Abakumova I., Bakaeva I., Grishina A., Dyakova E. (2019). Active learning technologies in distance education of gifted students, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(1), 85-94 www.ijcrsee.com 85 1. INTRODUCTION In modern psychological and pedagogi- cal studies, the topic of informatization, high technologies, computers, Internet in the life of society is actively discussed. Various interac- tive resources, media, distance and mass on- line courses, which are used to organize the training, are widely distributed in the educa- tional system. Online resources are introduced into the traditional educational process as tools for organizing independent activities of students, filling the academic discipline with new and up-to-date information, implement- ing automated or centralized control. In other systems, distance education (DE) completely replaces the traditional one. ICDE studies show that the current trend is the expansion and deepening of the open and distance education quality throughout the world. Priority tasks are: • creation of favorable structures for open education (OE) at all levels; • stimulating the use of Open Educa- tional Resources (OER) - Open educational resources - publicly funded educational re- sources; • development of international struc- tures for the qualifications confirmation; • adoption of the quality standards, recommendations and assessments for open, online and distance learning, to improve the quality of distance education, and to devel- op innovative approaches to the learning out- comes evaluation (Ozhgibesova N. and Che- lyadinova O.,2014). Accordingly, the psychological and methodological foundations of interactive ACTIVE LEARNING TECHNOLOGIES IN DISTANCE EDUCATION OF GIFTED STUDENTS Dr. Abakumova Irina, Corresponding Member of Russian academy of education, Don State Technical University, Rostov-on-Don, Russian Federation E-mail: abakira@mail.ru Dr. Bakaeva Irina, Southern Federal University, Rostov-on-Don, Russian Federation E-mail: iabakaeva@sfedu.ru Dr. Grishina Anastasia, Don State Technical University, Rostov-on-Don, Russian Federation. E-mail: avgrishina.sfedu@gmail.com Dr. Dyakova Elena, Rostov State Transport University, Rostov-on-Don, Russian Federation E-mail: evdyakova.rgups@gmail.com Corresponding Author Dr. Grishina A., Don State Technical University, Rostov-on-Don, Russian Federation. E-mail: avgrishina.sfedu@gmail.com This work is licensed under a Creative Commons Attri- bution - NonCommercial - NoDerivs 4.0. The article is published with Open Access at www.ijcrsee.com A R T I C L E I N F O Original Research Received: February, 14.2019. Revised: March, 22.2019. Accepted: April, 06.2019. doi:10.5937/ijcrsee1901085A UDK 37.018.43 159.928-057.875 Keywords: distance education, sense formation, distance technologies, intellectually gifted, independent activity, developing potential. A B S T R A C T The article reveals the notion of distance education, meaning formation, meaningful technologies. The modern concept of psychological and peda- gogical support of talent is associated with the concept of the child’s abilities disclosure in education. Discussion about the developing potential of distance education, where, on the one hand, the student’s development potential is flattened, compressed and translated into “one-dimensional space” in the process of education; on the other hand, there is a whole range of opportuni- ties to initiate independent activity of students, to include mechanisms of cognitive and personal development of a modern student. The psychological bases of active learning technologies in distance education of gifted students are described. The author’s classification of interactive learning technologies using remote technologies is considered, where each technology finds several concrete embodiments. The results of an experimental study of gifted stu- dents’ independent activity initiation in distance education are presented. © 2019 IJCRSEE. All rights reserved. www.ijcrsee.com mailto:abakira%40mail.ru?subject= mailto:iabakaeva%40sfedu.ru?subject= mailto:avgrishina.sfedu%40gmail.com?subject= mailto:avgrishina.sfedu%40gmail.com?subject= https://creativecommons.org/licenses/by-nc-nd/4.0/ https://creativecommons.org/licenses/by-nc-nd/4.0/ http://www.ijcrse.com https://doi.org/10.5937/ijcrsee1901085A Abakumova I., Bakaeva I., Grishina A., Dyakova E. (2019). Active learning technologies in distance education of gifted students, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(1), 85-94 www.ijcrsee.com 86 education with the use of technical means or by means of only electronic technologies are at the level of scientific discussion. They meet with heated discussion both in scientific cir- cles and in the practice of the teacher’s activ- ity. The methodology lags behind the imple- mentation practices. The analysis of Russian and foreign re- search allows us to identify the main problem points in the application of distance technolo- gies. In the works of A. A. Andreev and the Concept of the creation and development of distance education unified system in the Rus- sian Federation distance education is under- stood as “a set of educational services pro- vided to wide sections of the population in the country and abroad with the help of a spe- cialized information and educational environ- ment based on the means for the exchange of educational information at a distance (satellite television, radio, computer communications, etc.) “(Bakaeva I., 2016). Distance education involves interactive interaction between the learner and the cumulative subject(teachers plus other students) of the information envi- ronment, in which the environment becomes both an object of intellectual activity and its (the environment plus the learner) subject. Distance learning is understood as learning “provided by the use of educational technologies set, in which the purposeful in- direct or not completely mediated interaction between the learner and the teacher is carried out irrespective of their location and distribu- tion in time on the basis of pedagogically or- ganized information technologies, primarily with the use of telecommunications means” (Decree of the Russian Federation State Com- mittee of Higher Education, 1995). Russian researchers, L. Alkova, O. Ba- banskaya, I. L. Vasilyeva, M. B. Lebedeva is considering distance interactive learning tech- nologies as effective methods for developing students’ independent activities with the goal of forming various educational and profes- sional competences (Lebedeva M. B., 2010). At the same time V. V. Davydov, N. B. Ko- charyan differentiate the various problems and difficulties in introducing distance learn- ing into mass practice, which is associated with economic difficulties, the unavailability of teachers, low student motivation, and psy- chological factors, like the shortcomings in the development of modern students’ speech, “flattened” perception, and as a result narrow thinking, not generates broad alternatives, which contradicts the developmental nature of education. Some adherents of traditional learning in face-to-face discussions often ar- gue that distance education further exacer- bates the immersion of modern students in the virtual world, adversely affects their cognitive resources development, makes them “slaves” of technology. G. A. Reznik, Y. S. Ponomarenko, O. V. Lyshchik in their studies emphasize that the introduction of distance and mass electronic technologies in the Russian education is ham- pered by the inadequate elaboration of the sci- entific-methodological and normative bases of distance education in educational institutions, the lack of psychological and technological readiness of specialists, the development and implementation of these technologies, the in- sufficient technical equipment of the educa- tional process (Reznik G. A., Ponomarenko Yu. S. and Lyshchik O. V., 2016). T. V. Gromova, Y. V. Semochkina also highlight the importance of methodologi- cal and methodological study of on-line and distance education in modern systems. They study the features of active methods of train- ing in DE: case-method, brainstorming, busi- ness games (Gromova T. V. and Semochkina Yu. V., 2016). The possibilities and reserves of using massive open online courses as a new, even more recent model of distance education in the educational space of higher education are being studied in the works of E. A. Shuklina (Shuklina E. A., 2016). The author emphasiz- es the pent-up demand for young people on- line education. Author’s positions allow us to conclude that distance and other electronic technolo- gies are the vital result of the society infor- matization development. At the same time, e-learning opens up new horizons for peda- gogical practice, allows expanding the re- sources, technologies and methods of teach- ing. New technologies put education itself to a new level, providing continuous education throughout life, and educational organizations in the role of innovation centers. Distance technologies change both the philosophy and the methodology of education, when education acquires a nonlinear model, where the subject- subject relationship of the teacher and student comes to the fore in the process organization, and organizational structures become auxil- iary tools. The training process itself changes from strictly regulated to flexible, the speed of training depends only on its subjects. The pro- gram and content of training can be multiplied a hundred times in geometric progression by www.ijcrsee.com Abakumova I., Bakaeva I., Grishina A., Dyakova E. (2019). Active learning technologies in distance education of gifted students, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(1), 85-94 www.ijcrsee.com 87 attracting all the new resources and wiki tech- nologies in accordance with the student’s re- quests and opportunities. In the modern practice of identifying and developing children’s talent, the most im- portant question is the pedagogical and psy- chological support of the child’s development individual trajectory. It is not always possible to implement by means of education institu- tions or even the city. Often we can use the educational resources necessary for the pro- motion and development of the child from the Internet. Mass open online courses, online competitions, contests, online communities contribute to the development of various com- petencies and self-development of a gifted student. Euna Park, Hae-Deok Song, Ah Jeong Hong explore the impact of new trends in edu- cation and technology, in particular the use of social networks in the process of motivating students to learn (Park E., Song H. D., Hong A. J., 2018). The question of the distance technolo- gies developing potential, their application with the goal of transforming the student’s mental cognitive processes arises in psycho- logical science. Thus, the development of the psycho- logical foundations and methods of DE are reflected in modern studies. There is a search for effective technologies of implementing distance education for students and youth; de- velopment of self-educational competences of students; the use of information and com- munication technologies to implement vari- ous control options, such as the rating system, evaluation systems. Practitioners describe the use of various educational resources, such as a wiki portal, electronic simulators; issues of networking in the educational environment. Concerning distance education of schoolchil- dren, most of the works cover the distance ed- ucation of persons with disabilities, the disclo- sure of various electronic tools functionality. Pedagogical psychology is in difficulty with the task of developing the learning mo- tivation, developing skills and motivations for independent learning activities. Modern research, revealing the new didactic, psycho- logical and pedagogical foundations of mod- ern education, are reflected in the works of I. A. Abakumova, D. A. Leontiev, I. A. Ruda- kova, M.A. Friesen, who describe the techno- logical components of learning activity orga- nization in general and independent cognitive activity in particular through a deep psycho- logical analysis of the students meaning (Aba- kumova I. V. et al, 2014). In Russian psychol- ogy, the development of the meanings theory, which is currently studying the technology of students sense-formation processes initiation, triggering other mechanisms for motivating self-educational activity: the initiation of re- flexive abilities is described by E. V. Belova, studying the technology of directed meanings in learning, studies L. Ts. Kagermazova, the influence of students’ meanings is described by I. A. Nesterenko. Ideas of personalized, semantic learning are an important milestone of modern psy- chological and pedagogical thought. This ap- proach, built on the theory of meaning relative to learning activity, develops in the integrative model of sense formation in the educational process developed by I. V. Abakumova (Aba- kumova I. V. et al, 2014). In this theory, the prerequisites for the personal development of students, which create conditions for more complete self-regulation, are considered as fundamental. Namely, the personal component is indispensable in independent activity. Sense formation is understood by I. V. Abakumova as “the development of individual meanings of the participants in pedagogical interaction: their enrichment and their multidimensionali- ty acquisition through interaction with the per- sonal senses of other subjects of pedagogical interaction, with pedagogical meanings and culture texts” (Abakumova I. V. et al, 2014). In the concept of guided independent learning, which is based on the reorientation of the current learning process from an exten- sive to an intensive basis (I. V. Abakumova, V. T. Fomenko) (Abakumova I. V. et al, 2014, p. 37). Independent activity of students in it is an important psychological link of self- development, at each stage of which we ob- serve the formation of knowledge volume and skills for solving cognitive tasks and progress- ing through the levels of intellectual activity. Determining importance in the independent work effectiveness has a motivation - external, internal and procedural or educational (Aba- kumova I. V. et al, 2014, p.17). Accordingly, when organizing the independent activity of students, the main goal is personal develop- ment, self-realization, creative development, and the application of self-managed learning technologies contributes to this in full. The majority of foreign researchers of the beginning of the XXI century connect the problem of students’ independent activity with the technologies development . They are called in different ways: distance learning, e- learning, flexible training, etc. In the English www.ijcrsee.com Abakumova I., Bakaeva I., Grishina A., Dyakova E. (2019). Active learning technologies in distance education of gifted students, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(1), 85-94 www.ijcrsee.com 88 psychological and pedagogical literature, the questions of organizing independent activity are studied in Oxford, the founder of distance university education, where, as described by Ashwin P., Archer I. W, Beck R. J., indepen- dent work is built on the basis of methodologi- cal materials with the participation of tutors. The University’s Education Committee deter- mines the aim of the tutor to develop the in- dividual abilities of the student to master the depth of the subject area, and to work with growing confidence in their abilities. Distance learning is recognized as an evolving element of education throughout the world. M. A. Uddin in his works cites facts that only in the US 6.7 million students were trained online in 2011, which amounted to 32% of the total set in higher education (Ud- din M. A., 2013). The most discussed issue is selecting the content of independent learning. M. Ally em- phasizes the importance of using a multi-ap- proach in the design of distance learning ma- terials. He believes that it is necessary to use a combination of theories, thereby developing distance learning materials. In addition, the author points to the continuity of the science development, new materials of which must be used in the online materials development. In modern foreign studies, issues of the effectiveness of independent activity are being actively considered. J. L. Moore studies the student’s self-regulation characteristics from the social cognitive point of view. The author defines the student’s autonomy as the degree to which the student determines the goals, the learning process and evaluates the deci- sions. He believes that the greatest success in the distance learning courses will be the most self-organized and independent students. J. L. Howland, J. L. Moore note the importance of the issues of independent learning activi- ties research in the context of online learning; lead positive correlations of self-organization with positive academic results and the safety of the contingent of students, as well as their satisfaction with the program. Kelsey Hood Cattaneo points out that there are difficulties in identifying certain didactic categories of active learning pedagogy, which are based on insufficient knowledge of teaching methods (Hood Cattaneo, K., 2017). Y. Vovides, S. Sanchez-Alonso, V. Mi- tropoulou, G. Nickmans point to the active interaction between the teacher and pupils in distance education, which increases the emotional participation of pupils in learning and increases students’ self-motivation, self- regulation and self-management. The authors insist on creating an emotionally supportive learning environment that promotes cognitive development of students and develops critical thinking (Silchenko L. and Zubova T., 2017). J. Oomen-Early, L. Murphy consider that distance learning technology promotes self- actualization of both students and teachers, arguing that distance learning simultaneously facilitates student independence and control, while contributing to the satisfaction of adults self-actualization needs. Thus, the search for ways and methods of development and initiation of independent cognitive activity is key in the current educa- tional situation in the light of the federal state educational standards introduction and educa- tion modernization in Russia. In distance education as one of the tech- nologies for initiating independent activity, researchers find distinctive developmental markers, which are fixed in this form. Distance education assumes an interaction between the learner and the cumulative (teachers plus oth- er students) the subject of the information en- vironment, in which the environment becomes simultaneously the subject of intellectual ac- tivity and its (the environment plus the learn- er) subject. The psychological grounds for the development of independent students activity in the distance education system are revealed: first, in distance education, the environment acts as a means of expanding the conscious- ness and memory of a person and becomes a form of individual consciousness being and memory; secondly, the processes occurring within the learning system are represented in the outside and vice versa; thirdly, the very process of education is a model of intellectual activity in general, it can be easily seen that it is structured and allows you to isolate, objec- tify and study its various functions; fourth, the “impersonal” and “formalized” process of dis- tance learning, in deep structure carries the de- veloping potential of a very wide spectrum of action: the formation of productive, creative functions of thinking, the growth of intellec- tual abilities, the formation of the operation- al style of thinking, formed the motivational structure of the personality, the development of self-organization skills, personal develop- ment through the development of character; fifth, the competent use of all pedagogical in- fluence factors is a factor in the identification and intensification of the motivational mecha- nisms of the adolescent’s personality; sixthly, the use of specially developed technologies for the independent activity initiation will help www.ijcrsee.com Abakumova I., Bakaeva I., Grishina A., Dyakova E. (2019). Active learning technologies in distance education of gifted students, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(1), 85-94 www.ijcrsee.com 89 to increase the educational and cognitive mo- tivation through the initiation of various types of activity: involuntary, voluntary and post- operative, while the various personal spheres of the student develop. Our author’s approach consists in exam- ining the technologies of distance education in the context of their sense-building poten- tial (the theory of sense formation by I. V. Abakumova) (Abakumova I. V. et al, 2014); and also the description of the possibilities of using each technology type in the context of interactive education, taking into account its meaning-creating role (Bakaeva I., 2016). Under the technologies of initiating the independent activity of students, we mean the system of teachers and students activity in the educational process, built with the aim of developing students’ independent activity in accordance with the principles of the cog- nitive independence development and using a certain set of methods (in particular, distance education technology). The activity of the teacher in terms of developing specific technologies that cause the students’ educational and cognitive mo- tivation should be based on the system of ac- tivity, through the development of different activity types. We propose a scheme for initi- ating independent activity using various tech- nologies that initiate certain types of student’s cognitive activity. So the independent activity initiation through various technologies, for example, information transfer technologies or develop- ing technologies determine the impact on vari- ous information perception channels, which triggers the initiation of involuntary cogni- tive activity. Interactive technologies such as brainstorming, corporate interaction, game modeling, in addition to teaching and devel- oping effect, cause personal transformation, personal qualities development. The use of technologies for students’ sense formation, such as creative and seman- tic tasks, problem training, discussion meth- ods that focus on the value sphere, involves the initiation of higher motivation levels relat- ed to the personal students senses, and, there- fore, learning and knowledge are appropriated by the students as necessary for themselves, and there is activation of post-cognitive activ- ity. In distance education control plays an important role as an integral component of managed learning. Self-monitoring and self- evaluation of students develop through auto- mated regular monitoring, and, thus, volun- tary cognitive activity is activated. The use of information technology in distance education implements other psycho- logical mechanisms. Thus, an increase in the proportion of independent work and a decrease in the role of pedagogical influence makes it possible to make this impact more directional. The teacher in his communication with the students sets an indicative basis for the ac- tion, and then the student himself justifies the scheme of activity. The student increases the proportion of self-esteem when he becomes an active figure in his own educational process. Different level of students knowledge and skills at the entrance to the learning pro- cess does not interfere with the learning pro- cess, but contributes to a more individualized accompaniment by the teacher of the whole process, when each student crosses new mate- rial at his own pace and through his system of tasks. That is, each student takes possession of the material in different degrees and dif- ferent sides of knowledge, this increases the efficiency and objectivity of monitoring and evaluation. In distance learning, taking into account the model of translational learning and the use of all available telecommunication channels, the teacher-learner’s communication is more intimate, since it is more accessible in time and space, and secondly more individualized and personified. That also contributes to the initiation of cognitive activity of students. The development of students’ creative abilities, us- ing creative and semantic tasks is an important quality of distance education. We propose the author’s classification of technologies for initiation of independent activity in distance education. In accordance with the principle of independence and crea- tive thinking gradation; in the classification we can see the interconnectedness and unity of different types of tasks in the learning pro- cess, we highlight development technologies, interactive technologies, information transfer technologies, and the technologies for initiat- ing meaning formation. All these groups have within themselves a cluster of technologies that can be used with the help of distance edu- cation in various electronic shells (in particu- lar, in Moodle technology). These technologies use various psycho- logical mechanisms to attract cognitive inter- est of students, intensify cognitive processes, develop skills of students independent activ- ity, as a result, increase the motivation for independent activity and learning in general. Following I. V. Abakumova, P. N. Ermakov, www.ijcrsee.com Abakumova I., Bakaeva I., Grishina A., Dyakova E. (2019). Active learning technologies in distance education of gifted students, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(1), 85-94 www.ijcrsee.com 90 V. M. Antipova we classify technologies on various grounds: the degree of their develop- mental orientation, the degree of interactivity, the methods of information transfer and the meaning-creating potential (Abakumova I. V. et al, 2014). In our study we distinguish such tech- nologies as developing technologies, which include technologies for working with text, project technology, case studies. These tech- nologies help students learn the skills of self- extracting information, while actively using the cognitive structures of memory, thinking, imagination. These technologies are designed for the intensive development of the personal- ity in terms of the organization of the process in conjunction with other students and in inde- pendent activity. The next class of technologies are inter- active technologies as technologies that imply interaction, which are based on the principles of interaction, activity of trainees, reliance on group experience, mandatory feedback. In the context of distance learning, these tech- nologies involve the interaction not only of the teacher and student, but also of students among themselves, as well as of the learner with the teaching medium. These technologies include corporate interaction, brainstorming, decision tree as an interactive technology of collective-group interaction; game simulation and incident method as interactive situational modeling technologies; discussion as an inter- active technology for the development of dis- cussion issues. An important role in the initiation of the students self-educational activity is also in the properly selected and organized technologies of information transfer. In distance education the role of communication is very important. Since there is no moment of psychological contact between the teacher and the student, the structure of perception and understanding of the material changes, the means of percep- tion from the auditory ones change dramatical- ly - in the traditional education, the visual - in the distance learning. To use information more effectively and its role in learning, it is nec- essary to use various channels of information perception when teaching. In distance educa- tion, this is possible with the help of audio-vi- sual information technologies. Where com- puter technologies (interactive textbooks and lectures, audio and video materials, recordings of lectures and educational films, etc.) appear in all their diversity, but also the more tradi- tional technology of teaching through work with the curriculum also remains relevant and important in terms of developing self-educa- tional competence. As a separate group, we sing out the technologies of students’ sense formation ini- tiation as the main group of technologists that influence the deeper value-semantic structures of students and the development of their mo- tivation for independent cognitive activity. These are technologies that are oriented not at “the steady mastering of knowledge”, not on “active thinking”, or on “creative activity”, but directly on the sense-formation of stu- dents, accompanied by more or less expressed states of experience. With regard to distance learning, the most clearly represented from this class are technologies of creative and se- mantic tasks and problem training. Thus, the use of different groups of tech- nologies, oriented to different areas of men- tal development, which in fact are different in form and content, we use human development resources. Sense-forming potential of technol- ogies allows to deduce independent activity of pupils on a new level, generating new person- al senses in training, which lay the foundation for learning throughout life. 2. MATERIALS AND METHODS We conducted and analyzed the study of students’ educational and cognitive moti- vation dynamics in the process of distance education. The sample consisted of 103 in- tellectually gifted distance-learning students and 54 full-time students of the Regional Or- ganizational and Methodological Center for Distance Education of Gifted Children, Ros- tov-on-Don, Russia. The age of participants is 13-18 years old, in school they are studying in grades 7-11. The average age is 15 years. In the center of gifted students distance education, students are selected among the prize-winners of competitions and contests, that is, the students respond to the idea of in- tellectually gifted children, as defined by D. B. Bogoyavlenskaya. The study was conducted in three stages: ascertaining (at the beginning of the academic year), forming (during the academic year) and control (at the end of the school year) experi- ment. At the stage of the formative experi- ment, adolescents were trained in supplemen- tary education programs for 7 months. In the content plan, the filling of distance learning programs for full-time associations coincides. The training was carried out by the same www.ijcrsee.com Abakumova I., Bakaeva I., Grishina A., Dyakova E. (2019). Active learning technologies in distance education of gifted students, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(1), 85-94 www.ijcrsee.com 91 teachers. The following methods were used in the study of adolescents: • “Diagnostics of the educational moti- vation orientation” (by T. D. Dubovitskaya); • “Focus on the acquisition of knowl- edge” (by E.P. Il’in, N.A. Kurdyukova); • “Diagnosis of the school motivation type in high school students” (by E. Lepesho- va); • Test-questionnaire measuring the achievement motivation (modification of the A. Mehrabian test questionnaire (adaptation of M.Sh. Magomed-Eminov)). A check of statistical significance was carried out using the Mann-Whitney U-crite- ria and the Pearson correlation analysis. Gifted students were divided into three categories: two experimental groups: the first experimental group — regularly and system- atically engaged with the use of active tech- nologies; the second group is not systemati- cally applying active technologies in distance education, the third group is the control one. 3. RESULTS The results of the ascertaining experi- ment have shown that intellectually gifted distance learning students have a higher lev- el of internal educational motivation, a high focus on acquiring knowledge. The study of the motivation for achieving in a sample as a whole shows the students’ inclination for both distance form and full-time form to strive to avoid failures. Students in full-time education tend to be more successful at the beginning of training. The motivation structure analysis at the stage of ascertaining experiment proves that all gifted students in the sample have the pre- dominant motive for realizing the social ne- cessity of education, while students of the dis- tance form have the motive for self-realization on second place, the full-time students have the motive for the studying prestige in the family. Cognitive interest is on third place in all groups. It is also interesting that the last place in the structure of motivation among all groups is occupied by “Extra-curricular school mo- tivation”, which characterizes intellectually gifted students as purposeful personalities, and the modern school as an institution of the education system, rather than entertainment or leisure. Also, the communication motive is fairly low, although it is higher in the group of full-time students than in the others. Comparison of the indicators of educa- tional and cognitive students motivation at the stage of ascertaining and control experiment allowed to see the dynamics in the motivation- al indicators of distance and full-time students (Table 1). Table 1. Comparison the results of ascertaining and control experiment in the distance and full-time intellectually gifted students groups The level of internal educational moti- vation development (according to the method- ology of T. D. Dubovitskaya) as a whole in students of distance education has decreased. The indicator of the level of internal teaching motivation development in full-time educa- tion students has grown. At the same time, the intensity of the motivation for the acquisition of knowledge (or cognitive motivation) as a whole has increased in distance learning stu- dents, and the number of students in full-time education has decreased. As a result of the correlation analysis, a direct high significant correlation was found www.ijcrsee.com Abakumova I., Bakaeva I., Grishina A., Dyakova E. (2019). Active learning technologies in distance education of gifted students, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(1), 85-94 www.ijcrsee.com 92 (r=0.45, with ρ≤0.01) between the parameters “level of development of internal educational motivation” (stage 2) and “the direction of motivation of achievement “in the sample of distance form students, as in full-time students group the correlation between these parame- ters is not observed (ρ does not reach the level of statistical significance). The results of the change in motivational structures in different teenagers groups study- ing in distance education regularly (group A) using different methods and dealing occasion- ally via e-mail and assignments (group B) (Ta- ble 2) show that the level of development of internal learning motivation increased in stu- dents group A, that is, those students who ac- tively mastered tasks that develop independent cognitive activity. In adolescents of group B, this indicator decreased. So the level of edu- cational motivation is also associated with the teaching technologies used, along with cogni- tive motivation. Table 2. Comparison the results of ascertaining and control experiment in the groups of distance and full-time intellectually gifted students The indicator of the motivation intensity for acquiring knowledge (cognitive motiva- tion) among students in the first group also increased and among the students of group B decreased. Accordingly, the non-systemat- ic initiation of independent activity and the transfer of excessive responsibility for tuition to students does not increase the educational and cognitive motivation. The achievement motivation in group A has grown in the direction of motivation to achieve success. In the second group, this in- dicator declined. These patterns can be linked to the real success of teenagers in group A in training activities, participation and vic- tories in olympiads and contests. As well as the growth of self-esteem of this category in connection with the development of skills and motivation for cognitive independence. 4. DISCUSSIONS Analysis of the students’ motivation structure in the process of the control experi- ment makes it possible to draw the following conclusions: the value of the indicator “Pres- tigiousness of studying in the family” in the distance education group has increased, this group also increased “Cognitive interest”, that is the desire to learn new things; but the role of “Communication motivation” among distance education students decreased, which suggests that initially not very sociable young people with the introduction of distance education are even more isolated and reject communication. The students of the additional education full-time form have increased the motivation to achieve. The results of the experiment show a sig- nificant impact on the students of the full-time studying form the prestige of studying in the family, social approval by the parents, that is, parents rather determine the choice of the edu- cation forms and priorities of the adolescent’s study, although the motive for comprehending social necessity, achievement and self-realiza- tion also occupies leading positions. That is, the students themselves are trying to realize themselves in teaching. Individual motives: social necessity, achievement and self-realization, cognitive in- terest, - are dominated among the teenagers of the distance education form and only after that we see the motives connected with the fam- ily and parents. That is, students of distance learning are more independent in their choice and self-development. So, with full-time education, the main emphasis is on the child development in the learning process, that is in the face-to-face meeting. In distance education the motivation development goes indirectly through the medi- ated interaction of the teacher and the student through the means of education, which means it goes through the subject of study, accord- ingly, the cognitive motivation develops. Thus the motivation is directed toward the subject. The achievement motivation of all stu- dents (both the experimental and control groups) is reduced in the direction of moti- vation to avoid failure. Thus, the competent and systematic ap- plication of technologies for the students in- www.ijcrsee.com Abakumova I., Bakaeva I., Grishina A., Dyakova E. (2019). Active learning technologies in distance education of gifted students, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(1), 85-94 www.ijcrsee.com 93 dependent activity initiation in conditions of distance education has a positive effect on the educational, cognitive motivation and motiva- tion of students’ achievement, thereby devel- oping and initiating the development of cogni- tive independence. 5. CONCLUSIONS Theoretical analysis of the psychologi- cal foundations of the introduction of distance education systems, as well as practical con- clusions of DE application, lead to the fol- lowing generalizations: 1. Distance technologies - are a modern innovative tool for interactive education of students; implementing various models and means of education. The methodology of edu- cation with the use of distance technologies is changing, it becomes nonlinear. 2. The role of student development is important in the learning process. Initiation of independent activity as the training subject ac- tivity, which independently sets a goal, selects the methods of activity and independently compares the result and purpose of the activ- ity, with the help of the teacher. Distance edu- cation has a high development potential - it is the developing opportunities in which a child grows. It is the application of various forms and technologies, based on deep psychologi- cal analysis, that helps to build the educational process in the educational aspect. 3. Along with other technologies, we proposed to refer different forms of distance education to different sense formation tech- nologies and to realize them. Technologies of sense formation initiation can be presented in the form of developing technologies, interac- tive technologies, etc. Using different groups of technologies, oriented to different areas of mental development, different types of devel- opment, which are in essence different in form and content, we use human development re- sources in education. Sense-forming potential of technologies allows to deduce independent activity of pupils on a new level, generating new personal senses in training, which lay the foundation for learning throughout life. 4. An experimental study of the intro- duction of technologies for initiating indepen- dent activities in distance learning has shown that the internal educational motivation and other motivational students’ mechanisms de- pend on the regularity and intensity of the initiating independent activity technology ap- plication, in particular, influences the level of internal learning motivation and the intensity of the acquiring knowledge motivation, mo- tivation to achieve. Consequently, in the pro- cess of adolescents’ independent cognitive activity the inner essence of cognitive moti- vation changes, the personal meaning of the teaching changes, other personal meanings are generated, which in turn affects the increase of competence in the self-education field. 5. The systematic cognitive activity of students influences the structure of educa- tional motivation, so distance education stu- dents are dominated by individual motives of cognitive activity, so students of distance learning are more independent in their choice and direction of personality. 6. It is important to reduce the motiva- tion of communication among distance learn- ing students, both with the regular application of independent activity technologies and with the episodic. This trend is negative. That’s why when developing a distance learning course, it is necessary to use a variety of tech- nologies (interactive lectures, video materials, presentations, wiki-technologies, etc.), com- bining both independent activities and infor- mation and communication technologies (for example, videoconferences, chats and etc.), for the interaction of the teacher and student, and students among themselves. This trend as a basis for the success of distance education is noted by both competent teachers and suc- cessful students. Conflict of interests The authors declare no conflict of inter- est. ACKNOWLEDGMENTS The article was supported by the Rus- sian Foundation for Basic Research RFBR (Project No. 18-29-22004 «Psychological and genetic studies of users’ behavior predictors that determine the perception of Internet con- tent of various informational orientation»). REFERENCES Abakumova I. V., Cuculyr A. M., Fomenko P. T. (2014). Sense didactics as a system embodi- ment of the General theory of meaning in the practice of the educational process. Российский психологический журнал, 11(3), 24-32. https:// doi.org/10.21702/rpj.2014.3.2 Bakaeva I. (2016). 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INTRODUCTION 2. MATERIALS AND METHODS 3. RESULTS 5. CONCLUSIONS ACKNOWLEDGMENTS REFERENCES