Abstract
An educational web resource is a tool that can help discern useful data on the Internet. A system of criteria, however, is needed to assess the quality of this resource. Existing assessment models use various principles for this purpose. Ten such models are considered in this paper, though none of these use the basic principles of education. This paper suggests a unique new model that considers the major pedagogical principles of scientific content, visualization, the availability and feasibility of education, humanization of education, and students’ consciousness and participation. These principles are modified for the requirements of e-learning. The main focus of creating the model is the learner. Some assessment-related points in the suggested model are described in a more detailed manner than in previous models. The new model provides criteria that can ensure the quality of an educational Web resource. Thus, the model can form the foundation for creating educational resources.
Highlights
Such terms as information environment, post-industrial society, information society, information era, and ZettaByte epoch are frequently used to describe today’s era
The results of analyzing didactic requirements provided a system of digital criteria for assessing the content of an educational Web source
Viewing the Web resource design from the perspective of an educator or developer requires an extra important criterion, i.e., the amount of time or money spent on the development of an educational Web resource
Summary
Such terms as information environment, post-industrial society, information society, information era, and ZettaByte epoch are frequently used to describe today’s era. ▪ The volume of digital information doubles on average every eighteen months; and ▪ The global IP traffic is set to overpass a ZettaByte (1021 bit) and increase annually in the future, as stated by the 2015–2016 Cisco Visual Networking Index Forecast and Methodology report These scenarios reflect the increase in generated information volume and growth of its use on the net and give rise to certain problems. It is becoming more difficult for an individual to discern useful data and information overload is increasing, which leads to intellectual ‘stroke’ (a term used to describe the state of ‘numbness’ due to information and knowledge overload; Shrayberg, 2016). The digitizing of knowledge that requires mechanisms to facilitate the use of online information and to enable an individual to both use and critically assess such large amounts of data
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