Use of synchronous methods of pedagogic interaction in e-Learning pedagogics

M.A. Tappaskhanova is cand. of History,

doc. at Institute of Theory & History of Pedagogy, RAO

E-mail: tap-marina@mail.ru

I.B. Shulga is post-graduate student a

Moscow Institute of Modern Academician Education

E-mail: iliashulga@mail.ru 

For the first time, the authors research and classify different synchronous methods of e-Learning, as well as review preferences and limitations of such as to various pedagogical conditions. Examined is dependence of efficiency of different used methods of learning in accordance with correlations on studied theory and practice materials in the named discipline. The authors’ conclusion is, that by forming and projecting of educational courses there is a need to take into consideration the fact, that overwhelming majority of learning disciplines include sections of both theoretical and practical aspects as to studying material, therefore by learning of different sections more effective are methods, intending for studying and fixing theoretical and practical knowledge, skills, experiences and competences correspondently. But, to the authors, during studying of most of disciplines educational process might be mostly effective if combines various methods.

Key words: e-Learning, pedagogy, synchronous, method, student, lecture, seminar, conference, consultation, process. 

References

1.      Andreev, A.A. Formation and development of distant learning technologies in Russia // Higher Education in Russia. — 2012. — No. 10. — P. 106–111.

2.      Andreev, A.V., Andreeva, S.V., Docenko, I.B. E-learning practice with Moodle. — Taganrog, 2008.

3.      Melchenko, G.G., Ivanova, A.A., Golubeva, I.S. Information and communication technologies (ICT) in teaching the course of analytical chemistry // Higher Education in Russia. — 2013. — No. 3. — P. 155–158.

4.      Krasilnikova, V.A. Using of information and communication technologies in education. — Orenburg, 2012.

5.      Lukashenko, M.A. Considering the problem of tutoring in e-learning sphere // Higher Education in Russia. — 2009. — No. 11. — P. 65–70.

6.      Tappaskhanova, M.A. Meaning of social partnership in the system of professional training // Lifelong Learning: In 2 vols. — Vol. 2. — SPb., 2012. — P. 258–259.

7.      Tappaskhanova, M.A. Technological elements of e-learning // Development of professional lifelong education in the postindustrial Russia and Ukraine. — M., 2012. — P. 224–234.

8.      Tappaskhanova, M.A., Shulga, I.B. Characteristics of different e-learing methods of higher professional education // Perspectives of Science & Education. — 2013. — No. 4. — P. 93–100.

9.      Tappaskhanova, M.A., Abramova, N.V. Basic of e-learning // Development of professional lifelong education in the postindustrial Russia and Ukraine. — M., 2012. — P. 213–224.

10.  Dogadaeva, M.L., Tappaskhanova, M.A., Shulga, I.B. Pedagogic diagnostics // Development of professional lifelong education in the postindustrial Russia and Ukraine. — M., 2012. — P. 151–166.

11.  Tappaskhanova, M.A., Shulga, I.B. Using of active methods of teaching for e-learning // Psychological support for social exposed people with distant technologies (internet-consulting and e-Learning). — M., 2013. — P. 183–189.

12.  Tappaskhanova, M.A., Shulga, I.B. Importance of online-games for socialization of people // Psychological support for social exposed people with distant technologies (internet-consulting and e-Learning). — M., 2012. — P. 25–29.