The objective of this article is the best strategies and models of distance and online education to universities in the context of modern legal education policy, tempting its effectiveness. The methodological framework of this research is based on the comparative anective of distance and online education best practices offered by some universities around the world. A full study of the technical, pedagogical and managements issus of distance education has also been provided. Based on an empirical approach, testing, evaluation and control of usability, accessibility, file and security of some techniques, and related resources have been carried out. An experimental study has also been conducted with the aim of obtaining, comparing and using certain relevant data on the attitudes, priorities and learning outcomes of law students in a traditional versus distance learning environment. The main result of the study is the design of a model of mass, open and lively distance learning and teaching that enhances the quality of university education in general and the training of law students in particular.
The comparative-pedagogical study of the systems of professional-pedagogical education both in Russia and abroad can be considered very actual, while the processes of globalization and integration influence greatly upon the transformation of the existing educational paradigm. It manifests itself both in the estimation of essential characteristics of professional-pedagogical education, as well as in the attitude towards vocational education and training (VET): thus, it is becoming more attractive for studentsfuture specialists of the labour market in accordance with the opportunity to participate in the international movement "Worldskills". Thus the problem of professional development of teachers, able to form a completely new type of a working person -creative, flexible to the changes in the globalizing world, responsible and active is of a particular importance at the present moment. The demand for results of conducted research is determined by the ability to re-think and over-estimate critically the conceptual basis of the system of professional development of teachers, to define vectors of its development in accordance with major educational trends and tendencies, to enlarge pedagogical resource of teaching and learning in the system of higher pedagogical education.
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