POSSIBILITIES AND LIMITS OF THE USE OF DISTANCE LEARNING TECHNOLOGIES IN TEMPORALLY DISPLACED UNIVERSITY ACTIVITIES

Abstract

The potential of the majority of educational innovations was often overestimated, unreasonably accounted as solutions to almost all problems with education quality. The actual task nowadays is maximally effective usage of potential given by the distance education technologies for the purposes of qualitative updating of higher education, as well as risks minimization of imitation education development. This task performance, among others, involves a generalization of successful experience in distance education technologies implementation. The aim of this work is a description of the above technologies’ usage at the Lugansk State University of Internal Affairs named after E.O. Didorenko. Principal trends of distance technologies’ usage at the university are the following: intensification of education of full-time and part-time students of the University; 2) development and implementation of distance refresher courses for law enforcement agencies officials. These technologies are used for the purposes of effectivization of time usage allotted for class hours and organization of substantial self-development in the first trend. It promotes solutions to the most difficult problem of modern higher education: preservation of educational quality provided for reduction of teaching load and increase of self-development.

Implementation of the above developments in the postgraduate education system of the Ministry of Internal Affairs (the second direction) is able to provide with: 1) possibility of distance mastering of the material; 2) constant connection of the scientific and teaching staff of the higher education establishments and practical employees by means of modern information technologies; 3) consulting, intermediary and final controls passing without visiting the educational establishment. It will promote much effective time usage for practical employees as well as costs cutout for the Ministry, whereas in the case of “classic” approach to the postgraduate education funds are allocated for officials’ trips. Distance education in this work is considered an organization of the nationwide professional discourse. In particular, analyzed is the potential of distance education technologies for the purposes of the solution of the most complicated problem of the national criminal justice – the problem of quality increase and provision of judicial practice integration.