SOCIAL COMPONENT OF DISTANCE EDUCATION IN

THE ARAB WORLD

1 Kinash N.A., Naji Abdu A.A., Trufanov A.I. (Irkutsk Technical University, Irkutsk)

2 Tikhomirov A.A. (International Academy of information, Moscow)

This paper presents a model of distance education provided in the form of three networks: technological, social and techno-social. We also plan to implement this model in Yemen with the support of the UNO.

Annotation

Introduction

Modern society needs new forms of education, providing the growing demands for educational services. Distance Education (DE) allows us to remove the spatial and temporal scopes of traditional education, allowing the process to involve more students productively to check and assess their knowledge (different programs, testing, etc.).

Some opportunities are opened in front of the trainees such as entry to previously inaccessible universities.

Courses of distance education are especially important for students with disabilities in areas geographically distant from universities and as well as for the women.

These systems, on the one hand, assume active participation of students in training programs, collaborative learning communities, on the other hand, they should provide maximum flexibility to students to dissolve these often conflicting to dissolve these often conflicting objectives innovate with networked learning. objectives innovate with networked learning.

All these help to realize the right to education.

Arab world collectively decided to name the Arab countries of the Middle East and North Africa, as well as members of the League of Arab States and the countries of East Africa with Arabic as an official.

The Arab world consists of 23 countries with a total population of about 350 million people and a total area of approximately 13 million square feet. km, which determines its second largest after Russia geo-linguistically unit in the world[5].

Problems of developing of the distance education in the Arab world are more interesting and important to consider the examples of countries with a low GDP (Gross domestic product - GDP), such as the Republic of Yemen.

Map of Yemen

According to historical data in Yemen, until 1917 there were schools that were attached to mosques. The education system began to emerge only in the early 20's of the XX century, where the students have been studied, along with religious subjects, basic arithmetic, geography and foreign languages.

After the revolution of 1962, a significant number of schools, institutes, colleges and universities were built. At the present stage, the use of the experience of other countries in the field of distance education leads us to avoid useless attempts and avoid repeating mistakes.

Modern schools in Yemen

Photos of Sana’a, Aden, UST and Hadramout universities -Yemen

The basis of this experience is an experiment to combine distance learning with traditional full-time.

At the same time appealing to the distance education was the result of attempts to significantly improve the public education of the people and reduce illiteracy.

While number of graduated Yemenis in high schools is 200 thousand per year, universities are taking no more than 40 thousand students[1].

And so that the implementation of distance education can reach ten thousands of citizens, giving them the opportunity to receive higher education.

The government of the Republic of Yemen is seeking to use the experience of other countries in all areas of life, especially in the field of education, which gives the public an opportunity to identify new approaches to dissolve a number of pressing problems in a particular area.

The government is carefully studying the positive and negative results of the other states, analyzes the various forms of education in many countries around the world and aims to develop the most appropriate and effective.

Certainly, the development of new ways of learning is closely linked to changes in politics, ideology, economics, social and cultural life of the community, on the one hand, and on the other stimulates the development and implementation of information and communication technologies.

Paying attention to that, the government of the Republic of Yemen has formulated a national policy on the introduction of distance education at various universities in the country.

This policy is currently in need of active incarnation of its life through social and technical tools, which in turn, requires a clear understanding of the application of these tools: social and technological.

Methods. For the analysis of the social component of distance education, we used two methods:1) construction of network models of distance learning in Yemen (a reflection of social and technological components);2) the use of a reflexive approach[5].

Prospective network theories don’t depend on only a single isolated networks, but also with their combinations.

Once the established networks terminology does not have a known definition, different authors called such objects composite, multi-layered, inter-dependent networks, multiplex or multiplex networks.

Basically, a model, drawing a clear separation of the interaction sites in the multiplex:a) connection - within the network;b) dependence - the interaction between the nodes of different networks.

For example, in [4] regular dependents are considered on each other lattice is a variant of network technology (e.g. computer-electric), and imposed restrictions on the spatial interaction. It is noteworthy that in this model, a node failure in some of the networks (A or B) is to refuse him a pair of interlocking lattice site.

In this paper, to build a network model we used stem network (or CNL [3]).

Social networks can be represented as in [2] as a multi structure of several interdependent networks, taking into account the different types of social relations in which the individual is involved (as the following figure).

Stem model of distance education network of the Republic of Yemen

Building a stem network of distance education is the main aim to demonstrate how the social network topology and the effect of technology on social networks, in fact their relationship. These representation facilitates are extensive study of the social aspect of distance education.

Principal Findings

So that, stem model of distance education allows dissolving problems of reliability and stability of the system.

Using known mathematical techniques can calculate the most important nodes of the network, disabling that will lead to the collapse of the entire system, and as a result, raise the question of strengthening them. Speaking about the vulnerability of nodes, it is not just about terrorist attacks, riots and civil unrest, but also on natural disasters and the interference of other countries in the sovereign affairs of states.

Sample of attacker on a supposed network

So that due attention to this network model of distance education as part of the social model can predict and implement actions to strengthen social stability.

Pictures of some natural disasters

The use of reflective approach we are considering a web-based interaction reveals deeper social and technological components, focusing on new approaches and models of construction of distance education. So that the interlayer reflection in the networks can be interpreted as a direct response to one of them to change to another.

Types of interpretation of distance

learning

For example, if the communication between teachers and students use of the traditional snail mail as a technological network layer of the stem - the social layer will look like a single image. Other social networking layer is formed, if the Internet is used for communication.

Kinds of social computing systems

On the other hand, the new interaction in a social network component of the stem may require the introduction of new technological solutions: The right power, communications, etc., which stimulates technological change component of the network.

Sample of cloud networks computing system

Conclusion

- The stem networks model is a new and effective tool for the study of the social component of distance education;

- Model in a simple and understandable form shows the main types of interaction (social, technological, their relationships, etc.) in the system, and also provides a number of opportunities to assess the reliability, security, and predict the development of systems of distance education.

- Reflective view clarifies the mutual understanding of technological and social aspects of distance education.

- Comprehended by modern scientific approaches of implementing distance education in the Arab countries will contribute to social stability and economic prosperity of this complex region.

Conclusion (continuation)

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