Education of the republic of uzbekistan samarkand state institute

The aim of course work is to give theoretical argumentation for the organization of extracurricular activities in secondary education. In accordance with the main aim it is necessary to solve the following problems:

1. 
   Ways of organizing extracurricular in secondary education;
   
2. 
   Benefits of organizing extracurricular in secondary education;
   
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   Describing the importance of implementing extracurricular activities learning in the classroom.
   

We consider that the novelty of the work is in the fact that there’s no article written on the problem in special journals of our country. I have worked out some extracurricular activities in order to use them to organize such study.
As is the custom, the graduation project work consists of two parts: theoretical and practical chapters. The theoretical one consists of two paragraphs.
The theoretical and practical meaning of the research consists in organizing extracurricular activities in secondary education. Organizing extracurricular activities evoke the learner being more active and keeping in touch with his ort her groupmates.
The structure of the research paper consists of introduction, two chapters, conclusion and bibliography.
The first chapter introduces and specifies brief notes about the concept of organizing extracurricular activities
The second chapter deals with organizing such learning approach, the steps or ways of organizing extracurricular activities.
In Conclusion the basic results of investigation are submitted and at the end. The list of used literature. the references to the used literature.

CHAPTER I DEFINITION OF ELECTRONICAL LEARNING MATERIALS
1.1 Brief note on electronical learning materials
Electronical learning alludes to the utilization of different sorts of electronic media and data and correspondence advancements (ICT) in schooling. All forms of educational technology that electronically or technologically support learning and teaching are included in the term "e-learning," which is inclusive. Contingent upon whether a specific viewpoint, part or conveyance strategy is given accentuation, e-learning might be named innovation upgraded learning (TEL), PC based preparing (CBT), web based preparing (IBT), online preparation (WBT), online training, virtual schooling, or computerized instructive cooperation.
Electronical learning encompasses a wide range of media, including text, audio, images, animation, and streaming video. It also includes technology applications and processes like computer-based learning, local intranet/extranet, and web-based learning, as well as audio or video tape, satellite TV, and CD-ROM. Many e-learning processes are supported by information and communication systems, whether standalone or based on local networks or the Internet in networked learning.
Electronical learning can happen in or out of the study hall. Self-paced, asynchronous learning or instructor-led, synchronous learning are both options. E-learning works well for flexible learning and distance learning, but it can also be used with in-person instruction, which is called blended learning.
It is widely held that emerging technologies have a significant impact on education.[4,32] Many proponents of e-learning hold the belief that everyone should be two equipped with fundamental knowledge of technology and be able to utilize it to achieve educational objectives.
Electronical learning refers to all forms of educational technology that support learning and teaching electronically or technologically. In addition to "electronic," Bernard Luskin argues that the word "e" should be understood to mean "exciting, energetic, enthusiastic, emotional, extended, excellent, and educational." This expansive translation centers around new applications and improvements, and furthermore brings learning and media brain research into thought.
In 2000, conservative estimates put the value of the global e-learning industry at over $48 billion. Improvements in web and sight and sound advances are the fundamental empowering influence of e-learning, with counseling, content, advances, administrations and backing being distinguished as the five vital areas of the e-learning industry. Young people use ICT (information and communication technologies) a lot.
Electronical learning has made data accessible to college students everywhere. Data from e-learning can be found on a variety of different mobile devices and in a variety of ways that benefit people all over the world, anytime, anywhere. This can further develop associations among understudies and their teachers for their classes, this can permit understudies with apparatuses which they can use for various purposes and use autonomously upholds issue base activities. As previously mentioned, there are additional ways in which it can discourage people from actually learning. For example, it may make it easier to chat with others, diverting them from learning and allowing them to communicate with others via Face Book. Additionally, it gives them the opportunity to cheat on online tests and quizzes by searching for the answer using Google. Students who are familiar with technology may also have an advantage over students who are not. Over all electronical learning through innovation will no doubt be seen increasingly more in the present school climate. Ways to deal with e-learning require an attention on understudies giving them devices to help their common exercises and issue based exercises.
According to Richard and Haya, one of the most important ways to provide teachers and students alike with access to resources for research and education is through the Internet. According to Frank, technology-based e-learning encompasses the utilization of the internet and other significant technologies to produce instructional materials, instruct students, and also manage an organization's courses. A common definition of the term "e-learning" has been the subject of extensive debate. Existing definitions as indicated by Dublin will generally uncover the specialization and interest of the analysts. According to Rossi, e-learning as a concept encompasses a variety of applications, learning strategies, and procedures. According to Dublin and Oblinger and Hawkins, there is even no universally accepted definition of the term e-learning. As a result, it is challenging to come up with a definition of e-learning. Holmes and Gardner also made a comment about these inconsistencies, stating that there may be as many definitions of the term "e-learning" as academic papers on the topic. Dublin then asked the following questions in an effort to find a common meaning for the term "e-learning": Is e-learning an on-line coursework for understudies a good ways off?
Does it imply supporting campus-based education with the use of a virtual learning environment?
Does it allude to an on-line apparatus to advance, broaden and upgrade coordinated effort?
OR is it blended learning or entirely online learning? Dublin. The following is a look at some of the definitions of the term "e-learning" provided by various academics and researchers. In certain definitions e-Learning includes something beyond the contribution of completely on-line courses. According to Oblinger and Hawkins, for instance, e-Learning has evolved from being entirely online to utilizing technology to deliver a portion or the entire course at a fixed time and location. Also, according to the European Commission, e-Learning is the use of new multimedia technologies and the Internet to improve the quality of learning by making facilities and services easier to access and by facilitating remote communication and collaboration. Coming up next are additionally various meanings of e-learning. The utilization of information and communication technologies to facilitate access to online learning and teaching resources is referred to as e-learning. In its broadest sense, Abbad et al, characterized E-figuring out how to mean any discovering that is empowered electronically.
However, they condensed this definition to include learning facilitated by digital technologies. Some researchers have further narrowed this definition to include any learning that is web-based or internet-enabled state that various definitions of "e-learning" exist, such as distributed learning, online-distance learning, and hybrid learning. E-getting the hang of, as per OECD is characterized as the utilization of data and correspondence advancements in different cycles of training to help and upgrade learning in foundations of advanced education, and incorporates the use of data and correspondence innovation as a supplement to conventional homerooms, web based learning or blending the two modes. Additionally, according to Wentling et al, the acquisition and application of knowledge that are primarily facilitated and distributed through electronic means are referred to as "e-learning." They see the e-learning as dependent on computers and networks, but it is likely that it will evolve into systems that include wireless and satellite channels, as well as technologies like cell phones. Liu and Wang's review of e-learning definitions found that the internet is primarily at the center of the process's features; global resources for sharing and learning; lastly, the adaptability of learning as a computer-generated learning environment is created to address issues of distance and time. Information broadcasts and knowledge flow through network courses. Gotschall contends that the idea of e-learning is proposed in view of distance learning, hence a transmission of talks to far off areas via video introductions. However, according to Liu and Wang , the development of communication technologies, particularly the internet, led to the transformation of distance learning into e-learning. E-learning was also deemed revolutionary by other researchers in order to provide a workforce with the knowledge and abilities necessary to transform change into advantage. For instance, Twigg said that the e-learning approach is focused on the learner and has a self-paced, interactive, repetitious, and customizable system in its design. Welsh and others also used the term "the use of computer network technology to provide individuals with information and instruction," primarily via the internet. Liaw and Huang characterized e-learning in light of the rundowns of its attributes. They begin by suggesting a multimedia environment. Second, they contain a variety of information. Thirdly, e-learning systems enable users to fully control their own learning environments through collaborative communication. E-learning networks for information access are ranked fourth. Fifth, the systems can be freely implemented on a variety of computer operating systems thanks to e-learning. According to Tao et al, this new learning environment that is centered on electronic networks has made it possible for university students to receive individualized support, have learning schedules that are better suited to them, and keep their learning apart from that of other students. This works with a high communication and joint effort level between educators or instructors and friends than customary climate for learning. According to Liaw et al, the use of multimedia constructs in e-learning in academic settings made learning more engaging, interesting, and enjoyable. According to Hammer and Champy and Liaw et al, the primary constructs that have made e-learning the most promising educational technology are service, cost, quality, and speed. According to Borstorff and Lowe, it is evident that e-learning can enable students at higher educational levels to obtain their education while simultaneously pursuing personal goals and maintaining their own careers without having to adhere to a strict schedule. In support of this idea, Kartha reported that the benefits achieved for students and universities have significantly increased the number of online courses. Algahtani in his assessment of the viability of the e-growth opportunity in Saudi Arabia arranged the meanings of e-gaining according to three alternate points of view: the perspective of distance education The technological point of view and furthermore according to the point of view of e-advancing as instructional method Therefore, it can be deduced from the preceding that it is challenging to come up with a standard definition of e-learning. E-learning, according to some authors, consists of web-supplied and web-dependent services for the provision of educational and support processes, whereas complete online courses are the only type of e-learning.

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