WEBINAR AS AN INTERACTIVE NETWORK TRAINING LESSON (ON THE EXAMPLE OF THE DISCIPLINE “SPECIALIZATION: INTERNET, TELEVISION”)

Abstract

The specifics of the educational process in the conditions of distance studying, the specifics of the use of tools, and services that will help to create quality educational content are considered. Emphasis is placed on the autonomy of choice of methods, tools, platforms, interactive technologies for the implementation of a full-fledged educational process and analyzes the possibilities of their use in Ternopil National Pedagogical University named after Volodymyr Hnatyuk. The choice of presentation of individual educational and research tasks in the discipline "Specialization: Internet, Television" of students majoring in "Journalism" in the form of webinars is substantiated. Scientific approaches to understanding the concept of "webinar" are presented. The basic rules of preparation and holding of the webinar are defined. The focus is on the technical features of webinars. Types of webinars are considered: educational webinar, information webinar, webinar-training, consulting webinar (webinar-support), consulting webinar (webinar-support). The activity of participants in the educational process in the online environment is divided into two groups: asynchronous and synchronous. Peculiarities of conducting the author's webinars by fourth-year students of the Department of Journalism of TNPU are determined. The topics of INDZ, the content of reports, features of creation of presentations, and the used technical programs are characterized, the positive and negative parties in carrying out and the organization of webinars by each speaker are allocated. The importance of interactivity between participants of the online lesson is noted. The focus is on the advice and recommendations of higher education students on the use of such forms of education in the educational process. It is stated that in the process of learning with the use of distance technologies the center of gravity moves from the teacher to the student. The role of the teacher as a facilitator who provides support to students helps to solve methodological and methodological problems is outlined. It is determined that learning with the use of distance technologies opens students access to non-traditional sources of information, increases the efficiency of independent work, provides new opportunities for creativity, consolidation of professional skills. Emphasis is placed on the implementation of new forms and methods of teaching to ensure active interaction between participants in the educational process.