Nuotolinio mokymo(si) turinio projektavimo modelis : kokybės vertinimo dimensijos ir veiksniai

LTStraipsnyje pristatomi konceptualaus nuotolinio mokymo(si) turinio projektavimo tyrimo rezultatai. Straipsnio autoriai taiko nuotolinio mokymo(si) turinio projektavimo kokybės vertinimo dimensijų sampratą ir tiria nuotolinio mokymo(si) turinio kokybės vertinimo veiksnius. Nuotolinio mokymo(si) turinio kokybės vertinimo veiksniai materializuoja kokybės vertinimo dimensijas ir jų raišką. Tyrimo metu pasirinkta mokymosi strategijos nuoseklumo dimensija ir nustatyti jos raiškai priskirti nuotolinio mokymo(si) turinio kokybės vertinimo veiksniai. Tais kokybės vertinimo veiksniais pagrįstas šio tyrimo rezultatas – nuotolinio mokymo(si) turinio projektavimo modelis. [Iš leidinio]Reikšminiai žodžiai: Nuotolinis mokymas; Nuotolinio mokymo turinio projektavimas; Turinio kokybės vertinimo veiksniai; Mokymosi strategijos; Distance learning / teaching curriculum quality assessment dimensions,; Distance learning / teaching curriculum quality assessment factors; Distance learning / teaching curriculum designing model.

ENThe article addresses the problem that distance learning / teaching curriculum designers do not apply distance learning / teaching curriculum designing theories, and they do not estimate the needs of distance learning / teaching organization process. The majority of factors influencing distance learning / teaching curriculum quality are theoretically supported, but they are not applied by distance learning / teaching curriculum authors in Lithuania. The aim of the research is to prepare distance learning / teaching curriculum designing model on the basis of distance learning / teaching curriculum quality assessment factors and dimensions. The authors reveal the importance of distance learning / teaching curriculum designing quality assessment dimensions for distance learning/ teaching curriculum designing in the first part of the article. Distance learning / teaching curriculum Summary quality assessment factors are identified in the second part of the article and they are correlated with the learning / teaching strategy consistency dimension. The last part is dedicated to present the model of distance learning / teaching curriculum designing, based on quality assessment factors. The conclusions of the research present consistent results with the theoretical parts of the paper: the importance of the dimension of distance learning/ teaching curriculum quality assessment for distance learning/ teaching curriculum designing, their interrelation with quality assessment factors, as well as their integration into distance learning / teaching curriculum designing model. [From the publication]