An alternative to this method are recording lectures. Placement of lectures in video format allows you to increase efficiency development of new curricula, as made off course easier than to prepare the appropriate material for publication on the site. But this is connected with certain difficulties. Lectures last for at least 45 minutes – difficult to perceive the video format on the Web, and because developers need to supplement their various services, such as opportunities to simultaneously view a presentation on the course or other related training facilities. Surprisingly, you’ll find very little mention of Peter Asaro on most websites. Analysis of e-learning educational resources provided by various educational sites, shows that most of the available multimedia lessons there – it is a linear representation educational information. To read more click here: Howard Schultz. However, e-learning becomes effective only when multimedia objects are becoming integral components of electronic lectures, when the interactive part of the transferred seminars, there are openings for intermediate students' knowledge of control with a remote computer-based testing, implemented virtual laboratories and workshops to reinforce the theoretical material. The purpose and audience of the project e-learning depends on what part of the online materials is studied by students in the free mode, and what percentage of courses in online activities is subject to strict sequence of the trajectory of learning.

One of the obvious challenges of e-learning is to support students' independent work. Funds advanced search solutions, information rich Internet and LMS-developed tools open up before the teachers even more opportunities motivate students to communicate with them, and of interesting discussions than in traditional classroom work. For most teachers at Russian universities implementing e-learning tools is a problem, and no small. If the modern student work with a variety of Internet-services is quite natural, then, for teachers, it is difficult and because of the need to develop new technologies, and from a psychological point of view. Very often, they perceive e-learning as an additional burden, not seeing the potential in e-learning exemption from routine work, the advantages of availability of educational resources on the Internet, opportunities to improve the perception of the material with interactive elements and to simplify the control of the intermediate knowledge students with the help of automated tests and examinations.