ORGANIZATION OF POINT-CRITERION ASSESSMENT OF BLENDED LEARNING STUDENTS DUE TO EDUCATION DIGITIZING

In the context of digitalization of education, traditional forms of knowledge control are gradually being transformed by the assessment of knowledge through e-learning platforms. The electronic learning environment makes it possible to organize a point-based evaluation system, consisting of a point assessment during the current and intermediate control and a criterion-based assessment during the final certification of the formation of competencies.

Students as a subject of the e-learning environment

The article is devoted to the subjective role of the student community in the e-learning environment. The basic personal attributes of a modern student required for successful learning in the electronic learning environment were defined, including proactive attitude, motivation, creativity, independence, persistence. The tasks that should be overcome by students to achieve the goal of successful learning were outlined as follows: to take personal responsibility for the process and the final result of learning, to increase their motivation and interest in a positive outcome, to be able to develop communication with other students and the lecturer, to associate the acquired theoretical knowledge with their experience and practical skills. Distant learners were outlined to face a variety of challenges from technical issues and lack of guidance materials to communication difficulties, which are just as important. The conclusion to be drawn is that the functions and competencies of both students and teachers are changing in the e-learning environment. Communication moves to a different level and starts to be from a peer to peer perspective. The e-learning environment requires students to be more self-organized, goal-oriented, self-conscious in the process of education, to realize the purpose of their cognitive activity, to be inquisitive and passionate.

Using the electronic portfolio as a means of formation the foreign language communicative competence when training future tutors-teachers

The problem and the aim. Intercultural, foreign language communication is an integral part of the modern electronic learning environment. The professional competence of the future teacher as a subject of information interaction is manifested in the ability and readiness to speak a foreign language while performing official duties, in research activities, for self-realization. The authors propose to use the capabilities of the electronic portfolio for the formation of foreign language communicative competences of students of pedagogical training programs in the information educational space. Research methods. Theoretical analysis and generalization of scientific literature were used to determine the components of the foreign language communicative competence, the content and structure of the electronic portfolio. The method of pedagogization of the information technology, group interaction, assessment by external experts, mutual assessment and self-assessment are used for designing and scaffolding of the electronic portfolio with digital tools. The experiment involved 64 students of the Vyatka State University of the training program 44.03.01 Pedagogical education (bachelor level). The software is the Tilda service (https://tilda.cc/ru/). As a method of statistical processing of the experimental data, the χ2 (chi-square) Pearson test was used. Results. In the experimental group, future tutors-teachers used Tilda tools to determine the structure and content of the electronic portfolio (categories, sections, projects), which was subsequently provided for discussion and analysis by other students, external experts. The assessment of the levels of formation of the foreign language communicative competence was carried out and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, χ2obs. 2 > χ2crit0.05 (7,07 > 5,99). In conclusion features of designing and using electronic portfolios, implemented on the Tilda platform to present achievements in the foreign language communicative, educational, cognitive, professional activity are summarized.

Implementation of Project-Based Learning in Information Technology in an Electronic Learning Environment

This article examines project-based learning in an e-learning environment. An analysis has been made of the educational projects and the functional capabilities of the specialized software, suitable for their implementation in remote access learning. The paper proposes examples that justify the thesis of increasing learner motivation and knowledge effectiveness.

About Innovation Practice Within Geometric-Graphic Training

The article discusses major problems associated with "digitalization" of higher professional education. The data on organization of the system of "mixed learning" and filling of traditional geometric- graphic education with electronic innovations are presented. The structural scheme of training is given taking into account technological innovations. Examples of training design tasks in the electronic learning environment for creating 3D models of geometric objects intended for students to perform as part of independent work are given. A positive effect was noted when students master new technologies, as well as difficulties in implementing the online – learning process are shown

Motivation Factors for Generation Z in Higher Education

In educational experience in the past years, students' attitude toward learning has changed. The authors made a complex research in five Hungarian universities among economist students and their teachers. The focus of the research was learning motivation factors of students who participate in higher education in the field of economics. Another research question focused on the use of ICT tools. To answer these questions, the authors conducted a questionnaire, made workshops and interviews with students and teachers as well. In the questionnaire, they got answers to how often they face different teaching methodologies, to what extent do these methods support their learning, and what kind of expectations do they have from an electronic learning environment. During the analysis, the authors got some insights into students' preferences using electronic platforms. The questionnaires provided an opportunity to analyse some questions from students' and teachers' perspectives too.