Abstract
Problem and goal. This article, based on the analysis of domestic and foreign experience, reveals the need to study the feasibility and possibility of dividing foreign students into regional clusters for the subsequent differentiation of methods and teaching materials within the framework of the development of approaches to the informatization of cross-border education. Methodology. A series of ascertaining experiments was carried out with students of the specialty Economics from Zambia, Mongolia, Kazakhstan, Uzbekistan and other countries, aimed at identifying differences in educational motivation, reflection and other characteristics of cross-border students. A model of approaches to informatization of cross-border education based on cluster differentiation is proposed. Results. A system of clusters was proposed, the expediency of introducing the described complex of criteria and factors, illustrated by the example of highlighting previous educational experience as one of the significant criteria for cluster regional differentiation of students, was substantiated. Conclusion. Students from different countries have different motivation, experience and perception of information, in many respects this is facilitated by school education. There is a need to find a balance between co-operative and differentiated education of cross-border students. Cluster differentiation of cross-border students is advisable for the subsequent use of information technologies in the framework of ensuring the variability of methodological systems of teaching individual disciplines at a university.
Highlights
Предложенный в ходе исследования набор факторов и критериев, развития которого будет продолжено, может рассматриваться в качестве основы не только для выделения кластеров и отнесения к ним обучающихся, но и для создания и применения соответствующих средств информатизации трансграничного образования
[1] Филиппов В.М., Гриншкун В.В., Краснова Г.А
Summary
А также другие компоненты традиционных методических систем обучения могут варьироваться с учетом опыта предыдущего образования студентов, их региональных и других характерных особенностей. Необходимы исследования актуальности, факторов критериев и путей региональной дифференциации трансграничных обучающихся для последующего применения специализированных информационных технологий в трансграничном образовании. Оно было нацелено на обоснование актуальности, поиск критериев и факторов для разделения студентов, обучающихся на трансграничной основе, на кластеры, допускающие дифференциацию методов и средств обучения на основе применения современных информационных и телекоммуникационных технологий.
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