The model of adaptive system of individualization and personalization of future specialists’ professional training in the conditions of blended learning is offered. It includes the contextual, pedagogical and instrumental subsystems. In the system, the adaptability is planned to be implemented through the adaptation of educational materials, monitoring, devices, face-to-face classes; individualization involves the study of students’ individual features, support and assistance of student’s individual syllabus, individualization of the learning process, development of student’s individual features and formation of new characteristics according to student’s educational needs, monitoring of student’s individual progress; personalization involves the organization of the educational environment, including the electronic one.
Introduction. The paper deals with the issue of realities and prospects of distance learning at higher education institutions of Ukraine. Distance learning in Ukraine has been implementing for more than twenty years and distant learning technologies are used at most Ukrainian higher education institutions, but the necessity and feasibility of the introduction and development of remote technology is questionable both to faculty and students. The main purpose of this paper is to synthesize the real state of distance learning in Ukraine and outline its development prospects at higher education institutions of Ukraine. Materials and Methods. The paper represents the analysis of the survey results of student answers of four classical, pedagogical, maritime and agrotechnological higher education institutions regarding the practical implementation of distance learning in their institutions. The study of the realities of distance learning in the practice of higher education institutions in Ukraine has been conducted among 102 students. The questions concerned student attitude to distance learning, distance learning organisation, advantages and disadvantages of distance learning. Results. The survey results show all four higher education institutions where the survey has been conducted have the information technology support of distance learning (websites, access to the Internet), students of all four higher education institutions are familiar with distance education, use this technology, but most of them prefer mixed learning. It is partially uncomfortable for students to work remotely with theoretical training materials and practical tasks, but they prefer automated remote testing. The most preferable aspects of the distance learning technology students are reading the theoretical material and viewing video lectures remotely and sending completed assignments over the Internet. According to the opinion of most students, the great advantage of distance learning is the ability to combine work and study and self-determination of the study time and place. As the most significant disadvantage of distance learning, students have indicated that it requires self-motivating learners. Discussion and Conclusion. The research results allow researchers to identify the realities of distance learning in Ukraine consisting in provision students with the access to distance learning at most higher education institutions. Certain prospects of distance learning development in Ukraine such as updating the software, hardware and material resources of higher education institutions, providing the broadband access to the Internet to higher education institutions of Ukraine are highlighted. It has been noted that ensuring the process of obtaining an educational degree (Bachelor’s, Master’s degrees) at higher education institutions of Ukraine is possible by taking massive open distance courses.
Введение. В связи с интенсивным развитием индустрии программного обеспечения происходит постоянное обновление технологий и языков, применяемых в профессиональном программировании. Эти процессы актуализируют задачи повышения качества обучения и обеспечения формирования компетентности в области программирования у студентов специальностей, в рамках которых осуществляется подготовка специалистов для отрасли информационных технологий. Целью статьи является освещение результатов научного исследования, направленного на разработку и внедрение в высших учебных заведениях системы подготовки будущих инженеров-программистов к профессиональной деятельности. Материалы и методы. В работе приняли участие 139 студентов двух университетов Украины. Исследование было организовано с применением метода параллельного эксперимента (сбор данных проводился в контрольной и экспериментальной группах). Для сбора данных об уровне сформированности у студентов компетентности в сфере программирования проведен анализ их успеваемости по ряду профессионально ориентированных дисциплин. Для анализа полученных показателей применялись методы группировки, построения сводных таблиц, графического представления данных. Их достоверность была проверена с использованием критериев Фишера и однородности χ 2 Пирсона. Результаты исследования. Авторы статьи впервые разработали систему подготовки будущих инженеров-программистов к профессиональной деятельности и выполнили экспериментальную проверку эффективности формирования у студентов компетентности в области программирования в рамках данной системы. По итогам проведенного исследования авторы определили, что на констатирующем этапе более трети студентов имели низкий уровень сформированности исследуемой компетентности, что свидетельствовало о недостаточном уровне профессиональной подготовки. По результатам контрольного этапа установлено, что в экспериментальной группе уровень сформированности компетентности в области программирования существенно повысился. Данное исследование расширило представление о концептуальных основах профессиональной подготовки будущих инженеров-программистов в высших учебных заведениях. Обсуждение и заключение. Полученные результаты представляют практическую ценность для научно-педагогических сотрудников вузов при разработке образовательных программ профессиональной подготовки будущих инженеров-программистов, в частности в сфере программирования.Ключевые слова: будущий инженер-программист, компетентностный подход, профессиональная компетентность, компетентность в области программирования, формы, методы и средства профессиональной подготовки, педагогический эксперимент Для цитирования: Круглик В. С., Осадчий В. В. Формирование компетентности в области программирования у будущих инженеров-программистов // Интеграция образования.Introduction. Due to the intensive development of the software industry, there is a constant update of technologies and languages used in professional programming. These processes bring up to date the tasks of improving the quality of education and ensuring the develop...
The article is devoted to actual problem of using modern ICT tools to increase the level of efficiency of the educational process. The current state and relevance of the use of augmented reality (AR) and virtual reality (VR) technologies as an appropriate means of improving the educational process are considered. In particular, attention is paid to the potential of the combined capabilities of AR and VR technologies with adaptive learning systems. Insufficient elaboration of cross-use opportunities for achieving of efficiency of the educational process in state-of-the-art research has been identified. Based on analysis of latest publications and experience of using of augmented and virtual reality technologies, as well as the concept of adaptive learning, conceptual model of learning based on the combined capabilities of AR and VR technologies with adaptive learning systems has been designed. The use of VR and AR technologies as a special information environment is justified, which is applied in accordance with the identified dominant type of students' thinking. The prospects of using the proposed model in training process at educational institutions for the implementation and support of new teaching and learning strategies, as well as improving learning outcomes are determined by the example of such courses as “Algorithms and data structures”, “Computer graphics and three-dimensional modeling”, “Circuit Engineering”, “Computer Architecture”.
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