E-Education: Organizational And Pedagogical Conditions Of Its Efficiency

Abstract

The relevance of this problem is due to the high dependence of the usage of electronic educational resources in educational processes on the level of a teacher’s competence on information technologies awareness. Underdeveloped skills of a teacher leads to low efficiency in using electronic educational resources in the process of disciplinary study. Analysis of the electronic educational resources peculiarities in educational process allows us to conclude that its usage contributes to obtaining high results, to improving the quality of the educational process, to expanding the boundaries of possibilities for individual and distance e-learning. However, the introduction of electronic educational resources into educational process does not guarantee their optimal implementation as a means of improving the quality of education. In this regard, this article is aimed at investigating the reasons of low effectiveness of electronic educational resources usage in educational processes. The following leading methods were chosen to be used for analyzing the experience of electronic educational resources (EERs) usage and determining its effectiveness: comparative analysis, enquiry, interviewing conducted among 20 teachers and 50 students. The data presented in the article shows that at this stage of introduction of EERs into the university’s educational process, the expected growth in educational results quality has not occurred, and the level of individualization has not increased. Perhaps, this is determined by inadequacy of participants of educational process to use EERs.