THE IMPORTANCE OF INTERNET TECHNOLOGIES IN THE IMPLEMENTATION OF DISTANCE EDUCATION

Аннотация

This article discusses the integration of internet networks and educational platforms into the educational process, highlighting their advantages and challenges. It is projected that the traditional form of education will gradually transition into a new innovative model based on information and communication technologies. Additionally, the role and significance of the internet in this field, as well as the acceleration of the shift to online education due to thepandemic, are examined. Keywords: Pandemic, distance education, internet, MOODLE, HEMIS, Kundalik.com, ZiyoNET, online. Although internet networks emerged in Uzbekistan in the 1990s, their integration into the educational process began in the 21st century. The introduction of modern information and communication technologies into education led to the creation of a new form of education— distancelearning—alongside traditional teaching methods. The widespread implementation of internet technologies in the education system primarily aims to address existing challenges. On January 9, 2018, a meeting chaired by President Sh. Mirziyoyev instructed officials to reduce internet prices, increase connection speeds at least fourfold by 2020, and bring them to the level of CIS countries[1]. These directives yielded results in subsequent years. On September 5, 2018, the President signed Decree PF-5538[2], "On Additional Measures to Improve the Management System of Public Education." This decree emphasized the widespread adoption of modern ICT in educational management, achieving transparent public oversight, ensuring connectivity for all institutions, creating accessibledatabases, and implementing an electronicrating system forperformance evaluation. Today, 307 educational websites and 55 scientific websites are operational[3]. Internet integration into education accelerated significantly after March 2020 due to the pandemic. On March 15, 2020, quarantine measures were imposed nationwide. To prevent disruptions, remote learning mechanisms—including TV lessons, video lectures, and online classes—were launched starting March 30. Distance technologies were introduced during the pandemic, enabling online education for 7 million students and 500,000 university students across 10,000+ institutions. This new mechanism ensured the continuity of learning during quarantine. Global experts acknowledge that strict pandemic measures created new opportunities for education, including higher education[4].Specialists noteboth positiveand negative impacts: PositiveOutcomes: Accelerated Development: Online education advanced the system by at least 10 years. Notably, a 2018 THE (Times Higher Education) report predicted elite universities would transition onlineby2030—a process expedited byCOVID-19. Enhanced Digital Skills: Educators of all ages developed or improved skills in using educational platformsand delivering distance education. page985 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue06,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai International Collaboration: Universities intensified partnerships with leading global institutions through online conferences and webinars. Platforms like Zoom provided unprecedented flexibility, equipping both teachers and students with new competencies. Access to Learning Resources: Distance education facilitated foreign language learning and ICT courses. Mosteducational courses (97%) shifted online, reaching broaderaudiences. Challenges: Lack of Preparedness: The country was unprepared for the transition. Insufficient teacher training led to issues in quality, organization, and regional connectivity. Video lectures often fell short of the 80-minute standard due to low internet speeds and limited student data plans. Teachers needed to adapt content to 20–30-minuteformats. Connectivity Disparities: Students in remote areas faced unstable internet, reducing participation in Zoom sessions to 20–25% ofattendees. Device Shortages: Most families shared one device, requiring studentsto queue foraccess. Reduced Interaction: The lack of face-to-face communication diminished engagement efficiency. Prospects forDevelopment: Distance education can operate synchronously (real-time) or asynchronously. Both require reliableinternet[5].Future improvements depend on: Enhancing platforms like Moodle with user-friendly features through collaboration between educators and IT specialists[15]. Integrating platforms with mobilenetworks to offer free/discounted dataplans forstudents. Current Platforms: During the pandemic, universities used Moodle; now, all higher institutions use HEMIS under the credit-module system. Per the Minister of Public Education’s Order No. 284 (September 6, 2021)[6], the Kundalik.com platform was rolled out in 6,028 secondary schools. It digitizes grading, ensures transparency, and reduces paperwork. However, parents can only view their ch