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Engineering and Educational Technologies. Kremenchuk : KrNU, 2019. Vol. 7. No. 1. 114 p.
Journal homepage: http://eetecs.kdu.edu.ua

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IMPLEMENTATION OF NEW FORMS AND METHODS OF EDUCATIONAL PROCESS ORGANIZATION AT HIGHER EDUCATION INSTITUTION: HISTORY AND MODERN

Main aspects of efficiency of teaching foreign students at the preparatory faculty  
Beshentseva O.  (download)
[in Ukrainian]

Abstract. The article discusses the most important issues of organization, conduct and methodological support for the training of foreign students of preparatory faculties who come to Ukraine with the aim of further obtaining higher education on the example of the discipline "Chemistry". It has been established that a modern student, especially a foreign student of the preparatory faculty, should have universal learning activities that would ensure the ability to organize independent learning activities. The basic rules for modeling modern classes (for example, classes in chemistry) are considered. It is shown that from the point of view of modern methodology, there are means that increase the effectiveness of the training session and which are used in teaching chemistry to foreign students at the preparatory department of the Kharkov National Automobile and Highway University. It was established that the content of the lesson is the first step to the result of training, the correct selection of methods and techniques is the second step, and the quality of knowledge and skills, their use by foreign students in life, in new situations, as well as self-development, self-education of foreign students is the result of them learning. According to the relationship between the goal, content and result of the lesson, taking into account the characteristics of foreign students and their influence on the conduct and result of the lesson, one can judge the effectiveness of such an activity. Criteria for evaluating the effectiveness of modern academic classes are defined. Various methods of stimulating and motivating studies, the goals and significance of the independent work of foreign students in the study of chemistry are considered. The methods of formation of cognitive interests of foreign students and methods aimed at the formation of a sense of duty and responsibility in learning are highlighted. It is proved that when using modern technologies, working in the technology of modeling a modern classroom, foreign students can achieve the formation of the ability to independently acquire new knowledge, gather the necessary information, draw conclusions, ie development of skills and skills of independence and self-development.

Key words: educational process, preparatory faculties, foreign students, learning efficiency.

[1]      Demir, Rabia (2015). Preparatory school students metaphorical perceptions on preparatory education. International Journal of Languages' Education, 1, 2283-2302.

[2]      Goctu, Ramazan (2016). Action Research Of Portfolio Assessment In Writing In English As A Foreign Language While Teaching Preparatory School Students In Georgia. Journal of Education Black Sea Region, 2 (1), 107-115.

[3]      Smyth, Jennifer A. (2018). Australian Preparatory Students' Representation of their Knowledge of the Nature of Science. Dissertation published.

[4]      Aleyeva A.YA. (2002). Komponenty struktury gotovnosti inostrannykh uchashchikhsya k obucheniyu v vuze, Mezhdunarodnoye sotrudnichestvo v obrazovanii. - SPb., Ч. 2, 123-125.

[5]      Nosenko, E. L. (2002). Do problemy zminy osvitnʹoyi paradyhmy, Pedahohichnyy protses: teoriya i praktyka, Kyiv, Ukraine, Iss. 2, 77-80. [in Ukrainian]

[6]      Rakhimov, T.R. (2010) Osobennosti organizatsii obucheniya inostrannykh studentov v Rossiyskom vuze i napravleniye yego razvitiya, YAzyk i kul'tura, №4 (12), 123-136. [in Russian]

[7]      Gerasimenko O. L. (2008). Nekotoryye aspekty sotsiokul'turnoy adaptatsii inostrannykh studentov, Teoriya i praktika prepodavaniya russkogo yazyka kak inostrannogo: materialy II Mezhdunar. nauch.-metod. konf. Minsk. 15-16 maya 2008 g. Minsk: Izd. Tsentr BGU, 180-182. [in Russian]

[8]      Datsishin P. T., Nikolayenko O. A., Stel'mashchuk P. O. (2016). Adaptatsiya inostrannykh studentov k zhiznedeyatel'nosti v vuze. X International Scientific and Practical Conference «International Scientific Review of the Problems and Prospects of Modern Science and Education», 07-08.02.2016 g. Boston. SSHA. [in Russian]

[9]      Biçer, Dinçer (2014). The Effect of Students’ and Instructors’ Learning Styles on Achievement of Foreign Language Preparatory School Students. Procedia - Social and Behavioral Sciences, 141, 382-386.

[10]    Lazda-Cazers, R., Thorson, H. (2008). Teaching Foreign Languages to Students with Disabilities: Initiatives to Educate Faculty. Worlds Apart, 107-129.

[11]    Katelina, L.S., Kornev V.A. (2018). The role of the psychological climate in the training of foreign students at the preparatory faculty in a Russian university. Language and Text, 5 (2), 70-74.

[12]    Carter, Barbara Jo (2006). Developing A College Preparatory Curriculum For High School Students Of International Missionary Families. Dissertation published, 361.

[13]    Hamdan, Orwah Mohammed (2018). The Practice of Human Relations of the Taibah University Preparatory Year Faculty Members from their Students Perspectives. International Journal of Research in Education and Psychology, 2 (1), 74-94.

[14]    Ptitsyna, Ye.V. (2015). Obrazovatel'nyye tekhnologii na osnove lichnostno oriyentirovannogo pedagogicheskogo protsessa. Sovremennyye tekhnologii prepodavaniya v tvorcheskom vuze: sbornik statey Rossiyskoy nauchno-prakticheskoy konferentsii (3-4 dekabrya 2014 goda). - Petrozavodsk: Izd-vo PetrGU, 38-46. [in Russian]

[15]    Lagun I.M, Kuz'mina Ye.N. (2012). Puti povysheniya effektivnosti obucheniya inostrannykh studentov. Professional'no napravlennoye obucheniye russkomu yazyku inostrannykh grazhdan. - М., Т. 1, 170-174. [in Russian]

[16]    Rean, A. L. (2001), “Pedahohichni osoblyvosti vzayemodiyi pedahoha i studenta”, Pytannya psykholohiyi, Iss. 5. [in Ukrainian]

[17]    Dichkivsʹka, I. M. (2004), Innovatsiyni pedahohichni tekhnolohiyi : navchalʹnyy posibnyk, Kyiv, Akademvydav, Ukraine. [in Ukrainian]

[18]    Alfahadi, Abdulrahman Mohammad (2015). The Effectiveness of Using Smart Board Technology in Teaching English as a Foreign Language to Preparatory Year Students at Tabuk University. Education Journal, 4 (6), 332-337.

[19]    Beshentseva, O. A., Volosyuk, M. A. (2016). Rozvytok piznavalʹnoyi diyal’nosti studentiv-inozemtsiv na zanyattya khimiyi v uslovyyakh individualizatsiyi navchannya, Materyaly za 12 mizhnar. naukova praktychna konf. «Obrazovanieto i naukata na KHKHI stolittya - 2016», 17-25 oktomvri, 2016. Tom 3. Pedahohichno nauky. Sofiya: «Byal HRAD-BH» OOD, 22-25. [in Ukrainian]

[20]    Beshentseva, O. A. (2017), Navchalʹno-metodychni kompleksy dlya navchannya inozemnykh studentiv, Mat-ly vseukrayins’koyi naukovo-metodychnoyi internet-konferentsyy «Problemy intehratsiyi pryrodnychykh, tekhniko-tekhnolohichnykh ta humanitarnykh dystsyplin v pidhotovtsi fakhivtsiv u VNZ», 25-26 kvitnya 2017 r., Kharkiv. KHNADU, 90-92. [in Ukrainian]

Learning style and English vocabulary teaching in Higher Educational Establishment  
Tsypanova N. (download)
[in Ukrainian]

Abstract. The article deals with the usage of the most up-to-date methods in English vocabulary teaching. It demonstrates how a teacher should use additional means of teaching for better efficiency. The clue concepts the article dwells upon are learning styles and auxiliary aids. The background of the research is rapidly growing number of English neologisms creating the need for more effective vocabulary teaching techniques. The article is aimed at teachers of higher education establishment willing to improve their work and diversify educational process. The purpose of this research is to provide teachers with powerful approach to English vocabulary teaching using appropriate auxiliary aids. The applied method of the research is comparative analysis of educational performance of students when applying auxiliary aids of particular type and combination of auxiliary aids of different types. As of the basis of the research it employs author’s personal experience as teacher at higher education establishment. The article provides the definition of auxiliary aids of study and explains how to use them in vocabulary teaching. Auxiliary aids are considered to be a powerful means used to increase the effectiveness of conventional means of vocabulary teaching. The author of the article concentrates on different learning styles and ways the students consume given information (visual, audial and kinesthetic). Examples of how learning styles are combined when teaching students at higher educational facilities are provided as well as some everyday tips for teachers on the best practices in vocabulary teaching. They can be introduced and widely used in higher education establishment for students of English as foreign language with any level of English proficiency. That is the most powerful side of those practices – they are intentionally designed to be as universal as possible. It makes them widely applicable; teachers can also modify them in the way they see to be the best in their particular case. The integration of visual, audial and kinesthetic method of teaching by combining appropriate auxiliary aids is one of the most effective ways of teaching foreign vocabulary. The combination of different channels of perception provides the best results when memorizing and at the same time enhances student’s intellect by intensifying brain activity.

Key words: auxiliary aids, learning style, learning style combination.

[1]      Bihych, O. B. (2012). Metodyka formuvannia inshomovnoi kompetentnosti v audiiuvanni. Inozemni movy, № 2, 19-30. [in Ukrainian]

[2]      Kuznetsova, T. M. (1990). Etapy raboty nad slovom, IYASH, 5/91, 88-94.[in Russian]

[3]      Nikolaieva, S. Iu. (1999). Metodyka navchannia inozemnykh mov u serednikhnavchalnykhzakladakh. Lenvit, Kyiv, Ukraine, 320. [in Ukrainian]

[4]      Curry, L. (1990). One critique of the research on learning styles / Educational Leadership. Alexandria, VA, 48(2), 50–56.

[5]      Grasha, A. F. (1996). Teaching with Style: A practical guide to enhancing learning by understanding teaching and learning styles. Pittsburgh, PA: Alliance Publishers, 234.

[6]      Leite, Walter L, Svinicki, Marilla, Shi, Yuying (2009). Attempted Validation of the Scores of the VARK: Learning Styles Inventory With Multitrait – Multimethod Confirmatory Factor Analysis Models. Educational and Psychological Measurement. SAGE Publications, Thousand Oaks, CA, 70(2), 323–339.

[7]      McCoy, Douglas (2007). Visuals and Vocabulary: The Order of Presentation Matters. Learning vocabulary in another language. Cambridge: Cambridge University Press, 2007, 25(1), 21–32.

[8]      Micán, Adriana Duque, Medina, Liliana Cuesta (2015). Boosting vocabulary learning through self-assessment in an English language teaching context. Assessment & Evaluation in Higher Education, 42 (3), 398-414. doi: https://doi.org/10.1080/02602938.2015.1118433

[1]      Pike, Mark A. (2015). Ethical English. Teaching and learning in English as spiritual, moral and religious education. Bloomsbury, Academic. doi: https://doi.org/10.5040/9781472593412.ch-005

[2]      Rahman, Marita Lailia (2018). Self Management on Self Directed Learning in Learning English Vocabulary. Proceedings of the International Conference on English Language Teaching, 145, 156-158. doi: https://doi.org/10.2991/iconelt-17.2018.35

[3]      Robert E. HornVisual Language: Global Communication for the 21st Century, 1998, 270 p.

[4]      Schmitt, N. (2003).Current Perspectives on Vocabulary Teaching and Learning. International Handbook of English Language Teaching, Springer International Handbooks of Education. doi: https://doi.org/10.1007/978-0-387-46301-8_55

[5]      Seyyed Ali Ostovar-Namaghi, AkramMalekpur (2015). Vocabulary Learning Strategies from the Bottom-Up: A Grounded Theory, 15(2), 235–251.

[6]      Tight, Daniel G. (2010). Perceptual Learning Style Matching and L2 Vocabulary Acquisition. Language Learning, 60(4), 792-833. doi: https://doi.org/10.1111/j.1467-9922.2010.00572.x

[7]      Wai-man, Florence Yip (2003). Online vocabulary games as a tool for teaching and learning English vocabulary. doi: https://doi.org/10.5353/th_b2959751

[8]      Williams Pharrell. Synesthetes: People of the Future. URL: https://www.psychologytoday.com/ blog/ sensorium/ 201203/synesthetes-people-the-future (дата звернення 25.01.2019)

[9]      Xinhua Yuan. Exploring spoken English learner language using corpora: Learner talk. Language Learning & Technology, 22(3), 41–44.

[10]    Yip, Florence W. M. Kwan, Alvin C. M. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational Media International, 43(3), 233-249. doi: https://doi.org/10.1080/09523980600641445

[11]    Zheng, Shigao (2012). Studies and Suggestions on English Vocabulary Teaching and Learning. English Language Teaching, 5 (5), 129-137. doi: https://doi.org/10.5539/elt.v5n5p129

[12]    Zokaee, S., Zaferanieh, E., Naseri, M. (2012). On the Impacts of Perceptual Learning Style and Gender on Iranian Undergraduate EFL Learners’ Choice of Vocabulary Learning Strategies. English Language Teaching, 5(9), 138-143. doi: https://doi.org/10.5539/elt.v5n9p138.

MODERN TRENDS OF PROFESSIONAL EDUCATION DEVELOPMENT

Methodical conditions of development of pedagogical competence of specialists in machine-building specialties in institutions of higher education  
Dembitska S.  (download)
[in Ukrainian]

Abstract. The necessity of the pedagogical component in the training of engineers of machine builders is substantiated in the article. Competent approach actively influences professional training of specialists in machine-building specialties in institutions of higher education. It is an important component in the process of modern modernization of higher education. The urgency of the work is that, despite the significant scientific results of the introduction of a competence approach in higher education, the problem of identifying and substantiating the methodological conditions for the formation of the pedagogical competence of students of machine-building specialties remained beyond the scope of the researchers. The purpose of the work is to define and substantiate the pedagogical conditions that enable to effectively construct the pedagogical process with the purpose of purposeful development of the pedagogical competence of students of machine-building specialties as a prerequisite for successful professional formation. In accordance with this and based on the analysis of the concept of "pedagogical conditions" and the peculiarities of their use, the methodical conditions for the purposeful development of pedagogical competence of specialists in machine-building specialties as a component of their professional competence are substantiated. In particular, we refer to them the formation of a stable motivation for constant self-education and acquisition of pedagogical knowledge as a component of professional competence; appropriate methodological training of teachers of special disciplines for the formation of future specialists in engineering specialties of pedagogical competence; the creation of educational and methodological tools for the use in the process of training students of engineering specialties of active forms, methods and innovative teaching aids, as well as the appropriate use of new information technologies in the process of professional training. Prospects for further research we see in the formation of criteria, indicators and levels of development of the pedagogical competence of students of engineering specialties, which will control the process of development of pedagogical competence throughout the pedagogical experiment and correct the results.

Key words: vocational training, specialists in machine-building specialties, pedagogical conditions, competence approach in higher education.

[1]      Dembitska, S., Kobilyansky, A. (2018). Conditions of development of pedagogical competence in the professional preparation of professional professionals of machine-building specialties. Proceedings of XХХХ Internationalscientific conference Science of 2018. Washington Dec 28, 2018 Outcomes. Morrisville, Lulu Press, 65-68.

[2]      Dembitska, S., Kobylianskyi, O. (2018). Formuvannia pedahohichnoi kultury studentiv mashynobudivnykh spetsialnostei v protsesi samostiinoi roboty. Suchasni informatsiini tekhnolohii ta innovatsiini metodyky navchannia u pidhotovtsi fakhivtsiv: metodolohiia, teoriia, dosvid, problemy. Zb. nauk. pr. Vypusk 52. Kyiv-Vinnytsia: TOV firma «Planer», 286-290. [in Ukrainian]

[3]      Dembitska, S., Kobylianska, I. (2018). Formuvannia pedahohichnoi kultury fakhivtsiv inzhenernykh spetsialnostei. Pedahohika bezpeky. Mizhnarodnyi naukovyi zhurnal, Tom 3, № 1, 51-56. [in Ukrainian]

[4]      Fedorova, O. F. (1970). Nekotorye voprosy aktyvyzatsyy uchashchykhsia v protsesse teoretycheskoho y proyzvodstvennoho obuchenyia. Vysshaia shkola, Moscow, USSR. [in Russian]

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[7]      Yppolytova, N., Sterkhova, N. (2012). Analyz poniatyia "pedahohycheskye uslovyia" : sushchnost, klassyfykatsyia. General and Professional Education, № 1, 8-14. [in Russian]

[8]      Kamynyna, T. (2006). Formyrovanye uchebno-proektnoi deiatelnosty studenta v obrazovatelnom protsesse (Dyss. kand. ped. nauk). HOU VPO «Orenburhskyi hossudarstvennyi pedahohycheskyi universytet», Orenburh, Russia. [in Russian]

[9]      Sedova, Y. (2012). Formyrovanye osnov informatsyonno-analytycheskoi kultury bakalavrov ekonomyky v vuze. (Dyss. kand. ped. nauk). FHBOU VPO «Rossyiskyi hosudarstvennyi sotsyalnyi unyversytet», Moscow, Russia. [in Russian]

[10]    Vostorknutov, E. (2015). Tekhnolohyia formyrovanyia professyonalno-tvorcheskykh kompetentsyi studentov tekhnycheskoho vuza v nauchno-issledovatelskoi deiatelnosty. Nauchno-tekhnycheskye vedomosty SPbHPU. Humanytarnye i obshchestvennye nauky, № 2 (220), 167-176. DOI 10.5862/JHSS.220.20 [in Russian]

[11]    Andriukhyna, L., Fadeeva, N. (2016) Kreatyvnye praktyky formyrovanyia mezhkulturnoi kommunykatyvnoi kompetentnosty. Intehratsyia obrazovanyia, Т. 20, № 3, 320–330. DOI: 10.15507/1991-9468.084.020.201603.320-330 [in Russian]

[12]    Intercultural Competences. Conceptual and Operational Framework. Paris : UNESCO, 2013. P. 44.

[13]    Shylyna, A. (2014) Hotovnost k sotsyalno-professyonalnoi adaptatsyy v strukture professyonalnoi kompetentnosty budushchykh bakalavrov-inzhenerov. Sovremennye problemy nauky y obrazovanyia, № 4. URL: http://www.science-education.ru/ru/article/view?id=13997. [in Russian]

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[17]    Lazarchuk, H. (2016) Kharakterystyka profesiinoi kompetentnosti inzhenera-pedahoha ekonomichnoho profiliu i yii struktury. Problemy inzhenerno-pedahohichnoi osvity, No 50-51, 72-80 [in Ukrainian]

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Implementation of heuristic learning technologies for theoretic concepts formation by students mastering agricultural professions  
Bilotserkovets M. , Berestok O.  (download)
[in English]

Abstract. The paper studies nature and specific features of heuristic learning technologies, significant for the formation of theoretical knowledge by students of agrarian specialties in their course of humanities. Analysis of up-to-date scientific works reveals the efficiency of the process of humanitarian theoretical knowledge formation by students due to the involvement of a set of important pedagogical factors, such as: motivation of students by setting ties between humanitarian theoretical concepts and their future professional activities; creation and competent defense of personally essential educational products; teaching students to apply heuristic learning technologies (methods for defining theoretical concepts, methods and tools of dialogue interaction in solving complex professional problems, reflexive conclusions, heuristic analytical and comparative learning activities, prediction of the possible outcome of the educational activity and visual representation of its image etc.). The experimental survey was aimed to determine the stages of a humanitarian theoretic concept formation based on the heuristic learning technologies. The first motivational stage provides students’ awareness of necessity of the humanitarian theoretical concept that is being formed for their future professional activity. The next searching-creative stage is carried out with various methods and mechanisms of heuristic learning technologies, mastered by students under the conditions of individual creation of educational products. At the reflection stage a teacher and students use pedagogical diagnostic mechanisms to assess the level of formation of the theoretical concept, the level of mastering basic theoretical and practical aspects of the topic as well as the development of critical and creative thinking and professional competences of future specialists in agriculture, their ability to form the necessary knowledge independently. So, heuristic learning activities enable students to segment and study the specific areas of their future professional activity from humanitarian perspectives and establish personal motives for learning humanities.

Key words: heuristic learning technologies, theoretic knowledge, humanities.

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[2]      Lazarev М. О. (2008). Heuristic learning as an innovative phenomenon of creative education. Pedagogy in Sumy region, Iss. 4.  19–20.

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[5]      Benedek, M., Jauk, E., Sommer, M., Arendasy, M., & Neubauer, A. C. (2014). Intelligence, creativity, and cognitive control: The common and differential involvement of executive functions in intelligence and creativity. Intelligence, 46, 73–83. doi:10.1016/j.intell.2014.05.007

[6]      Ben-Horin, H., Pion, C. & Kali, Y. (2016). Designing technology to foster socioscientific reasoning by promoting internal values of learning. Paper presented at the 12th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era, The Open University of Israel. www.openu.ac.il/innovation/chais2017/f1_2.pdf

[7]      Gigerenzer, G., & Gaissmaier, W. (2011). Heuristic decision making. Annual Review of Psychology, 62, 451–482.

[8]      Godwin-Jones, R. (2016). Augmented reality and language learning: from annotated vocabulary to place-based mobile games. Language Learning & Technology, 20(3), 9-19. http://llt.msu.edu/issues/october2016/emerging.pdf.

[9]      Greener, S. (2017). Why do research into interactive learning environments? / Interactive learning Environments, Vol. 25, issue 4, p. 429-430.

[10]    Kahneman, D. (2012). Thinking fast and slow. London: Penguin Books.

[11]    Katsikopoulos, K. V. (2011). Psychological heuristics for making inferences: Definition, performance, and the emerging theory and practice. Decision Analysis, 8, 10–29.

[12]    Kenett, Y. N., Anaki, D., & Faust, M. (2014). Investigating the structure of semantic networks in low and high creative persons. Frontiers in Human Neuroscience, 8(June), 407. doi:10.3389/fnhum.2014.00407

[13]    Klein, G. (2015). A naturalistic decision making perspective on studying intuitive decision making. Journal of Applied Research in Memory and Cognition, 4, 164–168.

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[16]    Mayer, R. E., & Alexander, P. A. (2011). Handbook of research on learning and instruction. Routledge, London.

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Current state and perspectives of distance learning of the English language during professional training of future economists of the National University of Food Technologies  
Harkusha O.  (download)
[in Ukrainian]

Abstract. The article is devoted to the consideration of the current state and perspectives of the development of a distance learning system in Ukraine in general, and at the National University of Food Technologies, as one of the powerful educational and scientific complexes of the state, which is also known abroad, in particular. The leading state and foreign scientists and scholars who have been studying various aspects of distance learning and have made a significant contribution to the development of pedagogical science are listed. The results of foreign meetings are described; the arguments for the establishment and development of distance education in the world are given. The advantages and disadvantages of online education are described; the features of this type of training are listed. In order to better understanding of the concept of distance education system, one of the key points of the article, in our opinion, is to characterize the differences between distance education and extramural education. The article discusses the concept of distance learning as such in result of which the student receives a state diploma of higher education. The study was narrowed down to a separate category of students who undergo educational and professional training in economic specialties on a distance basis. One of the mandatory subjects in NUPT is a foreign language, the study of which is of particular importance for the future development and competitiveness of both an individual student and the state as a whole. The objectives of the study of the foreign language by future economists are to develop the skills in mastering highly specialized vocabulary and terms, conducting business conversations and correspondence with foreign partners. To achieve this goal with the help of distance education, it is necessary to develop special theoretical and practical courses that would give the opportunity to study the subject in full, master and develop the skills of oral and written business speech. The article discusses a phased transition and the introduction of a distance education system in NUFTs. The prerequisites for the development of distance education and ways of further development are indicated. It is noted that the main means of distance education in NUFT is the Moodle system. The article describes the advantages and disadvantages of using this system, the ways of its improvement and modernization are noted. In the section "Discussion" for comparison of the obtained results of the research some achievements of other higher educational institutions of Ukraine are submitted for consideration.

Key words: distance learning, distance technologies, the English language, professional training, economists, higher education.

[1]      Busse, Vera (2014). International perspectives on motivation: Language learning and professional challenges (International perspectives on English language teaching). System, 45, 259-260. doi: https://doi.org/10.1016/j.system.2014.07.002

[2]      Cherniavskyi, Bohdan (2019). Formation of foreign language competence of future economists by means of distance learning system "Moodle". Young Scientist, 1 (65), 95-97.

[3]      Gnedkova, О. (2016). Distance learning technologies in formation of professional training of future English teachers. Information Technologies in Education, 29, 100-115. doi: https://doi.org/10.14308/ite000614

[4]      Kruse K. The Benefits and Drawbacks of e-Learning. URL: http://www.corebiztechnology.com/ software_article_ elearning_d.htm (дата звернення 05.03.2019).

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[6]      Schmitt, Norbert (2007).Current Perspectives on Vocabulary Teaching and Learning. International Handbook of English Language Teaching, 827-841. doi: https://doi.org/10.1007/978-0-387-46301-8_55

[7]      Simpson O. Supporting Students for Success in Online and Distance Education. New York and London: Routledge, 2012. 296 p.

[8]      Robinson K. Bring on the learning revolution! TED2010. URL: http://www.ted.com/talks/sir_ken_robinson_bring_on_the_ revolution?language=ru (дата звернення 01.03.2019)

[9]      Torsani, Simone (2014). The role of tool and environment design in distance language learning. Future Learning, 2 (1), 29-40. doi: https://doi.org/10.7564/13-fule14

[10]    Vasilevich, Yu. V. (2010). Distantsíyna osvíta studentív-yuristív: suchasniy stan, problemi, perspektivi [Distance learning of students lawyers: the current situation, problems and prospects]. URL: http://www.confcontact.com/ 2010spec_tezi/pe_vasilev.php (accessed 01.03.2019). [in Ukrainian]

[11]    Vishnevskaya, G. V. (2011). Vnedreniye distantsionnykh tekhnologiy v protsess obucheniya inostrannomu yazyku studentov-zaochnikov neyazykovykh vuzov [The introduction of distance technologies in the process of learning the foreign language of part-time students of non-linguistic universities]. Izvestiya Penzenskogo gosudarstvennogo pedagogicheskogo universiteta imeni V.G. Belinskogo, № 24, 589–592. [in Russian]

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[13]    Datsiuk, V. B. Perspektyvy dystantsijnoi osvity ta virtual’nykh universytetiv v Ukraini [Prospects of distance education and virtual universities in Ukraine]ю URL: http://mediacenter.uz.ua/data/daciuk.pdf  (accessed 01.03.2019). [in Ukrainian]

[14]    (1999). Derzhavna natsionalʹna prohrama «Osvita: Ukrayina ХХІ stolittya». [Education: Ukraine XXI Century]. Zakonodavchi akty ta normatyvni dokumenty (na dopomohu kerivnykam zakladiv ta ustanov osvity). Zbirnyk. Kyiv, Ukraine, 401. [in Ukrainian]

[15]    Novomlynetsʹ, O. O., Drozd, O. P. (2013). Dystantsiyni kursy. Metodychni rekomendatsiyi shchodo pidhotovky veb-resursu dystsyplin pry orhanizatsiyi navchalʹnoho protsesu za dystantsiynoyu formoyu [Methodical recommendations for the preparation of the web resource of disciplines in the organization of the educational process in the form of a distance learning. CHNTU, Chernihiv, Ukraine, 32. [in Ukrainian]

[16]    Dyshleva, Yu. V. (2008). Rol’ ta mistse suchasnykh metodyk u vyvchenni anhlijs’koi movy v kursi dystantsijnoho navchannia [Role of modern techniques in the study of English in distance learning course]. Vykladannia mov u vyschykh navchal’nykh zakladakh osvity na suchasnomu eta¬pi. Mizhpredmetni zv’iazky. Naukovi doslidzhennia. Dosvid. Poshuky [language Teaching in higher educational establishments of education at the present stage. Interdisciplinary connections. Scientific researches. Experience. Search], 13, 35-41. [in Ukrainian]

[17]    Law of Ukraine "On Education" dated September 5, 2017 No. 2145-VIII. [in Ukrainian]

[18]    Olijnyk, O. V. (2014). Innovatsijni tekhnolohii dystantsijnoho navchannia inozemnoi movy dlia studentiv nemovnykh VNZ [Innovative technologies in distance learning foreign language for students of non-linguistic higher schools]. Linhvistychni doslidzhennia: zbirnyk nauk. prats’ KhNPU imeni H.S. Skovorody [Linguistic studies: Collection of Sciences. papers of KNPU named after G.S. Skovoroda], 38, 238-246. [in Ukrainian]

[19]    I. Sukhomlinova, Ye., Tihonovska, M. A., Tihonovskiy, O. V., Kirsanova, E. V., Yeryomina, A. K., Chugin, S. V. (2016). Electronic manuals as a new instructional medium.  Zaporizhzhya State Medical University.  URL:  http://dspace.zsmu.edu.ua/ bitstream/123456789/4463/1/ %D0%A2%D0%94%D0%9C%D0%A3_ %D1%82%D0%BE% D0%BC1_ 285-286.pdf (accessed 01.03.2019). [in Ukrainian]

[20]    Khomenko, L. O., Balalayeva O. Yu. Experience of elaboration of foreign languages distance educational methods іn NAU. “Naukovi dopovidi NAU” 2005–1(1). URL: http://www.nbuv.gov.ua/e-Journals/nd/2005-1/05klomin.pdf [in Ukrainian]

[21]    Shtykhno L.V. (2016). Distance learning as a promising direction of developing modern education. «Young Scientist», 6 (33), 489-493. URL:  http://molodyvcheny.in.ua/files/journal/2016/6/121.pdf (accessed 01.03.2019). [in Ukrainian]

[22]    Shunevych, B.I. (2008). Rozvytok dystantsijnoho navchannia u vyschij shkoli krain Yevropy ta Pivnichnoi Ameryky. Avtoref. dys. dokt. ped. nauk [The Development of distance learning in higher education of the countries of Europe and North America. Abstract of Dr. ped. sci. diss.], Kyiv, Ukraine, 36. [in Ukrainian]

Forming polycultural competence for future economists  
Poyasok T., Bespartochna O.  (download)
[in Ukrainian]

Abstract. Actuality of the introduction principles of multiculturalism in the system of higher economic education is proved; it was found that  multicultural competence of future economists involves getting acquainted with distinctive ethnic national traits in the culture of different peoples; involvement of students in world culture; the disclosure of the process of globalization, interdependence of countries and peoples in modern conditions; recognition of equal rights and obligations of representatives of other peoples and religions; formation of multicultural competences within  professional competence; content and directions of formation of multicultural competence are determined; It is proved that polycultural education should be based on the principles of mutual recognition, cooperation, critical pluralism, which will promote the formation of multicultural competences, which will allow graduates of higher education institutions of economic orientation to integrate into  space of intercultural dialogue with representatives of different nations. Creation of a multicultural educational environment should be based on a person-oriented paradigm; cognitive, affective, valeological and creative educational practices; strengthening of the ethno-cultural aspect in the content of education, its professional orientation; implementation of the principles of humanization, multiculturalism, continuity, individualization and activity development. The following components of multicultural education as polycultural tolerance and socio-cultural identity, which are considered in the cognitive, emotional-value, and behavioral-activity aspects, are singled out; defined sequence of pedagogical actions in the formation of multicultural competence; pedagogical conditions of  effectiveness of  formation of multicultural competence are formulated: to provide students with knowledge about contact subcultures, as well as  peculiarities of  own culture; creation of conditions for emotional perception of multicultural situations; formation of adequate behavior on the basis of multicultural tolerance of future economists (creation of a developing multicultural educational environment; application of interactive methods of multicultural education; activation of creativity and research activity); ways of their implementation are presented; the stages of formation of multicultural competence of students of the economic profile are defined: motivational, cognitive, final.

Key words: polycultural competence, future economists, intercultural interaction, multicultural environment, multicultural pedagogy.

[1]      Borisenkov, V. P. (2004). Vyizovyi sovremennoy epohii prioritetnyie zadachi sovremennoy nauki. Pedagogika, 1, 3-10. [in Russian].

[2]      Grinova, V. M. (2002). Aksiologichniy pіdhіd do problem pedagogichnoyi kulturi maybutnogo vchitelya. ShlyahosvIti, 2, 2-6. [in Russian].

[3]      Davidov, V. V. (2004). Problemyi razvivayuschego obucheniya. Akademiya, Moscow, Russia, 240. [in Russian].

[4]      Dzhurinskiy, A. N. (2010). Pedagogika v mnogonatsionalnom mire. VLADOS, Moscow, Russia, 240. [in Russian].

[5]      Kuzmenko, V. V., Honcharenko, A.A. (2006).Formuvannia polikulturnoi kompetentnosti vchyteliv zahalnoosvitnoi shkoly: navch. posib. RIPO, Kherson, Ukraine, 92. [in Ukrainian]

[6]      Lukyanova, M. I., Shustova, L. P. (2015). Formation process modeling polycultural competence of the trained in the educational organization. Modern problems of science and education, 4. URL: http://www.science-education.ru/ru/article/view?id=21295 (accessed 01.03.2019). [in Russian].

[7]      Naboka, O. H. (2012). Profesiino-oriientovani tekhnolohii navchannia u fakhovii pidhotovtsi maibutnikh ekonomistiv: teoriia ta metodyka zastosuvannia : monohrafiia.  Pidpryiemets Matorin B. H., Sloviansk, Ukraine, 303. [in Ukrainian]

[8]      Novikova, L. A. (2006). Modelirovanie polikulturnogo obrazovaniya uchaschihsya. Professional education, 12, 17-19 [in Russian].

[9]      Palamarchuk, L. B. (2013). Formuvannia polikulturnoi kompetentnosti v protsesi pidhotovky maibutnoho pedahoha. Akmeolohiia v Ukraini: teoriia i praktyka: zb. nauk. pr., 24, 49-54. [in Ukrainian]

[10]    Poiasok, T. B. (2011). Multiculturalism in higher economic education. Problema polikulturnosti u neperervnii profesiinii osviti, 66-70. [in Ukrainian]

[11]    Poiasok, T. B. (2009). Systema zastosuvannia informatsiinykh tekhnolohii u profesiinii pidhotovtsi maibutnikh ekonomistiv: monohrafiia. PP Shcherbatykh, Kremenchuk, Ukraine, 348. [in Ukrainian]

[12]    Riznyk V. (2009). Suchasna profesiina pidhotovka studentiv ekonomichnykh spetsialnostei u vyshchii shkoli yak pedahohichna problema. Humanitarnyi visnyk: zb. nauk. pr., 17, 87-89.[in Ukrainian]

[13]    Sokolova, I. V. (2011). Fenomen polikulturnosti v neperervnii profesiinii osviti: sotsiokulturnyi i pedahohichnyi konteksty. Problema polikulturnosti u neperervnii profesiinii osviti, 28-38. [inUkrainian]

[14]    Tkalenko, N. V., Fedorchenko, V. V. (2011) Problema pidhotovky suchasnykh ekonomistiv u systemi vyshchoi osvity Ukrainy. Naukovyi visnyk ChDIEU, 3(11), 31-35. [in Ukrainian]

[15]    Bachmann, S., Yerhold, S., Wessling, Y.(1996). Aufgaben und Ubungstypologie zuminter kulturellen Lernen. Zielsprache Deutsh 27, Soestlandesinstitutfur Schule, 77-91. [in German]

[16]    Samovar, L. A., Poter, R.E., McDaniel, E.R.(2010). Communication betweencultures. Wadsworth Cengage Learning, USA, 411.

INNOVATIONS IN USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES AT EDUCATION

Virtual tour as an effective method for promotion of enterprise  
Potapiuk L. , Masovets O.  (download)
[in Ukrainian]

Abstract. The article investigates virtual reality as the most effective way of presenting information in our time and an effective way to promote the enterprise. The history of creating virtual tours is analyzed. It was noted that the first virtual tour was designed by engineer Colin Johnson (1994, Great Britain). His innovative presentation consisted of a management system (on a computer) and panoramas (on a disk). Especially for this innovative presentation, a unique navigation program was developed. The history of virtual tours began precisely with museums that continued this tradition. Most virtual tours are created using GoogleArtProject. It was emphasized that during the rapid development of information technology, 3D tours became popular in various fields of human activity: from services to research. Modern man works more often, carries out business operations, studies, travels, communicates, leisure and even rest in a virtual format. The main advantages of spherical panoramas and 3D tours for both buyers and sellers are highlighted. It is revealed that virtual panoramas contribute to the image of the company, its high-tech, innovation-investment attractiveness. Determined the role of Google in creating Google Maps and GoogleBusinessView. For buyers, the advantage of spherical panoramas and 3D tours is a significant saving of time (you can familiarize yourself with the object at any convenient time); possibility of preliminary, detailed review of all available from the seller of potentially interesting objects. For sellers, the main benefits of spherical panoramas and 3D tours are increasing interest in the company, and thus attracting new customers (virtual tours make considerable interest to most visitors, increase the number of potential customers and increase company revenue); originality and attractiveness (presentation and advertising is different from most competitors in a way of more interest than ordinary photos or text); reducing the time between creating a virtual tour and familiarizing him with the buyer. The importance of the Google team for the introduction of virtual tours to expand the modern business is underlined. It is proved that virtual tours at the enterprises become an effective marketing tool that will enable to increase the number of potential and real customers and to establish cooperation with investors and partners. And so, today we have every opportunity to modernize the existing technological environment through the creation of virtual tours in the enterprises.

Key words: information technologies, virtual reality, 3D tours, enterprises, company image.

[1]      Aktualnost vyrtualnыkh turov v sovremennom myre, ykh polza y perspektyvы (2016). http://blog.flexyheat.ru/aktualnost-virtualnyx-turov-v-sovremennom-mire-ix-polza-i-perspektivy/ [in Russian].

[2]      Vetrova A. A. (2008). Sozdanye konstruktora dlia razrabotky vyrtualnыkh 2D y 3D эkskursyi. Prykaspyiskyi zhurnal: upravlenye y vыsokye tekhnolohyy № (2). http://hi-tech.asu.edu.ru/files/2(2)/91-95.pdf/ [in Russian].

[3]      Ystoryia voznyknovenyia y razvytye vyrtualnыkh turov (2016). http://blog.flexyheat.ru/istoriya-vozniknoveniya-i-razvitie-virtualnyx-turov/ [in Russian].

[4]      Bui V. M. (2014). Informatsiini systemy v ekonomitsi. Materialy Vseukrainskoi naukovoi konferentsii aspirantiv ta molodykh vchenykh «Harmonizatsiia suspilstva – novitnii napriamok rozvytku derzhavy». Odesa: ONEU, S. 109-116. [in Ukrainian].

[5]      Masovets O. A. (2018). Istoriia stvorennia virtualnykh turiv / Materialy III Vseukrainskoi naukovo-praktychnoi internet-konferentsii «Upravlinnia resursnym zabezpechenniam hospodarskoi diialnosti pidpryiemstv realnoho sektoru ekonomiky». Poltava: RVV PDAA, S. 131-133. [in Ukrainian].

[6]      Navishcho vykorystovuvaty virtualni tury (2018). https://xn--3-7sbar0a5ags5f.com/uk/primenenie.html. [in Ukrainian].

[7]      Onovlenyi 3D-tur farmatsevtychnym vyrobnytstvom (2016).http://www.arterium.ua/post/onovlenii_3d_tur_po_farmatsevtichnomu_virobnitstvu  [in Ukrainian].

[8]      Orlyk O. V. (2002).  Informatsiini systemy v sferi upravlinnia orhanizatsiieiu / Visnyk sotsialnoekonomichnykh doslidzhen. Odesa. Vyp. 12. S. 188–191. [in Ukrainian].

[9]      Orlyk O. V. (2001). Informatsiini systemy yak stratehichnii zasib rozvytku firmy / Visnyk sotsialno-ekonomichnykh doslidzhen. Odesa. Vyp. 10. S. 386–390. [in Ukrainian].

[10]    Orlyk O. V. (2002). Suchasni informatsiini tekhnolohii v systemi upravlinnia pidpryiemstvom / Visnyk sotsialno-ekonomichnykh doslidzhen. Odesa. Vyp. 11. S. 293–296. [in Ukrainian].

[11]    Perekhrest O. (2017). Google stvoryv virtualnyi tur po «Zaporizhstali». https://zaxid.net/google_stvoriv_virtualniy_tur_po_zaporizhstali_n1433225  [in Ukrainian].

[12]    Pyrih V. (2016). Google zapustyv turystychnyi sait pro Ivano-Frankivsku oblast. https://zaxid.net/google_zapustiv_turistichniy_sayt_pro_ivanofrankivsku_oblast_n1411035 [in Ukrainian].

[13]    Potapiuk L. M. (2018). Zastosuvannia tekhnolohii virtualnoi realnosti v osviti.Suchasna nauka ta osvita Volyni : zb. materialiv naukovo-prakt. konf., 22 lystop. 2018 r., m. Volodymyr-Volynskyi / uporiad. holov. red. B. Ye. Zhulkovskyi. Lutsk: Volyn polihraf, S. 537-540. [in Ukrainian].

[14]    Sushchenko O. A., Kravchenko V.V. (2018). Stanovlennia virtualnoho turyzmu yak napriamu rozvytku informatyzatsii diialnosti turystychnoho pidpryiemstva / Komunalne hospodarstvo mist. Kharkiv. Vyp. 140. S. 19–24. [in Ukrainian].

[15]    Bailly, F., McClendon, B. (2011). Virtual tour of user-defined paths in a geographic information system. US Patent 7,933,395, 2011. [in English].

[16]    Bouta, H., Retalis, S., Paraskeva, F. (2012). Utilising a collaborative macro-script to enhance student engagement: A mixed method study in a 3D virtual environment. Computers & Education, 58 (1), 501-517. [in English].

[17]    Cunha, M. M., Putnik G. D. (2006). BM_Virtual Enterprise as an Agile/Virtual Enterprise Model. Agile Virtual Enterprises, 80-97. https://doi.org/10.4018/978-1-59904-010-3.ch003 [in English].

[18]    Google Business View: «novыi» ynstrument nakonets-to stal dostupen dlia ukraynskoho byznesa (2016). https://blog.uamaster.com/google-business-view. [in Russian].

[19]    Sussmann, S. & Vanhegan, H. (2000). Virtual reality and the tourism product: substitution or complement? Retrieved from: http://www.indjst.org/index.php/indjst/article/view/3051 [in English].

[20]    Sushchenko, O. A. (2016). Design of a tourism enterprise based on its competitive advantages. Vybrané ekonomické problémy region střední a východní Evropy. České Budějovice: Vysoká škola evropských a regionálních studií. 59-71. [in English].

[21]    Toyota VR / 360° FactoryTour (2016). https://viemr.com/portfolio/toyota  [in English].

[22]    Williams, A.P. (1995). Virtual reality and tourism: fact or fantasy? Tourism Management, 16 (6), 423-427. [in English].

"Virtual-real vessel" as an informational pedagogical infrastructure of the Kherson State Maritime Academy
Popova G. (download)
[in Ukrainian]

Abstract. Nowadays increasing the efficiency of using modern technologies is one of the main priorities of the development of higher professional education. The development of technologies, informatization of society requires changes in the professional training of future marine specialists in the formation of their professional competencies. The strategic goal of the development of higher education institutions is the continuous improvement of the information infrastructure, resulting in the development of a higher educational institution. The article is devoted to the questions of pedagogical information infrastructure formation in the higher marine educational institution. The approaches to the definition of "information infrastructure" of the higher educational institution, components, features of the formation and functioning of the structure are analyzed. The purpose of the creation of information pedagogical infrastructure-the availability to information resources and services through the improvement of the quality of educational information is identified. In the context of the identified problems in the article the processes of creating a pedagogical information infrastructure in the system of higher maritime education are disclosed. The experience of using pedagogical information infrastructure in the Kherson State Maritime Academy on the example of "Virtual-Real Ship" is presented. The article describes the tasks, the main components of the pedagogical information infrastructure. An example of the use of the electronic environment, LMS Moodle, shows the possibility of developing, creating and implementing a unified system that combines electronic courses and simulators, contains a mechanism for obtaining knowledge and its evaluation. It is shown that the creation of a pedagogical information infrastructure in order to form the professional competencies of future marine specialists is a powerful and promising mechanism in higher marine education. The article concludes that the problem of creating the informational pedagogical infrastructure of a higher maritime educational institution is very relevant and requires an integrated approach and a priority solution to the development of society's digitization.

Key words: information infrastructure of higher educational institution, marine specialists, simulation technologies.

[1]      Kryukov V.V., Shahgeldyan K.I. Information technology at the university: strategies, trends, experience. available at http://elar.urfu.ru/bitstream/10995/26115/1/unup-2012-04-16.pdf  [in Russian]

[2]      Kryukov, D.N., Vasilуva, I.L (2012),. Higher education institution’s information infrastructure / Vyisshee obrazovanie v Rossii, Iss 6, pp.117-120 [in Russian]

[3]      Kay, R. (2018). Exploring best pedagogical practices for virtual classrooms. INTED2018 Proceedings, 5-7 March, 2018, Valencia, Spain, 311-317. doi: https://doi.org/10.21125/inted.2018.0105

[4]      Otto, D. (2018). The challenge of virtual mobility: pedagogical models and good practices. INTED2018 Proceedings, 5-7 March, 2018, Valencia, Spain, ‎3368-3376. doi: https://doi.org/10.21125/inted.2018.0651

[5]      Mamykova Zh.D., Mutanov G.M. (2013). IT infrastructure of the higher education institution as a platform for the development of information technology./ Vestnik NGUEU., №4. pp.276-287 [in Russian]

[6]      Alisultanova E.D.,Moiseenko N.A.,Bisultanova A.A., Dadashova A.S. To the question of the formation of the infrastructure of e-learning in a technical higher education institution.  available at https://www.science-education.ru/ru/article/view?... [in Russian]

[7]      Sokolova O.I. (2006).Features of higher education institution’s  management of the information infrastructure development / Izvestiya vuzov. Severo-Kavkazskij region.Specvypusk.pp.65-67 [in Russian]

[8]      Karakozov S.D.  Information infrastructure of Barnaul State Pedagogical University: the state and prospects of development. available at https://www.altspu.ru/Resources/Journal/vestbspu/2001/estestv/PDF/karakozov.pdf  [in Russian]

[9]      Volkova V.N., Golub Yu.A. Evaluation of the components of higher education institution’s information infrastructure. available at http://www.rusnauka.com/9_KPSN_2011/Matemathics/4_84443.doc.htm [in Russian]

[10]    Smagulov D.Z,.Alibiev D.B. (2010).The role of informatization of the educational process in the modern high educational establishment / Vestnik KarGU,. available at  https://articlekz.com/article/5662 [in Russian]

[11]    Ivanov O.V. Information infrastructure of the university as a means of providing a new quality of education. available at  https://cyberleninka.ru/article/n/informatsionnaya-infrastruktura-universiteta-kak-sredstvo-obespecheniya-novogo-kachestva-obrazovaniya [in Russian]

[12]    Tiiu Tenno,Pedagogical infrastuctures in e-learning enviroments as invisible bridges between navigation elements URL https://www.ulapland.fi/loader.aspx?...

[13]    Carol A. Twigg. The Need For A National Learning Infrastructure. URL https://www.educause.edu/ir/library/html/nli0001.html

[14]    Johnson, W. L. (2002). Natural Interaction With Pedagogical Agents in Virtual Environments. doi: https://doi.org/10.21236/ ada409186

[15]    Jamshid Beheshti   Eichenberg, C. (Ed.) (2012). Virtual Reality in Psychological, Medical and Pedagogical Applications. IntechOpen. doi: https://doi.org/10.5772/2607

[16]    International Convention on the Preparation and Certification of Seafarers and Watchkeeping of 1978 (consolidated text with the Manila Amendment). Kyiv, Ukraina, 2012.(in Ukrainian)

[17]    Koren A.V. (2013) The use of Moodle's e-learning environment to create interactive training courses of the new generation / Internet-journal Naukovedenie №1. available at https://cyberleninka.ru/article/n/osobennosti-razrabotki-uchebnyh-kursov-s-ispolzovaniem-elektronnoy-obrazovatelnoy-sredy-moodle [in Russian]

[18]    Sherman M.I., Voloshynov S.A., Popova H.V Organization of blended learning in the electronic environment of LMS Moodle using the competency management functionality, available at http://2018.moodlemoot.in.ua/course/view.php?... (in Ukrainian)

[19]    Kuharenko V. M.,. Berezenska S. M, Bugajchuk  K. L. Theory and practice of blended learning : монографія /  V. M. Kuharenko. — Harkiv: Miskdruk. 2016. – 284 s. (in Ukrainian)

[20]    Yurzhenko A., Sherman M., Popova H. Interactive course «Maritime English» in the professional training of future» in Development trends in pedagogical and psychological sciences: the experience of countries of Eastern Europe and prospects of Ukraine, LV-1058, Riga, Latvia: Baltija Publishing, 2018, pp. 603-620.

Internal teacher portal as a tool for optimization of the educational process of the general school  
Osadchyi V., Kruglik V., Prokofiev I., Serdiuk I. , Kupchak Y., Burceva Y.  (download)
[in Ukrainian]

Abstract. Using the internal portal of the teacher is an expedient method of optimizing the educational process of the general school. At the initial stage of work, the features of development and existing software tools for the development of software using the technology of the augmented reality have been explored. At the development stage, using the tool kit Vuforia, the ARKit software library and the Unity 3D frameworks, a structure and model of the tool for mocking the objects on the map of the city of Melitopol was developed. At the last stage of the work, the database of the software was filled with a set of places markers in the city of Melitopol. On the basis of the analysis of scientific, special literature and network sources, the concept of the portal is considered, which is considered as a web site intended to provide integrated information; a multilevel combination of resources and services that include a link to other sites whose topics correspond to the visitor's insights to the portal. Horizontal (custom), vertical, corporate and industrial portals are highlighted. It was determined that most portals of educational orientation belong to vertical-portals. The paper defines the educational port-lu as a systemic multi-level association of various informational and educational resources and program complexes, which operate on the basis of a single database and unified standards of information exchange, designed for a certain audience of users and intended for analysis, processing, delivery of educational information and the provision of access to a variety of personalized gray whales using any device connected to the Internet. On the basis of the analysis of the Ukrainian segment Inter-No, the education of portals by subject was classified into the following groups: informational content of portals assigned, education news; educational-methodical - the content of the portals is aimed at helping teachers in preparing for the on-school educational process in school; Subjects - the content of the portals is aimed at helping teachers in preparing for the lessons; service - portals provide services for organizing and maintaining the educational process of the school; qualification improvement - portals that enable teachers to improve their professional competence; regional. Based on the experience of using portal systems in the learning process, it has been determined that such portals as "Class Rating" and "Diary" are widely used in Ukraine. In the work, methodical recommendations for teachers on using the portal in the general education school were developed. They include a description of work with the main sections of the portal "Live tape", "Task", "Calendar". The originality of the study is to explore the peculiarities of the use of portal technologies in the educational process in the use of the internal portal of the teacher to optimize the educational process of the general school and to develop methodological recommendations for using the online portal of the teacher to optimize the educational process of the general school. An analysis of the feasibility of using an online portal in the educational process of a secondary school and developing methodological guidelines for using the portal for the optimization of the educational process. References 20, figure 9.

Keywords: portal technology, web-portal, educational portal, quality of education, educational process.

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