KIRISH: zamonaviy ta’lim paradigmasida masofaviy o‘qitish shakllari orasida pedagogik vebinarlar alohida o‘rin tutadi. Vebinar — bu real vaqt rejimida internet tarmog‘i orqali amalga oshiriladigan interaktiv o‘quv seminari hisoblanadi. Biroq, vebinarni shunchaki ma’ruza sifatida o‘tkazish kutilgan natijani bermaydi. Buning uchun an’anaviy didaktika va raqamli muhitning o‘ziga xos xususiyatlarini uyg‘unlashtirgan holda, o‘qitishning maxsus qonuniyatlariga rioya qilish talab etiladi. Ushbu maqolada vebinar tashkil etishning fundamental didaktik asoslari tahlil qilinadi. MAQSAD: pedagogik vebinarlarning samaradorligini ta’minlovchi asosiy didaktik tamoyillarni tizimlashtirish hamda ta’lim oluvchilarning bilim o‘zlashtirish darajasini oshirish bo‘yicha ilmiy-metodik tavsiyalar ishlab chiqishdan iborat. MATERIALLAR VA METODLAR: tadqiqot jarayonida quyidagi metodlardan foydalanildi: Tahliliy-sintez: Masofaviy ta’limga oid mavjud pedagogik adabiyotlar va xalqaro tajribalarni o‘rganish. Qiyosiy tahlil: An’anaviy ma’ruza va vebinar formatidagi didaktik yondashuvlarni solishtirish. Modellashtirish: Vebinar jarayonini tashkil etishning samarali didaktik modelini yaratish. Vebinarni tashkil etishda asosiy didaktik tamoyillar sifatida quyidagilar belgilandi: Vizuallashtirish tamoyili: Ma'lumotlarni grafiklar, infografikalar va videolar orqali uzatish. Interaktivlik tamoyili: Chatlar, so‘rovnomalar va "savol-javob" bloklari orqali teskari aloqani ta’minlash. Tizimlilik va izchillik: Materialning mantiqiy bog‘liqligi va murakkablik darajasining bosqichma-bosqich ortib borishi. MUHOKAMA VA NATIJALAR: o‘tkazilgan tahlillar natijasida pedagogik vebinarlarni tashkil etishda quyidagi muhim jihatlar aniqlandi: Kognitiv yuklamani boshqarish: Vebinar davomida axborot hajmi an’anaviy darsga nisbatan 20-30% kamroq bo‘lishi, lekin kontentning zichligi va sifati yuqori bo‘lishi lozim. Vaqt strukturasi: Pedagogik nuqtai nazardan vebinarning eng maqbul davomiyligi 45–60 minutni tashkil etadi. Bunda diqqatning pasayish egri chizig‘ini hisobga olgan holda, har 15 minutda faoliyat turini o‘zgartirish (masalan, slayddan so‘rovnomaga o‘tish) zarur. Teskari aloqa mexanizmi: Vebinarning didaktik kuchi uning "jonli" muloqotida. Faqat ma’ruzachining gapirishi didaktik tamoyillarning buzilishiga olib keladi. Vebinarlarda pedagogik mahorat faqat bilim berish bilan emas, balki raqamli muhitda auditoriyani boshqarish (moderatsiya) qobiliyati bilan o‘lchanadi. Texnik vositalar (Zoom, Google Meet, MS Teams) faqat vosita bo‘lib, asosiy yuklama didaktik dizayn zimmasiga tushadi. XULOSA: pedagogik vebinarlarni tashkil etishning didaktik tamoyillari ta’lim samaradorligini belgilovchi asosiy poydevordir. Axborotning vizual va interaktiv tarzda taqdim etilishi, mantiqiy izchillik va doimiy qayta aloqa o‘quvchilarning motivatsiyasini saqlab qolishga xizmat qiladi. Ilmiy asoslangan yondashuv vebinarni shunchaki videomuloqotdan to‘laqonli pedagogik texnologiyaga aylantiradi.
INTRODUCTION: in the modern educational paradigm, pedagogical webinars occupy a special place among distance learning formats. A webinar is an interactive training seminar conducted in real time via the Internet. However, conducting a webinar simply as a lecture does not yield the expected results. It is necessary to follow specific instructional principles by integrating traditional didactics with the unique features of the digital environment. This article analyzes the fundamental didactic foundations of organizing webinars. AIM: the aim of the study is to systematize the key didactic principles that ensure the effectiveness of pedagogical webinars and to develop scientific and methodological recommendations for improving learners’ knowledge acquisition. MATERIALS AND METHODS: the following research methods were used in the study: Analytical-synthetic method: studying existing pedagogical literature and international experience in distance education; Comparative analysis: comparing didactic approaches of traditional lectures and webinar formats; Modeling: developing an effective didactic model for organizing webinars. The main didactic principles of webinar organization include: Principle of visualization: presenting information through graphs, infographics, and videos; Principle of interactivity: ensuring feedback through chats, polls, and Q&A sessions; Principle of systematicity and consistency: logical coherence of the material and gradual increase in complexity. DISCUSSION AND RESULTS: the analysis revealed several important aspects of organizing pedagogical webinars: Cognitive load management: the amount of information during a webinar should be 20–30% less than in traditional classes, while maintaining high content density and quality; Time structure: the optimal duration of a webinar is 45– 60 minutes. Considering the attention decline curve, it is necessary to change the type of activity every 15 minutes (e.g., from slides to polls); Feedback mechanism: the didactic strength of a webinar lies in live interaction. One-way lecturing violates didactic principles; Pedagogical mastery in webinars is measured not only by knowledge delivery but also by the ability to manage the audience in a digital environment (moderation). Technical tools (Zoom, Google Meet, MS Teams) serve only as instruments, while the main responsibility lies in didactic design. CONCLUSION: the didactic principles of organizing pedagogical webinars form the foundation of effective teaching. Visual and interactive presentation of information, logical consistency, and continuous feedback help maintain learners’ motivation. A scientifically grounded approach transforms a webinar from a simple video interaction into a полноценная pedagogical technology.
ResearcherUz