The approaches to Web-based education of computer science bachelors in higher education institutions

Abstract

The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as well as a line of approaches, such as approaches to the organization of Web-based learning for A La Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario; the necessity of cloud computing and virtual classroom use as a component of Web-based learning is substantiated. It is established that with the advent of a large number of cloud-based services, augmented and virtual realities, new conditions are created for the development of skills to work with innovative systems. It is noted that the implementation of the approaches to the organization of student Web-based education is carried out on international level, in such projects as Erasmus+ “Curriculum for Blended Learning” and “Blended learning courses for teacher educators between Asia and Europe”. The article features the results of programming students survey on the use of Web-based technologies while learning, namely the results of a new approach to learning organization according to the formula – traditional (30%), distance (50%) and project (20%) training.

Motivation readiness of future software engineer’s professional self-improvement and prospects of its formation in college cloud environment

“…Among the reasons they mention the insufficient level and quality: teaching of subjects related to programming, from the first to the last courses; provision of educational information; mathematical training; organization of laboratory tests; understanding of the application of knowledge gained for farther use in professional activities. In addition, scientists point to the need to apply: web-oriented technologies of teaching programming; forms, methods and means of education that meet the needs of modern students; automated systems for checking programming tasks; intellectual maps to systematize the knowledge obtained, and more [40].…”

The support of the process of training pre-service mathematics teachers by means of cloud services

“…Let's consider the approaches used in e-learning based on the results of the study of Proskura and Lytvynova [29] for bachelors of computer science. The conducted semantic analysis of scientific achievements of colleagues and based on their own experience allowed the authors to develop the model of Web-based learning of Computer Science Bachelors (see figure 1 in [29]).…”

“…Let's consider the approaches used in e-learning based on the results of the study of Proskura and Lytvynova [29] for bachelors of computer science. The conducted semantic analysis of scientific achievements of colleagues and based on their own experience allowed the authors to develop the model of Web-based learning of Computer Science Bachelors (see figure 1 in [29]). Considering such structural components as learning environment, web-oriented environment, control and evaluation unit, levels of student's educational achievements, the authors determine the content component of e-learning.…”

Blended learning in the context of digitalization informatization

“…A significant contribution to the development of the theory and practice of blended learning in Ukraine has been made by Olga V. Bondarenko [3,4], Kostiantyn L. Buhaichuk [5], Volodymyr M. Kukharenko [18][19][20], Svitlana H. Lytvynova [23,34,35], Oksana M. Markova [25], Iryna S. Mintii [26], Natalya V. Rashevska [36], Hanna M. Shalatska [39], Mariya P. Shyshkina [17], Oleg M. Spirin [43], Nataliia P. Volkova [14] etc. They proved the relevance and feasibility of implementing this innovation in the system of domestic education based on foreign experience and the results of their own practical activities.…”