Intensification of the educational process of a higher educational institution by tools of interactive technologies (IT) is studied in terms of efficiency of distance learning platforms. A good deal more IT tools are integrated into the educational process than platforms, the main function of which is the exchange of materials, task supervision, registration of activity and attendance. Within the scope of on the survey and data analysis of the Moodle platform for the period from September to January 2019 (230 students and 8 educators of Ivan Franko National University of Lviv from the following faculties have been involved, namely: economic, financial and business management, international relations of the 2nd year of study). The scale of intensification of the educational process due to the integration of different types of IT has been estimated. The analysis of users’ activities of the distance learning platform has been carried out. An improvement of the communication level, self-monitoring, assessment, reducing time for preparation of materials, as well as increasing the efficiency of tasks’ performance has been revealed. Increasing the level of attendance and increasing the level of control and responsibility are the most common manifestations of the intensification of the educational process. The reduction in the time for obtaining and searching for materials and saving in the time for preparing materials by educators has been recorded. As a result, there was a significant reduction of time for the course’s organization. The educators have given higher assessment of the intensification of the educational process in terms of using IT tools compared to students’ assessment. However, students’ assessments of the processing of materials and tasks’ performance are higher compared to the assessments of educators; it characterizes a certain level of subjectivity of students in assessing their own educational activities. The results obtained can be used to theorize the experience of using IT in the organization of the educational process of higher educational institutions, as well as for further experimental research in this area in order to reveal effective models of “teacher / student” interaction and search for effective ways to intensify the educational process of higher educational institutions in the paradigm of introducing distance education in the realities of the Covid-19 pandemic.
The article deals with the theoretical substantiation of the pedagogical model of students' social responsibility by means of project technologies, which contains the following structural components: purpose, tasks, principles, pedagogical conditions, criteria (criteria, indicators and levels of formation), technological support of project activities and a result. The purpose of the model is to form the social responsibility of students. As a result of the implementation of this model, an increase in the level of formation of indicators of social responsibility of students is envisaged. The objectives of the pedagogical model are the following: forecasting the content, directions and means of forming social responsibility of students; developing and implementing pedagogical conditions for the formation of social responsibility of students; developing project technologies as a factor in the formation of social responsibility of students. The content of the principles of the model implementation is detailed and the following characteristics are singled out: personal orientation of the educational process, dialogicity, integrativity, nonlinearity and formation. The authors carry out characterization and description of criteria for the formation of social responsibility of students and relevant indicators of their manifestation: cognitive (awareness of the nature and specifics of social responsibility and its manifestations; ability to analyze social, moral and professional situations, qualities and evaluate them from the standpoint of their own moral principles); evaluative-emotional (readiness to evaluate social phenomena, to provide objective evaluative judgments, self-report and self-evaluation; emotional stability, openness and ability to empathize); worldview (system of social attitudes and socially approving beliefs; transformation of beliefs into personal qualities of students (independence, objectivity, organization, etc.); behavioral(active life and civic positions that find practical confirmation; participation in socially significant public affairs of the group). The authors singled out pedagogical conditions that optimize the process of forming social responsibility of students in the institution of higher education: improving the forms of social and educational work; increasing the share of forms focused on awareness and acceptance of values of social responsibility; modeling of educational and production situations related to the need for socially responsible actions; using design technologies to attract students to socially significant activities.
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