Implementación de un enfoque diferenciado a la organización del aprendizaje a distancia

The widespread practice and results of the introduction of distance learning in several countries prove its economic efficiency. In this article, the authors consider the possibilities and advantages of using a differentiated approach in the practice of distance learning at a university. The article describes the pedagogical experience of structuring distance learning in the form of a new educational model - a block-modular system used by teachers in the practice of higher education. The authors argue that such structuring ensures the integrity of the perception and presentation of educational material, contributes to a better mastery of the discipline, provides the ability to build personal educational trajectories of students and identifies the following principles: flexibility, individualization, modularity, differentiated form of control..La práctica generalizada y los resultados de la introducción del aprendizaje a distancia en varios países demuestran su eficiencia económica. En este artículo, los autores consideran las posibilidades y ventajas de utilizar un enfoque diferenciado en la práctica del aprendizaje a distancia en una universidad. El artículo describe la experiencia pedagógica de estructurar el aprendizaje a distancia en forma de un nuevo modelo educativo: un sistema modular de bloques utilizado por los docentes en la práctica de la educación superior. Los autores sostienen que dicha estructuración garantiza la integridad de la percepción y la presentación del material educativo, contribuye a un mejor dominio dela disciplina, proporciona la capacidad de construir trayectorias educativas personales de los estudiantes e identifica los siguientes principios: flexibilidad, individualización, modularidad, diferenciación forma de control

Implementation of a Differentiated Approach to the Organization of Distance Learning

The widespread practice and results of the introduction of distance learning in several countries prove its economic efficiency. In this article, the authors consider the possibilities and advantages of using a differentiated approach in the practice of distance learning at a university. The article describes the pedagogical experience of structuring distance learning in the form of a new educational model - a block-modular system used by teachers in the practice of higher education. The authors argue that such structuring ensures the integrity of the perception and presentation of educational material, contributes to a better mastery of the discipline, provides the ability to build personal educational trajectories of students and identifies the following principles: flexibility, individualization, modularity, differentiated form of control.

Implementation of a Differentiated Approach to the Organization of Distance Learning

The widespread practice and results of the introduction of distance learning in several countries prove its economic efficiency. In this article, the authors consider the possibilities and advantages of using a differentiated approach in the practice of distance learning at a university. The article describes the pedagogical experience of structuring distance learning in the form of a new educational model - a block-modular system used by teachers in the practice of higher education. The authors argue that such structuring ensures the integrity of the perception and presentation of educational material, contributes to a better mastery of the discipline, provides the ability to build personal educational trajectories of students and identifies the following principles: flexibility, individualization, modularity, differentiated form of control..La práctica generalizada y los resultados de la introducción del aprendizaje a distancia en varios países demuestran su eficiencia económica. En este artículo, los autores consideran las posibilidades y ventajas de utilizar un enfoque diferenciado en la práctica del aprendizaje a distancia en una universidad. El artículo describe la experiencia pedagógica de estructurar el aprendizaje a distancia en forma de un nuevo modelo educativo: un sistema modular de bloques utilizado por los docentes en la práctica de la educación superior. Los autores sostienen que dicha estructuración garantiza la integridad de la percepción y la presentación del material educativo, contribuye a un mejor dominio de la disciplina, proporciona la capacidad de construir trayectorias educativas personales de los estudiantes e identifica los siguientes principios: flexibilidad, individualización, modularidad, diferenciación forma de control

Combined SANS and SAXS study of the action of ultrasound on the structure of amorphous zirconia gels

In the present work, we have studied for the first time the combined effect of both sonication and precipitation pH on the structure of amorphous zirconia gels synthesized from zirconium(IV) propoxide. The techniques of small-angle neutron and X-ray scattering (SANS and SAXS) and low temperature nitrogen adsorption provided the integral data on the changes in the microstructure and mesostructure of these materials caused by ultrasonic (US) treatment. Amorphous ZrO2·xH2O synthesized under ultrasonic treatment was found to possess a very structured surface, characterized by the surface fractal dimension 2.9–3.0, compared to 2.3–2.5 for the non US-assisted synthesis, and it was also found to possess a higher specific surface area, while the sizes of the primary particles remain unchanged

Combined SANS and SAXS study of the action of ultrasound on the structure of amorphous zirconia gels

In the present work, we have studied for the first time the combined effect of both sonication and precipitation pH on the structure of amorphous zirconia gels synthesized from zirconium(IV) propoxide. The techniques of small-angle neutron and X-ray scattering (SANS and SAXS) and low temperature nitrogen adsorption provided the integral data on the changes in the microstructure and mesostructure of these materials caused by ultrasonic (US) treatment. Amorphous ZrO2·xH2O synthesized under ultrasonic treatment was found to possess a very structured surface, characterized by the surface fractal dimension 2.9–3.0, compared to 2.3–2.5 for the non US-assisted synthesis, and it was also found to possess a higher specific surface area, while the sizes of the primary particles remain unchanged

Effect of Hydroxyl-Containing Fragments on the Structure and Properties of Membrane-Forming Polyamide-Imides

The structural features and thermophysical and transport properties of dense nonporous membranes of the casting type from (co)polyamide-imides synthesized by the polycondensation of the diacid chloride of 2-(4-carboxyphenyl)-1,3-dioxoisoindoline-5-carboxylic acid and diamines 5,5′-methylene-bis (2-aminophenol) (DADHyDPhM) and 4,4′-methylenebis(benzeneamine) (DADPhM), taken in molar ratios of 7:3, 1:1, and 3:7, have been studied. The effect of hydroxyl-containing modifying fragments of dihydroxy diphenylmethane introduced in various amounts into the main polymer chain on the pervaporation properties of the formed films is discussed. It has been shown that the presence of the residual solvent N-methyl-2-pyrrolidone in the films not only has a plasticizing effect on the characteristics of film membranes but also promotes the preferential transmembrane transport of polar liquids, primarily methanol (permeation rate over 2 kg for a copolymer with a ratio of DADHyDPhM:DADPhM = 7:3). The removal of the residual solvent from the polymer film, both thermally (heating to 200 °C) and by displacement with another solvent as a result of sequential pervaporation, led to a significant decrease in the rate of transfer of polar liquids and a decrease in the selectivity of the membrane. However, the dehydrocyclization reaction resulted in more brittle films with low permeability to penetrants of different polarities. The results of our comprehensive study made it possible to assume the decisive influence of structural changes in membranes occurring in connection with the competitive formation of intra- and intermolecular hydrogen bonds