scholarly journals Individualisation of Education in Terms of E‑learning: Experience and Prospects

2019 ◽  
pp. 1753-1770 ◽  
Author(s):  
Iuliia V. Vainshtein ◽  
Victoria A. Shershneva ◽  
Roman V. Esin ◽  
Mikhail V. Noskov
Keyword(s):  
Learning Experience ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Further Education ◽  
Web Based ◽  
Education Practice ◽  
Electronic Environment ◽  
E Learning ◽  
The Individual ◽  
Selection Of

The problem of individualisation in education in terms of e-learning remains relevant despite a lot of research done in the area. The present article is intended to review existing education practice individualisation in e-learning and to determine the prospects of development of adaptive e-learning courses that provide the student with an individual educational environment content which focuses on the individual characteristics of students. The authors arrive at the conclusion that building an individual educational trajectory in the adaptive e-learning course has a significant advantage in organising education in the electronic environment for both the student and the teacher. The main feature of these courses becomes the selection of educational content that best matches the individual abilities, needs and needs of the student in an electronic environment. The results of the research are universally applicable and can serve as a basis for organising adaptive web-based teaching not only for mathematics, but also for other disciplines in institutions of secondary, higher and further education

scholarly journals Individualization of teaching mathematical logic in the electronic environment

2020 ◽  
Vol 47 (5) ◽  
pp. 147-159
Author(s):  
Yulia V. Vainshtein ◽  
◽  
Roman V. Esin ◽  
Victoria A. Shershneva ◽  
◽  
...  
Keyword(s):  
Mathematical Logic ◽  
Rapid Development ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Learning Trajectory ◽  
Electronic Information ◽  
Electronic Environment ◽  
E Learning ◽  
The Individual

The rapid development of digital technologies and the direction of education modernization, which takes into account the individual characteristics of students, allows us to talk about the need to ensure the individualization of the educational process in the electronic information and educational environment. Adaptive e-learning courses are a promising means of individualizing the educational process, providing the construction of individual learning trajectory based on the level of academic performance, perceptual modality and the level of student activity in the electronic environment. The experimental work was among students of the program 09.03.02 "Information systems and technologies" of the Siberian Federal University. The experiment involved 115 students in the study of the discipline "Mathematical Logic". Analysis of observations and evaluating the effectiveness of adaptive e-learning course in the educational process was carried out using the Kruskal–Wallis test by ranks. As a result of the experiment, it was revealed that at the beginning of the experiment there were no statistically significant differences in the groups (χ2 = 0,26005, p = 0,6101), at the end of the experiment, p < significance value 0,05 (Kruskal-Wallis χ2 = 127,57, p <0,001). This indicates that the compared groups are significantly different and the experimental hypothesis about the effectiveness of introducing the developed adaptive e-learning course into the educational process is confirmed. These results demonstrate that the introduction of adaptive e-learning courses, which ensure the construction of learning trajectories, into the educational process, is effective and has a good potential for the individualization of teaching mathematical logic in an electronic information and educational environment.

METHODS OF NETWORK COMMUNICATIVE COMPETENCE DEVELOPING WHEN PREPARING FUTURE TEACHERS FOR PROFESSIONAL ACTIVITIES IN THE ELECTRONIC EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 22 (12) ◽  
pp. 21-27
Author(s):  
Kostikova N.A.
Keyword(s):  
Teaching Practice ◽  
Communicative Competence ◽  
Educational Environment ◽  
Learning Technologies ◽  
Future Teachers ◽  
Electronic Information ◽  
Professional Activities ◽  
E Learning ◽  
Selection Of

Currently, in the context of the widespread use of e-learning technologies and distance educational technologies, it is necessary to train future teachers, taking into account the peculiarities of solving professional problems in an electronic information and educational environment, to develop students' relevant competencies, including network communicative competence. Despite the large number of studies devoted to the communicative aspect of the teacher's activities, the problem of the formation of network communicative competence in the electronic information and educational environment has not been sufficiently studied. Based on the analysis of scientific literature, the results of the questionnaire survey of students, some methods of forming network communicative competence in future teachers in the study of various disciplines, in the course of teaching practice, and scientific research are proposed. The analysis of the conditions and factors that determine the choice of methods for the formation of the specified competence has been carried out. These factors are associated with the teachers' perception of the peculiarities of communication in the electronic information and educational environment, the didactic and communicative potential of resources and tools of the electronic information and educational environment, the choice of methods and technologies for organizing interaction, the selection of educational material that allows the development of components of network communicative competence, the design of tasks and exercises for the development of network communicative competence, the choice of modes, schemes and forms of organization of interaction, the organization of feedback, control of the level of formation of the network communicative competence, the implementation of reflection. The formed network communicative competence will contribute to a more effective solution by the teacher of communicative tasks in the electronic information and educational environment, which will improve the quality of training of future teachers in the electronic information and educational environment.

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
Vol 12 (1) ◽  
pp. 13-23
Author(s):  
I. Demchenko ◽  
◽  
I. Kalinovskaya ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
School Conditions ◽  
The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

Modeling Best Practices in Web-Based Academic Development

2011 ◽  
pp. 1578-1595 ◽  
Author(s):  
Diana K. Kelly
Keyword(s):  
Best Practice ◽  
Academic Staff ◽  
Learning Experience ◽  
Academic Development ◽  
Future Research ◽  
Web Based ◽  
Teaching Preparation ◽  
American Perspective ◽  
E Learning ◽  
Future Research Directions

This chapter makes a case for the importance of preparing e-teachers by requiring them to have an experience as an e-learner. The chapter begins with a review of the challenges and criticisms of e-learning. Some of the literature indicates that e-learners have been dissatisfied with their learning experiences. Some academics have concerns about the rigour of courses offered through e-learning. The literature of academic development and e-learning is used to link theory with practice. The chapter provides examples of best practice in the preparation of academic staff for e-teaching. Two case studies of lived examples of e-teaching preparation are provided from a North American perspective. Future research directions are outlined, with research questions to be explored regarding the link between the preparation of eteachers through e-learning and the quality of the e-learning experience for students.

Modeling Best Practices in Web-Based Academic Development

2009 ◽  
pp. 35-55 ◽  
Author(s):  
Diana Kelly
Keyword(s):  
Best Practice ◽  
Academic Staff ◽  
Learning Experience ◽  
Academic Development ◽  
Future Research ◽  
Web Based ◽  
Teaching Preparation ◽  
American Perspective ◽  
E Learning ◽  
Future Research Directions

This chapter makes a case for the importance of preparing e-teachers by requiring them to have an experience as an e-learner. The chapter begins with a review of the challenges and criticisms of e-learning. Some of the literature indicates that e-learners have been dissatisfied with their learning experiences. Some academics have concerns about the rigour of courses offered through e-learning. The literature of academic development and e-learning is used to link theory with practice. The chapter provides examples of best practice in the preparation of academic staff for e-teaching. Two case studies of lived examples of e-teaching preparation are provided from a North American perspective. Future research directions are outlined, with research questions to be explored regarding the link between the preparation of eteachers through e-learning and the quality of the e-learning experience for students.

The General Conceptual Model

2006 ◽  
pp. 90-115
Author(s):  
Yair Levy
Keyword(s):  
Conceptual Model ◽  
Research Question ◽  
Individual Characteristics ◽  
Learning Systems ◽  
Perceived Effectiveness ◽  
Specific Research ◽  
Perceived Satisfaction ◽  
E Learning ◽  
Research Questions ◽  
The Individual

In this chapter, a general theoretical model is proposed that links learners’ satisfaction and learners’ value of e-learning systems in order to assess learners’ perceived effectiveness of such systems. The central research question in this study is: Is there a relationship between learners’ perceived satisfaction with e-learning systems and learners’ perceived value for learners’ perceived effectiveness of e-learning systems? The significance of the value construct in the context of e-learning systems has never been evaluated. How the value of e-learning systems relates to other constructs, such as satisfaction with e-learning systems and ultimately whether the value of e-learning systems can be used to indicate learners’ perceived IS effectiveness remains open. In this chapter, a general conceptual model or framework is proposed to address this phenomenon in the context of e-learning systems. The proposed model or framework will provide procedures to identify and measure the key constructs (satisfaction with e-learning systems, value of e-learning systems, and effectiveness of e-learning systems). This chapter also defines precisely the individual characteristics and four major dimensions (categories) for evaluating value of e-learning systems and satisfaction with e-learning systems based on comprehensive literature reviewed in Chapters II and III. Additionally, this chapter proposes five specific research questions that are addressed in Chapter VII. Two additional specific research questions are proposed in Chapters V and VI.

scholarly journals Adaptation algorithms of mathematical educational content in e-learning courses

2018 ◽  
Vol 48 ◽  
pp. 01010 ◽  
Author(s):  
Yulia Vainshteina ◽  
Victoria Shershneva ◽  
Roman Esin ◽  
Gennady Tsibulsky ◽  
Konstantin Safonov
Keyword(s):  
Personal Space ◽  
Individual Characteristics ◽  
Learning System ◽  
Discrete Mathematics ◽  
Educational Content ◽  
Mathematical Content ◽  
Educational Trajectories ◽  
E Learning ◽  
Stage System ◽  
The Individual

This article is devoted to the development of algorithms for the adaptation of mathematical educational content and their implementation in the e-learning system. The adaptation of a mathematical content consists in the selection of an optimal edition of the material that best suits the individual characteristics of the student. The novelty of the work is the organization of the adaptation algorithms of the educational content in a three-level system: "introductory content adaptation" (an adaptation of the content of introductory materials of the discipline based on the initial level of students) - "current adaptation of the content" (an adaptation of the mathematical content based on current effective actions of students in the electronic course) - "appraisal-correcting adaptation" (an adaptation of normative parameters of the level of assimilation of materials, taking into account the results achieved by students). The introduction of the proposed three-stage system makes it possible to implement in individual educational trajectories and to form for each student a personal space of mathematical educational content that adapts to its level of mastering the material, which helps to improve the quality of instruction in mathematical disciplines. An approbation of the proposed algorithms was carried out in the adaptive e-course in discrete mathematics, implemented at Siberian Federal University in Russia.

e-Learning competency for practice nurses: an evaluation report

2013 ◽  
Vol 19 (4) ◽  
pp. 287 ◽  
Author(s):  
Marie Heartfield ◽  
Andrea Morello ◽  
Melanie Harris ◽  
Sharon Lawn ◽  
Vincenza Pols ◽  
...  
Keyword(s):  
Health Care Professionals ◽  
Chronic Disease Management ◽  
Learning Experience ◽  
Self Management ◽  
Policy Outcomes ◽  
Management Support ◽  
Web Based ◽  
Practice Nurses ◽  
Web Based Learning ◽  
E Learning

Practice nurses in Australia are now funded to facilitate chronic condition management, including self-management support. Chronic disease management requires an established rapport, support and proactivity between general practitioners, patients and the practice nurses. To achieve this, training in shared decision making is needed. e-Learning supports delivery and achievement of such policy outcomes, service improvements and skill development. However, e-learning effectiveness for health care professionals’ is determined by several organisational, economic, pedagogical and individual factors, with positive e-learning experience linked closely to various supports. This paper reinforces previous studies showing nurses’ expanding role across general practice teams and reports on some of the challenges of e-learning. Merely providing practice nurses with necessary information via web-based learning systems does not ensure successful learning or progress toward improving health outcomes for patients.

scholarly journals INNOVATIVE TECHNOLOGIES AND TEACHING METHODS AT THE DEPARTMENT OF NORMAL PHYSIOLOGY

ASJ. ◽  
2021 ◽  
Vol 2 (55) ◽  
pp. 13-16
Author(s):  
O. Nikolaenko ◽  
P. Datsyshyn
Keyword(s):  
Educational Technology ◽  
Teaching Methods ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Innovative Teaching ◽  
Innovative Technologies ◽  
Characteristic Features ◽  
The Individual

Innovation methods are an effective educational technology due to its inherent qualities of interactivity, flexibility and integration of various types of educational information, as well as with the ability to take into consideration the individual characteristics of students and enhance their motivation. The article discusses innovative teaching methods that are used in the system of the modern educational process. The characteristic features of the means, forms and methods of innovative teaching are determined, the specifics of their use in an interactive educational environment to improve the quality of student education at medical universities are revealed.

scholarly journals Cooking Class Recommendation Using Content Based Filtering for Improving Chef Learning Practical Skill

2021 ◽  
Vol 15 (08) ◽  
pp. 71
Author(s):  
Budi Wibowotomo ◽  
Eris Dwi Septiawan Rizal ◽  
Muhammad Iqbal Akbar ◽  
Dediek Tri Kurniawan
Keyword(s):  
Recommendation System ◽  
Acceptance Testing ◽  
User Testing ◽  
Web Based ◽  
E Learning ◽  
Black Box Testing ◽  
The Media ◽  
Cooking Classes ◽  
Content Based Filtering ◽  
Selection Of

Koolinera is a web-based e-learning application about learning to cook Indonesian culinary dishes. Users are free to choose cooking classes. Culinary in Indonesia is very diverse, so many users feel confused in choosing a cooking class. No specific guidance is given to users on tips for choosing a cooking class. Therefore, it is important to develop a feature that can help users to guide the selection of cooking classes, namely by building a cooking class selection recommendation system. Class recommendations are obtained based on the last class taken by the user. The criteria used to determine the recommendations are the similarity of class names, dominant taste of cuisine, category of cuisine, area of origin, and tutor. The algorithm used is Content-Based Filtering with TF-IDF calculations. The recommendations given to users are a list of six cooking classes. Testing is carried out based on black box testing, expert validation, and user testing. The blackbox test carried out states that all functions are running well. The validity test of the media by the validator got a percentage of 96.52%. User testing in the Usability Tetsing Experience section got a percentage of 85.73%, User Acceptance Testing got a percentage of 83.89% and testing the relevance of the recommendation system got a percentage of 88.69%

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