| Keywords: | e-learning, distance education, distance learning technology, US education system, higher education, US experience, educational interaction, professional competence |
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| Summary: | This article reviews the experience of organizing and developing an e-learning system in US state universities. The features and technologies of US e-learning are described. The domestic experience of organization and development of distance learning in higher educational institutions is analyzed. The emphasis is placed on the fact that e-learning technologies can be used not only in distance learning, but also in other forms of learning. The requirements of the Concept of Development of Distance Education in Ukraine are specified. E-learning is a form of organization of the educational process, which, through the use of ICT, can be realized both in the conditions of the geographical distance of the student and the teacher, and directly at the university for the formation of the independent activity of the student in relation to the mastering of the program of training in the specialty. Characteristics of e-learning process: flexibility, modularity, parallelism, large audience, economy, technological ability, social equality, internationality, new role of a teacher, positive influence on student (student, listener), increase of creative and intellectual potential of a person obtaining distance education, quality. There are several models of distance learning: education by type of externa; university studies; cooperation of several educational establishments; autonomous educational institutions; autonomous training systems; informal, integrated distance learning based on multimedia applications. Through distance learning, US universities form consortia for educational services for geographically-distant students. In the United States, universities offer two types of courses through a distance learning system: сredit rate – aimed at obtaining a degree on the condition of successful completion; non-credit courses and professional certification courses. Such programs promote the acquisition of specialized knowledge in a "compressed" form and a fast pace to promote awareness of the latest achievements. A large number of such university programs are developed with professional associations, and therefore courses are based on real needs, and the acquisition of skills can be applied immediately after the completion of the program. Having reviewed the experience of organizing and developing a distance learning system at US state universities, we came to the conclusion that in general universities offer distance courses and programs at all levels of training with the most diverse platforms and features. This diversity is one of the prerequisites for the high international competitive status of the higher education system and individual US universities. |
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