E-learning as a modern format of educational activity

Based on the analysis of Russian literature, the article considers e-learning as a modern format of educational activity, as a modern pedagogical technology. The role of digital transformation of education is emphasized, which involves constant updating of the content of education and planned learning outcomes, methods, means and control of educational activities in a dynamically developing digital information and educational environment. The use of new types of educational activities based on the interpenetration of already traditional teaching models and modern digital technologies contributes to the quality training of students. Taking into account the prevailing factors, the most effective in this regard is the creation and use of educational e-courses, the active introduction of e-learning into the professional training of specialists. The implementation of educational activities based on e-learning is accompanied by a specially created information and educational environment, which takes over the provision of training through the use of information and communication technologies, network services for the development of educational programs. Electronic educational resources are presented in electronic form and include a certain structure, the main subject content and output data. Thanks to electronic resources, information interaction between participants in educational relations is ensured, the quality of formed competencies and the knowledge of information culture among students increases. The active introduction of e-learning requires not only the psychological and professional preparedness of all participants in the educational distance learning process, but also its theoretical development and methodological support. The development of e-learning stimulates the need for the formation of professional competencies among teachers for successful activities in the electronic information and educational environment. Electronic educational technologies make it possible to complement and expand existing forms of educational communication, and in this sense, the use of e-learning in education today is not only the use of information technologies and digital solutions in the interaction of the teacher and students, but also defines a new format of teaching.

The study of reactive and active modes of educational communication in the process of solving educational tasks by students in a virtual reality environment

Introduction. The introduction of virtual technologies into the vocational training system makes it urgent to solve the task of adjusting communication in a situation where the student is in a virtual reality environment, while the teacher is in the real world. The research purpose is to study the role of two types of educational communication (reactive and active ones) with a student solving an educational task in a virtual reality environment, taking into account the gaming experience and the dominant type of student's perception. Materials and methods. During the laboratory experiment with the use of virtual reality headsets, the skill of hand-eye coordination was worked out on a sample of undergraduate teacher-training students (N=36). The author's questionnaire was used to assess the gaming experience, the dominant type of student's perception was assessed using the VARK Questionnaire (Version 7.8) by N. Fleming and S. Mills. The reliability of the data obtained was assessed using the chi-square test and the Student's t-test. Research results. There are no statistically significant differences between the groups of reactive and active communication in all indicators, with the exception of the experience of getting acquainted with virtual reality. The number of questions regarding the methods and sequence of performing game actions in the reactive group was the greatest (2.28), the same indicator in the group with active communication was insignificant (0.40). In the group with reactive communication, the subjects asked twice as many questions as in the group with active communication (4.78 and 2.44, respectively). Conclusions. The results confirm the hypothesis that the reactive and active modes of educational communication play different roles in the interaction between the teacher and the student. The dominant type of student's perception does not affect the process of organizing educational communication in a virtual reality environment. It is useful to take into account the results obtained at the stage of support of students' educational activities in a virtual reality environment in the context of providing active and reactive assistance by the teacher.

VISUALIZATION OF CULTURE: EDUCATIONAL IMPLICATIONS

The authors of the article focus on changes related to education. Education is considered as a communicative construct arising from the process of symbolic interaction between individuals who establish meanings when coordinating their statements. The communicative generation of situations and orders of knowledge is interpreted as educational semiosis. Analyzed is the discourse of modern humanities which are competing with each other in determining the current socio-cultural situation. Highlighted is the research tendency, asserting the point of changing the cultural morphogenesis by means of its visualization processes. Based on this, the hypothesis of a gap between culture and education is put forward. According to this hypothesis, cultural relations are increasingly mediated by figurative participation, while educational practices appeal to verbal and textual forms of the situational mediation. Within the relations between actors in education, this is reflected in the dominance of legitimate (metanarrative) samples, the transmission model of educational knowledge, the communicative preference for orderliness, the desire for unambiguity, the clarity and completeness of logocentric forms of thinking, and so on. The change of the mediation form in the organization of educational interaction and the transition from the verbocentric order to the ocular-centric one, is suggested as a step in the development of modern education. It must affect the way educational relations (educational communication) function, the way words (speech) and images (vision) are inter-related, the principles of students’ orientation in their attitudes to the sign-symbolic world, their partners in interaction, and to themselves. In the first case, the point is to organize educational communication based on the principles of paradoxicality, paralogicality, and disproportionality of statements and images of the situation. Here the most important educational objective is to make the participants of the educational interaction consider their differences in their interpretations of the world, their styles of utterance, and their discursive positioning. In the second case, the educational objective is the liberalization of vision, which emerges in the course of perceptual work emancipated from the primary procedures of interpretation and comprehension of the visible and relying on the action of the image as the context of the statement. The third case is about worldview constants, radical changes in the position of the educational subject, acquiring the experience of self-detachment in learning. In the final analysis, this provides an opportunity for differentiation and diversification of the worlds of human presence.

Implementación de una estrategia de comunicación para posicionar las buenas prácticas agrícolas (BPA): el caso de los productores de piña de la zona norte de Costa Rica/ Implementation of a communication strategy to adopt good agricultural practices (GAP)

Based on the high use of agrochemicals and pressure on ecosystems from agricultural production, as well as complaints and social movements against pineapple crop in the northern region of Costa Rica, a communication strategy was articulated within the framework of the project “Characterization of agricultural practices and the use and management of agrochemicals in pineapple crop, for implementing good agricultural practices (GAP)”. The strategy focused on promoting agricultural and environmental education to help farmers in the implementation of GAPs in the northern region of Costa Rica. There are not many public relations studies about agriculture and rural areas in Latin America. However, public relations can contribute to community development, based on the search for relationships based on trust, mutual understanding, cooperation and a sense of belonging that could lay the foundations for promoting sustainable development. The methodology was carried out in three main stages: diagnosis, approach and execution, and evaluation of the strategy. In the initial stage, one of the main findings was the outstanding negativity in local and national media coverage of pineapple production. Based on the results of the diagnosis, four main problems to be addressed during the implementation stage were identified: 1) overdose of pesticides; 2) bad stubble management; 3) poor soil management; 4) disrespect for aquifer protection zones. For the second stage, we applied two tactics consisting of a set of tasks intended to target audiences identified as main or primary. Also, a training program and crisis management activities were executed. The final stage consisted of the application of an evaluation questionnaire to 25 farmers participating in the training program. The results were several activities developed in the communities, including a series of informative and educational products (videos, key messages through WhatsApp, newsletters, infographics, a guide for the identification of pests and diseases in the pineapple crop); press management; workshops at local schools; and a GAPs Fair to promote the sustainable production of pineapple. The strategy promoted a training program, consisting of 34 talks, which was attended by 240 people: farmers, university students, agricultural products and tools sales personnel, people from cooperatives and interested members of the public. According to the final evaluation, 68 % of the training participants stated that their ability to produce pineapple using GAP improved during the last years; 40 % stated that environmental balance was the main benefit of implementing GAPs in pineapple crop, followed by economic savings (24 %). This shows that the message related to the environment was the prevailing one, consistent with the environmental and educational communication proposed by the strategy. As a conclusion, of the three most implemented agricultural practices by pineapple farmers, we identified that two were part of those promoted by the communication campaign. Thus, the project’s communication strategy had a strong incidence in the improvement of agricultural practices in the area and increased the number of positive notes related to the pineapple crop, before the crisis. We were able to impact the local production of pineapple through a clearly established strategy. Also, this allowed us to face the different phases of the crisis situation.

Communicating across educational boundaries: accommodation patterns in adolescents’ online interactions

This paper studies linguistic accommodation patterns in a large corpus of private online conversations produced by Flemish secondary school students. We use Poisson models to examine whether the teenagers adjust their writing style depending on their interlocutor’s educational profile, while also taking into account the extent to which these adaptation patterns are influenced by the authors’ own educational background or by other aspects of their socio-demographic profiles. The corpus does reveal accommodation patterns, but the adjustments do not always mirror variation patterns related to educational profiles. While salient features like expressive markers seem to lead to pattern-matching, less salient features appear less prone to ‘adequate’ adjustment. Lack of familiarity with the online behavior of students from other educational tracks is a factor too, since online communication clearly proceeds primarily within ‘same-education’ networks. The focus on cross-educational communication is quite unique in this respect and highly relevant from a sociological perspective.

TELENURSING IN PHYSICAL AND OCCUPATIONAL THERAPISTS’ TRAINING

The necessity of distance learning of specialists practitioners, in particular in the field of knowledge «Health care», which is induced by COVID-19, causes a significant public response. This is due to a possible decline in the quality of higher education, and therefore the security of citizens and the state. Consequently, the search of modern, effective methods and means of learning and training for healthcare specialists is relevant. Quarantine restrictions of educational communication have sharpened attention, firstly, to telecommunication means, secondly, to active learning methods, and thirdly, to the mobilization of internal reserves to expand the practical educational component. This is how the idea of simulated professional support arose. It was realized by the students of physical therapy during the rehabilitation period of a university lecturer. It was the postoperative period of endoprosthesis and simulated professional support was provided with the help of telenursing. The essence of the simulation was that the real rehabilitation period had already passed, but it was agreed to repeat it for a didactic purpose. 46 first-year students of the specialty «Physical Therapy, Occupational Therapy» took part in the experiment. At first, they were trained a set of exercises (according to the recommendations of the clinic), while paying attention to the practical, psychological and pedagogical aspects of interaction. Then, students conducted rehabilitation classes with the help of telecommunication means, which lasted for a month. An incoming survey was conducted (based on motivation of professional activity): among the students and it showed that 32 of them (69.6%) are positively professionally motivated, 45 respondents (97.8%) felt subjective satisfaction with their professional choice. The final study (an interview) with the question «How has the attitude to professional activity changed») represents that 31 (67.4%) respondents were ready for practical conduction of similar professional support. Telenursing proves its effectiveness not only as a means of actual patient care (according to the literature), but also as a kind of learning, using a case study (according to our data). However, the telecommunication means, which were chosen for rehabilitation, including video communication via Viber and Messenger as more common among the potential customers, did not fully satisfy students who preferred Microsoft Teams and Google Meet as less related to social media and personal profiles data, as well as with better possibilities of lesson planning. This indicates the formation of professional competencies that are based on the combination of psychological and pedagogical, information and communication competencies, hence, the effectiveness of the proposed method.

The utilization pattern of east flood canal as public open space in urban area

East Flood Canal is one of the manmade waterfront public open spaces in Jakarta which is often visited by residents. The existence of the public open space is very important for society. The purpose of the study is to identify the utilization pattern of public open space on canal banks and analyze the problems related to the utilization of this space. Method used place-centered mapping to identify physical characteristic of public open space and patterns of activity that occur in the study area. The study is conducted in the segment East Flood Canal on Jl. Kolonel Sugiono, Duren Sawit sub-district, East Jakarta. The result is the pattern of utilizing public open space in the four zones in the East Flood Canal segment is linear because the pattern follows the physical setting of pedestrian circulation paths and bicycle lanes. This study suggests both two circulation pathways (pedestrian and bicycle) need to be designed continuously along the canal and equipped with adequate facilities. Improvement of the planning, design, and maintenance of public open space in the segment of canal will have many benefits to increase social interaction, recreational activities, educational communication, and also a concern for the hydrological aspects of the canal.

Linguocognitive Conflict of Digital and Pre-Digital Thinking in Online Educational Discourse During the Pandemic: Social Danger or a New Challenge?

The authors analyze the problems of online educational discourse in the context of the linguocognitive conflict of the «pre-digital» and «digital generations» in connection with mediated communication during the COVID‑19 pandemic. Today, society has actualized hidden socio-cultural conflicts that have increased the disharmonious influence on the implementation of online educational discourse in a situation of prolonged self-isolation and lockdowns. The authors distinguish a separate subtype of educational discourse-online educational discourse, it is the result of an interactive process of interaction of subjects in an indirect educational space of an online format, within which intercultural, interpersonal communication, a diverse verbal-paraverbal exchange of information using digital means of communication is carried out. At the same time, the possibilities of the language of the participants of educational communication are evaluated in the context of expressing their communicative intentions. The situation of the pandemic has updated the features in the decoding of information in the «digital generation». The specifics of the speech-thinking activity of the «digital generation» are a pseudo-psychopatholinguistic phenomenon, which requires new approaches to online educational discourse in the formation of competencies. The new situation requires the allocation of other parameters for the psychodiagnostics of norm and pathology in the work of the language and brain. Humanity is looking for compromises for the full-fledged formation of various competencies based on language, using online educational dialogue as optimal in terms of survival during a pandemic. The specifics of the language behavior of the «digital generation» reflect a different type of thinking than that of the representatives of the «pre-digital generation». The article reflects the results of an international study on the formation of students ‘ communicative competence using online educational discourse during the COVID‑19 pandemic