MODERN METHODS OF TEACHING A DISTANCE

EDUCATION SYSTEM

 F.K.Achilova,  asistent 

F.E.Kodirov

 TUIT Karshi branch

There is a noticeable change in the education system of our country every day. It is also a joyful addition to the range of forms of teaching, especially that distance learning is widely used in Distance Education.It's no secret that most people use the Internet only to get acquainted with the news, search for information, use e-mails, or sell them. The opportunities of the Internet are increasing day by day. A new stage of Internet access has begun - the Internet has been implemented in various fields. Internet technologies: distance learning, electronic libraries, telemedicine, telemetry, e-business, electronic magazines and others. Below are some brief, but basic features of these technologies.

Distance learning systems.

Today, development is rapidly developing and rapidly changing. Almost every minute there are changes, updates, and unexpected events happening around the globe. Each day is under the strong news flow. The information stream follows us at home, at work, and on vacation. Human beings can not function normally without the influence of information. Understanding life is through learning and digesting information. The level of human knowledge is determined by the presence or absence of information created by a person for a certain period of time. That's why the wide-ranging approach to modern knowledge has become the demand of today's use of new information technologies in improving the teaching. After all, there are significant changes in the education system. Distance learning forms are used in the education system. Distance teaching is a new form of this correspondence reading. Distance learning is independent reading. An independent teacher develops the ability of individual to think independently, to assess the situation, to make conclusions and predictions.

Another advantage of distance learning is that it can be either during the study or even at work. Because of these advantages, this method is widely accepted worldwide. Many large companies spend millions of dollars each year to improve their skills and capabilities. Another advantage of distance learning is that the length of the instructor's duration is given by the teachers themselves, ie the student starts training volunteers and supervises math teachers. Functions are defined. The trainee uses the software, so that he can finish the labels and receive a certificate. Unless you download software, you can continue to work it independently.

There are many advantages of this technique. A number of activities are being carried out to implement the distance learning technology and technology in all higher education institutions. Development of information technology requires a new approach to distance learning. Distance learning is based on modern models of communication and networking technologies. It is not necessary to concentrate some part of the population willing to study on the basis of distance learning at the educational institution. Second, there is no need to spend excessive costs by the listener or the reader. Thirdly, it is possible to exclude the age limit of those involved in this type of education. Those who are involved in the distance learning can form the following social groups:

Ø   Those wishing to pursue second higher or additional education, training and retraining;

Ø   regional authorities and managers;

Ø   uneducated youth due to the opportunities of the traditional education system;

Ø   Employees of firms and enterprises seeking to raise their status of information to the contemporary requirements;

Ø   listeners who want to learn the second parallel;

Ø   residents of low-income regions away from the center;

Ø   persons with limited mobility;

Ø   persons with physical disabilities;

Ø   persons serving in military service and others.

Organization of distance learning in the context of Uzbekistan will have great effect. This type of education should be widely used in modern times.

Distance Learning Models.

Distance education is the type of education that is used by the teacher and the educator because of the distance or time allocated to one another. There are several models of this type of education that differ in the circumstances that led to distance education: geographical causes (country area, geographically remote regions from centers), level of computerization and information of the country, level of transport and communications development, the availability of distance learning facilities, the level of access to information and communication technologies in education, the country's educational traditions.

The primary model. This model is only intended for use with remote readers. Each of them will be attached to the virtual teacher. Provide consulta- tion and final control to be regional divisions. At such training courses the teachers and students will be given great opportunities and freedoms when choosing the form and form.

An example of this model can be trained at the UK Open University (http://www.ou.uk).

Secondary model. This model is designed to work with remote and daytime students. Both groups have the same curriculum and course schedule, exams, and evaluation criteria. The number of day courses in these institutions is much higher than the distance. These distance courses are used for new directions in pedagogy and methodology.

An example of this model can be found at the University of New England and the University of California (http://www.une.edu.au).

Mixed model. This model is designed to integrate distance learning and daytime learning. Students will receive some part of the training in the afternoon and the other part on the distance. It also includes virtual seminars, presentations, and lectures. An example of this model is the Massey University in New Zealand

(http://www.massey.ac.nz).

Consortium. This model requires two universities to join together. One of these institutions organizes and maintains training courses, and the second is acknowledged and provides students with courses. At the same time, not all universities, but also one department, or institutions that work in the field of education can take part in the process. In this model, it is necessary to continuously monitor the course and examine the author's rights. An example of this model is the Canadian Open Education Agency (http://www.ola.bc.ca).

Franchising. In this model, two universities exchange with each other the curriculum they have created. The leading educational institution in the field of distance learning offers its training courses for the first step in this area. In this model, both institutions receive the same education and diplomas. An example of this model may be partnerships with Open University Business School and Eastern European Universities.

Validation. This model was with the university and its affiliates relationships In this model, one university provides courses, diplomas, and some other universities provide students.

Remote audience. In this model, information and communication opportunities are widely used. The training courses held at one school are transmitted to other audiences through video conferencing, radio transmissions, and simultaneous teleconferences via telecommunication channels. The difference is that the model does not take part in daytime education. An example of this model is getting education at the Viskonsing University in the United States and at the China Central Radio and Television University.

Projects. This model is designed to fulfill state or scientific research programs. The main focus is on the distance learning and distance learning specialists and teachers. Courses created in this model will be shown to a large part of the population and will be discontinued after performing the function. An example of this model can be the various courses on agriculture, taxation and ecology that have been held in non-developed countries in Africa, Asia and Latin America.

REFERENCES:

1.     http://tami.uz/matnga_qarang.php?id=232

2.     library.ziyonet.uz/ru/book/55332

3.     http://www.opentechnology.ru/info/moodle_about.mtd Компания «Открытые технологии». Статья «Преимущества MOODLE»

4.     Андреев А.В., Андреева С.В, Доценко И.Б. Практика электронного обучения с использованием Moodle. – Таганрог: Изд-во. ТТИ ЮФУ, 2008.