.png)
.png)
Email this article 
Digital learning environment as a tool for personalization of distance education programs
https://doi.org/10.20913/2618-7515-2022-2-13
Abstract
Introduction. The relevance of the article is due to the realities of the digital transformation of educational process and the increasing requirements for the quality of digital education in the context of distance learning. The article discusses the problems associated with the specifics of distance education. At the same time, it is noted that this type of education has a high practical orientation, but is characterized by the predominance of self-study in the development of educational material.
Purpose setting. The purpose of this article is to consider various aspects of designing an electronic educational environment, taking into account the possibility of personalizing the educational trajectory in the context of distance learning.
Methodology of the study. This study includes a review of bibliographic sources on the personalization of the educational trajectory by means of an digital learning environment in the context of distance learning. It also includes building a model of the structure of an e-course taking into account the student’s model and a description of an example of implementing an e-course in the LMS Moodle of the Bashkir State Agrarian University.
Results. The results of the work include a description and analysis of the problems associated with the organization of distance learning, as well as the results of modeling and testing an electronic course focused on a flexible educational trajectory within the framework of personalization of training.
Conclusion. The final part of the work also discusses possible ways to improve the organization of training for part-time students. At the same time, it is concluded that distance learning students are more interested in using flexible individual educational trajectories that take into account their time resources and capabilities. Further direction of studying the problem of personalization of distance learning programs is associated with the study of new technologies for the design of digital educational resources and their practical testing.
About the Author
T. M. ShamsutdinovaRussian Federation
Tatyana M. Shamsutdinova – Candidate of Physical and Mathematical Sciences, Associate Professor of the Department of Computer Science and Information Technology
34 50-letiya Oktyabrya Str., Ufa, 450001
References
1. Starzhinskaya O. N. Problems of improving the quality of training of correspondence students. Questions of pedagogy, 2019, no. 7–1, pp. 113–115. (In Russ.)
2. Burnyashov B.A. Personalization as a global trend in e-learning in higher education institutions. Modern problems of science and education, 2017, no. 1, P. 90. (In Russ.)
3. Avdeyuk O.A., Aseeva E. N. Problems of distance learning and ways to solve them. International Journal of Experimental Education, 2011, no. 3, pp. 146–147. (In Russ.)
4. Redko V., Vorobyova N. Problems of improving the quality of agrarian education of correspondence students. Organizational and legal aspects of innovative development of the agro-industrial complex, 2015, no. 12, pp. 74–77. (In Russ.)
5. Sidorina T. V., Guskov Yu.A., Wulfert V. Ya. Interactive learning methods in agroengineering education. Modern studies of social problems (electronic scientific journal), 2017, vol. 8, no. 2–2, pp. 202–205. (In Russ.)
6. Izotova V. F. Application of distance educational technologies in distance learning. Bulletin of the Saratov State Law Academy, 2016, no. 1, pp. 255–259. (In Russ.)
7. Naumov V. N. The use of distance educational technologies in the preparation of students of correspondence courses. Educational technologies and society, 2015, vol. 18, no. 1, pp. 612–620. (In Russ.)
8. Bukhtoyarov N. I., Belyaev A. N., Trishina T. V. Improving the quality of education of correspondence students using e-learning. Bulletin of the Voronezh State Agrarian University, 2016, no. 3, pp. 211–217. (In Russ.)
9. Basev I. N. Solving the problems of distance learning by means of Moodle. Modern educational technologies in the world educational space, 2016, no. 10, pp. 48–52. (In Russ.)
10. Baggaley J. Educational distancing. Distance Education, 2020, vol. 41, no. 4, pp. 582–588. DOI: 10.1080/01587919.2020.1821609.
11. Rice M. F., Lowenthal P. R., Woodley X. Distance education across critical theoretical landscapes: touchstones for quality research and teaching. Distance Education, 2020, vol. 41, no. 3, pp. 319–325. DOI: 10.1080/01587919.2020.1790091.
12. Shalneva N. V., Polunina O.A., Startseva N.A., Krutskaya T. M., Kertman A. V. Application of the Moodle system in full-time, part-time and part-time forms of education. Modern problems of science and education, 2017, no. 3, art. 115. (In Russ.)
13. Tenitilov S. V. Features of the work of a teacher-tutor in the distance learning system. Distance and virtual learning, 2014, no. 4, pp. 40–46. (In Russ.)
14. Cutri R. M., Mena J. A critical reconceptualization of faculty readiness for online teaching. Distance Education, 2020, vol. 41, no. 3, pp. 361–380. DOI: 10.1080/01 587 919.2020.1 763 167.
15. Mansbach J., Austin A. E. Nuanced perspectives about online teaching: mid-career and senior faculty voices reflecting on academic work in the digital age. Innovative Higher Education, 2018, vol. 43, no. 4, pp. 257–272. DOI: 10.1007/s10755-018-9424-4.
16. Kyei-Blankson L., Ntuli E., Blankson J. (eds.). Handbook of research on creating meaningful experiences in online courses. Hershey: IGI Global, 2019, 355 p. DOI: 10.4018/978-1-7998-0115-3.
17. Palvia S., Aeron P., Gupta P., Mahapatra D., Parida R., Rosner R., Sindhi S. Online education: worldwide status, challenges, trends, and implications. Journal of Global Information Technology Management, 2018, vol. 21, no. 4, pp. 233–241. DOI: 10.1080/1097198X.2018.1542262.
18. Komleva N. V., Vilyavin D.A. Digital platform for creating personalized adaptive online courses. Open Education, 2020, vol. 24, no. 2, pp. 65–72. (In Russ.)
19. Zeer E. F. Personalized educational activity of students as a factor in their preparation for the professional future. Professional education and the labor market, 2021, no. 1, pp. 104–114. (In Russ.)
20. Zeer E. F., Symaniuk E. E. Individual educational trajectories in the system of lifelong education. Pedagogical education in Russia, 2014, no. 3, pp. 74–82. (In Russ.)
21. Taktarova S.V., Shchetinina N.Yu. Individual professional trajectory: the formation of conditions for lifelong learning. Models, systems, networks in economics, technology, nature and society, 2017, no. 2, pp. 101–113. (In Russ.)
22. Goncharova E. V., Chumicheva R. M. Organization of an individual educational trajectory for training bachelors. Bulletin of Nizhnevartovsk State University for Humanities, 2012, no. 2, pp. 3–11. (In Russ.)
23. Pozharkova I. N., Noskova E. E., Troyak E. Yu. Formation of an individual educational trajectory as a component of a practice-oriented learning environment. Pedagogical image, 2018, no. 3, pp. 179–192. (In Russ.)
24. Rosenberg I. N. Training along a flexible trajectory. Modern additional professional pedagogical education, 2015, vol. 1, no. 1, pp. 64–72. (In Russ.)
25. Kayashev M. V., Makarov D. Yu., Marchenko A.A. Educational analytics and adaptive learning using the student model in intelligent learning systems. Electronic Libraries, 2018, vol. 21, no. 3/4, pp. 181–192. (In Russ.)
26. Kondratenko A. B. Methodology for constructing an e-learning system for personalization of training. Open Education, 2011, no. 5, pp. 17–20. (In Russ.)
27. Shamsutdinova T. M. Cognitive model of electronic learning trajectories based on digital footprint. Open Education, 2020, vol. 24, no. 2, pp. 47–54. (In Russ.)
Supplementary files
For citation: Shamsutdinova T.M. Digital learning environment as a tool for personalization of distance education programs. Professional education in the modern world. 2022;12(2):299-308. https://doi.org/10.20913/2618-7515-2022-2-13
Refbacks
- There are currently no refbacks.
