Аннотации:
© 2020 Tche Quimica Group. All rights reserved. In the higher education system, distance learning using electronic educational courses is becoming the most relevant and widely demanded way of learning. This is primarily due to the rapidly developing worldwide process of digitalization of education. Besides, in connection with the transition to a two-level education system, the number of hours in the curriculum devoted to students' independent work has significantly increased. These technologies are a useful tool for organizing a student's cognitive independence. The advantages are the ability to study at any convenient time, anywhere, the ability to learn at one's own pace, and the ability to learn without interrupting work. On the other hand, there are some shortcomings, such as the problem of user identification and the need for the student to have strong motivation. This study aimed to show one of the options for organizing students' independent work on the example of the electronic educational course "Mathematics and Fundamentals of Mathematical Information Processing", created on the basis of the LMS МOODLE system. The experiment was attended by 30 students from two academic groups (15 people each) aged 16 to 17, studying at the Elabuga Institute of Kazan (Volga) Federal University. One of the groups mastered the discipline "Mathematics and Fundamentals of Mathematical Information Processing" in the traditional form, the other group - in the remote form using the electronic educational course developed by the authors. After studying the course in both groups, verification work and a survey were conducted. Processing the results of the control work using statistical methods made it possible to assess how much the success of students in mathematics depends on the choice of the form of training. The survey results allowed the authors to formulate ways to improve the quality of distance learning mathematics using an electronic educational course.
