ASYNCHRONOUS AND SYNCHRONOUS MODELS OF ONLINE EDUCATION AT THE PRESENT STAGE: THE EXPERIENCE OF RUSSIA AND CHINA
The understanding of synchronous and asynchronous models of online learning at the present stage is presented. Interpretations of key terms (synchronous, asynchronous, diachronic) have been clarified. A brief excursion into the evolution of these models in cultural and historical circumstances is given, their typical characteristics are summarized. Synchronous and asynchronous models of online education are considered through the prism of a new picture of the world, a new perception of space and time in the context of information and digital technologies. The main models of learning are presented from the point of view of a combination of spatial and temporal characteristics in them, their key qualities are characterized. The main characteristics of the synchronous organizational model of online learning used in Russia and China are given, their strengths and weaknesses are presented, the main factors affecting the effectiveness of training are given: the level of organizational and technological support and professional knowledge of it, the degree of direct interaction of the main subjects of the educational process, the main mechanisms for achieving the effect of presence. A classification of the main groups of the teaching corps in relation to various models of online learning is proposed.