Abstract
The article substantiates the relevance of research on the assessment of students’ professional competencies in the course of implementing online digital learning technologies at universities, as well as unpacks the features of the flipped learning system as a means of determining the assimilation of competencies by students in the studied disciplines. The authors consider the flipped learning implementation methods, such as information collection, analysis, systematization, understanding, application, and competencies. It is shown that digital technologies in education, being a complicated multifunctional complex of influence on the quality of education, have a very ambiguous effect on the formation of professional competencies. Revealed specifics of using high-quality resources when creating digital technologies include special illustrations, a large number of diagrams, animations, audio fragments, web-3.0, video fragments, interactive tasks, animated presentation forms, maps, analytical tables, digital content designed according to the rules of digital communications, its presence in social networks, and much more. The sociological study was conducted involving groups of intramural students of one of the leading universities of the Russian Federation. The professional competencies that students receive in the context of the implementation of online technologies have been assessed. The results of sociological study on students’ readiness for flipped learning have been presented in graphical form. The authors have analyzed the effectiveness of different forms of classes, such as lectures, practical classes, and control, as well as have systematized the trends of educational processes digitalization, and their role in the development of economic processes.
Highlights
The relevance of research on the assessment of students’ professional competencies in the course of implementing online digital learning technologies is obvious
Flipped learning is a more active form compared to traditional teaching methods since the collaboration system turns the process of joint activities for teaching students into a partnership, in which knowledge is shared, as well as learning and consensus are reached on controversial issues [3]
3.1 Assessment of professional competencies received by students in the course of online learning
Summary
The relevance of research on the assessment of students’ professional competencies in the course of implementing online digital learning technologies is obvious. To assess the use of digital technologies in education, the authors conducted a study among intramural students to reveal the level of acquired competencies in the context of an urgent transition to online learning. The education system needs to increase students’ confidence in the possibility of implementing their abilities in the field of information technology [2]. In the context of new standards of distance learning, meaningful content presented in innovative forms is more important than ever. The valuation resources should correspond to contemporary digital learning technologies and making decisions in practical situations for students to develop their scientific worldview and its effective application in their professional activities
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