EFFICIENCY CRITERIA AND CONTROL IN DISTANCE LEARNING

Theoretical and methodological analysis was made of efficiency criteria and control specificity in distance learning. It is shown that the distance learning efficiency can be measured more precisely than the traditional learning efficiency due to accounting of the actual learning time, of the level of cognitive interests, dynamics of formation of the generalized method for solving certain class problems, level of motivational value of instruction, and determining efficiency of the instructional system for each student. The extent to which the remote instructional goals are attained, can be determined through analyzing the process of instructional problems solving, the dynamics of psychic properties development on macro- and micro-level, and through supervising of the dynamic student model. In the distance technologies of development that were elaborated by the authors, attainment of remote instructional goals is not the side effect, but the direct product of instruction. The authors elicited the relationship between learning efficiency and the used instructional technology.