MASOFAVIY TA’LIM TIZIMIDA LEARNING ANALYTICS TEXNOLOGIYALARIDAN FOYDALANISHNING METODOLOGIK ASOSLARI
Keywords:
learning analytics, o‘quv tahlili, masofaviy ta’lim, metodologiya, ta’lim ma’lumotlari, bashoratli analitika, o‘quv boshqaruv tizimi (LMS), raqamli ta’lim, pedagogik aralashuv, ta’lim sifati.Abstract
Masofaviy ta’lim tizimining jadal kengayishi va o‘quv jarayonining raqamli platformalarga ko‘chishi natijasida ta’lim muassasalari misli ko‘rilmagan hajmdagi o‘quvchi ma’lumotlarini to‘plamoqda. Ushbu ma’lumotlarni pedagogik qaror qabul qilish uchun tizimli tahlil qilish learning analytics (o‘quv tahlili) yo‘nalishining asosiy vazifasidir. Global elektron ta’lim bozorining jadal o‘sishi bu jarayonning barqaror va uzoq muddatli tabiatini tasdiqlaydi. Maqolada masofaviy ta’lim tizimida learning analytics texnologiyalaridan foydalanishning metodologik asoslari tadqiq etiladi. Tadqiqot maqsadi — o‘quv tahlilining nazariy-uslubiy poydevorini tizimlashtirish va masofaviy ta’lim sharoitiga moslashtirilgan yaxlit metodologik ramkani ishlab chiqishdir. Tadqiqot integrativ hujjatli tahlil va konseptual sintez usullariga tayangan holda 2011– 2025-yillarda nashr etilgan ilmiy manbalar, xalqaro hamda milliy rasmiy statistik ma’lumotlar va me’yoriy hujjatlarni qamrab oladi. Tahlil natijasida o‘quv tahlili sikli, analitikaning to‘rt darajasi (tavsifiy, diagnostik, bashoratli va preskriptiv) hamda yetakchi metodologik ramkalar (Greller va Drachsler, Chatti, SHEILA, DELICATE) qiyosiy tarzda umumlashtirildi va masofaviy ta’lim vazifalariga moslashtirildi; shuningdek, masofaviy ta’lim muhitidagi asosiy ma’lumot manbalari (klik-oqim, LMS loglari, baholash natijalari, xAPI/LRS yozuvlari) tizimlashtirildi. Rasmiy ma’lumotlarga ko‘ra, O‘zbekiston oliy ta’lim tizimidagi talabalar soni 2015/2016-o‘quv yilidagi 264,3 ming kishidan 2024/2025-o‘quv yilida 1 432,8 ming kishigacha, ya’ni 5,4 baravar oshgan bo‘lib, bu o‘quv tahlilini joriy etish uchun keng imkoniyat va zaruratni yuzaga keltiradi.
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