INTRODUCTION OF CASE TECHNOLOGY IN DISTANCE EDUCATION

Abstract

The article discusses the leading directions of case technology implementation in distance education. Special attention is paid to ways of activating students, using interactive methods, as well as the problem of forming professional competencies in the distance education system. The possible types and forms of cases were studied and several options for adapting their content to the e-learning environment, which has both limitations and extensive additional educational potential, were identified. Specific examples demonstrate various types of cases: illustrating processes and concepts; simulating template processes; describing original situations in real business and having solutions that have already been implemented in practice; cases with an uncertain answer to a given problem question. The choice of a particular type of case tasks is determined by the educational goals and the necessary level of discipline development. The case studies complement each other in the formation of the Fund assessment tools. Most experts define the method of case technology as a group discussion for educational purposes of a problem situation and a collective search for its solution, i.e. the use of this method involves classroom full-time training. The issue of using case technology in a remote format for individual acquisition of knowledge and practical skills has long remained insufficiently covered. The material in this article partially fills this gap. Practical significance. The case-technology methodology discussed in this publication contributes to the implementation of a student-oriented approach to professional higher education. The study of the experience of using cases in distance learning has shown the universality and effectiveness of this method.