远程教育过程中媒介能力的形成:影响因素。质量

O. Murzina
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引用次数: 0

摘要

本文探讨了在媒介能力形成背景下影响远程学习质量的主要因素。信息和媒体技术的使用不当,现代软件、计算机设备和媒体的缺乏,以及导师和学生媒体能力的形成都对远程教育的质量产生了负面影响。通过研究,我们确定了影响远程教育系统中教师和学生媒介能力形成有效性的主要因素。我们已经确定的因素直接影响远程学习的质量。这些因素包括:学科内容的准备,教育过程中所有参与者的动机和兴趣,导师和学生的媒介能力,导师和学生的物质和技术设备,高等教育的媒介环境因素,与教育过程中所有参与者的个人特征有关的因素。我们还证实了我们所确定的显著影响高等教育机构远程学习有效性的因素的重要性和性质。在我们的研究中发现,为了有效地利用高等教育机构的媒体环境,需要具备:物质和技术设备、教育内容、称职的导师、控制手段、使用云技术的技术。因此,我们考虑了教育内容评价过程的标准、教育过程中参与者的交际手段的有效使用、教师的专业性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
FORMATION OF MEDIA COMPETENCE IN THE PROCESS OF DISTANCE EDUCATION: FACTORS OF INFLUENCE. QUALITY
The article considers the main factors that affect the quality of distance learning in the context of media competence formation. Incompetent use of information and media technologies, lack of modern software, computer equipment and media, as well as the media competence formation in tutors and students negatively affect the quality of distance learning. Our research allowed us to identify the main factors influencing the effectiveness of the media competence formation of the teachers and students in the distance education system. The factors we have identified directly affect the quality of distance learning. Such factors include: preparation of the discipline’s content, motivation and interest of all participants in the educational process, media competence of the tutor and students, material and technical equipment of both tutor and student, factors of the media environment of higher education, factors related with individual characteristics of all participants in the educational process. We also substantiate the significance and nature of the factor we have identified that significantly affects the effectiveness of distance learning in higher education institutions. In our study it has been found that for the effective use of the media environment of a higher education institution it is necessary to have: material and technical equipment, educational content, competent tutors, means of control, technologies for using cloud technologies. Therefore, we have considered the criteria of the process of evaluating educational content, the effective use of communicative means of participants in the educational process, the professionalism of the teachers.
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