The authors describe the results of an experiment on the introduction of additional distance learning methods in senior classes of some secondary schools in rural areas of the Stavropol Territory. Given the new digital educational environment, there is a wide range of tasks in secondary educational organizations in Russia. The goal of the digital educational environment is to ensure high quality and accessibility of education of all types and levels. The empirical study was conducted from 2013 to 2018 as part of dissertation research on the digitalization of general secondary education in schools of Russia. The authors consider the possibility of filling gaps in schoolchildren's knowledge through distance learning in chemistry, physics, mathematics, and computer science. Difficulties that arise when using methods of additional education are noted. Several educational and motivational difficulties that arise when implementing digital learning methods are shown. Aspects of health saving in the framework of mixed training are considered.
Top1 Introduction
E-learning methods have been introduced into the educational process in various educational organizations in Russia for several decades. However, this process has become especially active and large-scale in the last decade, primarily due to the article “Implementation of educational programs using e-learning and distance education technologies” (Federal Law of the Russian Federation No. 273, 2012), which was first introduced in the Federal Law “On education in the Russian Federation” (2012).
The gradual introduction of educational programs using e-learning and distance learning technologies gradually enters the life of society and pedagogical processes, increasingly covering both higher education and secondary schools:
- •
The face-to-face digital learning methods, in which the teacher uses digital educational technologies to explain the material more easily;
- •
The distance learning methods of digital learning. In a linear or modular form under the supervision of a teacher or without it, a student studies a subject following the required program. All control tasks and exams on the material are passed in person or remotely;
- •
The mixed methods of digital learning, where the advantages of face-to-face and distance methods are used. For example, when using the reverse lesson model, a student learns the main material of the topic independently remotely. In the classroom, a student analyzes the most difficult moments and solves problems (Boronenko, Kaisina & Fedotova, 2019; Morozov, 2014; Polat, 2004; Bakia, Jones, so, Murphy & Toyama, 2010; Holmberg, Sewart & Keegan, 1983; Moore, 1991).
Many methods and training programs are already being developed and successfully applied for university students in several specialties. In high school, the effectiveness of many programs is questionable, and the development and implementation of new methods in the established training program occur spontaneously. There are many internal difficulties in both the cognitive and motivational spheres. On the other hand, modern digital learning, according to some researchers’ observations, can influence the better (Golionova, 2009; Schorr & McGriff, 2011).
The development of digital educational technologies has led to the widespread introduction of digital methods of distance and full-time distance learning. This has partially solved the following organizational difficulties of training:
- •
territorial remoteness of the school;
- •
small school size and inadequate technical equipment;
- •
students' health conditions that do not allow them to attend school;
- •
continuous learning in the face of natural disasters and epidemics.
Top2 Materials And Methods
The purpose of this study is to consider introducing additional distance (mixed) digital education in high school secondary schools in rural areas of the Stavropol territory remote from major cities. Also, the paper studies the interest and motivation of students to digital learning methods to check the possibility of improving the overall level of training of students in target subjects.
Research methods: literature analysis, observation, experiment, conversation, testing, and mathematical data processing.
To test our hypothesis, we used the psychodiagnostic test method Ch. Spielberger’s adaptation of Khanin’s “Scale of reactive (situational) and personal anxiety.”