ksmaКубанский научный медицинский вестникKuban Scientific Medical Bulletin1608-62282541-9544Kuban State Medical University10.25207/1608-6228-2020-27-5-175-183ksma-2312Research ArticleПРОБЛЕМНЫЕ СТАТЬИTOPICAL ARTICLEЧем дистанционное обучение отличается от традиционной учебной программы в медицинском образовании?What is the Difference between Online Learning and Traditional Teaching in Medical Education?https://orcid.org/0000-0003-0222-3227ОсадчийО. Е.OsadchiiO. E.

Осадчий Олег Евгеньевич — доктор медицинских наук, доцент кафедры медицинских наук и технологий медицинского факультета

Фредрик Байерс Вай 7Е, Ольборг 9220

Oleg E. Osadchii — Dr. Sci. (Med.), Assoc. Prof., Department of Health Science and Technology, Faculty of Medicine

Fredrik Bajers Vej 7E, Aalborg 9220

osadchii@mail.ruУниверситет ОльборгаДанияAalborg UniversityDenmark202022092020275175183Copyright © Осадчий О.Е., 20202020Осадчий О.Е.Osadchii O.E.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://ksma.elpub.ru/jour/article/view/2312

Дистанционное обучение, получившее широкое распространение в последнее время в связи с пандемией COVID-19, имеет ряд отличительных особенностей в сравнении с традиционной системой преподавания. Его преимущество состоит в доступности учебного онлайн-курса в любое время и из любой точки доступа в Интернет, что дает студентy возможность организовать занятия по удобному гибкому графику, находясь в домашних условиях и совмещая обучение с другими видами повседневной активности. Подача учебного материала в режиме онлайн является более разноплановой в связи с использованием мультимедийных компьютерных программ, которые позволяют объединить в рамках одной учебной тематики материалы разного характера: тексты, презентации PowerPoint, компьютерные анимации, видеоклипы и аудиофайлы. Работа с учебными материалами может занимать различное время для разных студентов в зависимости от уровня базисных знаний и мотивации к учебе, что делает процесс обучения более индивидуальным. В отличие от традиционного формата образования, где центральную роль в контроле обучения играет преподаватель, при дистанционном обучении основную ответственность несет сам студент. В этом отношении успех дистанционного обучения зависит от самодисциплины, умения рационально планировать время и отслеживать индивидуальный прогресс в приобретении знаний. Процесс обучения становится более активным в связи с использованием заданий для самоконтроля, работой с различными информационными ресурсами, доступными в Интернете, и участием в обсуждении учебных вопросов в рамках онлайн-форума, веб-чата или обмена текстовыми сообщениями. К недостаткам дистанционного обучения следует отнести его зависимость от уровня внутренней мотивации студента для самостоятельных занятий и ограничение социальных контактов, ведущее к изоляции. В целом при разработке учебного курса компьютерные технологии необходимо рассматривать как технический инструмент, отдавая приоритет содержательной базе дистанционного обучения и ее соответствию конечным целям программы образования в медицине.

The online learning, which is now widely implemented owing to the constraints imposed by COVID-19 pandemic, offers many advantages when compared to the traditional teaching. The online teaching course is available to student any time and can be accessed from any location, providing there is a connection to the Internet, which allows remote learning at home using a fl exible and convenient study schedule that does not disturb other daily activities. The online course contains more informative learning materials, because the multimedia software enables to combine a variety of diverse elements within a given teaching unit, such as texts, PowerPoint presentations, computer animations, video clips, and audio fi les. The amount of time needed to go through the topics of the online course can be variable for different students, depending on their basic knowledge and motivation for learning, thus supporting more personalized learning experience. In contrast to the traditional teaching, that applies a teacher-centered approach, with online teaching the students become independent learners taking the main responsibility for the knowledge acquisition. Therefore, the students’ ability to succeed with online learning is critically determined by the self-discipline, rational time management skills, and monitoring the individual progress. While traditional teaching is largely based on passive learning through memorization of information by student, the online course offers multiple opportunities for self-directed, active learning, including questions for self-assessment, the web links to the relevant learning resources, and the interaction with peers using text messengers, discussion forums and web chats. The weak points of the online learning approach are that the self-studies are easy to procrastinate when the student is not strongly motivated to learn, and that it limits social contacts, leading to the feeling of isolation. Importantly, when developing the online learning course, the computer technology is supposed to be just a technical instrument, whereas the main emphasis is placed on the quality of teaching materials and their relevance to the objectives of the medical curriculum.

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The authors declare that there are no conflicts of interest present.