Abstract
The paper analyzes the effects that occur in the process of the educational environment informatization. The following effects were analyzed: information richness, openness, individualization of learning and collaboration. Examples of educational practice, illustrating the significant changes of the university educational environment associated with the manifestation of these effects, are presented. The aim of the pilot study carried out in Herzen University was to identify the attitude to the listed effects of teachers and students who are using information and communication technology in the educational interactions. The leading method of study were a series of surveys addressed to teachers and students. Groups of questions were related to basic information effects, manifested in the educational environment of the university. The total number of the survey participants is 200 students (bachelors and masters) and 100 teachers, most actively using electronic environment for research, education and professional activities. Qualitative and quantitative analysis of the results showed that information richness, spatial and temporal freedom of educational interactions are demanded by students, but at the same time, the data indicated a lack of systematic pedagogical support for the information and educational activities of students. A large part of students show a high autonomy in the information educational environment, but also demands implementing individualized information and communication educational request. Students and teachers are actively using a variety of information and communication opportunities of the electronic environment, but students’ activeness in the electronic environment is largely determined by the recommendations of teachers, rather than by a free choice of educational opportunities. The participants of the educational environment acquire a significant degree of freedom in relation to the time and place of interaction with educational resources, but evidence suggests that educational activities in the electronic environment is not sufficiently focused on expanding the range of educational opportunities and preparing students for continual self-improvement of knowledge and skills. As the conclusions, we note the need to improve both the corporate strategy of the university electronic environment development and the competences of educational interactions in the extended information and communication space. This will reveal the full potential of e-learning environment and provide greater guarantees for obtaining high-quality educational outcomes. For teachers are in demand special competences, providing the possibility of forming a diverse and adaptive media environment for saturated solution of educational problems in accordance with university policies, introduction of e-learning and global education trends. For students, come to the fore the competences which help to improve their information culture and individual requests for the use of a variety of educational opportunities available in the electronic space. These ideas are fully consistent with the demanded by modern society the lifelong learning strategy.
Highlights
The paper analyzes the effects that occur in the process of the educational environment informatization
Examples of educational practice, illustrating the significant changes of the university educational environment associated with the manifestation of these effects, are presented
The aim of the pilot study carried out in Herzen University was to identify the attitude to the listed effects of teachers and students who are using information and communication technology in the educational interactions
Summary
В статье анализируются эффекты, возникающие в процессе информатизации образовательной среды. Студенты и преподаватели активно используют разнообразные информационные и коммуникационные возможности сетевой образовательной среды, но активность студентов в электронном образовательном пространстве в значительной степени определяется рекомендациями преподавателей, а не свободным выбором образовательных возможностей. Субъекты образовательной среды приобретают значительную степень свободы в отношении места и времени взаимодействия с образовательными ресурсами, но данные свидетельствуют о том, что педагогическая деятельность в электронной среде в недостаточной степени сконцентрирована на расширении спектра образовательных возможностей и подготовке студентов к постоянному самостоятельному совершенствованию знаний и компетенций. В качестве выводов отмечено, что для более полного раскрытия потенциала электронной образовательной среды и обеспечения больших гарантий получения качественных образовательных результатов, необходимо совершенствовать как корпоративные стратегии развития информационной среды вуза и внедрения электронного обучения, так и компетенции субъектов образовательного взаимодействия в расширенном информационном и коммуникационном пространстве. Ключевые слова: электронная информационная образовательная среда, информационная насыщенность среды, открытость, сотрудничество, индивидуализация обучения
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