Educational Process In Terms Research Articles

Eğitim Ortamının Seçimi ve Hazırlanmasının Eğitim Süreçlerine Etkilerinin İncelenmesi

The creation of educational environments is related to the qualities such as teacher, administrator, nutrition, food quality as well as the physical conditions of the created educational environments. The temperature, humidity, humidity, air flow, cleaning conditions, safety and all other necessary elements of educational institutions should be adjusted in the most accurate way. It is realized at the rate that students can benefit from the educational environment in the most appropriate way, reach everything they need, express themselves comfortably, think creatively and feel curious about the environment. The fact that educational environments are flexible and reliable areas at a level that will provide an environment for multi-faceted thinking and provide the opportunity to move comfortably ensures that education is used at the desired rate. The fact that educational institutions are built in accordance with all the personal and academic developmental characteristics of students, and planning in accordance with their interests, wishes and needs increases the utilization rate of education. Within this framework, when creating educational environments and spaces, scientific fields such as engineering, architecture, education, child development, psychology should work in cooperation. The first of the elements that should be taken into account when building the structures of all educational institutions that are created in integrity is that plans, projects and designs have been made for the learning and curiosity motives of students. It is extremely important that the plans, projects and designs in question are single-floor or low-floor structures that allow students to move easily, completely or as much as possible prevent the occurrence of dangerous situations. In this context, students' personal development and academic characteristics should also be taken into account. Considering the eager, active and curious structures of students who are willing to learn by doing and living in learning processes based on a holistic educational perspective, the characteristics of educational institutions should include plans, projects and designs aimed at meeting these needs. It should also be remembered that the structures that are not aimed at the interests, wishes and abilities of students and are built by ignoring these features do not fully carry the Decit of being an educational institution. Since such structures built do not really carry the quality of an educational institution, they also constitute a remarkable point in terms of the educational process in terms of having qualities that will significantly disrupt the academic and personal development of students. Key Words: Educational Institutions, Educational Environment, Classrooms, Educational Processes

Digital Whiteboards as a Form of Effective Communication in Blended Learning environment

The present study offers a constructivism-informed answer to the question what to do in post-Covid environment when school-goers share an almost universal assumption that studying does not necessarily mean being at school. To pursue this goal, the survey method is used in exploring students’ changed perceptions of learning. These perceptions arguably stem from the past 2 years of lockdowns when blended learning became the only form of reaching both on-ground and online students attending the same classes. The focus is on a technology specifically designed to improve computer-mediated communication and enhance its role in student motivation and the evaluation of both the quality of educational results and the process of their achievement in blended learning environment. The survey, conducted with high school students, gives grounds to optimize electronic courses and encourages a re-conceptualization of the application of blended learning during on-ground classes in the light of students’ perceptions for streamlining the educational process in terms of both time and resources.

Intermediate results: how students assess distance learning and whether there are prospects for its application in interactive educational environments

The paper presents the results of the study of the use of services and technologies in distance learning for students. Particular attention is paid to the analysis of the advantages and disadvantages of using distance learning technologies that affect learning outcomes and students' satisfaction with the educational process. The work is relevant to improving the educational process by increasing the effectiveness of distance learning tools and technologies, taking into account their advantages, improving the quality characteristics of the educational process, its elements and the use of optimal technologies for both students and teachers. As part of the preparation of the work, a sociological study of 1,000 university students was conducted, in which the preferences of students in the use of distance learning services, the frequency of their use, the degree of application of such tools by teachers in the educational process were studied. The most popular digital services for distance learning were identified, including the most widely used interactive learning services. Identification of the main negative and positive aspects of distance learning in terms of students. Prospects for the use of digital services in virtual educational environments and meta-universes were shown, as well as the development of electronic didactic means for the implementation of the educational process. The results obtained during the study allow clarifying the attitude of students to distance education, assess the degree of influence of various factors on the effectiveness of distance education. The results can be used to make changes in the current educational process in terms of application or rejection of specific methods and technologies, their adaptation and improvement.

ІННОВАЦІЇ В СУЧАСНОМУ УКРАЇНСЬКОМУ УНІВЕРСИТЕТІ В УМОВАХ РЕФОРМУВАННЯ ВИЩОЇ ОСВІТИ УКРАЇНИ

The article explores the concept of innovation in modern education of Ukraine, which is going through reforms and is referred to by the Ministry of Education and Science of Ukraine as one of the key characteristics of the country’s educational process in terms of integration into academic and educational framework of the European Union. Educational innovation is seen by the author as an upgrade of the entire system, which was made possible with the introduction of an appropriate action plan (new approaches, teaching methods), which improved the system’s performance. The dichotomous nature of innovation is studied as a combination of its static (the statement of the changes that have occurred) and dynamic (the upgrading process as such) aspects. Educational innovations in Ukraine were enabled by the democratization of society and the creation of an overall innovative environment, which laid the intellectual foundation for implementing innovations in national higher education institutions. Based on the analysis of fundamental changes suggested by the Ministry (eliminating education monopoly) and the use of innovative technologies intrinsic to the European education system (credit-module system, interactive learning, project-based learning, person-oriented approach to professional training, distance and blended learning), the author has testified to a more flexible operation system for Oles Honchar Dnipro National University and its subdivisions (the possibility of subdivision-bound management and independence in content development, choice of learning aims and methods, planning research work) as well as to a more student-centered and student-motivating approach (the possibility of choosing activities and tasks, types of educational information leaning on the lesson stages and student’s cognitive profiles). Therefore, educational innovations are forward-looking, yet they require financial support and in-depth understanding.

DYNAMICS OF AMBIVALENT ASSESSMENT OF THE HIGHER EDUCATIONAL PROCESS DURING COVID–19 (THE CASE OF THE STUDENT PRAGMALINGUISTIC SURVEY)

The ambivalent nature of the higher educational process was clearly manifested during the COVID–19 pandemic. Such an organization of teaching process generates new cognitive learning model, thus being the relevance of this study.
 Purpose. It is aimed at identification of students’ verbal ambivalent behavior and function to the new learning format over two time periods in dynamics: 2020-2021 and 2021-2022. The scientific novelty of the study is to establish students’ ambivalent assessment of the educational process in terms of COVID–19. This assessment was proved experimentally during the survey.
 Materials and methods. Materials of research are written recorded responses received from students during pragmalinguistic survey at the university. The following research methods were used: survey, lexico-semantic, pragmalinguistic experiment, as well as quantitative and interpretive methods.
 Results. The pragmalinguistic survey gives a detailed analysis of appraisal vector over the two reference groups: the survey of the first period has changed significantly compared to the second period. All 167 respondents showed ambivalent reactions, the first group demonstrates positive-negative ambivalence, while the second group shows negative-positive ambivalence. Thus, the ambiguous, diametrically-opposed attitude of students to the educational reality from the ambivalence research approach was established.

ОРГАНІЗАЦІЯ ОСВІТНЬОГО ПРОЦЕСУ В ЗАКЛАДІ ВИЩОЇ ОСВІТИ ІЗ СПЕЦИФІЧНИМИ УМОВАМИ НАВЧАННЯ В УМОВАХ ВОЄННОГО СТАНУ: ВИКЛИКИ ТА ШЛЯХИ ЇХ ПОДОЛАННЯ

Pedagogical conditions that ensure the organization of the educational process in higher educational institutions with specific studying conditions in terms of martial law based on the right to autonomy of higher educational institution and legal regulation of its activities are presented in the article. The purpose of the article is to determine the pedagogical conditions for the organization of the educational process in higher educational institution with specific studying conditions in terms of martial law throughout Ukraine. Methodology of the article. Consideration of the peculiarities of the organization of the educational process in higher educational institutions with specific studying conditions. It is revealed that in terms of martial law, there is a need to introduce pedagogical conditions to address issues related to: limiting opportunities for the use of information and communicative technologies in the educational process while the absence of the Internet and mobile communications; ensuring timely completion of course and qualification papers by all applicants for higher education; conducting group classes that provide for the circulation of language information with limited access; involving scientific and pedagogical workers and cadets in scientific work. It is highlighted that the normative legal acts regulating the educational process provide general recommendations for ensuring two-way communication between the subjects of the educational process in a higher educational institution. The effectiveness of the introduction of pedagogical conditions related to the organization of the educational process in terms of martial law has been demonstrated, on the example of the Academy of the State Penitentiary Service. The educational process is represented through a system of scientific and methodological and pedagogical measures that have proven their worth in terms of martial law. Results. The analysis of normative legal acts regulating the activity of higher educational institutions contributed to the highlighting of the peculiarities of the organization of the educational process in the terms of martial law. It is proved that in terms of martial law the organization of the educational process is significantly influenced by factors caused by difficulties in using informative and communicative technologies for group classes, setting educational tasks that require additional sources in a special library, ensuring academic integrity, effective development of general and special (professional) competencies. Practical significance of the obtained results is that they contribute to choosing the pedagogical conditions that promote the organization of the educational process in higher educational institutions with specific studying conditions in terms martial law. Key words: autonomy of higher educational institution, pedagogical conditions, individual schedule, informative and communicative technologies, academic disciplines.

РЕАЛИЗАЦИЯ ЗАПРОСОВ ОБЩЕСТВА НА РИСК-ОРИЕН-ТИРОВАННЫЙ ПОДХОД В ОХРАНЕ ТРУДА ПРИ ФОРМИРОВАНИИ ОБРАЗОВАТЕЛЬНЫХ ПРОГРАММ ПО НАПРАВЛЕНИЮ ПОДГОТОВКИ «ТЕХНОСФЕРНАЯ БЕЗОПАСНОСТЬ»

In the article, the authors consider the development of educational programs in the areas 20.03.01 and 20.04.01 “Technosphere Safety” (Bachelor's and Master’s programs) that focus on the needs of society in specialists who effectively implement a risk-based approach in the field of labor protection. Following the analysis of conceptual and regulatory changes in the organization of safe labor at the country's enterprises, the authors propose a number of measures to modernize the content of the educational process in terms of professional competencies and academic disciplines.

УЧЕБНО-МЕТОДИЧЕСКОЕ ОБЕСПЕЧЕНИЕ УЧЕБНОГО ПРОЦЕССА ВУЗА

The elements of the educational and methodological support of the educational process in terms of the formation of competencies have been supplemented, systematized and unified.

University Students’ Attitudes Towards Online English Postgraduate Programs

This paper aims to discuss students' attitudes towards enrolling in online English postgraduate programs at Virtual universities with a special reference to the Syrian Virtual University. It would therefore highlight the benefits that students get at these virtual universities as an alternative to traditional on campus education. Several points will be unwrapped such as virtual universities being an alternative under certain circumstances, and students' perception of the educational process in terms of fulfillment.

The role of productive university in supporting the budget and educational process development

The study aims to clarify the role of other sources of funding in the educational institutions in 2021 by finding alternatives that contribute to meeting some of the expenses of educational institutions due to a decrease in the financial allocation by the state observed in the recent years with regard to the circumstances that Iraq is going through, namely low world oil prices and a lack of other revenues in universities. The research consists of five subjects: the University Office of the Higher Education Fund, the Institute of Management of Rusafa, Technical Institute of Kut, Technical Institute Baquba, Technical College Baghdad and is based on data of the 2019-2021 period. It has been proven that the increasing requirements regarding the development of the educational process in terms of technology, as well as the urgent need for laboratories and other educational institutions to enhance their budgets to meet those requirements, become a burden for those institutions. Hence, the productive university should help find ways to match actual revenues in order to eliminate the observed budget deficit.

Організація освітнього процесу в закладах вищої освіти в умовах пандемії

The organization of the educational process in higher education institutions in a pandemic is analyzed. It is focused on the relevance of using distance learning. It operates on the basis of modern psychological, pedagogical and information and communication technologies. Based on the researches of scientific and pedagogical sources, global and national trends in the development of distance education in Ukraine are named according to certain features. Global trends include globalization, integration, internationalization, informatization. National trends identify the renewal of regulatory and legislative support for distance education, regulatory policy for the provision of distance learning and educational services and practices for ensuring their quality. Attention is drawn to the problem of teachers’ digital competencies development, finding ways to form and develop the readiness of teaching staff in the field of adult education to carry out professional activities in terms of distance learning. The analysis of normative documents regulating distance learning is carried out. The results of the Polish-Ukrainian study on “Students in the terms of the COVID-19ˮ, organized by the Institute of Philosophy and Sociology of the Pedagogical University to determine the features of distance learning in the terms of COVID-19 pandemic is described. The study covered 412 various specialties students of the Faculty of Pedagogical Education. The survey reflected the issue of distance learning assessment and the tools used by teachers. It was found that the most teaching staff used Zoom, Viber and the MOODLE platform, which meets all the basic criteria for e-learning systems. During the quarantine period, the University administration created all the conditions for the use of this platform. It is concluded that it is necessary to update the legal framework for distance learning, to adapt practical and seminar classes to the conditions of online learning, to increase the level of digital literacy and readiness teaching staff to use distance technology, to provide scientific and methodological support for the educational process in terms of distance learning. Keywords: distance learning, pandemic, digital literacy, technological competence, Internet technologies.

МИСТЕЦЬКА ОСВІТА УЧНІВ У ПРОЕКЦІЇ ОСОБИСТІСНО ОРІЄНТОВАНОГО ПІДХОДУ

The article is devoted to the problem of personality-oriented education of students of general secondary education. A special place in this process belongs to the teacher. Emphasis is placed on the need to develop and implement in school practice such approaches that would be focused on the formation of students' ability to build constructive relationships with participants in the educational process in terms of mutual understanding, creative cooperation. The teacher must have a dialogical style of communication with students, cultivating in them equal subjective relationships. The content of the basic principles of personality-oriented music education and upbringing of students is covered: the subjectivity of the relationship between teacher and students (the teacher must have a dialogue style of communication with students, educating them in equal subject relations); innovative teacher training (teacher is constantly improving and uses modern innovative forms, methods and techniques of working with students); own way of the pupil's relation to a musical work, the world around, other people, to itself. (acquaintance of students with technological systems, style of activity of leading teachers of musical art, accumulation of modern methodical receptions, developments, diagnostic techniques, manuals). The pedagogical conditions of this process are offered: the presence of motivation, an important source of which is the musical needs and interests of children; experience of dialogical interaction with art, which teaches the child to understand the artistic language of the work, to realize its essence; teacher's ability to be creative; creation of personality-oriented situations in the lesson; the presence of features of the teacher's thinking (originality, predictability, accuracy, flexibility); creating a helping relationship by the teacher. Application of the personality-oriented approach to the general art education of school-age children, from our point of view, is provided by the following initial positions: the student's personality is a unique phenomenon, so this personality is worthy of respect, even if it is not exemplary; musical development of the child is the goal of the art and educational system of the school; in the process of art education and upbringing the maximum possible atmosphere of success of pupils and a high level of support of their achievements is created; the student is an active and free subject of the educational process, not passively and obediently assimilating the object of study and education; the child is taught not because to think, but because to think and think about art, music in particular; artistic and educational achievements of the student are evaluated not in comparison with other children, but in the dynamics of only his personal positive changes; the teacher perceives the purpose of artistic development of the individual as socially and professionally significant; methodological views of the teacher is a personality-oriented paradigm, the logic of which requires to build the process of general art education so that in the center of it was the personality of the student.

THE PECULIARITIES OF EDUCATIONAL COMMUNICATION UNDER THE DISTANCE LEARNING MODE

The article analyzes the features of educational communication in higher education institutions in the context of distance learning. It has been noted that the ultimate goal of educational communication is both the transfer of information and the formation of a certain system of students’ knowledge, skills and competencies . The objective of the article is to analyze the features of the model of educational communication as a classic element of the information and pedagogical environment in terms of distance learning on the basis of pedagogical constructivism, presented in modern domestic and foreign studies. It has been analyzed the concept of distance learning as a purposeful interactive process of higher education, based on scientific sources and the use of modern information and telecommunications technologies. The advantages of distance learning are emphasized, in particular extraterritoriality, synchronous and asynchronous modes of interaction of participants of educational process. Under the distance learning mode there is a practical mastering of information tools and communication technologies. It has been emphasized that distance learning provides access to various educational resources, gives an opportunity to receive education in a convenient, adequate and appropriate form for the student, helps to develop student abilities, provides data exchange, communicative activities based on professional and educational interests, training, retraining or change professional activity. The educational environment as a combination of offline and online structures in monocultural and multicultural space is studied. It is emphasized that with the development of information technologies the students’ communicative efficiency of increases, access to international resources is simplified. The change of the model of educational communication is substantiated, as a result of which there is an attraction of more sources of information and communication channels in the space of information flows. It has been made the conclusions about the change of information transfer technology in a modern higher education institution. The communication capabilities of the educational process in terms of distance learning depend on the means of transmitting information that meet the goals and objectives of learning. Changes in the regulation of educational communication, the modality of the learning process is to assess the information educational flow by the subject of learning in solving personal educational problems.

Construcción del concepto de Currículum en los contextos educativos

This article elucidates the concept of curriculum, in an entitative way to educational processes. It consists of a documentary investigation that tries to account for the construction of the curriculum both chronologically in principle and from the educational perspective in a second instance. A panoramic tour is made of the main international authors and a small emphasis on national authors, since there is a great development in this disciplinary field by Mexican researchers. The importance of this work lies mainly in the former confining the term curriculum only to the curriculum or curriculum mesh, however it has countless elements that give directionality to the educational process in terms of actors, methodology, infrastructure, programmatic contents, etc.

Intensification of the educational process of higher educational institutions by tools of interactive technologies

Intensification of the educational process of a higher educational institution by tools of interactive technologies (IT) is studied in terms of efficiency of distance learning platforms. A good deal more IT tools are integrated into the educational process than platforms, the main function of which is the exchange of materials, task supervision, registration of activity and attendance. Within the scope of on the survey and data analysis of the Moodle platform for the period from September to January 2019 (230 students and 8 educators of Ivan Franko National University of Lviv from the following faculties have been involved, namely: economic, financial and business management, international relations of the 2nd year of study). The scale of intensification of the educational process due to the integration of different types of IT has been estimated. The analysis of users’ activities of the distance learning platform has been carried out. An improvement of the communication level, self-monitoring, assessment, reducing time for preparation of materials, as well as increasing the efficiency of tasks’ performance has been revealed. Increasing the level of attendance and increasing the level of control and responsibility are the most common manifestations of the intensification of the educational process. The reduction in the time for obtaining and searching for materials and saving in the time for preparing materials by educators has been recorded. As a result, there was a significant reduction of time for the course’s organization. The educators have given higher assessment of the intensification of the educational process in terms of using IT tools compared to students’ assessment. However, students’ assessments of the processing of materials and tasks’ performance are higher compared to the assessments of educators; it characterizes a certain level of subjectivity of students in assessing their own educational activities. The results obtained can be used to theorize the experience of using IT in the organization of the educational process of higher educational institutions, as well as for further experimental research in this area in order to reveal effective models of “teacher / student” interaction and search for effective ways to intensify the educational process of higher educational institutions in the paradigm of introducing distance education in the realities of the Covid-19 pandemic.

Training of future specialists in the hotel and restaurant industry in higher educational establishments in the conditions of distance learning

In the present article a structural-system analysis of studying the experience of preparation of future specialists in the hotel and restaurant industry in the conditions of distance learning is carried out. Features of training of future specialists in the hotel and restaurant industry in domestic institutions of higher education are characterized. It is, established that the purpose of their training is to provide the hotel industry with highly qualified staffl, competitive, requested in domestic and foreign labor markets, on the basis of real public demand for services, at developing the ability to conduct quality service and customer service industry. It is determined, that professional training of future specialists in the hotel and restaurant industry is a process carried, out in higher education institutions of various forms of ownership and aimed at obtaining qualifications by students in accordance with educational and professional programs of "bachelor" and "master" levels, which will ensure competitiveness and professional mobility in the hospitality industry. We analysed normative documents of the Ministry of Education and Science of Ukraine on the requirements for the organization of the educational process in terms of distance learning, which we identify with the individualized process, associated with gaining knowledge, skills, abilities and methods of educational and cognitive human activity through indirect interaction of participants of the educational process in a special environment, created by modern psychological and pedagogical, information and communication technologies. Principles, forms, types of educational classes, methods and technologies of teaching and learning during the organization of the educational process in the conditions of distance learning are determined. Recommendations for creation of requirements for training of future specialists in the hotel and restaurant industry in terms of distance learning were created. It is necessary to provide an educational institution with appropriate technical equipment, staff to create, maintain site and network security, enable free access to workplaces, digital competence of teachers, systematic updating of educational and methodological materials, formation and development of information culture of all participants

AUGUST AICHHORN'S ACTIVITY (1878–1949) AS AN EXAMPLE OF THE DISSEMINATION OF IDEAS OF PSYCHOANALYTIC PEDAGOGY

In the conditions of the New Ukrainian School research of effective methods of partnership pedagogy is of priority importance. A striking example of this is the work of the Austrian psychoanalyst A. Aichhorn . The purpose of the article is to analyze the ideas of A. Aichhorn and reveal the specifics of the organization of the educational process in terms of alternative educational institutions for juvenile offenders. To do this, we used a set of theoretical methods, including analysis, synthesis and interpretation. As a result of scientific research it was established that A. Aichhorn considered work with pedagogically neglected children in the context of free education and expansion of student autonomy. The analysis revealed the specifics of the organization of the educational process in educational centers, which provided assistance to difficult adolescents. It is established that A. Aichhorn criticized traditional pedagogy and developed his own course of alternative education, which was based on a keen interest in the student's personality and understanding of his psychological needs. It is proved that A. Aichhorn considered working with pedagogically neglected children in the context of free education and the expansion of student autonomy. The specifics of working with the transfer and the protective mechanism of sublimation are disclosed, which allowed children to develop their talents and adapt more quickly to social requirements. It is concluded that in the conditions of realization of the New Ukrainian School and distribution of pedagogy of partnership researches of alternative educational technologies and psychoanalytic pedagogy as one of the most perspective concepts of the present acquire great value. Prospects for further research are seen in the study of A. Adler’s contribution to work with defective children and techniques of individual psychology.

Consumption of information provided by mass media and professional competence of a student

  The subject field of this article is the problem of formation and actualization of professional competences of future specialists in the area of advertising and public relations in the context of peculiarities and dynamics of information consumption of modern youth. Articulation of the problem on the one hand is substantiated by the relevant vectors of scientific works – transformation of the practices of media consumption by mass audience, crisis of confidence in broadcast media and the institution of journalism, quality and specificity of modern media texts, professional competence of the representatives of mass media; whole on the other hand – by the need to resolve practical tasks in educational process in terms of formation of philological fundamentals of professional activity. In the course of this research, the author applied sociological methods. The respondents became the firs-year students majoring “Advertising and Public Relations”, who proceeded with discipline “Theory and Practice of Mass Media”. The first part of the questionnaire allowed determining the general attitude to the phenomenon of mass information and the key behavioral patterns of the students as its consumers, as well as the levels of identification and personification of the modern mass media. The second part was focused on the criteria of selection and the desired set of characteristics established by mass media, as well as potential development prospects of mass media. As a result of the conducted survey, the author determined variations of the content-thematic structure of information requests, range of time input, “standard” requirements of young audience to modern media sources, overall picture of consumer preferences of the students by the type of mass media, which altogether defines the relevant model of media consumption. The article reveals the problematic areas within the system of perceptions of modern media, which are substantiated particularly by insufficient level of information culture among the first-year students: difficulties with identification of the representatives of mass media sphere, stereotypical assessments and “desirable” qualities of new mass media. The conclusions and recommendations are formulated on practical implementation of the acquired results with regards to solution of the task of formation professional communication qualities of a specialists of media sphere.  

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In 2019, the International Association of Maritime Universities submitted to International Maritime Organization (IMO) its publication under the title of «Global Maritime Professional: Body of Knowledge». The publication sets out the guidelines for the promotion of Bloom’s modified taxonomy in the cognitive and affective areas of educational activity, as well as Simpson’s taxonomy in the psychomotor area for designing curriculums in Maritime Education and Training field. Bloom’s taxonomy has widely established in the world as an effective tool for setting educational objectives and assessing the results of education. The IMO’s Human Element, Training and Watchkeeping (HTW) Subcommittee currently considers the inclusion of Bloom’s taxonomy in developing the STCW’78 Convention model courses. The application of Bloom’s taxonomy for mastering the «Risk Assessment in Seafaring» course, hold by Navigation Department of «Maritime Academy» (Admiral Makarov State University of Maritime and Inland Shipping), is analyzed in the paper. The functions of participants involved into educational process in terms of Bloom’s cognitive levels are also examined and the degree of difficulty in mastering the course material by students depending on the hierarchy of cognitive levels is analyzed in the paper. It helps to obtain feedback for the correction of the course teaching methodology and its adaptation to students’ contingent, as well as illustrates the relationship of Bloom’s cognitive levels with the planned learning outcomes of “Risk Assessment in Seafaring” course and with a formal safety assessment algorithm, used as a basis for the development of ship forms for risk assessment and decision making.

Measuring the achievements of student for creating the individual training schedule in the electronic environment

The article is devoted to the automation of the educational process in terms of measuring the achievements of student in electronic training systems (EOS) to solve the problems of creating an individual training schedule. Psychological and pedagogical concepts used for evaluation of learning material acquisition are considered. It has been found that the approaches used to measure the achievements of students are not suitable for the electronic environment. In order to build an individual schedule for studying materials in the educational discipline in the EOS, it is proposed to measure the amount of work done by the student. To achieve this goal, a scale developed on the basis of the structure of its activity of the trainee in the process of achieving the objectives of the training is proposed. Five steps are highlighted in the achievement of the learning goal: 1) mastering the conceptual framework, 2) assimilation of knowledge of a way of actions, 3) formation of ability, 4) formation of skill, 5) formation of ability to solve non-standard problems. Considering the obtained stages of formation of ability to carry out studied activities as levels of mastery of educational material, a scale of levels of mastery is obtained. The types of tasks in LMS Moodle are given, which can be used to monitor the achievement of the selected levels of learning material. This scale can be used to calculate the labour intensity of the student’s work during the mastering of educational material, to plan the curriculum, to form an individual training schedule.