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453
“DEVELOPMENT ISSUES OF INNOVATIVE ECONOMY IN THE
AGRICULTURAL SECTOR”
International scientific-practical conference on March 25-26, 2021.
Web:
http://conference.sbtsue.uz/uz
DEVELOPMENT OF DISTANCE LEARNING IN THE TRANSITION TO
DIGITAL ECONOMY
Yuldashev Sherzod Ermatovich
1
Abstract:
This article presents the importance of the development of distance learning in the digital
economy, the types, models of distance learning and the requirements inherent in modern technologies of
training for the economy.
Key words:
digital economy, distance learning, modern information and communication
technologies in education, the COVID-19 pandemic, distance learning models.
1
Teacher of department of “Food and agricultural economics” of the Samarkand branch of Tashkent state
university of economics (SBTSUE)
454
“DEVELOPMENT ISSUES OF INNOVATIVE ECONOMY IN THE
AGRICULTURAL SECTOR”
International scientific-practical conference on March 25-26, 2021.
Web:
http://conference.sbtsue.uz/uz
The introduction of modern information and communication technologies in the educational
process has led to the creation of a new form of teaching - distance learning, in addition to traditional
teaching methods.
Distance learning - any form of distance learning where the student does not physically participate
in the lesson - is evolving due to the power of the Internet. Flexible and inexpensive learning options are
increasing to choose from a variety of course types. Distance learning describes any learning that takes
place without the physical participation of students in the lesson.
In 2017, 6.6 million students were admitted to distance learning. Thanks to the spread of COVID-
19, that number has reached more than 400 million students. Distance learning has become an educational
method, especially as we are all adapting to the new conditions presented by the COVID-19 pandemic.
There are many benefits to distance learning. First, it is cheaper to use. Second, distance learning
is not limited to geography. For example, a student does not have to be in America to study at a university
located in the United States. However, this approach can be detrimental to some students. Students with
limited access to a computer or the Internet may find it difficult. And those who need extra help with
motivation and organization can also struggle when they are excluded from the traditional classroom
environment.
Due to coronavirus, distance learning - a teaching method commonly used by colleges and
universities - is now being adopted by primary and secondary school students. All school districts and
campuses are being forced to create and implement online learning opportunities. Distance learning can be
divided into video conferencing, hybrid distance learning, online courses, and scheduled online courses.
In distance education, the student and the teacher are in constant communication with each other
through spatial separation using specially designed training courses, forms of control, electronic
communication and other technologies of the Internet. Distance learning based on the use of Internet
technology provides access to the global information education network, performs a number of important
new functions with the principle of integration and interaction.
The following models of distance learning are available.
Primary (uniqueness) model. According to the organizational structure of the model is designed
only for distance learning and work with "distance" students. In such training, a full-time form of education
is not necessary and distance learning is carried out. According to this model, regional centers are
established for teaching, where students can get advice from teachers or take the final exam.
In higher education institutions operating on the basis of such a model, teachers and students are
given great freedom in choosing the forms and methods of educational activities. There are no strict limits
on time and schedules.
Teaching in the model of unity. Organized in open universities.
The duality model. The university teaches both full-time and part-time students. In both, the syllabi,
curricula, exams, and assessment criteria will be the same.
Mixed model. The university, working on this model, envisages the integration of different forms in the
distance learning of students. For example, full-time students study part-time in distance learning programs
or part-time courses taught by a university teacher. This model may also include the integration of separate
forms of individual training in the form of virtual seminars, presentations, lectures.
Consortium. Consisting of a merger of two universities, universities share teaching materials or share some
responsibilities.
Distant audiences. In this model, training courses, lectures or seminars held at the university are broadcast
on telecommunication channels in the form of synchronous television, video conferencing, radio
broadcasting to the auditoriums where students gather and move away. One teacher works with a large
audience of students at a time.
Organization of the learning process in the Moodle system. The main task of this complex is to increase
the effectiveness of education through the exchange of various electronic resources between faculty and
students, the placement of tasks and issues in the complex. The HEI Administrator enters the primary data
into the server, distributes logins and passwords to the faculty, and collects reports. The professor-teacher
places resources in the complex and allows access from students.
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