在线教育:数字技术的趋势和风险

S. Ilynykh
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引用次数: 1

摘要

目的:考虑趋势线背景下在线教育的具体情况,以及数字技术在教育中发挥的重要作用。研究主题:在线教育的发展趋势,如何将教育资本化,实现对未来的投资。材料与方法:本研究采用比较分析、跨学科的研究方法。理论研究是基于俄罗斯和外国作者致力于在线教育分析的概念作品和研究成果。本文提出了一项实证研究的结果。结果:在线教育的要求越来越高,人们正在寻找提供高质量内容的创新方式。在这方面,在线教育越来越受到教育过程双方学生和教师的关注。其中一个毋庸置疑的优势是获取知识,由于这样或那样的原因,学生无法在线下的形式。最常见的原因包括,例如,知识过时的问题和学生掌握最新趋势的愿望。因此,个人可以保持在最新的专业知识和趋势的流。获得在线教育的其他动机包括:第一,经济上的可及性;第二,获取知识格式的便利性;第三,建立方便的培训时间框架的可能性;第四,获得额外知识的可能性。与此同时,在线学习作为一种创新的学习形式也存在着明显和隐性的风险。本文在实证结果的基础上对网络教育的风险进行了分析。结论:在线学习一方面创造了终身学习的需求,为广大学生创造了接受教育的机会,另一方面也存在局限性和风险。如今,俄罗斯的大学被要求让教师准备好使用数字教材,并改善技术支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Online Education: Trends and Risks of Digital Technologies
Purpose: to consider the specifics of online education in the context of trend lines, as well as digital technologies playing a significant role in education. Research subject: online education trends that capitalize on education and enable investment in the future. Materials and methods: the research is based on comparative analysis, interdisciplinary approach. The theoretical study is based on conceptual works and research results by Russian and foreign authors devoted to the analysis of online education. The article presents the results of an empirical study. Results: Online education is increasingly demanding and innovative ways of delivering quality content are searching for. In this regard, online education is attracting more and more attention to both sides of the educational process students and teachers. Among the undoubted advantages is the acquisition of knowledge that, for one reason or another, the student is not able to have in an offline format. The most common reasons include, for example, the problem of knowledge obsolescence and the desire of students to master the latest trends. Thus, the individual can remain in the stream of the latest professional knowledge and trends. Other motives for obtaining online education include firstly, economic accessibility, secondly, the convenience of the acquiring knowledge format, thirdly, the possibility of establishing a convenient time frame for training, and fourthly, the possibility of obtaining additional knowledge. At the same time, online learning as an innovative learning format is fraught with evident and implicit risks. The article analyzes the risks of online education based on empirical results. Conclusion: online learning, on the one hand, creates the need for lifelong learning, creates opportunities for a wide range of students to receive education, on the other hand, it has limitations and risks. Today, Russian universities are required to prepare teachers to use digital teaching materials and improve technical support.
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