Abstract:

The article is devoted to one of the most difficult problems of distance learning that teachers faced during the pandemic crisis, the problem of social and professional interaction with students. The main goal of the study is to identify the communicative capabilities of the elements of the electronic educational environment used in distance learning. The goal determined the main research tasks: to define the features of communication within the framework of the traditional educational process, to identify the differences in communication in e-learning, to establish the possibilities of communication in the elements and resources of the Moodle system. Our research was carried out using the following methods: empirical ones (observation, an interview) – for collecting and primary processing of information, theoretical ones (analysis, a scientific hypothesis formation, an experiment, generalization). The activity approach was of great importance, which made it possible to check the correctness of theoretical constructions in practice (the approbation of an online course) and to receive feedback from students (the method of questionnaires). We analyzed the traditional educational model and described the interaction algorithm "a teacher – a student, a teacher – a study group". We identified the following basic principles of the traditional educational model: the personality of the teacher, the author's presentation of the course, the system of tasks for feedback and control, group work, an individual approach, assessment. Then this algorithm was correlated with the principles of organizing the distance educational process, thanks to this, fundamental differences in communication within the framework of e-learning were identified: peculiarities of the screen perception of the text, a different nature of tasks and forms of control. The most vulnerable component of these connections was non-verbal communication. The result of the study was the recognition of the need to adapt all components of the curriculum when switching to a distance learning format, especially when using the asynchronous way of work. In the article, we dwelt in detail on the resources of the Moodle e-learning system, such as a lecture, a hyperlink, a task, a test, a glossary, an explanation, a page instead of the traditional chat and forum. We identified their communication capabilities and defined the rules for the formation of the educational online content: its volume, the presentation style, the visual support, an integrated control, a self-control system. Of great importance for involving students in the educational process, holding their attention and stimulating feedback, in our opinion, is the introduction of a point-rating system of assessment and informative openness. In addition to healthy competition, satisfaction with personal progression, the rating disciplines students by being an assistant to a remote teacher or tutor. The development and launch of the online course "Modern architecture and design" was the approbation of the research results, which confirms their theoretical and practical significance.

Keywords:

Distance learning, e-learning system Moodle (Modular Object-Oriented Dynamic Learning Environment), online course, e-interaction, point-rating system of assessm.