Russian Federation
Distance learning methods are already become an essential part of education, but their widespread use has also revealed some problems. Despite the abundance of forms, distance education cannot completely replace the classical method of face-to-face interaction between a teacher and a student. For more effective learning, distance and full-time forms should not compete, but mutually complement each other. In such a situation, the student has maximum opportunities both for obtaining information and for the most effective understanding of it. If, according to the curriculum, the number of classroom lessons is small, the remote part in the form of recorded task analyzes or explanations of methods becomes especially relevant. In this article, I propose one variant of combining full-time and remote parts of practical classes in the discipline “Computational Mathematics” for students of a technical university. Based on my experience I will consider which themes from the curriculum should be necessarily analyzed in a practical lesson, and which ones can be offered as independent work using a pre-recorded video course.
computational mathematics, distance learning methods
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