The formation of professionally-oriented competence of high school students using video conferencing in online learning mode

Имангалиева Айнура Куралбаевна

Abstract: Nowadays, there are many telecommunication technologies that are used in training as an alternative method.  The paper describes the main features of video conferencing. Videoconferencing is one of the popular directions that can organize the educational process for high school students. The methods of formation of professionally-oriented competence in the online learning mode for high school students are determined

Key words: online training, professional competence, video conference, webinar.

      Аннотация: В сегодняшнее время имеется множество телекоммуникационных технологий, которые используется в обучении, как альтернативный метод.  В статье описаны основные возможности видеоконференции. Видеоконференция одно из популярных направлений, способных организовать образовательный процесс школьникам старших классов. Определены способы формирования профессионально-ориентированной компетенции в режиме онлайн обучения у учеников старших классов

Ключевые слова: онлайн обучение,  профессиональная компетенция, видеоконференция, вебинар.

Today, society is characterized by significant changes in social and economic life, many means of communication and communication have emerged, which requires us to set new tasks in the preparation of high school students. Nowadays, school education is fundamental, which forms students’ basic skills of socially progressive education [1].

In recent years, the search for alternative methods of education that meet modern trends has become relevant. The well-known «pandemic» of 2020, which revealed many shortcomings in the education system of Kazakhstan, forced everyone to switch to online mode. Much attention at that time was paid to schoolchildren who were going through the transition to a new system of education.

High school students faced such difficulties as:

— transition of education to remote mode;

— increased training load;

— difficulty in mastering the material.

In this regard, the methodology, approaches, and requirements for teaching high school students are changing. The restructuring of the education system to the distance mode sets its own new solutions. For training, not only the use of these applications itself is of interest, but also the formation of professionally-oriented competence of high school students in the online learning format.

Educational activities today are focused on improving the results and quality of education. In high school, education involves developing the skills and competencies of a student in the context of social, political, communicative and general cultural competencies. Such a result is focused on a long-term phenomenon, which in the future can act as a core, readiness, ability when entering a higher educational institution. Students with professional competence make them competitive and opens up many learning opportunities for them [2].

What is professional competence? Professional competence is a characteristic that reflects the business and personal qualities of the student, displays the level of knowledge, skills, experience sufficient to achieve the goal in a certain type of professional activity, as well as the moral position of the student.

Along with this, we will clarify the definition of the concept of «competence» — a set of knowledge and skills that are necessary for a student to implement effective professional training: the ability to analyze and predict the results of work, use up-to-date information about a particular industry, search for educational solutions.

To improve the professionally-oriented competence of the senior classes, the use of video conferencing is of interest. To do this, you need to turn to Internet services. Today, many programs are known in the Internet space that have opened the opportunity to go on a conference call with students [3].

During the pandemic, the Zoom video communication application became popular to use.  Zoom is a computer application that can be downloaded to both a desktop computer and a mobile device. This application was used for online classes for all high school students.

The use of videoconferencing technologies in high school, along with traditional forms of education, creates conditions for operational communication, coverage of the communication field, which increases the effectiveness of teaching at school. Videoconferencing itself is a modern communication or telecommunication service that allows us to talk, discuss and conduct training with teachers who are far from the place of residence of students in the «real-time», «online» mode. This is a form of network pedagogical audiovisual interaction between all participants of the pedagogical process through network audio-video technologies. Videoconferencing systems clearly influence the emergence of opportunities for high school students to receive vocational training using modern approaches. A significant advantage of videoconferencing is the ability to simultaneously see and hear your interlocutor on the screen with the creation of the effect of direct communication, work simultaneously with several groups of students located in different geographical locations, conduct seminars and practical classes, monitor knowledge [4,5].

Thus, we use a virtual educational space, which is designated as: a space capable of delving into the outside world, opens up its external spheres for the student by using his senses, emotional images and intellectual abilities, helps to identify the skills and inclinations of schoolchildren.

Regarding video conferencing, it allows you to bring mediated virtual communication closer to live, thereby increasing the productivity of interaction between the teacher and the student in the educational process.

In order to increase the level of professionally-oriented competence of high school students, it is necessary to comply with the requirements when conducting video conferences, which include technical, methodological and psychological and pedagogical features. These include the requirements:

— for slides and printed illustrations (contrast, layout, content, words);

— according to the content of video materials;

— to the teacher’s communication technique;

— skills of demonstration and presentation of illustrative material;

— to prepare the lesson scenario;

— according to the psychological readiness of the teacher.

For the beneficial use of videoconferencing in the educational process of high school students, it is necessary to intensify appropriate training, develop new competencies and skills of teachers in order to implement various forms of training sessions in the videoconference environment and overcome problem areas in the context of modern rationality. Practical activities, namely direct participation in videoconferences, also contribute to improving the competence of teachers [4].

One of the forms of videoconference that can form professional competence among high school students is a webinar. A webinar is an online meeting or presentation via the Internet space. The main difference between a webinar and a videoconference is its use, mainly for training. If during a regular videoconference you need to download the application to your computer or phone, which is supported via the Internet, then during a webinar to join the conference you need to enter the website address (URL) in the browser window, most often a link to go is provided [5].

The scope of webinars in teaching high school students and improving their professional competence:

• Conducting online classes with the possibility of active interaction of students;
• Inclusion of all distance learning participants;
• Conducting short-term seminars, classes;
• Conducting surveys;
• Listening to speeches with reports, protection of additional works;
• Demonstration of students’ presentations;
• Conducting extracurricular training sessions;
• Organization of collective work;
• Inviting foreign specialists to give lectures;
• Participation of students in the discussion.

Thus, videoconferencing provides various functions that enhance the competence of high school students:

• Informational and educational — provides educational information using a variety of tools;
• Communication — learning takes place in dialogue with participants of the educational process, as well as with invited guests, being in different geographical locations;
• Control and administrative — here, there are comprehensive measures controlling the level of knowledge, skills, skills.
• Professionally-oriented – a system of various activities that are carried out at school to prepare children for a conscious choice of profession.

Thus, the use of videoconferencing in teaching high school students increases the effectiveness of online education. An important result of these works is to help students to realize their inclinations, skills, which is especially important for high school students. The so-called career guidance function reveals students to better interpret their desires regarding the choice of a future profession. It is possible to organize distance learning using video conferencing when using the Zoom, MicroSoft Teams, Google ClassRoom applications, which present users with a huge range of opportunities and form a professionally-oriented competence of high school students.

List of used literature:

1 Fadeeva Y. A. The use of webinars and video conferences in the educational process // Bulletin of Science and Education. 2021. №1-2 (104).

2 Chernyshov S.A. Mass school transition to distance learning in the assessments of the local pedagogical community // Education and Science. 2021. №3.

3 Aydynbay T. Z., Shuitenov G. Z. Webinars and videoconferences in the distance learning system // Science, Technology and education. 2015. №4 (10).

4 Yamburg E. A. Incidents of the pandemic era. What are the pros and cons of distance learning // Public education. 2020. №2 (1479).

5 Zakharova I.G. Information technologies in education: Textbook for students. higher pedagogical studies, institutions. — M.: Publishing center «Academy», 2003. — 192 p.