With the increase in implanting the information and computing technologies into learning during 1990-2020s, it has become obvious that e-learning is going to become both a global tendency and a crucial change in the quality, form and methodology of education. The pandemic of COVID 19 with its massive global shift to distance learning brought to focus the need to revise the strategies and policies in education in general and the critical importance for appropriate digital training for university teachers in particular to boost their readiness, preparedness and ability to adapt to the changing conditions of the educational environment. The study shows that the teacher’s skills to create high-quality basic content for distance learning are crucial for successful teaching online. The plethora of conditions, criteria and factors affecting the quality of educational content for effective online teaching is examined. The article details the stages and principles of designing the basic content of an e-learning course. Using text editors and information visualization tools as examples the authors propose practical recommendations for content development. The study brings to focus some key concepts of e-learning methodology. The authors imply that to create quality content, a teacher needs knowledge and skills in pedagogical design, computing, time management and online communication. The proposed principles for the basic educational content development and criteria suggested have and educators involved in e-courses development, as well as to a wide range of users.
bazovyy obrazovatel'nyy kontent, distancionnoe obuchenie, elektronnoe obuchenie, informacionno-kommunikacionnye tehnologii, razrabotka obrazovatel'nogo kontenta
1. Andreev A.A. Internet v vysshey shkole: sostoyanie i problemy // Vysshee obrazovanie v Rossii. 2009. №12. S. 29–33.
2. Bogdanova A.V. K voprosu o gotovnosti studentov vuzov k effektivnomu ispol'zovaniyu informacionnyh i kommunikacionnyh tehnologiy // Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya: Pedagogika, psihologiya. 2013. № 4 (15). S. 29–31.
3. Voronkin A.S. Problemy vnedreniya distancionnoy formy obucheniya v otechestvennyh uchebnyh zavedeniyah // e-learing World. 2011. №2(28). S. 48–83.
4. Davydov S.G., Ishun'kina I.V., Levova I.Yu., Logunova O.S., Kazaryan K.R., Plugotarenko S.A., Saykina M.V. Internet v Rossii v 2018 godu: Sostoyanie, tendencii i perspektivy razvitiya: Otraslevoy doklad / Pod obsch. red. K.R. Kazaryana. M., 2019. 109 s.
5. Badarch D. Informacionnye i kommunikacionnye tehnologii v obrazovanii. M., 2013. 320 s.
6. Li P. Arhitektura interneta veschey / Per. s angl. M.A. Raytmana. M., 2018. 453 s.
7. Nagaeva I.A. Modelirovanie processa prepodavaniya v virtual'nom obrazovatel'nom prostranstve vuza // Perspektivy nauki i obrazovaniya. 2013. №4. C. 79–92.
8. Nikulicheva N.V. Distancionnoe obuchenie v obrazovanii: organizaciya i realizaciya. Saarbrücken, 2012. 212 s.
9. Patarakin E.D. Social'nye vzaimodeystviya i setevoe obuchenie 2.0. M., 2009. 176 s.
10. Struktura IKT-kompetentnosti uchiteley. Rekomendacii YuNESKO. Redakciya 2.0. Russkiy perevod. UNESCO, 2011.
11. Tret'yakova E.M., Odarich I.N. Povyshenie poznavatel'noy aktivnosti studentov v professional'nom obuchenii s primeneniem novyh informacionnyh tehnologiy // Azimut nauchnyh issledovaniy: pedagogika i psihologiya. 2014. №4. S. 123–125.
12. Horton U., Horton K. Elektronnoe obuchenie: instrumenty i tehnologii / Per. s angl. M., 2005. 638 s.
13. Allen I. Elaine, and Jeff Seaman. Online report card: Tracking online education in the United States. Babson Survey Research Group. Babson College, 231 Forest Street, Babson Park, MA 02457, 2016.
14. Bacsich P. The cost-and time-effectiveness of online learning: Providing a perspective on microlearning and the difference between academic and corporate views. 2012.
15. Dahlstrom E., Brooks D. C., Bichsel J. The current ecosystem of learning management systems in higher education: Student, faculty, and IT perspectives. 2014.
16. Daniel S. J. ICTs in Global Learning/Teaching/Training: Policy Brief. M.: UNESCO Institute for Information Technologies in Education. 2012.
17. Gay G. H. E. An assessment of online instructor e-learning readiness before, during, and after course delivery // Journal of Computing in Higher Education. 2016. Vol. 28. №2. P. 199–220. https://doi.org/10.1007/s12528-016-9115-z
18. Guasch T., Alvarez I., Espasa A. University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience // Teaching and Teacher Education. 2010. Vol. 26. №2. P. 199–206. https://doi.org/10.1016/j.tate.2009.02.018
19. Haugsbakken H. Five Learning Design Principles to Create Active Learning for Engaging With Research in a MOOC // European Journal of Open, Distance and E-learning. 2020. Vol. 23. №1. P. 32–45. https://doi.org/10.2478/eurodl-2020-0003 |
20. Horvitz B. S., Beach A. L., Anderson M. L., Xia J. Examination of faculty self-efficacy related to online teaching // Innovative Higher Education. 2015. Vol. 40. №4. P. 305–316. https://doi.org/10.1007/s10755-014-9316-1
21. Johnson S. G., Berge Z. Online education in the community college // Community College Journal of Research and Practice. 2012. Vol. 36. №11. P. 897–902. https://doi.org/10.1080/10668920903323948
22. Kuo Y. C., Walker A. E., Schroder K. E., Belland B. R. Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses // The internet and higher education. 2014. Vol. 20. P. 35–50. https://doi.org/10.1016/j.iheduc.2013.10.001
23. Martin F., Wang C., Jokiaho A., May B., Grübmeyer S.Examining faculty readiness to teach online: A comparison of US and German educators // European Journal of Open, Distance and E-learning. 2019. Vol. 22. №1. P. 53–69. https://doi.org/10.2478/eurodl-2019-0004
24. Pennsylvania State University. Faculty Self-Assessment: Preparing for Online Teaching. 2016.
25. Sevilla Pavón A. Affordances of telecollaboration tools for English for Specific Purposes online learning // World Journal on Educational Technology. 2016. Vol. 8. №3. P. 218-223. https://doi.org/10.18844/wjet.v8i3.696
26. Shaw P., Rawlinson S., Sheffield D. Exploring the problem of establishing horizon emergent technologies within a higher education institution’s operational framework // European Journal of Open, Distance and E-learning. 2020. Vol. 23. №1. P. 18–31.
27. Tallent-Runnels M. K., Thomas J. A., Lan W. Y., Cooper S., Ahern T. C., Shaw S. M., Liu X. Teaching courses online: A review of the research // Review of educational research. 2006. Vol. 76. №1. P. 93–135. https://doi.org/10.3102/00346543076001093
