Modeling of the adaptive system of individualization and personalization of future specialists’ professional training in the conditions of blended learning

Osadcha, Kateryna; Osadchyi, Viacheslav; Kruglyk, Vladyslav; Spirin, Oleg

doi:10.31812/educdim.4721

Cited by 18 publications

(18 citation statements)

References 8 publications

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“…Osadcha et al [17] concretize the goal of adaptive systems of individualization and personalization of professional training of future professionals in a blended learning environment in the following tasks: 1) to implement adaptive learning technologies in higher education institutions: adaptation of learning materials, adaptation of control (testing), adaptation of devices, adaptation of face-to-face classes; 2) to introduce an individual approach in the process of professional training in the system of remote and full-time education through the study of individual qualities of students, support and maintenance of the individual training program of the student, individualization of the learning process, development of individual characteristics of the student and the formation of new characteristics on his educational request, monitoring of individual progress; 4) implement a systematic use of modern information and communication technologies and modern technical means of education in order to provide professional training of future specialists in a mixed learning environment; 5) monitor the formation of professional competence of future specialists in the adaptive system of higher education.…”

Section: Related Workmentioning

confidence: 99%

“…Falshtynska [3], Krasilnik [12], Pererva et al [20], Skurativska and Popadiuk [23], Tryus, Herasymenko and Franchuk [28] investigated the problem of virtual learning environment application as a necessary component of the educational process in higher education. Hendrickson [4], Husak and Radzikhovska [8], Osadcha et al [17], Verstege, Vincken and Diederen [31] analyzed the features of teaching natural and mathematical subjects in higher education institutions using virtual learning environment facilities.…”

Section: Related Workmentioning

confidence: 99%

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Virtual learning environments: major trends in the use of modern digital technologies in higher education institutions

et al. 2022

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The article reveals the features of development and integrated implementation of virtual learning environment with the use of modern digital technologies in the learning process of higher education. The article summarizes the interpretation of the concept of "virtual learning environment". Virtual learning environment can be interpreted as an immersive online learning environment that has a methodologically integrated learning system, provides an open interactive dynamic learning process in cyberspace using modern digital technologies that take into account the individual educational characteristics of students. The main subjects and functions of the virtual learning environment are identified. One of the links in creating a virtual learning environment is the development of free learning space through websites. It is stated that the teacher's site should be integrated into the learning technology designed and implemented by the teacher. Then the logic and structure of the lesson will be an element of the teacher's creativity, and he is able to choose his own strategy and teaching methods, and not just follow the presentation of the material proposed by other authors. In conditions when the idea of personality-oriented learning, built on the innovative activities of the teacher, is fundamental in education, this approach, according to our research, is crucial. The possibilities of modern network technologies involved in the content management system are described, the roles of participants in the educational process are determined, the tasks solved by educational platforms are indicated, their main functions in the learning environment of higher education institutions are described.

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Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Virtual learning environments: major trends in the use of modern digital technologies in higher education institutions

et al. 2022

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“…Digitalization of education has become the subject of many scientific studies devoted to the theoretical and methodological foundations of distance education (Myroslav I. Zhaldak [8], Yukhum I. Mashbyts [9], Illia O. Teplytskyi [10], Svitlana V. Shokaliuk [11]); blended learning (Liudmyla I. Bilousova [12], Kateryna P. Osadcha [13], Iryna S. Mintii [14], Serhiy O. Semerikov [15], Yurii V. Tryus [16]); development of the informational and educational environment (Mariia A. Kislova [17], Kateryna I. Slovak [18], Liubov F. Panchenko [19], Kateryna V. Vlasenko [20], Olena O. Lavrentieva [21], Mariana M. Kovtoniuk [22], Tetiana A. Vakaliuk [23], Yuriy L. Kuchyn [24], Oleksandr Yu. Burov [25]); and information and communication competence of teachers in the conditions of a cloud-oriented educational environment (Kateryna V. Vlasenko [26], Iryna V. Lovianova [27], Tetiana A. Vakaliuk [28], Nataliia V. Morze [29], Mykhailo V. Moiseienko [30]); adaptive cloud-oriented system of training and professional development of teachers of secondary school (Hanna B. Varina [31], Yuliya H. Nosenko [32], Kateryna P. Osadcha [33]); determination of teachers readiness and need of digital tools and ICT during quarantine (Oksana V. Ovcharuk [34]); digital transformation of education (Tetiana V. Sych [7], Olga P. Pinchuk [35], Oksana V. Ovcharuk [36], Andrey V. Pikilnyak [37]).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Digitalization of geographic higher education: problems and prospects

Bondarenko,

Hanchuk,

Pakhomova

et al. 2023

J. Phys.: Conf. Ser.

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The article addresses the relevant issue of today – digitalization of geographic higher education. The future of geographic education in the digital world depends on the use of digital technologies, which are dramatically changing approaches to teaching geography. The generalization of scientific literature and the analysis of pedagogical experience allow the authors to define the concept digitalization of geographic. The article explores some challenges in the implementation of digital technologies in geographic disciplines in higher education: narrowing geographic education digitalization to the use of various gadgets; the application of general purpose digital technologies; underestimation of GIS technologies during the study of geography; occasional use of VR, AR technologies and mobile applications of geographic and cartographic content; the lack of educational and methodological support and proper technological availability. The authors pay special attention to the prospects for the development of geographic education digitalization, which are envisioned in the introduction of “Digitalization of geographic education” into the curriculum of future geography teachers training; the use of high-quality free educational resources (ArcGIS Online, QGIS); the creation of own geo-information platforms (“Digital Geography”); and updating of the material and technical base of the scientific research laboratory on the methodology of teaching geo-information technologies.

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“…Studies conducted by scientists show the growing demand for e-learning services in the USA [1], China [2], Ukraine [3][4][5][6], etc. and the use of e-learning tools in traditional education, that is, blended learning [7][8][9]. In general, interest in e-learning has been growing in the EU countries for the last few years.…”

Section: Introductionmentioning

confidence: 99%

Analysis of the state of the art of modern e-learning in higher education in Germany

Osadcha,

Osadchyi,

Symonenko

et al. 2023

J. Phys.: Conf. Ser.

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E-learning as a part of blended learning and a means for implementing distance learning, as well as an independent phenomenon of the modern information society, has been introduced and studied by researchers for several decades. In various countries, the relevance of e-learning and the use of e-learning tools in higher education have increased during the coronavirus pandemic. Different countries have their own approach and experience in using e-learning tools. Therefore, it is advisable to study it both for each country separately and in comparison. In the course of the research, the analysis of scientific publications on the topic of e-learning in higher education in Germany over the last 10 years has been made, which has shown certain changes in the interest in this issue of German scientists. The survey of students and teachers of the University of Konstanz (Germany) has been conducted regarding the use of e-learning tools and their attitude to e-learning. Despite the fact that the results of the analysis of the scientific works of German scientists show a drop in interest in e-learning problems in Germany and a slight rise during the coronavirus pandemic, the results of the survey indicate an unequivocal interest in e-learning tools of teachers. In general, it is possible to state the positive attitude on the part of teachers and uncertainty on the part of students.

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Modeling of the adaptive system of individualization and personalization of future specialists’ professional training in the conditions of blended learning

Cited by 18 publications

References 8 publications

Virtual learning environments: major trends in the use of modern digital technologies in higher education institutions

Virtual learning environments: major trends in the use of modern digital technologies in higher education institutions

Digitalization of geographic higher education: problems and prospects

Analysis of the state of the art of modern e-learning in higher education in Germany

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