The Problem of Estimating the Teacher’s Time Spent on Preparing Digital Educational Content

Abstract

The situation with the COVID-19 pandemic and the massive transfer of elements of the educational process to electronic and remote formats have spurred the development of digital technologies and their widespread implementation in higher education. Obviously, independent work and part of the lectures will remain in digital format. The situation looks more complicated with seminars, practical, and even more so laboratory classes, but the percentage of digital technology use in them will steadily increase. The learning technology itself is becoming hybrid, multimodal, combining elements of a classical approach – classroom classes with a teacher, as well as a large percentage of distance, electronic, and online education. All this brings to the fore the problem of the formation and support of digital educational content of higher education institutions. The main problem of many electronic educational systems, including moodle, is a sharp increase in the labor costs of teachers in the preparation, placement and maintenance of digital educational content. This problem is of an international nature, the main focus of research is on the introduction of increasingly new technological solutions, but they do not always help reduce the burden on the teacher. This problem came to the fore during the COVID-19 pandemic, especially in the teaching of high-tech disciplines (IT, natural sciences, medicine, etc.). As a result, updating the methods of calculating teachers’ labor costs is required. A possible solution to this problem may be a conditional division into areas with a standard CSC, an advanced and advanced CSC level. This will allow you to control the process of increasing time (and financial) costs and introduce the most advanced technical IT solutions into the educational process. A formula is also proposed for calculating the teacher’s time spent on the preparation, development and placement of the CSC, taking into account the three levels of complexity of the CSC. The provisions of the methodological package and the information support package for teachers have been developed in order to reduce the time spent working with the COC, which will improve the quality of digital educational content.