an innovative teaching technology, an original version of technical improvement of the learning process;
• linguistics - literal translation of "distance education".

Thus, distance education can be defined as a set of educational services provided to the general population using a specialized information and educational environment based on means of exchanging educational information at a distance, within which distance learning is used.

It is impossible not to pay attention to the characteristic features of distance education. An analysis of domestic and foreign literary sources shows that distance education researchers are generally unanimous in their definition. These include: neither the educational situation: “its essence is not knowledge, abilities, skills, but information and skills necessary for the exchange of knowledge, abilities and skills necessary for training students in educational activities

1. Flexibility: Students in the distance education system (DES) generally do not attend regular classes in the form of lectures and seminars, but work at a convenient time, in a convenient place and at a convenient pace. The student has the opportunity to organize his training in the necessary time rhythm necessary for him to master the subject and obtain the necessary credits for the chosen courses.

2. Modularity: Distance education programs are based on a modular principle. Each individual course creates a holistic view of a specific subject area. This allows you to create a curriculum that meets individual or group needs from a set of independent module courses.

3. Parallelism: training can be carried out while simultaneously carrying out professional activities or educational activities in another institution.

4. Asynchrony: The learning process, carried out using distance technologies, proceeds according to a schedule or schedule convenient for the teacher and student, regardless of time.

5. Economic efficiency: The average assessment of world educational systems shows that distance education is 50% cheaper than traditional forms of education. The experience of domestic non-state distance education centers shows that their costs for training a specialist are approximately 60% of the costs for training full-time specialists. The relatively low cost of training is ensured through the use of a more concentrated presentation and unification of content, the focus of distance learning technologies on a large number of students, as well as through more efficient use of existing training areas and technical means, for example, on weekends.

6. New role of the teacher: he is entrusted with such functions as coordinating the cognitive process, adjusting the taught course, consulting in the preparation of an individual curriculum, managing educational projects, etc. He manages educational mutual support groups and helps students in their professional self-determination. Asynchronous, as a rule, interaction between students and teachers in the distance education system (DES) involves the exchange of messages by sending them mutually to correspondent addresses. This allows you to analyze incoming information and respond to it at a time convenient for correspondents. Asynchronous communication methods include electronic voice mail or electronic computer networks.

7. Specialized quality control of education: Remotely organized exams, interviews, practical, course and project work, external studies, and computer intelligent testing systems are used as forms of control in distance education. It should be especially emphasized that solving the problem of quality control of distance education and its compliance with educational standards is of fundamental importance for the success of the entire education system. The academic recognition of distance education courses and the possibility of crediting their completion at traditional educational institutions depend on the success of its solution. Therefore, to carry out control in the SDO, a unified state testing system must be created.

8. Use of specialized technologies and training tools: distance learning technology is a set of methods, forms and means of interaction with a student in the process of his independent but controlled mastery of a certain body of knowledge. The teaching technology is built on the foundation of a certain content and must meet the requirements of its presentation. The material offered for mastering is accumulated in special courses and modules intended for distance education in accordance with the educational standards available in the country, as well as in data and knowledge banks, video libraries, etc.

9. Reliance on modern means of transmitting educational information information: The central link of the distance education system is telecommunications and their transport basis. They are designed to support educational processes:

• necessary educational and teaching materials;
• feedback between the teacher and the student, as well as the students themselves;
• exchange of management information within the distance education system;
• access to international information networks;
• inclusion of foreign users in the distance education system.

The listed features of distance learning and education are the basis for close interest in it. They clearly and clearly indicate the advantages of this type of training over traditional educational practice and create the prerequisites for the widespread dissemination and use of distance learning opportunities.

Firstly, the flexibility of distance education determines its mass character and social orientation. Thousands of people can study at the same time in the same programs at the same educational institution. In addition, a developing economy requires highly qualified specialists who meet the requirements of modern production, but they do not have sufficient time and appropriate technologies to train and retrain specialists. Distance education makes it possible to provide training or retraining of personnel on-the-job and with lower training costs.

Secondly, profitability. If you take into account the time, effort, transportation costs and living away from home, then distance education can be called one of the most inexpensive types of education. There is also an opportunity to study according to foreign educational programs and courses without leaving your place of residence. Of course, such training is not free, but the costs for citizens are significantly less than for training in these programs with travel abroad [see: 2.1.].

Distance education, organically fitting into the system of continuous professional education, meets the principle of humanism, according to which everyone should have the opportunity to receive education. Therefore, special attention should be paid to identifying potential consumers of distance education. Currently, the following population groups need distance education:

• persons of all ages living in underdeveloped regions of the country, remote from university centers;
• persons wishing to acquire new knowledge or obtain higher/secondary education;
• a large contingent of consumers of educational services preparing to enter universities;
• persons who do not have the opportunity to receive educational services in the traditional education system due to the limited capacity of this system, the impossibility of combining study with work and other specific conditions (rural residents, athletes, rotation workers, nomads, etc.);
• persons undergoing military service in the ranks of the Russian armed forces, as well as officers retiring into the reserve and members of their families;
• persons who have medical limitations for receiving regular education in a stationary setting (disabled people, the wounded, those being treated in hospitals, persons in need of home education, etc.);
• a corps of managers at various levels, teachers and other specialists in need of retraining and advanced training;
• subjects and objects of the penitentiary system (convicts and staff of correctional colonies);
• persons wishing to receive education in foreign educational institutions;
• dismissed and laid off persons registered with employment services;
• foreign citizens who want to get an education in Russia, but are not able to come to study for various reasons.

All categories of consumers of distance education services, one way or another, do not have the opportunity to study in the traditional system and for them distance education is often the only way to get an education.

The development of distance learning has also revealed a trend of internationalization and the creation of international educational structures for various purposes. Education becomes a tool for the interpenetration of not only knowledge and technology, but also capital, an instrument of struggle for the market; solving geopolitical problems. At the same time, distance learning methods based on modern technological advances, having a high degree of territorial coverage, are playing an increasingly significant role in vocational education at various levels.

The most important directions for the formation of a modern open education system, formulated by the UNESCO Institute for Informatization, include:

• improving the quality of education through fundamentalization, application of various approaches using modern information technologies;
• ensuring greater accessibility of education for the world's population through the widespread use of distance learning and self-education opportunities using information and telecommunication technologies;
• increasing creativity in education to prepare people for life in various social environments.

Thus, a comprehensive analysis of the essence of distance learning and education convincingly shows the multidimensionality and complexity of this phenomenon, the insufficient study of this problem in the Russian sphere of education, but so relevant at present for both full-time and correspondence education.

CHAPTERII. TECHNOLOGY FOR IMPLEMENTING THE TOPIC IN AN EDUCATIONAL INSTITUTION

2.1 Educational technologies of distance learning: principles, methods of form

Today, distance learning is a progressive form of correspondence education. Distance learning is considered as one of the elements of the continuous education system. Educational technologies for distance learning are an indispensable basis for distance learning. Distance learning must adhere to the principles. Principles of training are usually called provisions that express the relationship between the goals of training specialists with higher education and the laws guiding the practice of training at a university. Scientists in the field of didactics consider, according to S.I. Arkhangelsky, “as recommendations that guide pedagogical activity and the educational process as a whole, as ways to achieve pedagogical goals, taking into account the patterns and conditions of the educational process, as a system of general and fundamentally important guidelines that determine the content, methods, organization of training and methods of analysis its results" [see: 2.4.].

Let us list the basic principles of education.

The principle of humanistic learning.

The essence lies in the orientation of learning and the educational process as a whole to the person, in creating the most favorable conditions for students to master the socially accumulated experience contained in the content of training, mastering their chosen profession, for the development and manifestation of creative individuality, high civil, moral, intellectual qualities that would provide him with social security, a safe and comfortable existence.

The principle of priority of the pedagogical approach when designing the educational process in the distance learning system.

Designing a distance learning system must begin with the development of theoretical concepts and the creation of didactic models of the phenomena that are supposed to be implemented. The experience of computerization allows us to assert that when the pedagogical side is a priority, the system is more effective. The principle of pedagogical feasibility of using new information technologies. It requires a pedagogical assessment of the effectiveness of each step in the design and creation of a distance learning system.

The principle of choosing the content of education.

The principle of ensuring information security.

It is necessary to provide, if necessary, organizational and technical methods for the safe and confidential storage, transfer and use of the necessary information, ensuring its security during storage, transfer and use.

The principle of the starting level of education.

Effective learning in the distance education system requires a certain set of knowledge, skills (for example, computer skills).

The principle of matching educational technologies.

Learning technologies must be adequate to distance education models. Thus, in traditional disciplinary models of education, lectures, seminars and practical classes, simulation or business games, laboratory classes, independent work, practical training, coursework and dissertations, and control of knowledge acquisition are used as organizational forms of training (types of classes). In the process of establishing a distance learning system, new models may appear, which, if necessary, should be included in it. Among the organizational forms of training in these models, computer conferences, teleconferences, information sessions, teleconsultations, project work, etc. will be used.

The principle of learning mobility.

It consists of creating information networks, databases and knowledge banks for distance learning, allowing the student to adjust or supplement his educational program in the required direction in the absence of appropriate services at the university where he is studying. At the same time, it is necessary to preserve information invariant education, which ensures the possibility of moving from university to university to study in related or other areas.

The principle of interactivity.

The peculiarity of this principle is that it reflects the pattern not only of contacts between students and teachers, mediated by means of new information technologies, but also between students. Experience shows that in the process of distance learning the intensity of information exchange between students is greater than between student and teacher. Therefore, in order to implement this principle in distance learning practice, for example, when conducting computer teleconferences, it is necessary to provide email addresses to all participants in this process.

The principle of self-actualization.

In the conditions of distance learning, the main thing is to reveal the intellectual and creative potential of the individual. In a distance learning environment, this principle is especially sensitive, since here, unless videoconferencing is used, the student is not visible and feels more relaxed. Some, regardless of the feelings of their partners, may make an offensive remark, others, offended, may leave the network, and the teacher will have to make special efforts to understand the conflict that has arisen.

The principle of a person-centered approach.

Reliance on the positive qualities of the student’s personality, on encouragement rather than punishment in any form. Let us emphasize the special significance of this provision for distance learning. The fact is that in face-to-face communication, facial expressions, gestures, and intonation can sometimes neutralize negative emotions in the teacher’s reaction. In distance learning, these opportunities are absent, and therefore it is especially important in every contact with students to try to encourage their strengths and encourage them to independently search for errors, reflect and overcome difficulties that arise. Even if video conferencing or video communication is used remotely, the feeling of distance and remoteness still remains. The teacher is not always in the field of view of the students, just like the partners in the educational process, and only through systematic communication with participants in the general educational process is it possible to achieve an optimal balance between the personal and the collective, and to overcome the barrier of socialization [see: 2.11.].

Teaching methods. Until now, priority remains with explanatory, illustrative and reproductive methods, which fully correlate with the structure of learning activities: introduction of new material, its consolidation, reproduction (memorization) and application. This ratio of activities was adequate to the goals of forming obedient performers. In accordance with the trend that has emerged in modern didactics, aimed at realizing the task of forming a free creative personality, at the educational process in which the student is not an object, but a subject of cognitive activity, priority should be given to independent types of activities, independent activity of students in searching, processing, understanding and applying the necessary information. This does not mean at all that explanatory and illustrative methods and frontal types of work are expelled from the educational process. We are talking about a shift in emphasis, about priorities.

It seems that it is within the power of the teacher to more widely and boldly introduce approaches to teaching that are based on collaboration, on the method of projects, including telecommunications, and on multi-level teaching in a number of subjects. Global thinking should become one of the goals of education and human development.

Organizational forms of training. It becomes obvious that the full-time system of classes as the only form comes into conflict with promising methods and means of teaching. Working in small groups, working on projects, working at different levels cannot fit into the strict regulations of classes. It requires more flexible forms of organizing classes.

I would like to emphasize the main idea: the success of education depends on the student’s desire to learn, on his independent activity. The need for training and the activity of students are determined by the adequacy of the goals of education to the needs of the development of society.

Thus, it can be noted that the technology of distance learning education depends on the principles, methods and forms. Forms of education must guarantee the quality of education, which the program below should contribute to.

2.2 Curriculum as a means of distance learning

The need to study the course is due to the requirements of our time, since the elective course “Correspondence education system in Russia” will help to develop students’ knowledge in the higher education system and distance learning technology, which is so necessary for distance learning.

2.3 Efficiency of distance learning technology

One of the features of the development of modern society is the process of informatization, which has now acquired a global character. Under the influence of information technology, changes are currently taking place in all spheres of life. One of the elements of informatization is new information technologies, the use of which makes it possible to find new approaches to solving various problems. A consequence of the general informatization of society is the informatization of education, one of the forms of which is distance learning. An element of distance education is distance educational technology. However, along with the intensive introduction of new educational technologies into the educational process, the question arises: how effective is the distance learning system?

1. New sources of knowledge

Until recently, in the process of extracting knowledge, there was only one intermediary between the student and knowledge - the teacher.

However, with the development of technology, a fundamentally new phenomenon arose - distance learning, in which, in addition to the teacher and the student (subject and object), something new appears, which cannot be formulated in a single term. On the one hand, it is a technical intermediary (computer), on the other hand, it is an endless source of knowledge, working in the mode of instantaneous receipt of any information (Internet). This source of knowledge really has a dual essence: on the one hand, the Internet space can be presented as a continuation of the student’s subjective self, a continuation of his feelings in the form of virtual reality. On the other hand, the same virtual reality is an objective set of information resources that contacts the student’s self through a computer screen.

2. Psychological comfort of students

In addition to the dialogue between teacher and student, teacher control over the student, there is an additional need to learn a tool that provides not dialogue, but communication between the three of them, and in this communication all sides of the triangle become equal: teacher - Internet - student, and the structure of the presentation of educational material completely changes in comparison with a classic design.

This scheme fundamentally changes approaches to the processes that determine the structure of cognition of the surrounding world, as well as schemes for extracting knowledge from the surrounding world and knowledge space. The problem of knowledge extraction is increasingly beginning to be a problem of extracting knowledge from virtual rather than real space. Accordingly, the real world is replaced by a virtual one.

Today, there are a large number of different technologies for creating distance learning courses, but there is no clear concept for creating such courses. The problem of the lack of a unified concept and lack of analysis of the process of extracting knowledge based on new information technologies, given the exponential growth in the number of students through distance learning, can ultimately lead to a decrease in the efficiency of the educational process.

The limited nature of the course, the lack of live contact with the teacher and the possibility of expanding definitions and formulations give rise to misunderstandings and ultimately affect the quality of learning.

3. New approaches to the training system

New information technologies open up completely new opportunities in the education system. Distance learning leads to a more democratic relationship between student and teacher, frees up a lot of time, involves an individual approach, the ability to return to the material covered countless times, etc. But, most importantly, a fundamentally new source of information arises, virtually limitless - these are the world's Internet resources .

However, the advantages of distance learning in some cases turn into its disadvantages. Thus, according to research, students list the following as disadvantages:

Too much information

Excessive fragmentation of discussions (fragmentation)

Time-related problems (asynchrony, etc.)

Lack of immediate response from the teacher to a question

Although in the literature on distance learning such properties as asynchrony, modularity, and information content are considered to be its positive qualities.

Thus, distance technologies introduced into the educational process require more thorough didactic study, development of knowledge acquisition methods, analysis of the priorities of influencing factors, and the effectiveness of the work of the teacher and students in a distance environment will directly depend on the scientific nature and methodological expediency of the developed techniques, forms, methods and learning technologies.

CONCLUSION

Based on the conducted theoretical research, the following conclusions can be drawn:

1. The higher education system, in general terms, can be reduced to three types: single-level, stepped and multi-level.
2. The traditional system of higher correspondence education is increasingly lagging behind rapidly changing life. Graduates of the modern system of higher correspondence education in Russia who are part of the emerging transnational economy must have unified codes for mastering local and global processes of development of civilization and culture.
3. In an educational society, a person capable of self-education is in demand. Ensuring continuity of education is a social order of society. Distance learning can ensure constant educational growth of the individual. Distance learning, in essence, is a student-centered form of learning. It represents the freedom of choice of a teacher (tutor), the possibility of selecting educational material depending on the information needs of the student. Unlike the correspondence form, communication means in distance learning are as fast as possible, curricula and courses are flexible and individual.
4. Distance learning is developing at a tremendous pace; this is facilitated by the development of the Internet and the growth of its information and communication capabilities. However, distance technologies introduced into the educational process require more thorough didactic study, development of knowledge acquisition methods, analysis of the priorities of influencing factors, and the effectiveness of the work of the teacher and students in a distance environment will directly depend on the scientific nature and methodological expediency of the developed techniques, forms, methods and learning technologies.

Most likely, distance learning is becoming an alternative to distance learning, but without its disadvantages (intermittent educational process, lack of constant feedback, difficult access to library collections).

The distance education system can and should take its place in the education system, since if it is properly organized, it can provide high-quality education that meets the requirements of modern society today and in the near future.

The research findings do not claim to be an exhaustive solution to all problems associated with the organization of distance education, due to the fact that these problems are complex and multifaceted. Further research in this area may be devoted to a more detailed study of the possibility of switching to network technology for distance learning based on the use of the Internet as a new communication medium.

BIBLIOGRAPHY

1. Regulations

1.1. Law of the Russian Federation “On Education”. Art.8, Ekaterinburg - 2009.

1.2. Federal Law dated January 10, 2003 No. 11-FZ. On introducing amendments and additions to the Law of the Russian Federation “On Education” and the Federal Law “On Higher and Postgraduate Education”

vocational education" [Text]: SZ RF. - 2003. - No. 2. - Art. 163

1. Textbooks and monographs

2.1. Andreev, A.A., Soldatkin, V.I. Distance learning: essence, technology, organization [Text] - M.: Publishing house MESI, 2000. - 350 p.

2.2. Bernadsky, A.M. Distance education based on new IT [Text] / A.M. Bernadsky, I.G. Kraevsky. - Penza, 1997. - 55 p.

2.3. Verzhbitsky, K.G. Distance education in Russia and abroad: information and analytical aspect. - M.: RIC "Alpha" MGOPU, 2001. - 78 p.

2.4. Volov, V.T., Chetyrkova, L.B., Volova, N.Yu. Distance education: origins, problems, prospects [Text] - Samara, 2000. - 343 p.

2.5. Polat, E.S. Distance learning [Text] / E.S. Polat, M.V. Moiseeva, A.E. Petrov; edited by E.S. Polat - 3rd ed., revised. and additional - M.: Vlados, 2005. - 192 p.

2.6. Polat, E.S. Determination of the effectiveness of the remote form

training //Quality of distance education.

Concepts. Problems. Solutions: Materials of the international

scientific-practical conference [Text]: E.S. Polat / - M.: Publishing house

in VLADOS-PRESS, 2004.-412 p.

2.7. Polat, E.S. Pedagogical technologies of distance learning

training: textbook. aid for students higher textbook

institutions/[E.S. Polat, M.V. Moiseeva, A.E. Petrov, etc.]; edited by

E.S. Polat. - M.: Publishing Center "Academy", 2006. - 400 p.

2.8. Romanov, A.N. Technology of distance learning in the system of correspondence education [Text] - M.: Unity, 2000. - 303 p.

2.9. Theory and methods of teaching economics [Text]: textbook for university students / N.E. Popova, A.A. Lobut; State Educational Institution of Higher Professional Education "Ural State Pedagogical University". - Ekaterinburg, 2008. - 297 p.

2.10. Khutorskoy, A.V. Workshop on didactics and modern

teaching methods [Text]/A.V. Khutorskoy. - St. Petersburg: Peter, 2004.-

2.11. Shchennikov, S.A. Open distance education [Text]:

S.A. Shchennikov / - M.: Miros, 2002. - 268 p.

1. Articles from magazines and newspapers

3.1. Andreev, A.A. On the issue of defining the concept of “distance learning” [Text] / A.A. Andreev // Distance education. - 1997.- No. 4. - p. 16-19.

3.2. Bogdanova, D.A. Problems of distance education in Russia [Text] / D.A. Bogdanova // Informatics and education. - 1996. - No. 3. With. 94-99.

3.3. Bystritsky, V.A. Feedback in the process of distance learning [Text] // Quality assurance system in further education. - Zhukovsky: MIM LINK, 2002. - Issue 4. - With. 144-148.

3.4. Gospodarik, Yu.P. Distance learning and secondary school [Text] / Yu.P. Gospodarik // Distance education. - No. 5. p.10-17.

3.5. Domracheev, V.G. Distance learning based on e-mail [Text] / V.G. Domracheev, A.V. Bagdasaryan // Higher education in Russia. - 1995. - No. 2. - With. 79-87.

3.6. Mogilev, A.V. Concepts for the development of distance learning in a regional university [Text] / A.V. Mogilev. - M.: Research Center for Problems of Quality of Training of Specialists, 2000. - 32 p.

3.7. Moiseeva, M.V. Coordinator as a key figure in the DL process [Text] // Distance education. - 2000. - No. 1. - With. 25-29.

3.8. Ovsyannikov, V.I. Correspondence and distance education: twins or antipodes? [Text] // Open education. - 2002. - No. 2. - p. 64-73.

3.9. Okolelov, O.P. The learning process in the distance education system [Text] /Distance education. - 2000. - No. 3. - p. 37-43.

3.10. Polat, E.S. Theory and practice of distance learning [Text] / E.S. Polat // Computer science and education. - 2001. - No. 6. - With. 38-42.

3.11 Sergeenko, A.A. Some aspects of preschool development and management

by its process [Text] // Scientific works of the Institute of Postgraduate Education of the SGA. - Vol. No. 7.

M.: SSU. - 2003. - p. 93-101.

3.12. Serikov, V.V. Personality-oriented

education [Text] // Pedagogy. - 1995. - No. 5. - With. 14-19

3.13. Sivtsova, L.K. Socialization and adaptation [Text] // Social adaptation and issues of moral education of the individual. - Barnaul, 1994. - p. 56-69.

3.14. Skibitsky, E.G. Didactic support for the distance learning process [Text] / E.G. Skibitsky // Distance education. - 2000. - No. 1. - With. 21-25.

3.15. Smirnov, S.A. Electronic teacher and live teacher: Competitors, friends or employees? [Text] // Computer at school. - 1999. - No. 2. - With. 22-24.

3.16. Starov, M.I., Chvanova, M.S., Vislobokova, M.V. Psychological and pedagogical problems of communication in distance learning [Text] // Distance education. - 1999.- No. 2. - p. 26-31.

3.17. Testov, V.A. On the problem of understanding when learning in the distance education system [Text] // Proceedings of SSU. Issue 65. - M., 2004. - p. 25-33.

3.18. Testov, V.A., Ardonskaya, R.V. Distance learning at university: problems and prospects [Text] // Proceedings of SSU. Issue 38. - M., 2001. - p. 7-14.

3.19. Khubaev, G.P. Distance economic education [Text] // Higher education in Russia. 1997. - No. 3. - p. 112-118.

3.20. Hurrelman, K. Social structure and personality development: Introduction to the theory of socialization [Text] // RJ Social and Humanitarian Sciences. Episode 11. “Sociology”. - 1997. - No. 1. - p.5-12.

3.21. Khutorskoy, A.V. The concept of distance learning [Text] // Distance and virtual learning: Digest of Russian and foreign press. - M.: SSU, 1999. - No. 4. - p.21-28.

3.22. Tsarev, V.I. Advantages of distance learning [Text] // Higher education in Russia. 2000. - No. 4. - pp. 124-126.

3.23. Yakushenok, T.V. The problem of socialization and education [Text] // Proceedings of SSU. - Issue 46. - M.: SSU, 2002. - p. 82-88.

APPLICATION

I. EXPLANATORY NOTE

A promising education system should be able not only to equip the student with knowledge, but also, due to the constant and rapid updating of knowledge in our era, to create the need for continuous independent mastery of knowledge, skills and self-education, as well as an independent and creative approach to knowledge throughout the entire active life. human life.

The most important directions for the formation of a promising education system, formulated at the UNESCO Institute of Informatization, include:

• improving the quality of education through fundamentalization, applying various approaches using new information technologies;
• ensuring the advanced nature of the entire education system, its focus on the problems of the future post-industrial civilization;
• ensuring greater accessibility of education for the world's population through the widespread use of distance learning and self-education opportunities using information and telecommunication technologies;
• increasing creativity in education to prepare people for life in different social environments (providing developmental education).

Today, the academic community of the Russian education system recognizes that an important promising direction in the development of the education system is the widespread introduction of distance learning methods based on the use of modern pedagogical, advanced information and telecommunication technologies.

The creation of effective distance learning systems creates conditions for social accessibility to quality education for a significant part of the population and helps solve the problem of education for people who, for various reasons, cannot use the services of full-time education.

The steady trend of increasing the proportion of students combining study with work activity is accompanied by the rapid development and widespread use of a variety of information, computer and technical means. Many applicants consciously choose distance learning, guided by purely financial considerations - training without interruption from their main activities.

Purpose studying the course is to equip students with knowledge about traditional correspondence education and the structure of distance education.

Course objectives:

• provide students with a number of general information about the variety of pedagogical technologies;
• consider correspondence education as a system;
• reveal the effectiveness of using distance learning in the system of continuing education.

II. EDUCATIONAL AND THEMATIC PLANNING

2.1. Educational and thematic plan for distance learning

	Topic name,	Total labor milk-bone	Classroom hours				Sa-mos-toyat.
					Practical	Laboratory
	Single-level system of higher education (OSHE)
	Stepped System of Higher Education (HSHE)
	Multilevel system of higher education (MSHE)
	Individual educational trajectory in a multi-level system of higher education
	Concept of distance learning technology
	Types of distance schools
	Principles of distance learning
	Methods of working with students in distance education
	Total

III. PROGRAM CONTENT

Topic 1. Single-level system of higher education

Concept of higher education: any systematic education with a total duration of at least two years, carried out on the basis of secondary (complete) general education.

Concept of the education system: a set of continuous educational programs and state standards.

The essence of a single-level system: training a specialist with higher professional education, whose functionality is specified at the input of the system and cannot be changed during the training process. Educational function of the system. Duration of training.

Topic 2. Stepped system of higher education

System concept: training of specialists whose qualification functionality is specified at the input of each stage of the system depending on the selected institution (vocational school - technical school - university). Educational function. Training period.

Topic 3. Multi-level system of higher education

System concept: The system is focused on providing individuals with educational services that allow them, already in the learning process, to independently choose an individual trajectory for obtaining the necessary education.

Differences between a multi-level system and others:

• for the individual - freedom of choice
• for the state - a specialist in a short time
• for a university - the university independently designs teaching technologies

Topic 4. Individual educational trajectory in a multi-level system of higher education

An individual educational path is an educational and professional program (EPP) designed by the student, which includes courses and workshops requested by the student.

Structure of the main professional educational program:

• general cultural block: the formation of a scientifically based picture of the world, ethical, aesthetic, legal, economic, artistic, communicative, somatic culture, work culture.
• psychological and pedagogical block: objective laws of the learning process, education and problems of pedagogical science, world and domestic practice in educational institutions, family.
• general subject block: subject education in the chosen direction
• special subject block: mastery of basic concepts, laws and patterns, theories, their connections in the structure of subject knowledge

Topic 5. Concept of distance learning technology

Distance learning according to A.V. Khutorskoy. Didactic foundations of distance learning: prompt receipt of information, variety of information, communication (students study with each other and with a teacher anywhere in the world), motivated interactive and individualized pedagogical influence, comfortable psychophysical influence, economic advantage.

Features: physical separation of teacher and students for most of the educational process; use of general educational multimedia tools and electronic resources; ensuring telecommunications between the teacher and students, as well as between students; productive nature of the educational process.

Features of Internet education:

• full distance learning - training via email, chat - interactions, video communications
• full-time-distance learning - a combination of full-time and distance learning
• addition to full-time education - a lesson using materials from the Internet.

Topic 6. Types of distance schools

Types of distance learning:

• "School - Internet"
• "School - Internet - School"
• "Teacher - Internet - Teacher"
• "Student - Internet - Center"
• “Student - Internet - .....”

Topic 7. Principles of distance learning

Productive orientation of learning (a student who has received information on the Internet creates his own creative projects), individualization of learning (organization of projects, competitions is carried out on the basis of individualization of learning), openness of the content of education and the educational process, priority of activity content over informational content (using the Internet a student can obtain information from different sites several times more than in the textbook), interpretation of pedagogical and telecommunication technologies, the principle of the optimal combination of face-to-face and remote forms of student activity, activity-based assessment criteria.

Additional principles

Principles of humanistic pedagogy	Didactic principles of the traditional education system	Principles reflecting the specifics of distance learning
The principle of personality self-actualization	The principle of the developmental and educational nature of education	Systematic principle
The principle of mutual respect and openness in relations between teachers and students	The principle of scientificity, feasible difficulty	The principle of taking into account the specifics of the subject area
The principle of individualization and differentiation of training, taking into account the inclinations, interests and abilities of each student	The principle of consciousness and creative activity of students	The principle of interactivity
The principle of respect for personal dignity in the process of communication between participants in a joint educational process	The principle of visibility	The principle of flexibility and maneuverability of the educational process and educational complex
The principle of communication culture	The principle of accessibility of training	The principle of corporatism, a team approach to organizing activities in networks
The principle of relying on positive personality traits	The principle of creating a positive emotional background	The principle of information and psychological security
The principle of independent knowledge construction
The principle of sustainable motivation for students’ cognitive activity
The principle of reflection on one’s own activities and the activities of partners

Topic 8. Methods of working with students in distance education

In the context of distance learning, students should develop skills such as: the ability to set an educational goal; formulate an information request; look for adequate sources of information; correctly extract information; master the techniques of viewing, introductory, studying reading; use acquired information and knowledge in your own writing; develop visual, motor and verbal-logical memory.

This is facilitated by the methodology of working with didactic blocks of online lessons. Each online lesson includes: homework, laboratory work, test work, training simulator, assessment system, electronic journal.

The effectiveness of mastering distance learning programs is due to the fact that each online lesson contains:

• methodological recommendations for mastering educational material;
• open planning system for all topics and sections;
• consistent presentation of material containing links to other educational materials;
• terminological dictionary;
• multimedia objects: video and audio files, graphic objects;
• interactive tests;
• subject simulators;
• complex homework assignments;
• reference books;
• archival and encyclopedic information;
• bibliographic references;
• information retrieval system.

Questions for discussion during practical classes:

1. In what mode does the state exam and test work take place when using this model (Fig. 1.)?
2. How is a teleconference organized?
3. What information does the electronic journal contain?
4. Can student creation of web pages be considered distance learning?
5. Develop a plan for an educational website page intended for students at another university.
6. Develop a course demo, course introduction, consultation session, chat session, web session, etc. (at the student's choice).

Didactic material for practical classes

Rice. 1. Model of a network distance learning course

IV. INDEPENDENT WORK AND ORGANIZATION OF CONTROL AND EVALUATION ACTIVITIES

Take a course test

Group

Test

1. Choose appropriate definitions

2. Name the types of higher education systems

3. What blocks does the structure of the main professional educational program consist of? Complete the list.

1. general cultural

4. Select a statement related to traditional teaching technology

1. The teacher is the student’s interlocutor and enters into a discussion with him

2. A teacher is a commander who commands and demands obedience

3. A teacher is a tutor who gives material to the student for independent learning

4. The teacher is the student's mentor

5. Choose appropriate definitions

Distance education Distance learning

A) A set of educational services provided to the general population using a specialized information and educational environment based on means of exchanging educational information at a distance (satellite television, radio, computer communications, etc.). C) A form of organization of the educational process that provides for the active exchange of information between students and the teacher, as well as between the students themselves and uses modern means of new information technologies to the maximum extent: audiovisual means, personal computers, etc.

2. A B

6. What sign Not Does it apply to distance learning?

1. Connection of training and education

2. Separation of teacher and students for most of the educational process

3. Use of electronic resources

4. Providing telecommunications between the teacher and students, as well as between students

5. Productive nature of the educational process

7. What types of distance schools do you know? Complete the list.

1. School - Internet

8. List the basic principles of distance learning (according to A.V. Khutorsky)

1.

2.

3.

4.

5.

9. Each online lesson contains……..find in the suggested letter word (five in total)

10. A tutor is…..

1. teacher

2. a teacher who conducts classroom lessons

3. teacher who organizes independent work of students

Sample questions for testing

1. The concept of the education system. Types of systems.

2. Structure of the main professional educational program.

3. Multi-level system of higher education.

4. Problems of correspondence education and ways to solve them.

5. Basic principles of education.

6. The concept of distance learning technology.

7. Didactic foundations of distance learning. Features.

8. Types of distance learning.

9. Principles and goals of distance learning.

10. Forms of distance learning

12. Features of Internet education.

13. The role of education in human life.

14. Technology of developmental education.

15. Features of the developmental training methodology.

16. Features of traditional teaching methods.

17. Technology of differentiated learning.

18. Technology of individualization of training.

19. Pedagogical technologies based on the effectiveness of management and organization of the educational process.

20. Alternative technologies.

Abstract topics

1. Distance learning using Internet resources and technologies.

2. Technology for modeling classes using multimedia.

3. Implementation of a person-oriented approach, constructivism in distance learning.

4. Problems of culture and morality in distance learning.

5. Distance learning and information technology.

6. Organization of discussions in distance learning.

7. Prospects for the development of distance learning technologies.

8. Project method in distance learning.

9. Information technologies for distance learning.

10. Formation of a culture of communication in the distance learning process.

1. EDUCATIONAL-METHODOLOGICAL AND INFORMATIONAL SUPPORT OF DISCIPLINE

Main

1. Andreev, A.A., Soldatkin, V.I. Distance learning: the essence of technology, organization [Text] - M.: Publishing house MESI, 2000. - 350 p.

2. Polat, E.S. Determining the effectiveness of distance learning // Quality of distance education. Concepts. Problems. Solutions: Materials of the international scientific-practical conference [Text]: E.S. Polat/ - M.: VLADOS-PRESS Publishing House, 2004.-412 p.

3. Polat, E.S. Pedagogical technologies of distance learning: textbook. aid for students higher textbook institutions/[E.S. Polat, M.V. Moiseeva, A.E. Petrov, etc.]; edited by E.S. Polat. - M.: Publishing Center "Academy", 2006. - 400 p.

1. Khutorskoy, A.V. Workshop on didactics and modern teaching methods [Text]/A.V. Khutorskoy. - St. Petersburg: Peter, 2004.-541 p.

Additional

1. Arkhangelsky, S.I. The educational process in higher education, its natural foundations and methods: educational and methodological manual. [Text] / S.I. Arkhangelsky. - M.: Higher School, 1980. - 368 p.

2. Katrovsky, A.P. Formation and development of the territorial structure of higher education in Russia / A.P. Katrovsky. - M.: International relations, 2003. - 205 p.

3. Krasnozhenova, G.F. Higher school of Russia. Problems of maintaining intellectual potential. [Text] / G.F. Krasnozhenova. - electronic. text data. - M.: Mysl, 1998. - 262 p.

4. Theory and practice of distance learning [Text]:/ ed. E.S. Polat. - M.: Publishing center "Academy", 2002. - 404 p.

5. Tiffin, D., Rajasingam L. What is virtual learning [Text]:

D Tiffin / Ed. V.E. Smirnova. - M.: 1999. - 532 p.

6. Fokin, Yu.G. Theory and technology of education: activity approach [Text]: Yu.G.Fokin/ - M.: PbOYuL, 2001.- 272 p.

7. Chernilevsky, D.V. Didactic technologies in higher education. [Text]: Textbook. manual for universities / D.V. Chernilevsky. - M.: UNITY-DANA, 2002. - 437 p. - (Pedagogical school XXI century).

8. Shchennikov, S.A. Open distance education [Text]: S.A. Shchennikov/ - M.: Miros, 2002. - 268 p.

1. MATERIAL, TECHNICAL AND DIDACTICAL SUPPORT OF DISCIPLINE

Scheme:

1. Classification of teaching methods.

2. Classification of forms of training.

3. Classification of teaching aids.

4. Classification of pedagogical technologies.

5. Model of a network distance learning course.

Art films:

1. Students

2. Big change

Electronic resources:

1. http://www.edu.ru - federal portal of Russian education

2. http://www.ecsoman.edu.ru - educational portal “Economics, sociology, management”.

What to pay attention to! When writing this article, the author tried to present the material in as simple a language as possible. But, quite possibly, he was not able to do this fully due to the very complex topic of the article.

Electronic distance learning has become firmly established in the corporate training system of Russian companies. And it’s not surprising - this form of training allows you to quickly improve the skills of a large number of workers directly at the workplace, practically without interruption from the production process.

It should be noted that the distance e-learning system as a whole consists of many different electronic courses. These courses are developed, tested for functionality, and then put into production. With the help of electronic courses, bank staff improve their skills. The effectiveness of the entire educational system depends on the effectiveness of each individual training course.

For five years, Bank Vozrozhdenie has been successfully operating a distance e-learning system (hereinafter referred to as SDEL). The expression “functions successfully” refers to the following indicators:

Quantitative: the number of training courses developed and put into operation, the number of employees visiting the “Training and Development” web portal, the number of employees who have completed training in each training course.

Quality: change in the level of knowledge before and after completing the electronic training course, employees’ assessment of the quality of the developed training courses, managers’ assessment of the quality of training of subordinates.

Employees of the bank's training center constantly monitor the above indicators in order to control the quality of the training provided. But these indicators cannot fully reflect the effectiveness of the implemented electronic system of distance e-learning.

How to measure the effectiveness of SDEO?

After the SDEO was implemented at Vozrozhdenie Bank, the first ten training courses were developed, regular staff training began, and the need to evaluate the effectiveness of this form of training was determined.

Accordingly, key employees of the Training Center were tasked with developing an assessment of the EDS. In 2009, we did not find in the business literature of partners who are engaged in similar activities the necessary samples of assessment of the EDS that would meet the following criteria: the assessment should be as clear as possible, simple, objective, practical and flexible.

Therefore, the staff of the Training Center independently began to develop such an assessment.

1. First, the term “effectiveness of electronic distance learning” was defined.
2. A mathematical model for calculating efficiency has been compiled.
3. Criteria influencing efficiency were identified.
4. Test calculations were carried out.
5. After receiving the first data, the calculation model was slightly modified.
6. After which, the model was put into operation.

Before describing in detail the model for calculating the effectiveness of SDEO, it should be noted that the data obtained made it possible to see in numbers not only the existing problem areas of distance learning, but also to get an answer on how to correct them. Based on the results of the data obtained, the procedure for developing training courses was adjusted.

IMPORTANT.

This model for calculating the effectiveness of SDEO was developed exclusively for the purposes of the Vozrozhdenie Bank Training Center and is quite possible for other purposes, and may not be applicable in other companies.

Model of effectiveness of SDEO of the Vozrozhdenie Bank Training Center

The term “effectiveness of a distance e-learning system” means the percentage ratio of the results (the totality of resources expended, costs) with the results obtained.

The result of this ratio will be a numerical value between zero and 100%.

Attention! The closer the calculation result is to zero, the higher the efficiency; the closer the calculation result is to 100%, the lower the efficiency.

If the gap is zero (nothing is invested), and the resulting result is maximum, the SDEO turns out to be very effective. Could this be possible?

And vice versa. We invested 100%, but there is no result, how can this be?

Experimentally, by modeling various situations, it was revealed that the most effective EDMS system will be when obtaining calculated data close to 30%. When receiving calculated data close to 80% and above, the SDEO will be practically ineffective.

What criteria are combined into the PROTORI category?

Protori has five criteria. Each criterion is assessed on a ten-point scale.

The higher the score, the higher the rate will be, that is, costs and expenses increase. High protory must be reduced by all means.

The lower the score, the lower the rate will be - costs and expenses will decrease. It is necessary to strive for a low protory.

Let's describe each criterion:

1. Availability of documentation for SDEO

If the company has detailed regulatory documentation for distance learning, then developing educational content, creating training courses, and conducting training takes a minimum of time and resources. Developers know what needs to be done, how and in what time frame. In this case, this criterion receives 10 points.
In the event of a complete absence, in the educational unit, of documents regulating the activities of the SDEO, the score for this criterion will be one.

What documents are required to get 10 points?

“Policy for organizing electronic distance learning”.

The more detailed the procedures and requirements for this type of training are, the easier it is to integrate the learning process. Any employee of the company - from an ordinary employee to the head of a department - should be able to find answers to all questions regarding distance learning in this document. Sections that should be included in this policy:

• who is the organizer of the training;
• on whose initiative training courses are assigned;
• how training courses are assigned to employees (time, deadlines, documents);
• where, how, when the employee will undergo training;
• how control occurs;
• how, who, when, to whom reports with results are sent;
• areas of responsibility of employees of different departments in the field of SDEO.

“Policy for the development of electronic training courses”.

A document that lists all the stages and requirements for the course development process. It is advisable to include the following sections in this policy:

• who can act as a customer for training courses;
• how the customer initiates the procedure for their development;
• who, how, when forms the working group;
• how deadlines for completing work are set;
• who can act as course developers;
• what can be included (should not be included) in the training material;
• how the training course should be structured;
• what distance learning methods exist and how to use them;
• how the finished course will be tested;
• how the course will be put into operation;
• how to interact with external providers (if they are involved).

2.Difficulty in implementing an electronic course

The complexity of the implementation of an electronic course is a criterion that reflects how technically complex the training course is implemented.
In a training course, material can be presented in various ways:
1. As solid text. This is the most unproductive method from a training point of view, but the simplest from a technical implementation point of view.
2. In the form of text material and various tasks that help you learn this material. (A fairly correct solution, but at the same time a costly approach). The logic of the tasks must be thought through, the mechanism of the task must be implemented in electronic form, and most importantly, the task must be described in the course so that participants understand what needs to be done and how.
3. In the form of business cases. By solving business cases with the help of various tips, guiding topics, and discussing right and wrong decisions, participants receive the most lasting knowledge. But this approach is one of the most difficult in terms of implementation. Experience shows that to implement such an approach, you need not only bright and interesting ideas, which are always in short supply, but also a competent technical solution.

For the simplest implementation, the course receives 1 point. For the most difficult - 10 points. Of course, when creating a training course, you should strive for the simplest implementation, but the way in which training materials are presented is a very important element.

IMPORTANT.

The complexity of technical implementation can be unreasonable or justified. Unreasonable implementation- this is when a very simple material is “poured” in a very technically complex manner. WebSoft's CourseLab software product (Vozrozhdenie Bank employees use only it), which is designed specifically for creating “fill in” educational courses, has all the necessary built-in tools for implementing very interesting courses. Using the built-in CourseLab tools is the right decision from the point of view of “simple implementation”. At the same time, some employees who are engaged in “filling” use program codes, animation and additional tools to add “charm” to the training course, which often makes its implementation very difficult.
Grounded implementation is when complex knowledge needs to be transferred to employees. To convey them, appropriate business cases have been invented that may be impossible to implement using conventional means.

In order to personally evaluate different approaches to the implementation of training courses, you can visit the website courselab.ru section “Competition 2011”. This section of the site contains training courses that took part in the competition for the best electronic course. The training course “Making a Presentation” by Vozrozhdenie Bank took prizes in three categories. This course is very highly interactive: it requires you to complete business cases, solve complex problems, and look for solutions. From the point of view of technical implementation, it is quite simple, because this implementation was carried out using standard CourseLab program tools.

3. Level of knowledge complexity

The training course is intended primarily to impart knowledge to the training participant. This knowledge may be generally known: knowledge of the company’s labor regulations, corporate culture, dress code, etc. In the banking business, much knowledge is specialized: the distinctive features of counterfeit banknotes, methods of protecting them, the data security standard of the payment card industry, etc. Well-known and specialized knowledge can be both simple and complex to learn. Depending on the level of complexity of knowledge, it is necessary to choose methods of its transfer. For simple knowledge the score will be one, for very complex knowledge - 10 points.

4. Duration of training course development

Those who are involved in course development know that the length of time it takes to create courses is influenced by many factors: clear source documentation (you can understand it faster), the level of training of developers (they can quickly develop content and upload it), how much time can be allocated to course development business unit experts (one day a week or one day a month), etc.

At Bank Vozrozhdenie, electronic courses are developed according to a calendar plan approved for one year. The required time is allocated for each course.

If the development time was significantly reduced relative to the planned one, then one point is assigned. If the time is exceeded several times, then ten points.

5. Qualification of specialists - course developers

A role model was chosen for Vozrozhdenie Bank, where all courses are developed by its own team. This team includes specialists from the Training Center and specialists from the department that is the customer of the course.

Let us very briefly describe what roles exist?

Course customer. He sets goals and objectives for the development team; Takes the course into operation.

Course Architect. The course architect is the leader of the entire project. He must determine deadlines, distribute responsibilities, and minimize possible risks. And one more task is creating a script. The script is created jointly with the “Content Developer”. What does the concept of script include? The sequence of presentation of the material, the identification of parallel branches of training, possible branches, when and to what extent to use test questions. At the Training Center of Bank Vozrozhdenie, the course architects are the leading specialists of the Training Center, since they cope with this role better than others.

Content Developer. This specialist must know perfectly the banking product and/or the business process that will be discussed in the training course and/or how the banking program works, and be able to describe all this in an accessible language. Describe in such a way that any user can figure out what to do and how to do it. Content developers are specialists from business units.

Content uploader. The task of this specialist includes the correct design of educational materials, arranging them in the right order, programming the required number of functions and, finally, providing a pre-finished version of the course to begin the procedure for checking it for performance purposes.

Course tester

The process of creating an e-learning course is very similar in structure to creating software. At the end of work on the course, the correctness of its functioning is checked by a specialist in the role of “tester”. He must check its functionality, identify possible errors, inaccuracies... He must transfer the results of his work to the “filler”. To fully test the course, it is advisable to select the most qualified specialists from those departments whose specialists will be trained in the future.

The higher the qualifications of the specialists involved in the development of courses, the higher the score - the protory will be higher.

The lower the qualifications of these specialists, the lower the score.

As an example: if the course development is carried out by a student, then the costs will be quite low in this category. You should not hire the most highly qualified programmer to write simple web templates: both you and a college graduate can handle this task.

Let's summarize.

Protori needs to be reduced. Due to what? These, in my opinion, are the most important points that influence the performance improvement indicators of the SDEO. This:

1. Preparation of detailed documentation on the SDEO, the study of which allows for better development of any training courses.
2. Simplification of the technical implementation of the course. Using built-in functions and methods of software for developing training courses.
3. Compliance with and reduction of deadlines for the development of electronic courses.
4. Attracting personnel with the required qualifications. 5. What criteria were combined into the result category?

Any training must lead to some result. Five criteria are defined to determine the overall result for each course.

The higher the score, the higher the result will be.

The lower the score, the lower the result will be.

Let's describe each criterion:

Evaluation of the course by training participants.

Participants' assessment of the training is a very important criterion. At Vozrozhdenie Bank, this procedure was automated immediately after implementation.

1. An electronic questionnaire was created. The WebTutor program from WebSoft, on the basis of which the entire electronic distance learning system at the bank is built, makes it possible to quite simply automate such procedures.
2. The questionnaire was built into the process of completing the training course.
3. Before completing the course, the employee must go to the questionnaire and fill it out - give grades for the training course. All assessments are summed up and the system displays a score that shows how satisfied the training participants are with the training course.

If the course score is 1, then this means very low satisfaction with the training. A score of 10 means very high satisfaction with the training.

Knowledge test results

One of the criteria reflecting the effectiveness of training is the level of residual knowledge, which is measured in the period from one to three months after completion of training. At Vozrozhdenie Bank, knowledge levels are measured using the electronic testing module of the WebTutor program. The higher the level of knowledge acquired, the higher the score for this criterion.

Direct impact of knowledge on business

The list of necessary knowledge that bank employees must possess is quite extensive. This includes knowledge of corporate culture, banking legislation, requirements described in internal documentation, customer service standards and others.

At the same time, some knowledge may have a weak impact on business, while some, on the contrary, may have a very strong impact on business.

As an example, knowledge of sales management of a business unit.

• This knowledge, if possessed by an ordinary employee who is not directly involved in sales management, has little impact on the business.
• And in the hands of a leader, they turn into a powerful tool for achieving results.

If the knowledge conveyed in the training course has a very low impact on the business, then a score of one is given. If the knowledge conveyed in the training course has the highest impact on the business, then a score of 10 is given.

Demand for the training course

A high assessment of the demand for a training course is characterized by high interest on the part of the customer, as a rule, these are heads of business units in the development of a training course. In the case when the head of a department is interested in developing a training course, he is allocated the most highly qualified specialist, with additional powers being granted to him, the customer himself personally controls the progress of course development, etc.

If the demand for the training course is as high as possible, the score will be 10; in the opposite situation, the score will be one.

Number of training participants (target audience)

At Bank Vozrozhdenie, employees are assigned courses exclusively at the request of business unit managers. Applications for training are submitted electronically through the Training and Development web portal. After this, training courses are automatically assigned based on received applications.

Since this process is fully automated, it is very easy to control the entire training process, including: the number of training participants, the number of those already undergoing training, the number of those who have completed the training course.

The more training participants, the higher the score. And vice versa.

On the results of the assessment of the effectiveness of the SDEO.

In order to present the actual results of assessing the effectiveness of the EDMS, seven different training courses were selected for this article. They were developed at different times by different employees. Each course was given a score in the Protories section and in the Results section. As a result, the completed table “Expert model for calculating the SDEO” was obtained.

According to the data obtained, two training courses, course No. 1 and No. 5, have good effectiveness. And courses No. 6 and 7 are extremely low in effectiveness.

If you look at the completed table, it immediately becomes clear that:

1. Course No. 6 is difficult to implement, it involves the presentation of complex tasks, and the results have a “low” impact on business.
2. Course No. 7 is difficult to implement and took a very long time to develop, and the number of participants is small.

And understanding where there are shortcomings, you can correct them in the future.

Using this approach in assessing the effectiveness of the EDMS, you can:

1. When planning the development of training courses, evaluate their possible effectiveness.
2. During course development, evaluate the resulting effectiveness.
3. Upon completion of training, evaluate real effectiveness.