1.

3 Information technology in the distance learning system

At this time, a teacher of a higher educational institution is obliged to use

distance learning technologies in his activities. Otherwise, if he does not master the
basics of organizing e-learning, he loses his competitive advantages in the
professional community. It also becomes of little interest to students, since in the
ways of communication he lacks such an important quality as mobility. It is
obvious that such a teacher does not have the opportunity to create another virtual
educational space to interact with students [5].
According to the authors Averchenko, L.K., Bapiev, I.M. and Balashova, Yu.V.,
distance learning is based on five main “pillars”, which include: corporate
approach and marketing promotion, pedagogical design, learning management,
educational technologies [6][7][8].
In turn, the main educational technologies include:
 Network educational technologies
 Technologies of virtual and remote laboratories
 Technology of "Electronic textbook"
 Technologies for creating video lectures
 Training technologies
 Technologies of virtual classrooms
 Network communication technologies
 Technology of electronic learning environment "Moodle"
Many adults, as a rule, do not always have the opportunity and desire to
attend classes in universities, traditional classrooms. The main reasons for this
circumstance include, for example, the presence of a family, family responsibilities
and permanent work. Given these realities, another alternative appears - the
possibility of interactive learning using the global Internet. This opportunity differs
in that it provides a much wider range of communications, materials for study and
opportunities for assessing the quality of education.
The process that continues throughout our lives is learning. This process is
very important for the successful participation of a person in all aspects of the life
of a democratic society, such as civil, economic, cultural and social components.
All members of the legal society have access to training. The learning process
involves both the rights and obligations of all parties involved. These include both
the students themselves and indirectly the relevant educational organizations and
persons who are entrusted with monitoring the learning process [9].
The technology of distance learning is based on information technology tools.
These include: web server technologies, hypertext, multimedia, e-mail, webinars,
online conferences. Educational or pedagogical technologies include: electronic
textbooks, remote and virtual classrooms and laboratories, video lectures,
simulators and specific information interaction technologies.
Distance learning management is a special system for managing educational
activities. This system contains a number of subsystems: user authorization in the

12
system, distribution of access rights and user passwords, accounting and analysis
of the teaching load, accounting for the progress of university students.
An important component of the electronic educational environment is
pedagogical design. Educational design is the art of creating educational material, a
necessary element of the electronic educational environment. In pedagogical
design, a special place is also given to the development of control of educational
activities. The educational materials of the electronic educational environment
include multimedia presentations, video lectures, webinars, discussion forums and
other electronic resources.
Network technologies based on global computer networks are the technical
foundation of distance education. One component of all the possibilities that these
technologies can offer in the process of distance learning is email. In addition, with
the help of the global Internet, everyone can take part in conferences and seminars,
as well as use various information resources in the learning process, such as
directories, tables, electronic catalogs and other graphic, audio and video materials.
It has been practically proven that the Internet as a means of distance learning
makes it possible to use a sufficient number of teaching and testing tools, and
allows communication between teachers and students [7].
Distance learning based on network technologies makes it possible to
implement a differentiated approach, which takes into account the degree of
assimilation of the studied interval and the level of achievement of intermediate
goals. In addition, the student, in accordance with his level of preparation, can
independently choose an individual mode of mastering the educational material.
Advanced multimedia tools make the process of distance learning more visual
and interesting. Multimedia technology makes it possible to use all educational
materials (text, presentations, images, graphs, tables, audio and video recordings),
as well as animations in interactive mode.
Despite the stage of formation and the "young" age of distance education, this
learning technology has great prospects. In contrast to the simple transfer of the
necessary information to students through the global network, it is necessary to
develop such an electronic methodological manual that would allow students to
independently acquire knowledge and improve their skills.
In distance education through global networks, when developing electronic
manuals, it is necessary to pay attention not only to their content, but also to
interactive tools and methods that will allow students to learn more creatively and
independently.
Despite the emergence and development of the National Open Education
Platforms, many universities prefer to accumulate educational and information
resources on their own servers for teaching students using distance technologies.
Such networks of educational institutions are called local. Some universities have
several local networks at their disposal. United local networks of an educational
organization located in different buildings, both within the same city and in
different cities, are called corporate. The network technology used in the global
network can be successfully used in local and corporate networks as well. This

13
technology, transferred to the local network, is called Intranet technology. Thus, a
local or corporate network with such technology is referred to as an Intranet.
It is possible to use any number of servers on the Intranet, the contents of
which pages are viewed using browsers of other computers. Unlike the global
network, the entrance to the local network is open to any user of this network. On
the Intranet, external users are restricted from accessing information. Some of the
local network users may also have limited access to certain types of information.
As well as on the global Internet, any computer on the local network has its own IP
address for communication both inside the local network and outside it. The
exchange of information between computers on a local and global network is
carried out using special devices, the so-called routers (routers) and switches
(switches). LAN servers are divided into types: Web, Mail, FTP, Proxy and others.
As a rule, under the English abbreviations of the names of these servers, the names
of computer programs are hidden.
The e-learning environment platform can be deployed on a distance learning
Web server. This technology will allow placing on the network, as well as
distributing training courses. In addition, it is necessary to ensure the study of
educational material in an interactive mode. Also, network technologies of distance
learning allow students to interact with the administration, teachers and with each
other.
All didactic tools that are part of the electronic educational environment are
created on the basis of IT technologies. These tools include: electronic textbooks,
collections of tasks, tests, simulators, virtual laboratories.
Undoubtedly, online and offline communications play a very important role in
the learning process, both between students and teachers, and between students
themselves. Obviously, the state of a person isolated from teachers and classmates
is accompanied by unpleasant subjective mental sensations or experiences.
Information interaction with network learning technology is based on the following
set of techniques, procedures, tools and methods: e-mail, forums, chats, audio and
video conferences [10].

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 CHAPTER 2

PRODUCT DESIGN

2.1 Experimental testing of the effectiveness of proposed complex of tasks

One of the main tasks of modern higher education is the preparation of

graduates who are able not only to skillfully solve typical problems, navigate in a
work situation of increased complexity, but also strive to set new goals, constant
creative growth and development, and self-education. Mastering by university
students new methods for solving professional problems contributes to the
development of the future specialist's ability to see the main component in the
problem, which, in turn, is a reflection of the level of formation of general
professional and professional competencies.
Currently, teachers of pedagogical universities are faced with insufficient
formation of basic knowledge in information and communication technologies of
third-year students, which becomes a serious obstacle in the formation of basic
competencies of future specialists. There are works that propose methods for
solving this problem by using the method of distance learning, introducing a
course, actively using information technologies in the educational process, which
showed good statistical results.
This paper outlines the vision of introducing distance learning in a foreign
language for third-year students of the Kazakh University of International
Relations and World Languages named after Abylai Khan.
Stage 1
At the first stage of the experiment, a survey of third-year students was
conducted, group 1 started distance learning, and group 2 studied in the previous
traditional format in order to identify the effectiveness of the new format.
The questionnaire included seven questions with several answers, and
students could supplement each question with their own, important for them,
comments. Only one answer could be chosen. Before the survey, the students were
explained its purpose, and also told about the rules for filling out the
questionnaires; The respondent's last name was not required on the questionnaire.
The results of the survey were received from 15 students of the 1st and 2nd
groups, respectively, and are a source of additional information to the earlier study,
which acts as a stating experiment. The results of the survey, along with questions
and answer options, are presented in the table.

15
 Analysis of student surveys

Question and answer options Number of

Question and answer options students who chose the answer option
1 group 2 group
1) What learning format do you prefer?
(a) traditional format 11 5
(b) distance learning 4 9
2) What is the reason why you chose this or that format of learning?
a) time saving 6 8
b) pace of learning 4 3
c) nothing can replace the traditional
2 2
format
d) live communication is required 3 2
3) Which format do you think is more effective?
(a) traditional format 10 4
(b) distance learning 5 11
4) If you were offered a blended learning format, would you choose it?
(a) Yes 13 15
(b) No 0 0
(c) Difficult to answer 2 0
5) What is your opinion about the number of tasks in the traditional learning
format?
a) Few 11 13
b) A lot 4 2
6) What is your opinion about the number of tasks in the distance-learning
format?
a) Few 7 9
b) A lot 8 6
7) Do you think that a large volume of tasks helps to develop certain skills at an
accelerated pace?
a) Yes, I agree 5 6
b) No, I don’t agree 10 9

As the analysis of the test results shows, the main problems that hinder the
successful learning of third-year students are lack of time. Probably, this reason is
due to the increase in the volume and level of difficulty of the studied material and
the inability to master it in a short period of time.
Stage 2
After the survey, 30 surveyed third-year students were divided into 2 groups.
Group 1 was trained in the traditional learning format; group 2 was trained using
distance learning.
Group 1 was given only some tasks developed from the complex. Group 2
was fully trained on the basis of tasks developed in the complex.
16
 We also note that in the transition from the traditional format of learning to
distance learning, there is a clear increase in interest in doing work using
multimedia technologies. Most likely, this is due to the fact that this kind of tasks
are more visual and understandable for learning, in contrast to memorizing dry
facts. In addition, less time is spent on everything and students quickly adapt to the
new format, using their minimum set of knowledge, they continue to develop the
skills of ICT competence.
Stage 3
After a short period of time, we asked students to share their opinion about
the new learning format for them. Many students note that completing tasks with
the help of electronic technologies is more attractive, and the percentage of those
who chose this answer is approximately 2 times lower in the 1st group than in the
2nd group.
About 42% of the students of the 1st group note that they do not always
understand the instructions for tasks using digital technologies, presented to them
with the help of methodological instructions. 28% of students of the same group
noted the imperfection of methodological instructions.
Approximately 12% of the students of the 2nd group stated that the volume of
tasks in the distance format is large. In general, the majority of students believe
that they are entrusted with a normal, feasible amount of tasks. 12% of students of
the 1st group consider the absence of creative tasks or assignments as a
disadvantage of the traditional format.
Thus, most third-year students see the shortcomings of the traditional
methodology and in the learning process tend to believe that in a rapidly
developing society, ICT skills are required and highly valued.
Thus, based on repeated survey results of the survey of third-year students, we
can conclude that the traditional format and organization of classes of this type of
training do not effectively motivate students to independently search for the
necessary knowledge related to the performance of tasks, do not contribute to an
increase in the level and strength of knowledge. Given the results of the survey of
students, it is necessary to take a fresh look at the organization of the learning
process.
We see the solution to this problem in the regular use of a remote or mixed
format. Such approaches will require changes in methodological descriptions for
the organization of the learning process. When creating methodological
recommendations for the organization of the education process based on distance
learning, we intend to:
- deepen, systematize and increase the strength of the assimilation of
knowledge on the subject of Digitalization;
- provide a conscious approach to the implementation of the tasks;
- organize controlled independent work of students;
- to stimulate the independent activity of students in solving issues that arise
in the course of completing assignments;

17
 - to form general professional and professional competencies of future
specialists.
As a result, one can notice a difference in the more well-developed ICT skills
of the 2nd group than the 1st group.

18