Authors’ names:
- Gulzhan E. Senkina, Kristina V. Osipyan – Smolensk State University, Smolensk, Russia
Abstract:
In modern conditions of ongoing digitalization of education, there is a need for technologies and systems that can significantly help teachers in automating the labor-intensive routine work of selecting individual tasks and exercises as well as providing correction of students’ individual work. To help students practice and master basic discipline-related skills, teachers have to select specific exercises to suit individual educational needs and levels of mastery of the material for each student. Under typical work conditions, this task is virtually impossible. The authors of the study proceed from the assumption that digitalization of education can provide new means for individualized selection of such tasks. At the same time, it is possible to optimize selection of not only exercises, but also of tests that check how well the material has been mastered by a specific student and how developed are their skills in dealing with specific aspects or elements of the course. The article presents the results of a survey, which was conducted among the faculty and students of Smolensk educational institutions (schools, colleges, and universities) in order to assess the perception of the use of digital online platforms in the learning process and the need for technologies that allow automated construction of individual educational trajectories. The authors present a number of advantages that teachers and students training to be teachers see in using online platforms. Teachers appreciate online platforms for providing them with tools for conducting classes, conferences, and webinars with a large number of participants and for the chance to share the screen and show videos, download and show presentations, exchange information between participants in a shared chat, They also note (in descending order) such advantages as a clear, simple interface, the ability to share files, unlimited time for holding an event, data protection, video recording options, and high quality video. Students especially appreciate the tool of screen sharing, a clear, simple interface, and the chance to exchange information between participants in a shared chat. The study demonstrates that 88 % of teachers would welcome a unified digital educational environment with adaptive modules and options for individual testing and learning trajectories. The development of such platforms is possible through using graph models (semantic networks) as well as implicative matrices, and a course project assigned to senior undergraduate students majoring in Pedagogical Education has shown a very real possibility for designing such modules for various disciplines. The results of the study indicate the importance, necessity of, and prospects for creating a digital system that would include innovative modules at the level of not only selecting tasks for adjusting specific skills, but also of selecting individual tests to monitor the formation of relevant skills, which makes it possible to provide each student with customized training befitting their individual learning trajectory. This can be done through a unified digital learning platform which would include a number of adaptive modules or systems such as “Advanced Tester,” “Problem Book,” and “Learning Trajectory,” developed within the framework of the Smolensk research school and presented as the results of post-graduate research by O. M. Kiseleva, S. V. Kozlov, and D. A. Boyarinov.
| Section | CROSS-CULTURAL COMMUNICATION AND FOREIGN LANGUAGE TEACHING. TOPICAL ISSUES IN EDUCATION |
| DOI: | 10.47388/2072-3490/lunn2023-64-4-318-341 |
| Downloads | 104 |
| Key words | online platforms; digital educational environment; graph models; automated selection of tasks; individual trajectory; testing; learning systems |