MASOFAVIY TA’LIMNING PEDAGOGIK IMKONIYATLARI VA CHEKLOVLARI 

    O’ZBEKISTON DAVLAT JAHON TILLARI UNIVERSITETI TALABASI MADINAXON TO’YCHIYEVA 

    ILMIY RAHBAR: BEGMATOVA SOHIBA MUSTAFOYEVNA 

KIRISH 

So‘nggi yillarda raqamli texnologiyalarning jadal rivojlanishi ta’lim tizimida yangi yondashuvlar va innovatsion shakllarning paydo bo‘lishiga sabab bo‘ldi. Xususan, masofaviy ta’lim an’anaviy auditoriya mashg‘ulotlariga muqobil va qo‘shimcha ta’lim shakli sifatida keng qo‘llanila boshladi. Masofaviy ta’lim axborot-kommunikatsiya texnologiyalari asosida tashkil etilib, o‘qituvchi va ta’lim oluvchi o‘rtasidagi pedagogik muloqotni virtual muhitda amalga oshirish imkonini beradi.

Global miqyosda yuzaga kelgan pandemiya sharoitida masofaviy ta’lim uzluksiz ta’limni ta’minlashning asosiy vositasiga aylandi. Bu holat mazkur ta’lim shaklining pedagogik imkoniyatlari bilan bir qatorda, mavjud muammolari va cheklovlarini ham yuzaga chiqardi. Masofaviy ta’lim o‘quv jarayonini individuallashtirish, ta’lim resurslaridan samarali foydalanish va o‘quvchilarning mustaqil ta’lim olish ko‘nikmalarini rivojlantirishga xizmat qiladi.

Shu bilan birga, masofaviy ta’lim jarayonida o‘qituvchi va o‘quvchi o‘rtasidagi bevosita muloqotning kamayishi, texnik vositalarga bog‘liqlik, nazorat va baholash jarayonlarining murakkablashuvi kabi muammolar mavjud. Ushbu maqolaning maqsadi masofaviy ta’limning pedagogik imkoniyatlari va cheklovlarini ilmiy-nazariy jihatdan chuqur tahlil qilishdan iborat.

INTRODUCTION

In recent years, the rapid development of digital technologies has led to significant changes in the education system and the emergence of innovative teaching approaches. In particular, distance education has become widely used as an alternative and complementary form of traditional face-to-face learning. Distance education is organized on the basis of information and communication technologies and enables pedagogical interaction between teachers and learners in a virtual environment.

On a global scale, distance education became the primary means of ensuring continuity of education during the COVID-19 pandemic. This situation highlighted not only the pedagogical opportunities of distance education but also its existing challenges and limitations. Distance education promotes the individualization of learning, efficient use of educational resources, and the development of learners’ independent learning skills.At the same time, issues such as reduced direct interaction between teachers and learners, dependence on technical infrastructure, and difficulties in assessment and monitoring processes remain relevant. The purpose of this article is to provide a comprehensive scientific and theoretical analysis of the pedagogical opportunities and limitations of distance education.

METODLAR 

Mazkur tadqiqot nazariy-tahliliy xarakterga ega bo‘lib, unda pedagogika, didaktika va ta’lim texnologiyalariga oid ilmiy manbalar tahlil qilindi. Tadqiqot jarayonida quyidagi metodlardan foydalanildi:

Ilmiy adabiyotlarni tahlil qilish metodi – masofaviy ta’limga oid milliy va xorijiy tadqiqotlar o‘rganildi;Qiyosiy tahlil metodi – an’anaviy va masofaviy ta’lim shakllarining pedagogik jihatlari solishtirildi;

Umumlashtirish va tizimlashtirish metodlari – olingan ilmiy xulosalar tizimli tarzda bayon etildi;

Deduktiv va induktiv yondashuvlar – nazariy qarashlardan amaliy xulosalar chiqarildi.

Tadqiqot masofaviy ta’limning pedagogik samaradorligini aniqlash va uning cheklovlarini asoslab berishga qaratildi.

METHODS 

This study is theoretical and analytical in nature. Scientific literature related to pedagogy, didactics, and educational technologies was reviewed. The following research methods were applied:

Literature analysis – examination of national and international studies on distance education;

Comparative analysis – comparison of pedagogical features of traditional and distance learning formats;

Generalization and systematization – organization and synthesis of theoretical findings;

Inductive and deductive approaches – drawing practical conclusions from theoretical concepts.

The research focused on identifying the pedagogical effectiveness of distance education and substantiating its limitations.

NATIJALAR 

Tadqiqot natijalari masofaviy ta’limning bir qator muhim pedagogik imkoniyatlarga ega ekanligini ko‘rsatdi. Jumladan:

Birinchidan, masofaviy ta’lim ta’lim jarayonini individuallashtirish imkonini beradi. Har bir o‘quvchi o‘zining bilim darajasi, o‘rganish tezligi va qiziqishlariga mos ravishda ta’lim olishi mumkin.

Ikkinchidan, masofaviy ta’lim mustaqil ta’lim kompetensiyalarini rivojlantiradi. O‘quvchilar axborotni izlash, tahlil qilish va qayta ishlash ko‘nikmalarini egallaydi.

Uchinchidan, raqamli ta’lim resurslaridan foydalanish imkoniyati kengayadi. Video darslar, elektron darsliklar, interaktiv testlar va virtual laboratoriyalar ta’lim samaradorligini oshiradi.

To‘rtinchidan, masofaviy ta’lim vaqt va makon cheklovlarini bartaraf etadi, bu esa ta’lim olish imkoniyatlarini kengaytiradi.

Biroq, tadqiqot davomida masofaviy ta’limning quyidagi cheklovlari ham aniqlandi:

texnik vositalar va internet tarmog‘iga yuqori darajada bog‘liqlik;

pedagogik nazoratning murakkablashuvi;

o‘quvchilarning motivatsiyasi pasayishi ehtimoli;

ijtimoiylashuv va bevosita muloqotning yetishmasligi.

RESULTS 

The results of the study indicate that distance education has several significant pedagogical advantages.

First, distance education enables the individualization of the learning process. Learners can study according to their own pace, level of knowledge, and personal interests.

Second, it contributes to the development of independent learning competencies. Students acquire skills such as information searching, critical analysis, and self-regulation.

Third, the use of digital educational resources is expanded. Video lectures, electronic textbooks, interactive tests, and virtual laboratories enhance learning effectiveness.Fourth, distance education eliminates time and space constraints, thereby increasing access to education.

However, the study also identified several limitations of distance education, including:

high dependence on technical equipment and internet connectivity;

difficulties in ensuring effective pedagogical control and assessment;

potential decrease in learners’ motivation;

lack of direct social interaction and communication.

MUHOKAMA 

Olingan natijalar shuni ko‘rsatadiki, masofaviy ta’lim pedagogik jarayonni zamonaviy talablar asosida tashkil etishda muhim ahamiyat kasb etadi. Ushbu ta’lim shakli ta’lim oluvchilarning faolligini oshiradi va ularni o‘z ta’lim faoliyati uchun mas’ul bo‘lishga undaydi.

Biroq, masofaviy ta’limning samaradorligi ko‘p jihatdan pedagoglarning raqamli kompetensiyalariga, ta’lim platformalarining sifatiga va o‘quvchilarning ichki motivatsiyasiga bog‘liq. Shu sababli masofaviy ta’limni an’anaviy ta’lim bilan uyg‘unlashtirgan holda tashkil etish maqsadga muvofiq hisoblanadi.Aralash ta’lim modeli masofaviy ta’limning mavjud cheklovlarini kamaytirish va uning pedagogik imkoniyatlaridan to‘liq foydalanishga xizmat qiladi.

DISCUSSION 

The findings suggest that distance education plays an important role in modernizing the educational process in accordance with contemporary requirements. This form of education increases learner autonomy and encourages responsibility for one’s own learning activities.

Nevertheless, the effectiveness of distance education largely depends on teachers’ digital competencies, the quality of online learning platforms, and learners’ intrinsic motivation. Therefore, integrating distance education with traditional face-to-face instruction is considered an effective approach.The blended learning model helps reduce the limitations of distance education while maximizing its pedagogical benefits.

XULOSA 

Xulosa qilib aytganda, masofaviy ta’lim zamonaviy ta’lim tizimining muhim tarkibiy qismi bo‘lib, u pedagogik jihatdan katta imkoniyatlarga ega. Shu bilan birga, uning samaradorligini oshirish uchun texnik infratuzilmani rivojlantirish,pedagoglarning raqamli savodxonligini oshirish va o‘quvchilarning motivatsiyasini kuchaytirishga qaratilgan chora-tadbirlar zarur. Masofaviy ta’limni ilmiy asosda takomillashtirish ta’lim sifatini oshirishga xizmat qiladi.

CONCLUSION 

In conclusion, distance education is an essential component of the modern education system and offers substantial pedagogical opportunities. At the same time, improving technical infrastructure, enhancing teachers’ digital skills, and strengthening learners’ motivation are necessary to increase its effectiveness. Scientifically grounded development of distance education contributes to improving the overall quality of education. 

FOYDALANILGAN ADABIYOTLAR 

1.Moore, M. G., & Kearsley, G. (2012). 2.Distance Education: A Systems View of Online Learning.

3.Holmberg, B. (2005). The Evolution, Principles and Practices of Distance Education.

4.UNESCO. (2020). Distance learning strategies in response to COVID-19.

5.Anderson, T. (2008). The Theory and Practice of Online Learning.