With the growth of energoosnaschennosti modern facilities and increases the risk of fires and fire situations, due to the risk to human life and calls for a new integrated approach to fire safety. Education on fire safety of employees of enterprises associated with certain difficulties: the nature of the work, remoteness from the center of training, material, household, economic problems listeners when leaving for a long period of training. In this situation, the most appropriate form of education is distance learning without departing from the places of residence and work. The distance education is perceived positively by managers and specialists of distance education, as it leads to a decrease in the cost of initial training and further training of the staff, by saving on rent and equipping of classrooms, staff salaries, travel expenses, and more over.
Since training in fire safety must pass all managers (owners) of the company, and senior specialists, persons designated responsible for fire safety, as well as doing work with high fire danger, before the self-performance of work, the procedures for carrying out testing of the blended learning of training program continuing professional education «Fire safety» was held with the participation of the various categories of students. [1]
Study groups were formed of specialists who hold various positions in educational and research institutions of different kinds: Russian Academy of Sciences, institutions, educational administration, vocational training institutions, educational institutions, pre-school educational institutions. In addition, undergo training in fire safety experts recommended that some of its Ministry of education, science and innovation policy of the Novosibirsk region.
Developed two training programs: program 1 – for managers, professionals education (academic) institutions, persons responsible for fire safety in enterprises, and the program 2 – training of teacher discipline «Safety» in the field of fire safety.
For the best understanding of training material for group enrolled in programs DPO «Fire safety» we proposed to use a combined form (model) training that combines full-time training and education in distance mode. Blended form of learning allows you to combine the opportunities of the traditional educational process and the benefits of information and communication educational technologies to work remotely. [2]
Directly to the implementation of training on problems of human security in the framework of research work was created site distance learning to «Integrated security», which has 7 sections – fire safety, electrical safety, ecological safety, environment safety, information safety, etc. and placed on the NSTU website at http://kb.edu.nstu.ru. The paper presents the results of testing training program blended model continuing professional education «Fire safety» was created as part of the institute of distance learning NSTU Center for distance learning «Integrated security» [3].
The organization of blended learning
In accordance with the selected model training students invited to participate in the opening and final sessions in person, that is, direct «face to face» with the teacher, as well as four distance seminars, with the bulk of the educational information presented to students in the form of a set of e-learning materials available in multiplayer mode with the student’s personal page. The purpose of distance seminars conducted in off-line mode, the systematization of knowledge and control of the educational process of students, derived from independent work with the materials of the course modules, regulatory documents, etc. The seminar will take-away no more than 1–2 issues. Distance seminars contribute to the formation of group work skills, the development of non-verbal communication (the ability to read and interpret visual information, to express their views in writing connected), and in addition there is the possibility of additional direct contact with the teachers of the course and the group in the process of communicative interaction.
Education in distance mode is organized with the use of e-learning environment to the Training center distance learning, developed by a group of technical support of Institute of distance education NSTU. Structure of the software and hardware of distance learning can be represented in the form of two interconnected parts: the site «Integrated security» and distance learning system. In Institute of distance education NSTU successfully implemented family of products, known DiSpace. DiSpace – this is a family of software systems used to support distance learning at the level of planning and organization of the educational process. All software products family DiSpaceare web based applications: to work with, a user needs only a web browser (Internet Explorer, Mozilla Firefox, Opera or any other). E-learning environment DiSpace allows the learner to organize the work of the iimplementation, storage and sending of individual tasks the teacher of the course, to be tested in an electronic form, contact with teachers and tutors of the course.
In developing the training complex program continuing professional education «Fire safety» took into account that e-learning materials should include the mandatory sections of the course that has been done in the framework of the research work on all modules of the program «Fire safety» [4]. Forming groups was carried out on the basis of registered applications and issued orders to the enrollment of students according to individual trajectories for selected programs, taking into account the modules included in the core of the course modules and the variable part of the program.
The proposed modular approach structuring e-training course into account the
requirements for e-learning materials:
– the clarity of the division of educational material into its component parts (modular course);
– the uniqueness of the selection of appropriate forms and means of presentation of each module;
– ease of selection of educational material for different categories of students by removing or introducing additional units of the variable part.
Modular technology enables individual learning paths: on the content of training, the level of self-reliance, on the methods and techniques of training, according to the methods of control and self-control, and, in the end, in the rate and timing of learning. The goal of modular training is to help develop students’ independence, their ability to work with the individual methods of elaboration of training material [5].
The authors of the developers were formed individual trajectories of students with the inclusion of mandatory educational modules that made up the «core» course for programs 1 and 2, as well as modules that students choose at its discretion, the socalled «elective «part of the training programs: for the program 1 – at least 3 modules; for the program 2 – at least 4 modules.
Conduct introductory classes full-time with a parallel translation in the form of a webinar
Introductory webinar conducted in full-time mode and simultaneously recorded as a video file for viewing in the electronic learning environment at a convenient time for students. The webinar includes an explanation of the course supervisor / tutor of the e-learning environment in the Training center, the forms of interaction with teachers and tutors. The second part of an introductory webinar consisted answers questions from the teacher of the course learning about the requirements for the implementation of tasks, characteristics of control measures. The final part was devoted to familiarize students with the rules of fire safety conditions in the Russian Federation.
After following a full-time meeting should provide students access to teaching materials according to the program and the choice of variant modules, and begins his own learning (self-study modules e-training course), sending learners assignments in modules for checking the teacher and their participation in the distance seminars of the Center.
Students were responsible for their successes were relatively free to choose the pace of work (all within the period of study). Students are also able to exercise self-control quality learning material modules, using the capabilities of the software environment (providing the ability to test the knowledge). For the learning process was characterized by the predominance of independent work of students («spare time»), the reduction of direct contact with teachers, and therefore the interaction of students with the teacher was based on the analysis of the most significant and complex issues digestible module.
Analysis of satisfaction of students after training the course
During the implementation of training special attention was paid to the issue of the quality of e-learning in the form of a combined ESP Center to «Integrated Security».
To assess the quality of the learning process and the work of teachers used the model of quality management developed by the European Foundation for Quality Management EFQM. Under this model, the issue of quality of education is viewed in terms of meeting the needs of learners and the quality of education provided by the constant monitoring and improvement of the educational process. This model is implemented in the evaluation of the quality of the NSTU in recent years [6]. Process quality blended learning program «Fire Safety» was determined in accordance with the process approach through the quality of the regulatory framework, the quality of the educational process conditions, the quality of teaching and the quality of the results. The regulatory framework includes tools, procedures, controls and methods of data processing.
The results were evaluated as learning achievements of students on modules, their satisfaction with the program. Obtained at different stages of the project to analyze and use information for management decision-making on adjustment of the «standards» of quality, environment and learning process.
After training the authors formed indicators and quality criteria developed tools (questionnaires) and selected methods of analysis and presentation of results according to the selected model quality assessment [7]. Analysis of satisfaction with the results of training conducted during the experiment for each of the target groups of learners. For the indicators used in the questionnaire of the experiment was calculated expectation m and standard deviation (S) for each of the indicators. To evaluate the differences of opinions of students Wilcoxon test was used. It was found that differences of opinion for different target groups is not significant, however further survey data were analyzed independently by the target group.
The results of processing the preference learning form shown in Table 1.
Table 1
|
Preferred forms of learning Study mode |
Percentage of students who have expressed their preference,% |
Percentage of students who recommend the form of training,% |
|
Intramural |
10 |
10 |
|
Distance |
40 |
40 |
|
Blended |
60 |
60 |
According to the results of Table 1 shows that the majority of students preferred the combined form of study. The motivation for this choice was that this form allows you to directly communicate with the teacher and other students to discuss the pressing issues of complex, while providing opportunities to learn «anywhere» and «anytime».
The summary table 2 shows the results of a survey of students on the above parameters.
Table 2
|
Summary table of the results of the survey on all counts № |
Indicators |
m |
S |
|
The information content of the program |
|||
|
1 |
Actuality |
3,50 |
1.17 |
|
2 |
The practical orientation |
5,83 |
0.28 |
|
3 |
Systematic |
4,50 |
0.56 |
|
The quality of e-learning materials |
|||
|
4 |
Availability |
4,17 |
0.56 |
|
5 |
Completeness |
4,33 |
1.33 |
|
6 |
Ease of implementation e-learning materials |
4,83 |
1.22 |
|
Teacher training activities |
|||
|
7 |
The objectives and content of the program’s expectations of students |
5,50 |
0.50 |
|
8 |
The use of active forms of learning |
4,83 |
0.67 |
|
9 |
The involvement of students in the learning process |
2,73 |
1.22 |
|
The quality of e-learning environment |
|||
|
10 |
Functional completeness |
5,67 |
0.44 |
|
11 |
Working with the test |
5,33 |
0.67 |
|
12 |
Simplicity (ease of) communication with all members of the educational process |
5,67 |
0.44 |
|
13 |
Usability Interface |
5,50 |
0.67 |
Analyzing the data summary table, it can be concluded that, in general, at the rate of «Fire Safety» results of the study are high and students are satisfied with the proposed form of the learning process.
Particularly noteworthy are the lower results in terms of «relevance» (3.5), «The involvement of students in the learning process» (2,73).
After analyzing the data for program managers were given training possible explanations for this fact, and formed recommendations for improving the quality of the learning process for the blended form:
1. The proposed program in theoretical materials were somewhat familiar to learners, carrying informative and may therefore have been assessed as less urgent. On this fact the authors of programs on fire safety recommendations were made to supplement the course e-training materials «Fire Safety» specific examples of practices that would make them more relevant and useful. In addition, practice-based learning affects more effective assimilation of skills.
2. Requirements of the modern labor market lead to the need to improve the techniques and methods of training and retraining of specialists of different levels of the program as higher vocational training and continuing professional education. Low estimate of the indicator «The involvement of students in the learning process’ may be due to the insufficient use of modern educational technology e-training materials, active learning, for example, case technology, simulators, computer simulations that involve students in the learning process.
Accordingly, the developers of the program were given recommendations to complement and expand the e-learning materials that have been presented, mostly in the form of text and multimedia resources. For example, in conjunction with programmers to develop simulation models – exercise equipment for fire safety.
Summing up the results of testing training in a combined model
After summarizing the results of testing training program combined model continuing professional education «Fire Safety» and the following conclusions were reached:
1. Accordingly, the obtained data shows that the majority of students accept and prefer the combined form of study.
2. It was noted that the use of modular technology of forming training programs with a choice of elective modules of the program provides the organization an individual trajectory for the learning and use of the combined model improves the quality of training.
Along with a positive experience, marked by certain drawbacks, it is avoidable.
1. So, it was noted that the majority of students have postponed testing last week, referring to employment for work. For the future, it is appropriate to set target dates for which students should master the set amount of material to study, report the results of tests and assignments.
2. Revealed that students must possess confidence skills with a personal computer and the ability to navigate the Internet – a medium.
3. The necessity of additions e-training materials program continuing professional education «Fire Safety» materials using active and interactive teaching methods.
However, during the final events of the «round table» students welcomed the proposed form of training and expressed a wish to implement training in combined form for continuing professional education programs on occupational safety and protection in emergency situations, providing anti-terrorist security.
References:
1. Order of the Ministry of Emergency Situations of the Russian Federation of 12.12.2007 № 645 «On approval of the fire code», Training for the fire safety of workers organizations.
2. Kazanskaya O. V., Andryushkova O. V. Technology combined training // Prof. textbook. – 2008. – № 4 (14). – P. 26-29.
3. Advances in technology combined (distance) learning in the field of integrated security managers, officials and specialists in the field of education [text]: research report (latest) / Novosib. state tehn. univ. ; hands : S. M. Korobeynikov ; executed : S. M. Korobeynikov, V. Popov, O. V. Andryushkova, G. B. Parshukova, M. V. Legan, S. G. Yun, O. V. Kazanskaya, T. A. Yatsevich, M. E. Ilyin, M. A. Gorbunov, E. A. Perfil’ev, A. J. Korobenkova. – Cipher : 2012-08.708-50-056 ; № GR 01201256087. – Novosibirsk, 2012. – 173 p.
4. The implementation of e-learning program CPE «Fire Safety» / M. V. Legan, O. V. Andryushkova, M. E. Ilyin, S. G. Yun // Distance and virtual learning. – 2012. – № 7. – P. 20-29.
5. Tretyakov P. I., Sennovskaya I. B. Technology modular training. – M., 2007.
6. Nikitina N. S., Nikolaeva N. V. Monitoring and evaluation of the quality of education. P. 2. The monitoring methods. Education Quality Management in Education : A Training Manual. – Novosibirsk : Novosib. state techn. univ. – 2008. – 60 p.
7. Nikitina N. S., Nikolaeva N. V. Monitoring and evaluation of the quality of education. P. 1. The monitoring methodology : studies. allowance. – Novosibirsk : Novosib. state techn. univ. – 2008. – 32 p.