| Annotation |
In the article the concept of “distance learning” and “distance learning tools” on the basis of analysis of scientific literature is discussed. Distance learning is interpreted by the authors as a process of interaction between subjects of educational activity (teachers and students) with various tools, the result of which is the development and formation of universal educational actions, subject and metasubject skills. Classification of distance learning tools in general education schools has been done, they include: messengers, platforms for conducting online classes, social networks, portals with ready-made tests for checking knowledge, portals with ready-made videos and tests for checking knowledge, services for creating author’s tests for students. The advantages and disadvantages of their use in educational activities are highlighted on the basis of the authors’ experience. The positive and negative sides of distance learning and the tools that are used by teachers in the process of such learning are revealed. All of the above reflects the scientific novelty of the research. The authors note that in their totality, the described tools of distance learning in a comprehensive school allow the teacher to set educational tasks and implement them, but there are a number of issues that require further study. |
| References |
1. Agafonova, N. A. Features of using the capabilities of video services resources in the information and educational environment of the university. Kazan Pedagogical Journal, no. 1, p. 56–60, 2008. (In Rus.)
2. Blokhovtsova, G. G. Prospects for the development of distance education. Advantages and disadvantages. Symbol of Science, no. 10–2, pp. 119–121, 2016. (In Rus.)
3. Gatulin, R. R. Use of the Telegram messenger for the implementation of e-learning technology at the university. St. Petersburg Educational Bulletin, no. 11–12, pp. 31–33, 2017. (In Rus.)
4. Goryachev, M. D. Using of social networks to interact with the families of students in the process of forming the communicative culture of primary school students. Bulletin of the Samara University, no. 3–1, pp. 72–77, 2016. (In Rus.)
5. Guzueva, E. R. The role of distance learning in modern education. World of Science, Culture, Education, no. 3, pp. 242–244, 2020. (In Rus.)
6. Kachaev, R. I. Actual problems of distance learning. Education. Science. Scientific personnel, no. 4, pp. 304–307, 2020. (In Rus.)
7. Klimenko, O. A. Social networks as a means of learning and interaction of participants in the educational process. Theory and practice of education in the modern world: materials of the I International. scientific. conf. (St. Petersburg, February 2012). Vol. 2. St. Petersburg: Renome, 2012: 405–407. (In Rus.)
8. Lutfullaev, G. U. Experience of distance learning in the context of the Covid-19 pandemic. Problems of Pedagogy, no. 4, pp. 66–69, 2020. (In Rus.)
9. Novoselova, D. V. Distance learning in a pandemic. Theory and practice of scientific research: psychology, pedagogy, economics and management, no. 3, pp. 35–39, 2020. (In Rus.)
10. Chernyshenko, O. V. The potential of the WhatsApp text messenger in the organization of distance learning in the discipline “Pedagogy and Psychology” at a medical university. Pedagogy. Questions of theory and practice, no. 3, pp. 407–411, 2020. (In Rus.)
11. Shatunovsky, V. L. Once again about distance learning (organization and provision of distance learning). Bulletin of Science and Education, no. 9–1, pp. 53–56, 2020. (In Rus.) |
