scholarly journals Electronic learning at a university as a new educational paradigm

2021 ◽  
pp. 73-79
Author(s):  
I.A. Udzhukhu ◽  
R.K. Meshvez
Keyword(s):  
Adaptive Learning ◽  
Research Problem ◽  
Healthcare Services ◽  
Global Scale ◽  
Educational Process ◽  
Main Task ◽  
Research Results ◽  
Teaching Aids ◽  
E Learning ◽  
Educational Paradigm

The main task of the state social policy is formation of a digital society, the development of the digital economy as an urgent sphere of people's life. This has led to the transition of many areas to digital technologies: education, healthcare, services, etc. Objective circumstances of the global scale of spring 2019, associated with the widespread spread of coronavirus infection has caused optimization of distant educational technologies. The implementation of the new idea of e-education is inextricably linked with the process of its digitalization. The research problem: what are the factors of e-learning as a new educational paradigm in a university? The purpose of the research is to reveal the essence of e-learning at a university, its goals, components and functions. The research methodology is composed of a set of methods of scientific knowledge: generalization, analysis, synthesis. The research results. Theoretical and methodological prerequisites for the digitalization of education as a new educational paradigm have been revealed; the functions of digital education have been defined; technology brands of e-education have been identified; the concept of «digital literacy» has been disclosed. Key findings: e-learning is an innovative educational paradigm based on the transformation of the educational process (change in guidelines, organizational and managerial forms, technologies, teaching aids) and the use of a digital educational environment; e-education serves as a tool, an environment that opens up new learning opportunities through the use of technology brands (cloud technologies, online courses, «mobile» learning, adaptive learning, artificial intelligence, behavioral analytics, gamification). The research results can be used for further theoretical and methodological substantiation of the problem of e-learning in higher education, and in activities of modern scientific and pedagogical workers in the context of digitalization of the educational space.

INNOVATIVE TECHNOLOGIES IN EDUCATION: TEACHER AS THE MAIN SUBJECT OF EDUCATIONAL PROCESS IN THE AGE OF DIGITAL TRANSFORMATION

2021 ◽  
Vol 1 (2) ◽  
pp. 6-14
Author(s):  
N. I. Ilinskaya ◽  
Keyword(s):  
Distance Learning ◽  
Information Technologies ◽  
Educational Process ◽  
Educational Technologies ◽  
Main Subject ◽  
Special Significance ◽  
Innovative Technologies ◽  
E Learning ◽  
Educational Paradigm ◽  
One Year

The article deals with the issues related to innovative technologies in the educational sphere, which acquire special significance and meaning in the situation of pandemic. It is mainly within this problem that the changes in the educational paradigm currently taking place are being understood. To a large extent, these transformations are linked with the introduction of information technologies into the educational process and the transfer of learning to online educational platforms. The author shows how, in one year of the pandemic, distance learning, which had been discussed for at least two decades, has become a tool indispensable for many educational tasks. Doing so without e-learning has become either problematic or impossible. Distance learning can be considered innovative due to its reliance on educational technologies that have not yet been fully tested, but are widely used by necessity. However, the real subject of innovation and educational process is the teacher. The purpose of the article is to analyze modern educational technologies and identify their innovative component.

scholarly journals THE ESSENCE OF EDUCATIONAL PARADIGMS AND POLYPARADIGMAL MANIFESTATIONS IN MULTIDIMENSIONAL PEDAGOGICAL REALITY AND PERSONAL SELF-REALIZATION OF STUDENTS IN E-LEARNING

2020 ◽  
pp. 72-83
Author(s):  
M. Miier
Keyword(s):  
Research Methods ◽  
Learning Process ◽  
Adaptive Learning ◽  
Emotional Adjustment ◽  
Educational Process ◽  
Full Time ◽  
Scientific Analysis ◽  
General Scientific ◽  
Educational Paradigm ◽  
Traditional Pedagogy

The article examines the educational paradigm as a genesis indicator of changes in the educational field caused by social development, paradigm as a result of the implementation of integration processes. Besides, the personal self-realization of students as a manifestation of the student-centric paradigm is studied. Іn accordance with the objectives of the study, the following is performed. It summarises the key ideas of paradigms of traditional pedagogy (knowledge, ZUN, scientific- technocratic, paradigm of explanatory-illustrative learning) and people- oriented paradigms (child-centric, anthropological, cognitive, pragmatic, humanitarian, humanistic, cultural, paradigms of developmental and adaptive learning). It is established that paradigm analysis of modern education should be carried out in two directions: 1) to reveal its polyparadigmal character; 2) to provide a thorough consideration of the didactic features of the organizing the educational process within the specific educational paradigm. Considering the above mentioned matter in the article, the examples of polyparadigmal manifestations of multidimensional phenomena and processes in pedagogical reality are given. Didactic features of organising educational process in realisation of student-centered paradigm are also revealed. It is characterised such didactic tools as topic-presentation matrix and author’s music-markers of the beginning and end of the learning process (lectures, seminars, lessons, etc.). The self-realization of students with the use of these means is investigated. The complex of research methods is used in the work: general scientific (analysis, synthesis, comparison, systematization, generalization) and empirical (observations, discussions, questionnaires). The complex of research methods is used in the work: general scientific (analysis, synthesis, comparison, systematization, generalization) and empirical (observations, discussions, questionnaires). 110 respondents were involved in the study. These are full-time and part-time students. Institution of higher education: Borys Grinchenko Kyiv University. As a result of the study it is established a significant potential of the studied tools for organization of the learning process; for emotional adjustment of students to the process of learning and for recreation; for their personal self- realization on the basis of imitation of the creative of Others.

scholarly journals E-Learning and Blended Learning in the Opinions of Polish Students

2021 ◽  
Vol 10 (2 (20)) ◽  
pp. 233-255
Author(s):  
Marzena Chrost ◽  
Sławomir Chrost
Keyword(s):  
Blended Learning ◽  
Social Life ◽  
Research Problem ◽  
Global Scale ◽  
Independent Learning ◽  
Full Time ◽  
Academic Education ◽  
Main Research ◽  
E Learning ◽  
State Of Affairs

For the first time in history, the education system has experienced a crisis situation on a global scale, leading to total and forced isolation in social life and communication. In March 2020, full-time classes at universities in Poland were suspended due to the epidemic caused by the COVID-19 coronavirus. This state of affairs resulted in the need to shift scientific and didactic work to be “remote”. This article aims to present students’ opinions on e-learning and blended learning after several months of experience with such forms of learning. The main research problem was formulated as follows: “What are the Polish students’ opinions of e-learning during the pandemic?” The method of diagnostic survey and the questionnaire technique called the SWOT were used in the empirical research. The research was conducted in May and June 2020 in three selected universities. A total of 314 students took part in it. The results indicate that remote teaching has both specific strengths and weaknesses and that there are many opportunities and threats associated with this form of teaching; nevertheless, a larger proportion of the data were related to the weaknesses. Undoubtedly, there are still many activities that should be introduced into practice and everyday academic education. Perhaps a creative solution will be to introduce only some elements of distance learning, which can contribute to a better acquisition of IT and digital competences and can help students develop activity, self-discipline, and independent learning.

scholarly journals Substantiation of pedagogical conditions of tolerant attitude of school and family to children of primary school age

2020 ◽  
Vol 8 (4) ◽  
pp. 19-25
Author(s):  
Hanna Andriivna Liulka ◽  
Keyword(s):  
Secondary School ◽  
Educational Process ◽  
Educational Activity ◽  
Main Task ◽  
Research Areas ◽  
Educational Paradigm ◽  
The Individual ◽  
Creative Self ◽  
Education And Development ◽  
Primary School Age

In the Concept of the New Ukrainian School, the main task of a modern secondary school is the education of conscious citizens of Ukraine, providing conditions for creative self-realization and self-determination of the individual. Changes and updates of the educational paradigm bring teachers to a modern understanding of the educational process as an activity based on self-development, self-improvement and their pedagogical support. It involves subject-object interaction in the educational space of the secondary school. One of its important components is the pedagogical conditions, compliance with which depends on the effectiveness of achieving the educational goal. The study of this problem is carried out in several areas: the role of pedagogical conditions for the formation and development of the personality of both the teacher and the subject to which the learning process is directed; organization, activation and modernization of subject training. The analysis allows us to state that the modern understanding of the concept of "pedagogical conditions" is complicated by the variety of research areas of scientists. Analysis of pedagogical, psychological and philosophical scientific literature shows that the problem of substantive and substantive analysis of the concept of pedagogical conditions is considered by scientists from different aspects. In the context of our study, we define pedagogical conditions as features of the organization of the educational process in a secondary school, which determine the results of upbringing, education and development of the student's personality, objectively ensuring the possibility of achieving them. In the course of our research the levels of pedagogical conditions were determined. Thus, considering the concept of pedagogical conditions in the context of educational activities of a secondary school, we came to the conclusion that pedagogical conditions are a qualitative characteristic of the main factors, processes and phenomena of the educational environment. Research in the direction of development of technologies of creation of optimum pedagogical conditions for the decision of certain problems of educational activity of comprehensive school is perspective.

scholarly journals Theory and experience of digitalization in the system of inclusive education

2021 ◽  
Vol 18 (4) ◽  
pp. 45-56
Author(s):  
Valentina G. Ryndak
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Digital Technologies ◽  
Educational Process ◽  
Information Support ◽  
Research Results ◽  
Digital Devices ◽  
Advantages And Disadvantages ◽  
E Learning

According to the systematic approach, the paper reveals the theory and experience of digitalization of the inclusive education system. Research methods: retrospective analysis of the development of digitalization of the educational process of inclusive education in Russia and abroad, conversations, analysis of portfolios, situations, experience of the Pedagogical College named after N.K. Kalugin (Orenburg), assessment and self-assessment of bachelors, teachers, generalization and systematization of the data obtained; statistical methods, cluster analysis, questionnaires, analysis of parents opinions on the conditions and quality of inclusive education, analysis of students opinions on the conditions and quality of vocational training. Research results: the paper provides a theoretical analysis and analysis of research results, which made it possible to: clarify the essence of digital technologies as a set of digital devices and information and communication technologies; identify assistive means for solving corrective and compensatory problems; categories of digital devices for solving the problems of inclusive education; identify the principles, methods and technologies of digital (e-learning) in the context of inclusive, advantages and disadvantages of e-learning; models of organizing inclusive education using e-learning; free services, paid educational platforms, their opportunities, advantages and disadvantages in inclusive education; to identify the means of intellectual information support in the digital educational environment, the didactic potential of the educational platform; virtual fund of scientific effects, providing educational and methodological support for the inclusive educational process, its architectural components; to determine the directions of the virtual fund of scientific effects. Effectiveness and quality of inclusive education is provided by individual educational trajectories, the methodological resource integrates methods of educational activities in an electronic environment, online learning, and access to digital technologies. The experience of organizing distance inclusive education and inclusive group virtual learning has been clarified. Conclusions and recommendations: it has been proven that digitalization is the goal and means of ensuring the effectiveness of inclusive education; revealed the difficulties of students and the role of teachers as professional partners in their elimination; identified digital devices for solving the problems of inclusive education. The principles, methods and technologies of digital (e-learning) are presented in the context of the interaction of students and teachers.

scholarly journals The concept of transformation and inverted electronic textbooks

2020 ◽  
Vol 17 (2) ◽  
pp. 153-168 ◽  
Author(s):  
Nikolay I. Pak ◽  
Ekaterina G. Potupchik ◽  
Lyudmila B. Khegay
Keyword(s):  
Learning Strategy ◽  
Subject Area ◽  
Educational Process ◽  
Learning Tools ◽  
Innovative Teaching ◽  
Electronic Textbooks ◽  
Teaching Aids ◽  
Self Study ◽  
E Learning ◽  
The Subject

Problem and goal. Despite a significant amount of work on the creation of electronic textbooks, interest in them does not wane. Currently, when developing them, it becomes necessary to take into account the features of the Z generation. The purpose of the study is a didactic analysis and description of the concept of transformer books and an inverted textbook. Methodology. The idea of creating such intellectual teaching aids is associated with the use of mental schemes of the subject area, hidden psychoanalysis of the perception type of the learner and the question-task form of training. The textbooks being designed provide for a change in the learning strategy (from the paradigm accumulating knowledge to solve problems to the paradigm solving problems by mastering the necessary knowledge). In this case, the educational model of the white box is used, which allows visualizing the dynamics of the acquisition by student the knowledge of the subject area. Results. A procedure for developing inverted textbooks and transformer books is proposed. Prototypes of such electronic tools when used in a real educational process have shown their high effectiveness in self-educational activities of students. Conclusion. The use of transformational and inverted electronic textbooks allows not only to automate the learning process without real contact with the teacher, but also contributes to a significant increase in the motivation of modern students to self-study. The materials of the article are of practical value for developers of e-learning tools, as well as teachers who prefer to use innovative teaching methods.

scholarly journals Learning Content Model: from Concept Structuring to Adaptive Learning

2021 ◽  
Vol 25 (1) ◽  
pp. 28-39
Author(s):  
J. V. Vainshtein ◽  
R. V. Esin ◽  
G. M. Tsibulsky
Keyword(s):  
Graph Theory ◽  
Adaptive Learning ◽  
Educational Process ◽  
Subject Domain ◽  
Research Issues ◽  
Content Model ◽  
Electronic Environment ◽  
Learning Content ◽  
E Learning ◽  
The Subject

The aim of the study. In modern conditions of changing the global “educational landscape”, the leading trend in building a new educational process management system is the personalization of the educational process in the electronic environment. New pedagogical technologies and innovative forms of organizing personalized learning in the electronic environment are developing, one of which is adaptive learning. The development of the structure and content of adaptive e-learning courses, the design and implementation of an educational strategy, teaching methods, and approaches to assessing results is determined by the model of its subject domain - the model of learning content. The aim of the study is to develop an approach to constructing the learning content model of an adaptive e-learning course that provides a formalized presentation of the educational material of the discipline and the construction of a logically based strategy for its study. Materials and methods. Methodological basis of research methods make up the logical-epistemological analysis and graph theory, and comparative analysis of psychological and pedagogical, scientific and methodical works, analysis of regulatory documents on research issues, professional and federal educational standards of higher education. Results. A feature of the author's approach is structuring of the subject domain in the form of a sequence of terms (training objects) of the learning content, studied in a certain order and presented in several versions of the presentation. The presented model for constructing the learning content of the academic discipline differs from the wellknown ones by the presence of logical ordering of concepts based on the integration of logic methods of concept analysis, using logical and epistemological methods for correlating the volume and content of concepts with the methods of graph theory and hypergraphs. The definition of educational objects of a tree (hypergraphic tree) of terms is obtained on the basis of a concept tree of discipline with a further determination of the sequence of their study, as well as the inclusion of a phenomenological and structural model in the content of the educational object, which allows to identify and disclose the essence of each studied concept within the framework of the subject domain of discipline. Conclusion. The proposed approach has been tested in the educational process of the program 09.03.02 – “Information systems and technologies” at the Siberian Federal University. 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 end of the experiment, the control and experimental groups were statistically significantly different, which allowed us to conclude that the adaptive e-learning course developed in the educational process was effective. Adaptive e-learning courses, which are based on the approach proposed by the authors, made it possible to present educational content in the form of logically integral micro portions, which allow the adaptation of the educational environment to the individual characteristics of students. In the future, the proposed approach can contribute to development of personalized adaptive learning university ecosystems under digitalization formation.

scholarly journals EDUCATIONAL SCIENTIFIC SEMINAR IN A SOCIAL NETWORK: THE POSSIBILITIES OF INNOVATIVE EDUCATIONAL TECHNOLOGY («THEORETICAL STUDIES»: «HISTORICAL POETICS»)

2021 ◽  
Vol 23 (79(1)) ◽  
pp. 7-13
Author(s):  
E.V. Abramovskikh ◽  
◽  
Yu.R. Garbuzinskaya ◽  
Keyword(s):  
Social Network ◽  
Information And Communication Technologies ◽  
Work Experience ◽  
Communication Technologies ◽  
Educational Process ◽  
Network Services ◽  
Scientific Seminar ◽  
Information And Communication ◽  
E Learning ◽  
Educational Paradigm

The article shows how the modern socio-cultural situation dictates new requirements for the educational paradigm: there is a need to use information and communication technologies (ICT), various forms of distance and e-learning in the educational process, which in turn contributes to an increase in the mobility of all participants in the learning process. processing of intensive information flows. The most demanded and productive on this path are innovative educational technologies. The article focuses on the use of the VKontakte social network for conducting a training scientific seminar for students, undergraduates, graduate students. The authors proceed from their own work experience, on the basis of which they propose a methodology for conducting an online event aimed at popularizing scientific knowledge and using the capabilities of a social network. The article reveals how network services help create a unified educational space for the creative and scientific realization of students.

Educational Paradigm Change and Fostering Sustainable Success of Healthcare Organization with the Aid of Web-Based Interactive Training

2015 ◽  
pp. 932-958
Author(s):  
Kristina Zgodavová ◽  
Aleš Bourek
Keyword(s):  
Information And Communication Technologies ◽  
Health Management ◽  
Well Being ◽  
Healthcare Services ◽  
Healthcare Organizations ◽  
Web Based ◽  
Professional Educators ◽  
E Learning ◽  
Educational Paradigm ◽  
Sustained Success

This chapter focuses on improving the existing education process and presents comprehensive insight into the methodology of acquiring skills for managing healthcare organizations for sustained success through interactive Web-based training with special attention to simulations in­ a virtual learning environment. The authors describe functions and properties of the IMPROHEALTH® portal, as well as services pertaining to integrated e-learning, e-implementation of the specific management system with the added bonus of role play simulation, e-improvement of provided healthcare services, and present the way knowledge can be presented in the form of a Web-log book. Moreover, the purpose of this chapter is seen in addressing the obtained experience with regards to the utilization of information and communication technologies among the knowledgeable community. It is intended for professional educators involved in managing healthcare organizations, in e-health management, and for all people keen on modern digital ways of caring about their health status and on improving their sense of well-being, further supported by the so-called e-laboratory. Several innovative approaches augmenting the possibilities of traditional e-learning options are presented.

scholarly journals BASIC PRINCIPLES FOR DEVELOPING AN ADAPTIVE LEARNING SYSTEM

2019 ◽  
pp. 23-31
Author(s):  
Vladyslav Bilous
Keyword(s):  
Adaptive Learning ◽  
Cognitive Activity ◽  
Educational Process ◽  
Management Style ◽  
Learning System ◽  
Modern Concept ◽  
Basic Principles ◽  
E Learning ◽  
Adaptive Learning System ◽  
Individual Features

The work focuses on the basic principles of developing an adaptive learning system. The modern concept of open education assumes multilevel character of training, and also possibility of a choice of means, a place and time of training corresponding to its inquiries by trainees . This implies the availability of alternative teaching aids (courses) and application software for their creation, support of training and adaptation to a particular student. A significant challenge is to reduce the cost of developing e-learning courses and to increase their use in online learning. In addition, despite the availability of automated tools to simplify the development of pedagogical rules, it is impossible to generate rules suitable for any situation. These reasons have led to the search for a solution to the problem of developing e-learning courses that implement adaptive learning. The principles laid down in the concept of designing such a system are formulated. The structure of the system, including the model of the subject area (educational content), the model of the user, the model of adaptation and the model of evaluation of learning outcomes are presented. Within the framework of the proposed system, it has been developed and is at the testing stage. It is justified that the successful use of such a system by students contributes to the formation of their specific competences. In the adaptive system the roles of a teacher and a trainee are changing: a teacher is an organizer of the initial activities, and the responsibility for the results is shared with students. In this system, the democratic management style, not authoritarian one, is taken into account. A student is a performer of educational process and not a passive recipient of information (an object of the process). With the help of a teacher they acquire knowledge, actively involve into thinking process and plan own educational and cognitive activity. The central place in the adaptive learning system is occupied by a student with their individual features: biological potential and abilities, specifics of the organization of the cognitive process, the level of activity and independence in practical and cognitive activity, as well as efficiency, etc. The result of this system is a qualitative change in their individual features. Active independency of a student in the process of cognitive activities promote the development of individual qualities, the formation of intellectual and spiritual growth, as well as self-knowledge of a learner’s personality. This is the way the system is adapted to the formulation of competence of individual self-improvement.

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