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Теория деятельности: деятельностные исследования в Германии

Издатель: Hartmut Giest & Georg Rückriem

ISSN: 2191-6667

Издается с 2010 года

Периодичность: 2 номера в год

Формат: сетевое издание

Язык журнала: немецкий

Доступ к электронным архивам: открытый


Higher professional psychological education on the basis of distance learning technologies: experience, problems, perspectives 1184

Айсмонтас Б.Б.
кандидат педагогических наук, доцент и профессор, заведующий кафедры психологии и педагогики факультета дистанционного обучения, ФГБОУ ВО МГППУ, Москва, Россия
ORCID: https://orcid.org/0000-0003-3918-2975
e-mail: abronius@yandex.ru


This article analyzes an experience of development and application of distance learning technologies in the field of higher professional education. A special atten¬tion is paid to the development of academic, tutorial and methodological materials for e-learning: academic and methodological electronic complexes, video-taped lectures, tests for on-and offline exams, etc. The article describes specific features of the given materials, analyzes their structure and shares some of the experience, concerning their development. The quality of distance learning is treated as de¬pending on a variety of factors, including specially arranged interactions between a dean and students, between staff members of the dean’s office and students, among students and their classmates. These interactions are practiced in the form of Internet-conferences, webinars, and other forms of interaction between the subjects of a learning process. In addition, the article considers the matter of influence of distance learning on the development of students’ personality, namely such features as self-dependence and activity.

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Фрагмент статьи

Today, new approaches and technologies of education grow rapidly throughout the world. Elaboration and application of Internet-technologies change considera­bly all the aspects of our life, including education. Modern education is definitely inconceivable without information and communication technologies (ICT). The given technologies require a different approach to arrangement of the education process, present various methods of presentation of information, lead to a com­pletely different level of arrangement of students’ independent learning and re­quire the revision of a teachers’ role.

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