E-mail: Send an e-mail
E-mail: Send an e-mail
E-mail: Send an e-mail
Introduction. The article highlights the pedagogical problem of the content filling of online courses for professional self-education of teachers, one of the aspects of which is the insufficient consideration of age characteristics, level of professional competence, mentality and experience of users of the course in the subject area. To account for the highlighted features of users, the principles of experience-oriented targeting, activity interaction with educational content, and reflection are proposed.
Materials and methods. The conclusion about the insufficiency of taking into account the psychophysiological characteristics of students is formulated on the basis of a survey of respondents, as well as analysis and comparison of domestic and foreign information sources, including online courses themselves.
Results. To fill in the content and activity component of online courses for teachers, the principles of experience-oriented targeting, activity interaction with educational content, and reflection are formulated.
Discussion. The totality of the formulated principles can be supplemented or changed, since it has not been studied in terms of fulfilling the conditions of completeness (necessity and sufficiency).
Conclusion. The proposed principles can be used for the ideology of meaningful and active content online courses and open resources, as well as new grounds for their classification.
Online courses; principles of designing online courses; content and structure of an online course; information and communication space
Describes the approaches and principles of compiling online resources in domestic and foreign practice,
Highlighted the need to take into account age-related characteristics, the level of professional competence, mentality and user experience when developing online courses,
The principles of meaningful content when designing open resources, including online courses, were formulated for teachers in the information and communication space, taking into account age characteristics, the level of professional competence, mentality and experience with professional and subject-specific resources.
1. Kondrat'eva N.M. & Tatarnikova L.A. (2014), Metodicheskie reko-
mendatsii dlya realizatsii obrazovatel'nykh programm s primeneniem elektronnogo obucheniya i distantsionnykh obrazovatel'nykh tekhnologiy [Guidelines for the implementation of educational programs using e-learning and distance learning technologies]. Izdatel'stvo Tomskogo gosudarstvennogo arkhitekturno-stroitel'nogo universiteta, Tomsk, 34 p. (In Russian).
2. Witthaus G., Inamorato dos Santos A., Childs M., Tannhäuser A., Conole G., Nkuyubwatsi B. & Punie Y. (2016), Validation of Non-formal MOOC-based Learning: An Analysis of Assessment and Recognition Practices in Europe (OpenCred), Joint Research Centre, EUR 27660 EN. ISBN 978-92-79-54208-4. DOI 10.2791/809371.
3. Vayndorf-Sysoeva M.E. & Gryaznova T.S. (2014), Pedagogicheskie aspekty razrabotki elektronnogo obrazovatel'nogo resursa praktikuyushchim pedagogom: kratkiy putevoditel' [Pedagogical aspects of developing an electronic educational resource by a practicing teacher: a short guide]. Informatsionno-izdatel'skoye upravleniye Moskovskogo gosudarstvennogo oblastnogo universiteta, Moscow, 64 p. (In Russian).
4. Lapenok M.V. (2012), Sozdanie i ispol'zovanie obrazovatel'nykh resursov informatsionnoy sredy distantsionnogo obucheniya dlya obespecheniya variativnosti organizatsionnykh form obucheniya [Creation and use of educational resources of the information environment of distance learning to ensure the variability of organizational forms of learning]. Ekaterinburg, 295 p. (In Russian).
5. Chambers D., Varoglu Z., Kasinskaite-Buddeberg I. (2016), Learning for All: guidelines on the inclusion of learners with disabilities in open and distance learning, UNESCO Programme: From Exclusion to Empowerment. Paris, France. 42 p. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000
244355 (Accessed: 22.09.19).
6. Johnson L., Adams Becker S. (2015), Enter the Anti-MOOCs: the Reinvention of Online Learning as a Form of Social Commentary. Massive Open Online Courses: The MOOC Revolution, Edited by Kim, Paul, New York, Routledge, p. 61-77.
7. Siozos P., Malekos N., Tsouvalas J. (2019), Ultimate Guide to Selling & Marketing Online Courses, LearnWorlds, vol. 1, 51 p. Available at: https://www.learnworlds.com/ultimate-guide-selling-online-courses/ (Accessed: 12.10.19).
8. Jordan K. (2015), “Massive Open Online Course Completion Rates Revisited: Assessment, Length and Attrition”, International Review of Research in Open and Distributed Learning, 16, 3, 341-358.
9. Slepukhin A.V. (2016), Ispol'zovanie printsipov postroeniya informatsionnoy sredy elektronnogo obucheniya vuza dlya obosnovaniya sovokupnosti ee strukturnykh komponentov [Using the principles of building the information environment of an e-learning university to justify the totality of its structural components]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta, 4, 92–100. (In Russian).
10. Starichenko B.E., Semenova I.N. & Slepukhin A.V. & Edr. Chigisheva O.P. (2014), Teoreticheskie osnovy postroeniya metodov obucheniya v usloviyakh razvitiya smeshannogo obucheniya [Theoretical foundations of the construction of teaching methods in the context of the development of blended learning]. Kollektivnaya monografiya “Fundamental'nyye i prikladnyye aspekty psikhologo-pedagogicheskikh i sotsiologicheskikh issledovaniy v 3-kh tomakh”, Izdatel'stvo “Medial”, Rishon Letsion, Izrail'. 1, 231–260. (In Russian).