scholarly journals Development of senior school students’ independent work skills through the use of virtual learning environment

2020 ◽  
Vol 100 (4) ◽  
pp. 48-54
Author(s):  
U Kopzhassarova ◽  
◽  
Z Sultanova ◽  
D Akhmetova ◽  
A Akhmetzhanova ◽  
...  
Keyword(s):  
Learning Environment ◽  
Cognitive Abilities ◽  
Cognitive Activity ◽  
Virtual Learning ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
School Students ◽  
Specific Content ◽  
Main Requirement ◽  
Independent Work

The article is focused on the concept of «virtual learning environment» and its role in the students’ independ-ent work. The virtual learning environment as a means of effective communication of participants in the edu-cational process helps to transit from the «knowledge-based» paradigm to the «personality-oriented» educa-tion, aimed to develop students’ creative potential, their cognitive activity, motivation and engagement at the language classes. The authors highlight that in addition to traditional didactic requirements, there are a num-ber of specific conditions for the successful functioning in the virtual learning environment. Based on the ex-perience of implementing virtual educational environments, a need for the adaptability of educational process, which implies the possibility for students to choose the most appropriate individual pace for studying materi-al. It is shown that specific content of the virtual learning environment may vary depending on the level of training students and their individual interests. The main requirement for the successful use of the virtual en-vironment is to develop creative cognitive abilities, foreign languages skills of students by the application of a virtual environment., so the authors come to the conclusion that the presence of informational technology in the learning process changes the internal specifics of the educational and cognitive activities of students, their thinking style, and psychological mechanisms of mental development. Thus, the independent work of stu-dents is multi-purpose and is aimed to achieve communicative and educational goals.

scholarly journals Individualization and Differentiation of the Content of Primary Education by Using Virtual Learning Environment “EDUKA class”

Pedagogika ◽  
2018 ◽  
Vol 130 (2) ◽  
pp. 131-147 ◽  
Author(s):  
Renata Kondratavičienė
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Primary Education ◽  
Virtual Learning ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Process Data ◽  
Teaching Environment ◽  
Quantitative Survey ◽  
Virtual Teaching

The article reveals the concept of individualization and differentiation of curriculum content in a real and virtual learning environment. It examines how the virtual learning environment (EDUKA class) features the ability to personalize and differentiate tasks, use digital textbooks and virtual material, provide and receive feedback, monitor progress and learning outcomes, and help to individualize and differentiate the content of elementary education at school. In order to evaluate the use of the core functions of the virtual teaching environment “EDUKA class” – working with groups, tasks and lesson material, feedback and learning outcomes and tracking progress - to differentiate and personalize the content of primary education, a quantitative survey was conducted - a written survey of respondents. It took place in 2017 from June to August, 109 Lithuanian primary school teachers were actively interviewing the virtual learning environment “EDUKA class” in the learning process. Data received by respondents in response to closed questions were analyzed by the SPSS (Statistical Package for Social Sciences) for Windows 17.0 program. Descriptive statistics used for quantitative survey processing. The qualitative analysis (i. e. content analysis) was used to analyze the answers to open questions in the questionnaire. The results of the research showed that in the virtual teaching environment “EDUKA class”, the teacher quickly and comfortably divides students into homogeneous groups according to their talents, progress, inclinations, interests. Based on the individual differences of pupils, the teacher creates open-ended tasks and closed-ended tests in accordance with the complexity of the group’s students. Conducts teaching materials (files, links) created and used in the educational process. Environment The “EDUKA class” facilitates teacher work by differentiating learning content, monitoring student learning outcomes and progress by providing feedback to students and their parents.

scholarly journals Development of a Teaching Model in Virtual Learning Environment to Enhance Computational Competencies in the 21st Century

2021 ◽  
Vol 15 (13) ◽  
pp. 93
Author(s):  
Noppadol Rungrangtanapol ◽  
Jintavee Khlaisang
Keyword(s):  
High School Students ◽  
Learning Environment ◽  
Design Thinking ◽  
Computational Thinking ◽  
Virtual Learning ◽  
Thinking Skills ◽  
Virtual Learning Environment ◽  
Teaching Model ◽  
School Students ◽  
Public And Private

In the 21<sup>st</sup> century, computing and other necessary skills have become imperative for today's learners. Memorizing a book or one-way communication is incapable of fully developing all the skills required. Along with changes in the new curriculum structure in the computational science courses which are aimed to improve computational thinking skills. In Thailand, students do not have enough experience in calculation methods. Teachers must therefore provide instruction in a format that promotes computational thinking and the skills necessary for the 21<sup>st</sup> century. The sample was 400 students from public and private schools in the same amount to develop the model, which was calculated based on the population of high school students throughout Bangkok, Thailand. It was found that the current learning model was unable to develop computational thinking concepts and 21<sup>st</sup> century skills. Therefore, the researchers have the concept of developing a teaching model that focuses on problem-solving along with the use of a design thinking approach in a virtual learning environment. To enable students with no experience with computational thinking skills to develop computational thinking skills to a competent standard. The objective is to also develop other skills, which are essential skills in the 21<sup>st</sup> century at the same time.

IMPLEMENTATION OF MODULE OBJECT-ORIENTED DYNAMIC EDUCATIONAL ENVIRONMENT MOODLE IN THE EDUCATIONAL PROCESS OF HIGH SCHOOL

2018 ◽  
pp. 69-77
Author(s):  
Afanasiy Lomakovych
Keyword(s):  
High School ◽  
Learning Environment ◽  
Object Oriented ◽  
Virtual Learning ◽  
Educational Environment ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Future Teachers ◽  
Use Of Resources ◽  
Pedagogical Academy

The article reveals the importance of implementing the virtual learning environment Moodle in the educational process of future teachers of various disciplines on the example of Taras Shevchenko Regional Humanitarian-Pedagogical Academy оf Kremenets. The research is based on the analysis of the results of implementation of Moodle and outlines the benefits of learning with the use of resources of Moodle environment for students, teachers and institutions in general. The article substantiates the relevance of the outlined problem, its importance for students – future teachers and educated teachers. The algorithm for the introduction of virtual learning environment in the educational process at pedagogical universities is given.

scholarly journals OVERVIEW OF PRACTICAL IMPLEMENTATION OF MECHANISMS OF USER ACCESS TO UNIVERSITY OF THE UNIVERSITY

2020 ◽  
Vol 2 (1) ◽  
pp. 86-94
Author(s):  
A. V. Fomenko ◽  
◽  
D. O. Tarasov ◽  
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Virtual Learning ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Practical Implementation ◽  
Individual System ◽  
Different Types ◽  
Access Rights ◽  
The University

One of the hallmarks of the learning process is its manageability, which provides for the possibility of planning and designing the educational process. The article deals with practical issues related to the administration of the University Virtual Learning Environment in terms of organization and differentiation of access rights of different categories of users. The authors discuss the principles of administering a virtual learning environment in terms of distinguishing levels of access to individual elements of the system for different roles of different categories of users. In LMS Moodle, the list of hierarchical contexts is as follows: System (no parent context); Website – homepage (parent context – system); Course category (parent context – system); Course (parental context – course category or system); Course element (parent context – course); Block (parent context – system or course); User (parent context – system). In the Lviv Polytechnic University, only Super Administrator, Global Group Management, Methodist, and Library have global roles. Role assignments are performed to determine the role in context. The site (homepage) and course are examples of two different contexts. While the role assignment process is the same for different contexts, the path to the assignment page may be different. The article gives examples of how to organize a system of administration with a description of the processes of creating different types of roles and the logic of implementation of each role and the need for certain approaches. There are five types of roles in the article, namely: managerial, supervisory, training, informational, temporary, providing justification and practical advice on setting up each role for each type. The article describes a common responsibility matrix for each user role. The roles of management roles are different aspects of course administration at the level of course categories of different types of nesting. This type includes administrators. The role of the controlling role is, by name, to investigate the various aspects of educational and training activities within the VNS system. The objectives of the learning roles are to ensure and carry out the learning process itself. These roles include, first of all, the system role by default – the student, the main participant in the process of acquiring knowledge, passing checkpoints and other components of the educational process. The tasks of information roles are to create information messages for both students and teachers at different levels of the information system. Temporary role tasks are to involve third parties in the system. Of course, the guest is first and foremost, but in our case guest entry is forbidden, so the roles of Conference Participant and Olympiad Participant were created to provide access to individual system resources. The article describes a common responsibility matrix for each user role.

scholarly journals Construction of a plan and a section of a building site in the environment of the AutoCAD graphic editor for the virtual learning environment in the Higher School

2019 ◽  
Vol 21 (91) ◽  
pp. 89-94
Author(s):  
I. G. Svidrak ◽  
O. O. Boiko ◽  
A. L. Bespalov
Keyword(s):  
Computer Graphics ◽  
Learning Environment ◽  
Virtual Learning ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Construction Site ◽  
Building Site ◽  
Access Road ◽  
Design Documentation ◽  
Graphical System

During construction for development and design documentation`s presentation takes more time, than directly designing. Therefore, actual mean is a execution`s automation of design documentation with using computer graphics. Computer Graphics is a knowledge base for creating, processing, and storing models of geometric shapes and their graphic images by using a computer. A characteristic development`s feature of modern production is its automation, one of the main components which are the systems of automated design (CAD). Those of them that are focused only on solving specific problems, for example, in the production of design documentation, are called local systems. At present, there are many software systems of computer design of varying complexity and purpose. One of the most commonly used graphical system is the AutoCAD. In creating architectural and construction drawings, the process of constructing a plan and cutting the construction site requires a considerable amount of time. Therefore, the using AutoCAD graphical system is relevant for quick and high-quality execution of this work. The method of step-by-step application of AutoCAD commands was developed by the authors for building boundaries of earthworks, horizontals with numeric labels, and also for determining the boundaries of earthworks for excavation and embankment of the site. The squares`s grid of the slopes and the linear scale of the drawing are crossed out is used to be given by the variant of the ratio, for the option for simplifying the construction. Similar construction is also used to construct a ramp (access road). In addition, the process of constructing lines of intersection of slopes with each other and with a topographic surface, as well as the process of building the profile of the area and profile of the construction site is shown in the work. After using each of the current AutoCAD commands for demonstration its execute, are given illustration of successive steps for  creating a drawing of construction site. The performed work involves the preparation of material for methodically filling the course of computer graphics in a virtual environment, has relevance in the educational process. The results of the presented work are used in the sections of the teaching manual for students of engineering and construction specialties and in the virtual learning environment at the Higher School.

Estimation and Control of the Development of Electronic Resources in Russia

2019 ◽  
pp. 2165-2178
Author(s):  
Marina Vajndorf-Sysoeva ◽  
Tatiana Grjaznova
Keyword(s):  
Learning Environment ◽  
Common Ground ◽  
Virtual Learning ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Educational Resources ◽  
Joint Research ◽  
Professional Activities ◽  
Estimation And Control ◽  
And Control

In this chapter methods of virtual estimation and control of the development of electronic educational resources for teachers in Russian Federation are explained. To implement the training of a modern teacher into the modern professional activities the concept of using virtual learning environment has been developed. All training materials should be stored in one place where a student can refer to them, with comments and recommendations, and in the amount that is possible to study on the subject or topic. Authors' joint research, search and demonstrate some of new opportunities for effective educational process which allows us to find common ground with the virtual learning environment and create our own unique electronic educational resources.

The Design and Realization of the Virtual Learning Environment about Yiwu Regional Culture

2010 ◽  
Vol 129-131 ◽  
pp. 697-702
Author(s):  
Ruo Bing Yang ◽  
Xiang Xiang Cheng ◽  
Yu Hui Yang
Keyword(s):  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Regional Culture ◽  
School Students ◽  
Model Framework ◽  
Web Based ◽  
Web Based Learning ◽  
New Generation

It has become an urgent problem to be solved for the education world to strengthen cultural education, transmit and develop excellent regional culture and enhance cultural quality of middle school students and the new generation. In the traditional Web-based learning environments used for transmitting regional cultures, there is not strong immersion, flexible interaction methods, interests and entertainments. In response, the basics of the cone of experience and constructivism learning theory are analyzed, a virtual learning environment about Yiwu regional culture is designed, and the system model, framework and the realization processes of key parts are stated.

scholarly journals The effectiveness of frog VLE implementation: students’ perspective

2019 ◽  
Vol 14 (1) ◽  
pp. 381
Author(s):  
Rogayah Abdul Majid ◽  
Juhaida Che Hasim
Keyword(s):  
Learning Environment ◽  
Learning Experience ◽  
Real Life ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Learning System ◽  
Student Perspective ◽  
School Students ◽  
Online Systems

This paper presents the effectiveness of the Frog VLE implementation from students’ perspectives. Virtual Learning Environment (VLEs) is an online systems supporting interactions between and amongst learners and teachers in school. The Frog VLE is a web-based learning system that replicates real life learning by incorporating virtual learning equivalent of traditional concepts of education with the aim to  enhance the learning experience beyond the bounded classroom background. Previous studies have identified some difficulties in the Frog VLE implementation such as competency of the teachers and student, facilities and infrastructure of implementing the Frog VLE in school. Therefore, the aim of this study is to measure the effectiveness of the Frog VLE implementation from student perspective as VLE platform may lead to the performance improvement among the students. A survey was conducted with 315 participants,  consists of Year 4 and Year 5 primary school students in Shah Alam. The result of the study shows that from the “nature of student self, teacher’s competency, useful and ease of use of the application, and conducive learning environment have improve students’ academic performance and motivation.

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