SOCIO-PSYCHOLOGICAL FEATURES OF THE HISTORICAL DISCOURSE OF THE PHENOMENON OF INTERACTION IN MODERN CHALLENGES OF DISTANCE EDUCATION
DOI:
https://doi.org/10.32782/2311-8458/2022-2-3Keywords:
interaction, distance education, modes of interaction, teacher, student, equivalence of interaction, interactivity, evaluation of the level of interactivityAbstract
The author of the article reveals the socio-psychological features of the phenomenon of interaction in modern challenges of distance education. It provides a theoretical rationale for educators regarding the methodology of the distance education system, which is sufficiently effective and efficient and meets various student learning needs. The historical transformation of the concept of interaction in the context of pedagogical interaction is presented, and distance education is singled out as the most widespread in the educational environment today. Its modes are revealed, in particular, as seen by scholars T. Anderson and D.R. Garrison: they described the three most common types of interaction considered in the distance education literature involving students (“student – student”, “student – teacher”, “student – content”) and began discussion of the other three types of interaction (“teacher – teacher”, “teacher – content”, “content – content”). The model of distance education is described and its system components are outlined. The means and tools of modern distance education are characterized. The possibilities of assessing the level of interactivity have been revealed.
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