Education of the republic of uzbekistan samarkand state institute

CHAPTER II USE OF ELECTRONICAL LEARNING MATERIALS FOR THE DEVELOPMENT OF LANGUAGE SKILLS AND SPECH SKILLS
2.2 Ways of using electronical learning materials
The use of technology to complement or replace face-to-face communication is probably both the most contentious and the most prevalent application of technology. Little gathering conversations are an indispensable discussion for educating, learning, and insightful cooperation. However, they are not without difficulties. Little conversation bunches are a costly method for sorting out educating, and subsequently they are turning out to be more uncommon in a portion of the economical schools and colleges within recent memory. A few understudies — modest individuals, or the people who are not local English speakers — are awkward in little gathering conversations and don't effectively partake in them. In a classroom setting, students can make superficial contributions that would have been more effective with more preparation. Online discussions can aid in overcoming these issues.
On-line conversation apparatuses fall into two essential classes: asynchronous (e-mail, mailing lists, and threaded discussions) and synchronous (chat). In a simultaneous conversation, understudies basically converse with each other over the Web similarly they talk on the phone; The communication in asynchronous discussions is more like sending letters, albeit potentially much faster. By and large, classes with no eye to eye gatherings are the best possibility for coordinated on-line conversations that estimated the dynamic and fortunate characteristics of little conversation gatherings. A useful complement to the regular discussions that take place in classes that already meet together is the use of asynchronous electronic forums. A class can likewise, obviously, get the upsides of both by utilizing a nonconcurrent conversation discussion throughout the term with intermittent talk meetings for unique visitors or occasions.
Utilizing the campus email system to send messages to your students is the most basic but still very useful method. For huge talk courses or classes that require incessant out-of-class correspondence this technique alone can save impressive measures of time. Email records — a gathering of email addresses gathered under a solitary pseudonym, for example, "english101" or "us-overview" and frequently known as a listserve — can be especially helpful for huge classes. Members of the class may also be able to communicate with one another through lists. Somewhat more confounded and asset serious are strung conversation discussions, for example, Usenet and different online gatherings; such gatherings keep an extremely durable record of every individual's commitment so that each succeeding member can survey the whole course of a discussion and add their own commitment to it. The most planning, specialized software, and extensive instruction on chat room etiquette are required for chat sessions.
Consider the following steps before using electronic discussion tools in your classroom:
Find out if electronic discussions help you achieve your educational objectives. Students and teachers alike will need to put in a significant amount of time to use these tools, so they should only be used for educational purposes. The majority of teachers use electronic discussions to get students to think critically about the reading ahead of time, answer comprehension and factual questions as they arise, and provide some thought continuity between each week's topic.
Investigate your campus's methods and tools. On campuses in the United States, the only method with near-universal support is email. Your school's selection of additional communication tools will have a significant impact on your capacity to implement additional electronic discussion formats.
Create a unique and substantial online discussion. In these sessions, provide information that cannot be found anywhere else, or at least not as conveniently. Some of the communications that take place during office hours can be supplemented or even replaced by online discussions. They can permit an understudy who has had a discussion with you in your office to proceed with that discussion with different inquiries and thoughts as they emerge; and they can let a student communicate with you in other ways if they are unable to attend your office hours or were discouraged by a long line.
Consider specific purposes that would be very much served by electronic conversations. A web-based review session, for instance, could be created prior to an exam. You can respond to students' questions electronically by posting an answer on the Internet, which will be accessible to all of your class's students. Similar focused discussions can be organized at any point in a course.
Consider the requests of on-line conversations considering understudies' responsibility and time responsibilities. Offset any necessary support with diminished requests in different region of the course. Students will likely be reluctant or resentful of the new tasks otherwise.
Participation should be required or rewarded to prevent your online discussions from succumbing to the "empty restaurant syndrome," or becoming the preserve of a small group of computer enthusiasts. The empty restaurant syndrome is the atmosphere of failure that surrounds any place or project that receives few visitors. Even many of your most diligent students will decline participation if the instructor does not provide clear instructions regarding the significance of this activity. One particularly effective strategy is to assign one or two students to post a discussion question at the start of each week and another individual or group to write a response or follow-up message at the end of each week. Your course schedule should include online events like student presentations, debates, interactions with outside experts, and other classes.
Evaluate your students' methods and abilities. Determine whether your requirements can be met by a straightforward email address list. E-mail messages about your course are likely to be read because many students already use it for personal correspondence. Anything framework you use, you can decisively lessen understudy disarray (and tedious solicitations for help) by dispersing a point by point freebee portraying how understudies can perform such essential errands as sending letters to your group list, arriving at your course site, or utilizing a conferencing framework.
Republish interesting or provocative dialogues on the course website or in handouts with permission from the authors and in edited form. Students will be more likely to participate when their words are taken seriously in this way.
Assess accessibility issues. Students who live off campus, are unable to use technology, or have physical disabilities might need special arrangements. Find out about the campus resources that can help these groups.
Last but not least, if you want these technologies to work in your classroom, you need to regularly participate in the online discussions, just as you would in person discussions. It is necessary to keep a close eye on online discussions to ensure their intellectual utility and to emphasize the significance of proper conduct in this relatively unfamiliar setting. To ensure that students take them seriously, you must participate yourself. But don't waste time. Be careful not to start a discussion on the internet where every question is directed at you. Your participation is crucial, but you shouldn't let electronic communications overwhelm you.
PC innovation is becoming both more helpful and more practical for some fields of instructing. But just you, the educator, can decide if these techniques will demonstrate successful in your homeroom. Regardless of your decision, keep in mind that teaching elements are not fundamentally altered, but rather enhanced by technology.