Keywords
information-educational environment
computer learning technologies
electronic teaching aids
distance learning
How to Cite
Abstract
The work is devoted to studying the concept and structure of the information-resource subsystem of the information-educational environment (IEE) for foreign students studying in a non-native language, using innovative teaching methods and information and communication technologies. The study's relevance is due to the lack of scientific and methodological justification and description of the information and resource subsystem of the information and educational environment for teaching foreign students in a non-native language. The aim of the work is to substantiate and determine the conceptual basis and content of the information resource subsystem IEE for foreign students, to identify the best tools, methods and forms of implementation of the information resource subsystem IEE, to analyze their effectiveness. The relationships and functional characteristics of the components of the information and resource subsystem of the IEE, the role of the information and resource subsystem of the IEE, and the application of information technology in the educational and adaptive process to acquire foreign students' language, subject speech, professional, informational and social competencies. The general didactic requirements to the content, structure, and technical support of IEE e-educational resources in the language training system of foreign citizens are also considered. The role and directions of using IEE's information and resource subsystem in the educational process in the academic unit, the classification of software and methodological support, general didactic requirements for the content, structure, and technical support of electronic educational resources in IEE are considered, as well as given preliminary analysis of the effectiveness of their implementation in the educational and adaptation process.
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R. Oliver, “Quality assurance and e-learning: blue skies and pragmatism,” ALT-J, vol. 13, no. 3, pp. 173–187, Oct. 2005, doi: 10.1080/09687760500376389. (in English)
I. Jung and C. Latchem, Quality Assurance and Accreditation in Distance Education and e-Learning: Models, Policies and Research. New York: Routledge, 2011. doi: 10.4324/9780203834497. (in English)
N. Balyk, V. Oleksiuk, and G. Shmyger, “Development of e-Learning Quality Assessment Model in Pedagogical University,” in ICT in Education, Research and Industrial Applications: Integration, Harmonization and Knowledge Transfer, Kyiv, Ukraine, May 2017, pp. 440–450. Accessed: Apr. 10, 2022. [Online]. Available: http://elar.fizmat.tnpu.edu.ua/bitstream/handle/123456789/1004/paper_141.pdf?sequence=1(in English)
I. Shvedchykova, I. Soloshych, N. Kononets, and M. Grynova, “Creation of Electronic Educational Resources for Resource-Oriented Training of Electrical Engineering Students,” in Problems of Automated Electrodrive. Theory and Practice (PAEP), Sep. 2020, pp. 1–5. doi: 10.1109/PAEP49887.2020.9240892. (in English)
J. Seaman and H. Tinti-Kane, Social media for teaching and learning. Pearson Learning Systems London, London. 2013. (in English)
J. Reinhardt, “Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking,” Lang. Teach., vol. 52, no. 1, pp. 1–39, Jan. 2019, doi: 10.1017/S0261444818000356. (in English)
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Copyright (c) 2022 Андрій Олександрович Савєльєв, Максим Володимирович Куніцин, Галина Євгенівна Прісовська, Євгеній Зіновійович Колесніченко