Abstract
In the XXI century distance learning has become one of the most popular educational formats in higher education. The main driver of distance learning is the new needs of the labor market, requiring employees who are ready to adapt to changing conditions of the market and are included in the process of continuous self-improvement. Until now, the major part of the achievements of distance learning lay in the field of the humanities or special technical disciplines and was almost not integrated into the teaching of Mathematics in universities. We have developed and implemented a model of distance learning, adapted to the existing conditions for the teaching of mathematical disciplines in universities. The model, which was empirically tested during experiments conducted in the period from 2004 to 2018 at Southwestern State University and the Russian State Agrarian University – Moscow Timiryazev Agricultural Academy, demonstrated its effectiveness.
Highlights
The main driver of distance learning is the new needs of the labor market, requiring employees who are ready to adapt to changing conditions of the market and are included in the process of continuous self-improvement
The major part of the achievements of distance learning lay in the field of the humanities or special technical disciplines and was almost not integrated into the teaching of Mathematics in universities
We have developed and implemented a model of distance learning, adapted to the existing conditions for the teaching of mathematical disciplines in universities
Summary
We have developed and implemented a model of distance learning, adapted to the existing conditions for the teaching of mathematical disciplines in universities. CITATION: Goncharova Z.G. Distance learning as an innovative model of teaching mathematics in higher education. Она базируется на применении широкого спектра традиционных и новых информационных технологий, а также их технических средств, которые используются для доставки учебного материала, его самостоятельного изучения, организации диалогового обмена между преподавателем и студентами.
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