VolRC RAS scientific journal (online edition)
16.04.202104.2021с 01.01.2021
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Journal section "Socio-humanitarian research"

Online Interaction Problems in Modern Online Education (the Case of the Online School of REC VolRC RAS)

Rybicheva O.Y.

Volume 6, Issue 5, 2020

Rybicheva O.Yu. Online Interaction Problems in Modern Online Education (the Case of the Online School of REC VolRC RAS). Social area, 2020, vol. 6, no. 5. DOI: 10.15838/sa.2020.5.27.6 URL: http://socialarea-journal.ru/article/28770?_lang=en

DOI: 10.15838/sa.2020.5.27.6

Abstract   |   Authors   |   References
The transformational processes that have affected distance education have led to the emergence of the online education and the allocation of fundamentally new guidelines for distance learning. To reduce educational risks, modern online-training courses are increasingly aimed at providing online interaction between participants in the educational process. At the same time, online interaction in the online education is understood as an interaction creating conditions for transferring information and personal experience to the participants of the educational process with the help of modern Internet technologies, resolving problems that have arisen, forming the necessary skills and competencies, and personal students’ development. Effective tools for online interaction are online classes and online support for the participants through the forum, social networks, chat, and email. The purpose of the research is to study the problems that can complicate the process of organizing online interaction in the online education. The information base is questionnaire data of students from the online school of the Research Educational Center of VolRC RAS, one of the oldest Internet sites for studying the economy, and the results of the expert survey of teachers and tutors supervising students of the online school; the survey was conducted in February – March 2020. The study showed that online interaction is influenced by both objective (coincidence of class schedules, inconvenient schedule of online classes, lack of technical ability to attend online classes, receive online support) and subjective (unwillingness to communicate online, uncertainty, educational and social fears) factors that lead to missing online classes and avoiding cooperation with a teacher. The author highlights a number of problematic issues (the difficulty of involving all students in interaction, carrying out time consuming preparatory work for online classes, the need to take into account the different training levels of students presented at online meetings) that have a teacher related to the organization of online interaction


Online education, online training, online interaction, online support, online school