Distance learning environment: phenomenology and lassification

The main objective of the article is disclosure of a phenomenon “the environment of distance learning”. The comprehensive analysis of the components of this conceptual construct has been carried out for this purpose. In this regard the environment of distance learning as in narrow and broad meanings is already defined. The main intrinsic characteristic of this phenomenon has been defined as an ‘akmeologichnost’. In the article some various bases of classification of the environments of distance learning are revealed. Variability and flexibility of their use is proved. An important justification of the phenomenon opened is not only the definition of the environment of distance learning as the software, but also as the remote space in which various components of the developing environment are integrated. The phenomenology of the distance learning environment is characterized by different-level conceptual educations which reflect specific features in integrative integrity. What can we receive from using various classification bases of distance learning environments? And what makes it possible to provide their multilateral examination, system organization, modeling the universal environment of distance learning. The modern society which is intensively developing within dynamic changes, globalization, computerization, constant complication of communication means demands adequate reflection of these tendencies in educational practice that is expressed in the increasing requirement of computerization of the education system. Both quality of education and its competitiveness depend on quality of this process directly. The characteristic of the teacher’s mission in the network is given. The point is the fact that the teacher should develop educational programs in accordance with the requirements of the time; create educational material for the organization of effective educational routes for students based on their independence in choice and solutions, as well as the implementation of creative goals. Educational computerization is one of the effective mechanisms for training a competent graduate; it enables to individualize the process of personal development of the trainees and coordinate their requirements with orientation to the society future. Therefore, quality and competitiveness improvement of a modern education system by means of its intensive computerization becomes one of the most important priorities of national educational policy. The article notes that the distance learning of bachelors of applied mathematics and computer science in the system of open education occupies one of the central and significant places and is aimed at the full mastering of educational standards and the formation of such personal quality in the educational process as professional competence.

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