Психолого-педагогическое сопровождение обучающихся среднего профессионального образования в процессе электронного обучения

The rapid development of information technology accelerates the informatization of all spheres of human activity, including education. One of the main directions of modernization of education in the State program of the Russian Federation "Development of Education" for 2013-2020 is called e-learning [3].

The concept of "e-learning" today is enshrined in Art. 16 of the Law "On Education in the Russian Federation": "E-learning refers to the organization of educational activities with the use contained in the databases and used in the implementation of educational programs information, and provide processing of information technology, hardware, as well as information and telecommunication networks, providing the transmission along the lines of communication of this information, the interaction of students and teaching staff" [9].

Using e-learning in the educational process of organization of secondary vocational education must be understood that its specific characteristics can have both positive and negative results of pedagogical and psychological character.

Therefore there is a need for the organization of psycho-pedagogical support of students of secondary vocational education in the process of e-learning.

The problem of psycho-pedagogical support of students of vocational education is considered by many scientists.

N.G. Ershova under psycho-pedagogical support understands system of the professional activity of the teacher, aimed at creating psychological and pedagogical conditions for successful training and education of professional and personal development of the student in the situation of university interaction [5].

Psychological support of professional development of E.F. Zeer defines as a holistic process of learning, formation, development and correction of professional formation of the person [6].

Strategy of the psychological and pedagogical support, i.e. choice of targets and direction, O.L. Goncharova defines two main principles of normativity of development and systematicity of development of psycho-pedagogical activity, and tactic of work, i.e. the choice of means and methods to achieve these goals, – the principle of the activitysupport [2].

The relevance of psychological and pedagogical support of the use of information and communication technologies is designated in the work of scientists E.I. Mashbitsa [8], I.A. Press [10] E.G. Skibitskaya, L.I. Choline [11] and others. "Adapting to the new information conditions requires other approaches to content and technology of professional activity of the teacher, setting new didactic goals and pedagogical tasks, changing the means and methods to achieve" [10, p. 110].

Based on the definition of N.G. Ershov, for psycho-pedagogicalsupportofstudentsinthe process of e-learning we will understand the system of professional activity of a particular specialist (psychologist or teacher), aimed at creating a psychological and pedagogical conditions for successful training, education and vocational and personal development of students in conditions of information-educational environment.

In order to determine directions of activities of psycho-pedagogical support, consider the main characteristics of e-learning and the possible positive and negative results of its using.

Active development of information technologies allows gradually withdraw spatial and temporal constraints in the learning process. E-learning does not require direct contact between teacher and students, there is a possibility of synchronous and asynchronous communication. However, active participation in this training will only accept students who already have a high motivation to learn and formed skills of independent activity.

Based on the study of Y.A. Dubrovskaya, the development of cognitive and practical independence of students must be conducted in the following directions: motivational (development of need-motivational sphere

Psychological and pedagogical support of college students in electronic learning

O.V. Basharina, N.V. Trusova

of students); projecting (alleged selection of training and supporting information and various ways of assimilation, development of tasks for self-control, planning forms of cooperation); constructive (which includes the development of electronic educational complex (EUMK) providing training); organizational (organization of regular interaction between the teacher and the students for advice and assistance, implemented by means of teleconferencing, e-mail, forum, chat, etc.) [4].

In the process of e-learning is changing the character of the interaction between the participants in the educational process. A.E. Solovyov notes the changing character of the interaction through the following parameters: interactivity (interaction rate); intensity (frequency); communicative interaction (enhanced symbolic component of the educational information, changing personal component) [12].

In this interaction the following problems occur:

• 1)    the time gap between the question and the answer in the process of dialogue;

• 2)    the limitation of means the organization of dialogue;

• 3)    the absence of immediate instant reaction of interlocutors;

• 4)    the inability to use such means of communication like gestures, facial expressions, intonation.

Therefore, teachers and psychologists need to prepare students for such communication to solve these problems.

Using a temporary pause in the dialogue will enable students to cope with the emotions and ponder replica, edit response style. In response to a question the teacher even the students who are not confident in their knowledge will be ready to look for the answer in other sources and to respond to it in full.

Lack of eye contact with the teacher allows students to overcome shyness when answering the questions, and they will be absorbed only by the response, not how they look in response.

E-learning, which is based on the use of telecommunications networks open to students access to a wealth of information. Sources of information are thematic sites, electronic dictionaries and encyclopedias, virtual laboratories, etc. However, the information may have both positive and negative character. Only students who have the critical thinking and skills of working with information can conduct sorting and selection of a large amount of information. Consequently, there is a necessity of formation of information and communication competence of students, as well as education of moral and civic and national position, which is forming their critical thinking.

Fixed assets of e-learning are electronic educational-methodical complexes, which include different types of presentation material (hypertext, multimedia), which positively affects his perception of students. All of these materials are interactive, they require the active inclusion of students in activities, involvement in communicative interaction with colleagues and teachers [1].

According to the position L.V. Lvov, intrapersonal resources are the basis for selfdevelopment not by themselves, but only as a result of contradictions with the externally given factors [7, p. 168]. This implies the need to incorporate of personal features of students in e-learning system.

For effective work with electronic educational and methodological complexes is necessary: first, determine the personality characteristics of students (the leading modality of perception, learning pace, etc.); secondly, prepare students to work in large and small groups, develop communication skills (conducting discussions, written speech).

Another advantage of e-learning means is the possibility of individualization of learning. The student does not need to adapt to the pace of studying the whole group, learning rate depends only on him. The disadvantage in this case it may be uneven progress on the educational trajectory (skipping topics, non-fulfillment of the individual tasks, and so on).

These negative effects can be eliminated through the creation of high-quality electronic educational and methodological complexes which develop educational and cognitive needs and improve the efficiency of learning.

Qualitative or can be regarded as an ideal resource by which the student can meet their educational needs with a minimum expenditure of time and effort [see. Formula (1)].

Т1 Ф   Ф1+Ф2 + ФЗ + --+ФП

И=- =------------ =^ СО, (1)

3    31+32+33H-----НЗл.

I – where – ideal ratio of the resource;

F – satisfaction of cognitive needs of the subject;

W – costs time and effort to meet the cognitive needs;

F1, F2, ... – a set of functional parameters that affect the satisfaction of cognitive needs;

P1, P2, ... – set the cost factors affecting the satisfaction of cognitive needs.

Factor ideal electronic educational complex can vary due to the functionality of the information and communication technologies. Consider a few options for this change (Table. 1).

Table 1. Change ratio resource imperfection

The functionality of the resource	F (cognitive demand) functional indicators	W (costs) cost figures	I (ideal resource)
1. Multimedia (use of video -audio)	increases, as: 1)    it is possible to obtain information leading to learning modality; 2)    increases the perception and comprehension of the information; 3)    there is an interest in learning	reduced because: 1)    increasing the efficiency of mnemonic processes; 2)    mobilizing the physiological processes and ensures their optimum level of mobilization.	increases
	decreased if: 1)    introduction excess material is present in different forms; 2)    audio and video of poor quality information.	increased if: 1)    the student becomes the time to study the same material in different forms; 2)    spent an extra effort for the perception of information.	decreases
2. Nonlinearity	increases, as: 1)    are active in the choice of the trajectory of advancement in the study of the material; 2)    it is possible to return to any material and repeat it; 3)    is formed by selforganization and selfdiscipline; 4)    develops logical thinking and alternative.	decreases as: 1)    reduced time for searching and obtaining the necessary information; 2)    freedom of the source selection information from any point of the educational path provides the minimum expenditure of energy.	increases

Psychological and pedagogical support of college students in electronic learning

The functionality of the resource	F (cognitive demand) functional indicators	W (costs) cost figures	I (ideal resource)
	Drops if: 1)    the system of hyperlinks distract students from learning the basic material; 2)    there is a loss of interest in learning; 3)    decreased activity; 4)    not built of individual educational trajectories of learning	Increases if: 1)    the student spends too much time browsing distraction from the main purpose of the material; 2)    spent force in the search for the necessary information.	decreases
3. Interactivity	increases, as: 1)    the student is included in the active; 2)    increasing interest in learning as a result of interaction; 3)    increasing the level of communication; 4)    increased mobility of students.	decreases as: 1)    reduced the response time between the learner and his assessment; 2)    it is possible to use the knowledge and experience of participants in the educational process.	increases
	decreased if: 1)    resource interface is inconvenient or not clear; 2)    if there is bound in cooperation (requiring mandatory acknowledgment or comments)	increased if: 1)    no communication competence 2)    there is a waste of time and effort for the implementation of the action without affecting the learning outcomes	decreases

O.V. Basharina, N.V. Trusova

The table shows that, depending on the ratio of the positive or negative impact on the satisfaction of cognitive needs and changes cost ratio varies ideal electronic educational complex. Uniform promotion of the educational trajectories of students provides a competent and complete use of e-learning control system settings, which is designed methodical complex [1]. According to the above definition of psychological support E.F. Zeera [6], as well as the researcher identified values intrapersonal resources for self-development [7] and carried out analysis of the main characteristics of e-learning, we highlight the main activities of psycho-pedagogical support of students in the process of e-learning:

• 1)    study of individual personality characteristics and level of development of mental properties and qualities, the characteristics of interpersonal relations of participants of e-learning;

• 2)    to assist students in the development, implementation and correction of individual educational trajectory;

• 3)    provision of psychological comfort in the process of e-learning;

• 4)    formation and development of information and communication competencies;

• 5)    EUMK development and inclusion of psychological and pedagogical mechanisms to ensure a high level of motivation, as well as student-activity-and problematic approaches to learning;

• 6)    creation mediabezopasnoy educational environment. The basic directions of psycho-pedagogical support of students, consider further the corresponding

forms, methods and means of the work of specialists of the educational organization (Table. 2).

Table 2. The forms, methods and means of psycho-pedagogical support of students

Directions	Form	Methods	Facilities
1. The study of individual personality characteristics and level of development of mental properties and qualities, the characteristics of interpersonal relations of participants of e-learning	Full-time	The conversation, survey, observation	Questionnaires, surveys
	Remote	The electronic survey, testing	Questionnaires, tests
2. Assist students in the development, implementation and correction of individual educational trajectory	Full-time	Talk, personal consultations	Educational plans
	Forums, chat rooms, videotraining	Discussion	Electronic media
3. Provision of psychological comfort in the process of e-learning	Full-time	Talk, personal consultations	Handbooks, manuals, algorithms
	Built-in e-learning, video-training	Video lectures	Help system, online application instructions
4. Formation and development of information and communication competencies	Full-time	Practice-oriented	Training manuals
	Remote-controlled training, the body of mentoring	Practice-oriented discussion	Electronic resources, office applications
5. Development EUMK and the inclusion of psychological and pedagogical mechanisms to ensure a high level of motivation, as well as the implementation of the student-activity-and problematic approaches to learning	Full-time	Differentiated Practice-oriented	Abstracts, methodical
	Remote aimed instructor	Discussions, Projects	Hypertext database, multimedia resources
6. Create a media safe educational environment	Full-time	Moral and aesthetic and patriotic civil conversation, projects	Aid
	Remote	TV Projects	Informational resources

Psychological and pedagogical support of college students in electronic learning

O.V. Basharina, N.V. Trusova

E-learning is carried out using electronic learning management systems, implemented on the basis of computer technologies and Internet-based technologies. The task specialists carrying out psychological and pedagogical support, to efficiently use the advantages of both forms of study (fulltime and part-time). Thus, e-learning is a promising technology for the adaptation of students in today's fast-developing information society. No psycho-pedagogical support of the educational process will be accompanied by the problems that arise due to the specific characteristics of e-learning, such as: the absence of non-verbal communication components, changing the nature of the interaction, the use of e-learning, etc. In the e-learning system, it is advisable to use the forms, methods and means of psychological pedagogical support of students, implemented with the help of modern information and communication technologies. Consequently, the system of psycho-pedagogical support, carried out by experts, will eliminate problems and give students the opportunity to personalization and extra motivation for vocational training.