Logo
English

CONTENTS

Engineering and Educational Technologies. Kremenchuk : KrNU, 2020. Vol. 8. No. 3. 77 p.
Journal homepage:
http://eetecs.kdu.edu.ua

Download issue

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

Improving the efficiency of assessing the quality of training of future engineers-teachers using the author's mathematical model  
Yefremova O.  (download)
[in Ukrainian]

Abstract. The development and implementation of models for determining the quality of professional training of future specialists remain significant problems for pedagogical science and practice. The relevance of the study confirms the fact that the change in requirements for training requires finding new approaches to quality management of the educational process of the university and all-round quality of the study. This raises the question of what performance is characterized by the quality of training, and how they can be measured in the educational process. To effectively solve the problem of quality of educational process management has been developed and multifactor mathematical model of quality tested experimentally. Using this model, it is possible to scientifically determine the parameters that influence the quality as much as possible, rank the parameters by the "strength of their influence" on the quality and predict the dependence of the quality change on the change in its parameters by 1%. Interpretation of parameters has been solved with the help of «Diagnostic Center» author's computing environment, diagnostic tests and the grading scale. The developed mathematical model can be built for any educational institution, for various specialties, the influence of external and internal factors. The accuracy of the model building will be the higher, the greater the statistical data used in the conclusion of multivariate equations. To confirm the effectiveness of our proposed innovative methodology for diagnosing the levels of quality parameters, a pedagogical experiment was conducted. The results obtained in the process of the pedagogical experiment give grounds to assert that the developed methodology for comprehensive quality diagnosis using the author's computer environment “Diagnostic Center” gave a positive result and helped to increase the quality levels of training of future specialists.

Key words: quality of training of engineer-teachers, mathematical model, multiple regression, pedagogical experiment, computer environment for diagnostics.

References

  1. Ananieva, N. V., Litvinova, N. V. (2012). Features of engineering and pedagogical education in the conditions of reforming the educational system in Ukraine [Osoblyvosti inzhenerno-pedahohichnoi osvity v umovakh reformuvannia osvitn’oi systemy v Ukraini]. Bulletin of Hlukhiv National Pedagogical University named after Oleksandr Dovzhenko. Ser. : Pedagogical sciences [Visnyk Hlukhivskoho natsionalnoho pedahohichnoho universytetu imeni Oleksandra Dovzhenka. Ser. : Pedahohichni nauky], 21, 160–165. [in Ukrainian]
  2. Baidatska, N. M. (2007). Pedagogical conditions for monitoring the quality of students' academic achievements in higher educational institutions of non-state ownership [Pedaghoghichni umovy monitorynghu jakosti navchaljnykh dosjaghnenj studentiv u vyshhykh navchaljnykh zakladakh nederzhavnoji formy vlasnosti]. Pedagogic science candidate author's abstract, 13.00.04, Vinnycja, 220. [in Ukrainian]
  3. Bezrukova, V. S. (1996). Pedagogy. Projective pedagogy [Pedagogika. Proektivnaya pedagogika]. Textbook for engineering and pedagogical institutes and industrial pedagogical colleges. [Ucheb. posobie dlya inzhenerno-pedagogicheskih institutov i industrial'no-pedagogicheskih tekhnikumov], Yekaterinburg: Business Book, 344. [in Russian]
  4. Yefremova, O. V. (2011). Construction of a mathematical model of the quality of professional training of engineering and pedagogical specialists [Pobudova matematychnoi modeli yakosti profesiinoi pidhotovky fakhivtsiv inzhenerno-pedahohichnoho profiliu]. New learning technologies: science. - method. zb. Institute of Innovative Technologies and Content of Education, Ministry of Education and Science of Ukraine [Novi tekhnolohii navchannia: nauk. - metod. zb. Instytut innovatsiinykh tekhnolohii i zmistu osvity MONmolodsport Ukrainy], Kiev, 68, 111-115. [in Ukrainian]
  5. Yefremova, O. V. (2020). Diagnosing the quality levels of professional training of future engineers-teachers [Diahnostuvannia rivniv yakosti profesiinoi pidhotovky maibutnikh inzheneriv-pedahohiv]. Theoretical and practical aspects of the development of modern pedagogy and psychology: a collection of abstracts of scientific papers of the participants of the international scientific-practical conference [Teoretychni ta praktychni aspekty rozvytku suchasnoi pedahohiky ta psykholohii : zbirnyk tez naukovykh robit uchasnykiv mizhnarodnoi naukovo-praktychnoi konferentsii]. (Lviv, June 26-27, 2020). Lviv: NGO "Lviv Pedagogical Community", 133-136. [in Ukrainian]
  6. Zavistovskij, S. E. (2016). Modeling the competence of a modern university graduate: innovative approaches [Modelirovanie kompetentnosti sovremennogo vypusknika vuza : innovacionnye podhody]. Continuous training of teachers of technological education and vocational training: integration, theory and practice. Materials XI int. scientific-practical conf [Nepreryvnaya podgotovka pedagogov tekhnologicheskogo obrazovaniya i professional'nogo obucheniya: integraciya, teoriya i praktika. Materialy HI mezhdunar. nauch.-prakt. konf. Ul'yanovsk], Ulyanovsk, 126–129. [in Russian]
  7. Zghurovskyi, M. Z. (2007). The Bologna Process is a structural reform of higher education in Europe [Bolonskyi protses - strukturna reforma vyschoi osvity na yevropeiskomu prostori]. Exchange trade.-4004, 18, 52. URL: http://kpi.ua/bologna (data zvernennya: 05.01.2018). [in Ukrainian]
  8. Kanivec, P. I. (2004). Models and methods for assessing the quality of training and improving the competitiveness of specialists [Modeli i metody ocenki kachestva podgotovki i povysheniya konkurentosposobnosti specialistov]. Dissertation of the candidate of economic sciences, 08.00.13. Novocherkassk, 223. [in Russian]
  9. Kinash, I. P. (2011). Quality of education as a result, process and educational system [Yakist osvity yak rezultat, protses ta osvitnia systema]. Scientific Bulletin of NLTU of Ukraine [Naukovyi visnyk NLTU Ukrainy], 21.5, 363-368. [in Ukrainian]
  10. Kovalenko, O. E. (2012). Engineering and pedagogical staff: new requirements of today [Inzhenerno-pedahohichni kadry: novi vymohy s’ohodennia]. Problems of engineering and pedagogical education: a collection of sciences. prot Ukr. eng.- ped. Acad [Problemy inzhenerno-pedahohichnoi osvity: zb. nauk. pr. Ukr. inzh.- ped. akad], Kharkiv, 21, 8–17. [in Ukrainian]
  11. Korobovych, L. P. (2011). Pedagogical conditions for monitoring the effectiveness of the educational process in the system of pedagogical management of a private higher education institution [Pedahohichni umovy monitorynhu rezultatyvnosti navchalnoho protsesu v systemi pedahohichnoho menedzhmentu pryvatnoho vyschoho navchalnoho zakladu]. Pedagogic science candidate author's abstract, 13.00.06, Kiev, 20. [in Ukrainian]
  12. International standard ISO 9001: 2015. Quality Management Systems. Requirements. URL: https://pqm-online.com/assets/files/pubs/translations/std/iso-9001-2015-(rus).pdf. (accessed: 09.07.2020).
  13. Merezhko, N. V., Osiievska, V. V., Yasynska, N. S. (2010). Quality management [Upravlinnia yakistiu]. Kyiv: KNTEU, 216. [in Ukrainian]
  14. Nakonechnyi, S. I., Tereschenko, T. O., Romaniuk, T. P. (2004). Econometrics: a textbook [Ekonometriia: navch. posib]. Kyiv: KNEU, 352. [in Ukrainian]
  15. Oleandr, T. M. (2011). Monitoring the quality of science education in the United States [Monitorynh yakosti pryrodnycho-naukovoi osvity v universytetakh SShA]. Pedagogic science candidate author's abstract, 13.00.01. Ternopil, 22. [in Ukrainian]
  16. Olendr, T. M. (2010). The only monitoring system of education management as an effective mechanism for improving the quality of educational services [Yedyna monitorynhova systema upravlinnia osvitoiu yak efektyvnyi mekhanizm pidvyschennia yakosti osvitnikh posluh]. Education and science in chemical and biol. faculty. TNPU them. V. Hnatyuk (1940-2010): mater. region. science. - practical. conf [Osvita ta nauka na khimiko-biol. fakult. TNPU im. V. Hnatiuka (1940-2010): mater. rehion. nauk. - prakt. Konf]. Ternopil, 73–75. [in Ukrainian]
  17. Potaj, I. Yu. (2014). Evaluation of the quality of training in the university [Ocenka kachestva podgotovki specialistov v vuze]. Ukrainian magazine "Economist" [Ukrainskyi zhurnal «Ekonomist»], 5 (331), 23-27. [in Ukrainian]
  18. Potai, Y. Yu. (2006). Development of a functional model of a quality management system for training specialists at a university [Razrabotka funktsyonalnoi modely Systemы upravlenyia kachestvom podhotovky spetsyalystov v VUZe]. Collection of scientific works of NUK [Zb. nauk. prats NUK]. Mykolaiv: NUK, 5 (410), 72-82. [in Ukrainian]
  19. Rogozhin, V. M., Elagina, V. S. (2017) The modern model of specialist training [Sovremennaya model' podgotovki specialistov]. Modern problems of science and education [Sovremennye problemy nauki i obrazovaniya], 6. URL: http://www.science-education.ru/ru/article/view?id=27136 (accessed: 09.07.2020). [in Russian]
  20. Sergeeva, E. V. (2011). Monitoring student academic achievement in the quality management system of specialist training at a pedagogical university [Monitoring uchebnyh dostizhenij studentov v sisteme upravleniya kachestvom podgotovki specialistov v pedagogicheskom vuze]. Pedagogic science candidate author's abstract, 13.00.08, Volgograd, 27. [in Russian]
  21. Standards and recommendations for quality assurance in the European Higher Education Area. Kyiv: Lenvit, 2006, 35. [in Ukrainian]
  22. Suslov, A. H., Avdyenko, A. H. (2005). A system for assessing the quality of specialist training [Systema otsenky kachestva podhotovky spetsyalysta]. Quality. Innovation Education [Kachestvo. Ynnovatsyy. Obrazovanye], 3, 58-61. [in Russian]
  23. Turzhanska, O. S. (2012). Organizational and pedagogical conditions for monitoring the quality of training of future mathematics teachers [Orhanizatsiino-pedahohichni umovy monitorynhu yakosti pidhotovky maibutnikh uchyteliv matematyky]. Pedagogic science candidate author's abstract, 13.00.04, Vinnytsia, 20. [in Ukrainian]
  24. Shabanov, G. A. (2006). Pedagogical support of the quality of education at the university [Pedagogicheskoe obespechenie kachestva obrazovaniya v vuze]. Dissertation of a doctor of pedagogical sciences, 13.00.08. Moscow, 407. [in Russian]
  25. Scherbak, O. I. (2010). Professional and pedagogical education: theory and practice: monograph [Profesiino-pedahohichna osvita: teoriia i praktyka: monohrafiia] / N.H. Nychkalo. Kyiv: Nauk. Svit, 314. [in Ukrainian]
  26. Becket, N., Brookes, М. (2005) Analysing Quality Audits in Higher Education. Brookes eJournal of Learning and Teaching, Vol1, 2–13.
  27. Brookes, M., Downie. N. (2002). Managing Change: The Value of Student Feedback. EuroCHRIE Congress Barcelona, 132 – 138.
  28. Centre for Higher Education Policy Studies. URL: http://www. utwente.nl/bms/cheps. (accessed 05.07.2020)
  29. Kuzmenko, O. (2014). Corporate University: Ukrainian and world practice. The Advanced Science Journal, 4, 46-49. doi: 10.15550/ASJ.2014.09.046
  30. Powell, A., Hunt, А., Irving, А. (1997). Evaluation of Courses by Whole Student Cohorts: a case study. Assessment and Evaluation in Higher Education, 22 (4), 397 – 404.
  31. Ramsden, P. A. (1991). Performance Indicator of Teaching Quality in Higher Education: the Course Expereince Questionnaire. Studies in Higher Education, 16 (2), 129 – 150.
  32. Tam, M. (2002). University Impact on Student Growth: a Quality Measure? Journal of Higher Education Policy and Management, 24 (2), 211 – 218.
  33. Weert, E. (2007). Higher education in the Netherlands. Country report. Twente: CHEPS, 75.

 

Language Adaptation of Turkisms in English  
Khamitova Sh., Adilova A.  (download)
[in English]

Abstract. One of the most important indicators of the adaptation of Turkic borrowing in English is their allocation in different dictionaries of English (explanatory, etymological, phraselogical), as well as their use in different works of fiction. Linguistic contacts manifest themselves in the interaction of linguistic, cultural and historical factors and represent an essential process in intercultural communication. Turkic lexical elements, actively used in various languages as a language mechanism, require special attention. A comparison of different languages shows that borrowing is a universal fact of language, the linguistic essence of which allows to determine the absolute or relative chronology of their entry into the system of different languages. Turkisms closely related to the lexico-semantic system of the recipient language expands the body of language units of English and other languages, indicating the paths of penetration and the degree of adaptation. This takes into account the patterns of lexical and phonetic potential of the language. Turkic borrowing includes not only Turkic words, but also lexical elements of Arabic and Mongolian, Persian, Tatar, Uzbek, Kazakh origin, which have penetrated English through many Turkic languages and have been reflected in English lexicographic sources. Turkism thus refers to words included in English from Turkic languages or through Turkic languages regardless of the source of the mutual relationship, i.e. words having a Turkic stage in their history.

Key words: semantic categories of Turkic borrowing, assimilation, oriental words, borrowing process, cultural picture of the world, English language dictionaries.

References

1. Adilova, A. S. (2018). On the verbal structure of Kazakh media texts. International scientific and theoretical conference "Language and Society Mat.“, 311-316.

2. Karũrũ, Damaris W. (2013). Borrowing and Communication in Language: The Impact of morphological Adaptation Processes. Educational Journal Education and Research, 1(9), 1-14.

3. Stepanyan, E. (2018). A Survey on Loanwords and Borrowings and Their Role in the Reflection of Cultural Values and Democracy Development: the Armenian Paradigm. European Journal of Marketing and Economics, 1(2), 77. Doi: https://doi.org/10.26417/ejme.v1i2.p77-86

4. Bilgin, Esma Fatıma, Yeşilyurt, Ayşe Berrin Yanikoğlu (2018). Large vocabulary recognition for online Turkish handwriting with sublexical units. Turkish Journal of Electrical Engineering & Computer Sciences, 26(5), 2218-2231. Doi: https://doi.org/10.3906/elk-1801-234

5. Grinev-Grinevich S.V. (2015) Hypothesis of Research Foreign vocabulary in economic terminology of the German, Russian and Tatar languages, 4;113.

6. Hornby, A. S. (1992). Explanatory dictionary of the English language. Stavropol, Russia, 540. [in Russian]

7. Bikkinin, I. (1998). Turkic Borrowings in English [Tiurkizmy v angliiskom iazyke]. The Tatar Gazette [Tatarskaia gazeta], 13. URL: http://www.tatarica.narod.ru/world/language/tat_eng.htm (accessed 20.05.2020). [in Russian]

8. Ishegulova, A. M. (2018). Academic dictionary of Bashkir Language. Issues of lexicography [Akademicheskii slovar Bashkirskogo yazyka], 14, 68-79.

9. Krysin, L. P. (2004). Russian word, one's own and another's: Research on the modern Russian language and sociolinguistics. Languages of Slavic culture, Moscow, 19.

10. Kunin, A. V. (1984). English-Russian phraseological dictionary. Rus. lang., Moscow, 944.

11. Kibrik, A. A. (Ed.), Beliaev, O. I. (Ed.), Koriakov, Iu. B. (Ed.), Mazurova, Iu. V. (Ed.), Markus, E. B. (Ed.), Rogova, N. V. (Ed.), Romanova, O. Io. (Ed.) (1997). Languages of the world [Yazyki mira]. Indrik, Moscow, 544.

12. Nevskaya, I. (2017). Role of religion in the Turkic World. Proceedings, 211–226.

13. Oinotkinova, N. R. (2018). Demonym « Aza» in the language and folklore of the Turks of southern Siberia [Demonym “aza” v yazyke I folklore turkov yuzhnoy Sibiri]. Siberian philological journal, 2, 40-53.

14.  Onions, C. T. (2004). Oxford Dictionary of English Etymology. Oxford University Press, 1042.

15. Rassadin, V. I., Trophimova, S. M., Bold, L. (2018). Turkic-Mongolian Parallels among terms of spiritual culture in Mongolian languages [Turksko-mongolskyie paralleli sredi terminov dukhovnoy kultury v mongolskikh yazykakh]. Siberian philological journal, 3, 222-230.

16.  Bahumaid, Showqi (2015). Lexical Borrowing: The Case of English Loanwords in Hadhrami. Arabic-International Journal of Language and Linguistics.

17. Yuldasheva, S. A. (2016). The influence of borrowings on the vocabulary of the language. Young scientist, 12, 1046-1048.

18. (1999). Webster’s New World Dictionary 4th edition., MacMillon.

19. Webster’s Third New International Dictionary of English Language, unabridged, with Seven 14.

20. Zaripova, A. , Fominykh A. (2015). Process of Economic Terms Internationalization (By Materials of the German, Russian and Tatar Languages). Journal of Sustainable Development, 8(4), 112-118.

 

Development of the prospective specialists’ professional responsibility  
Potapiuk L.  (download)
[in Ukrainian]

Abstract. Increasing the level of the prospective specialists' professional responsibility is an important aspect of preparing young people for life and work in a highly-competitive and dynamic society. Professional training of the competitive professionals is inextricably interwoven with the development of their abilities, worldview, cognitive independence, moral and ethical culture, national consciousness, ability to perform tasks at a high professional level, solve life and personal problems. With reference to the scientific sources, the article describes varied approaches to the definition of the concept of responsibility. In the focus of the study are the most essential issues of the notion of future specialist's professional responsibility. The author argues that professional responsibility reflects the objectively necessary relationships in a team, which are characterized by a conscious need to fulfill professional requirements, moral and professional duties, social norms, to be responsible for the professional actions as to the colleagues, team, and society. The article highlights the most important areas of vocational education improvement, focusing on the most favorable conditions for the professional responsibility formation, describes the set of factors, requirements, and influences aimed at facilitating the process. Pedagogical conditions involve the factors and professional interests, which contribute to the future specialist's self-sufficiency and self-criticism development, provide for the disclosure of the personality potential, influence the formation of professionally significant qualities of future specialists, improve the quality of their training and inspire the specialist for further development, transformation, and integration into the European and world community. The study has revealed that the mechanisms of professional responsibility formation work more efficiently owing to the implementation of properly selected pedagogical approaches in the process of training. The main components that determine the level of professional responsibility are identified. The key findings of the study argue that the quality of the formation process of the professional responsibility of the prospective specialist depends greatly on the gradual and manageable training, filling the training content with integrative combination of personal, pedagogical and professional components, development of the organizational principles based on the combination of theory and practice, involving students in various types of activity.

Key words: responsibility, professional responsibility, professional activity, pedagogical conditions.

References

  1. On the Strategy of Sustainable Development of Ukraine until 2030. Law of Ukraine dated 07/08/2018 No. 9015. URL: http://search.ligazakon.ua/l_doc2.nsf/link1/JH6YF00A. (acceded 08.08.2020). (in Ukrainian)
  2. Beshevec, L. V. (1997). Formation of professional responsibility of future teachers in the conditions of pedagogical high school [Formirovanie professionalnoj otvetstvennosti budushih pedagogov v usloviyah pedvuza]. Pedagogic science candidate theses, 13.00.01, Kryvyi Rih State Pedagogical Institute, Krivoy Rog, 184. [in Russian]
  3. Bekh, I. D. (1995). Vid voli do osobystosti. Kyiv, Ukraine-Vita, 220 р. [in Ukrainian]
  4. Borisova, E. M., Loginova, G. P. (1991). Individualnost i professiya, Moscow, Knowledge, 80 р. [in Russian]
  5. Brodovska, V. I., Patryk, I.P., Yablonko, V.Ia. (2005). Tlumachnyi slovnyk psykholohichnykh terminiv. Kyiv: Professional, 224 р. [in Ukrainian]
  6. Buksha, S. B. (2015). Formation of professional responsibility of future specialists [Formirovanie professionalnoj otvetstvennosti budushih specialistov]. Pedagogy [Pedagogika]. URL: http://www.rusnauka.com/9_SNP_2015/ Pedagogica/2_189. (acceded 06.08.2020). [in Russian]
  7. Gardanova, E. K. (2013). Development of professional responsibility of the future specialist [Razvitie professionalnoj otvetstvennosti budushego specialista]. Psychology and pedagogy: methods and problems of practical application: a scientific journal [Psihologiya i pedagogika : metodika i problemy prakticheskogo primeneniya: nauchnyj zhurnal, 43. [in Russian]
  8. Honcharova-Horianska, M. (2004). Social competence: concept, content, ways of formation in researches of foreign authors [Sotsialna kompetentnist : poniattia, zmist, shliakhy formuvannia v doslidzhenniakh zarubizhnykh avtoriv]. Native school [Ridna shkola], 7-8. [in Ukrainian]
  9. Yonas, H. (2001). The principle of responsibility. In search of ethics for technological civilization [Pryntsyp vidpovidalnosti. U poshukakh etyky dlia tekhnolohichnoi tsyvilizatsii]. Kyiv : Libra, 400. [in Ukrainian]
  10. Kahanov, A. B. (1983). Birth of a specialist: professional development of a student [Rozhdenye spetsyalysta : professyonalnoe stanovlenye studenta]. Minsk: BSU Publishing House,111. [in Russian]
  11. Koziiev, V. M. (1980). Psychological analysis of professional self-knowledge of a teacher [Psykholohichnyi analiz profesionalnoho samopiznannia vchytelia]. Psychological science candidate theses, 19.00.07, Lutsk Pedagogical Institute, Lutsk, 194. [in Ukrainian]
  12. Kopyts, L. V. (2007). Personality psychology [Psykholohiia osobystosti]. Kyiv : Kyievo-Mohylianska akademiia, 460. [in Ukrainian]
  13. Makarevych, O. P. (2000). Motivational basis for the regulation of one's own behavior [Motyvatsiine pidgruntia rehuliatsii vlasnoi povedinky osobystosti]. Kyiv : VHI NAOU, 96. [in Ukrainian]
  14. Manuilov, Ye. M. (2011). Philosophical analysis of the problem of professional responsibility [Filosofskyi analiz problemy profesiinoi vidpovidalnosti]. Bulletin of the Yaroslav the Wise National Law Academy. Ser. : Philosophy, philosophy of law, political science, sociology: collection of scientific works. [Visnyk Natsionalnoi yurydychnoi akademii imeni Yaroslava Mudroho. Ser. : Filosofiia, filosofiia prava, politolohiia, sotsiolohiia : zb. nauk. pr.], 8, 11-19. [in Ukrainian]
  15. Mishchenia, O., Tretiak, O. (2019). The essence of professional and pedagogical responsibility of the future primary school teacher [Sutnist profesiino-pedahohichnoi vidpovidalnosti maibutnoho vchytelia pochatkovoi shkoly]. New pedagogical thought [Nova pedahohichna dumka], 3 (99), 122-127. [in Ukrainian]
  16. Mylenkova, R. V. (2010). Mechanisms of formation of professional responsibility in the process of professional training of students [Mekhanizmy formuvannia profesiinoi vidpovidalnosti v protsesi fakhovoi pidhotovky studentiv]. Pedagogical sciences: theory, history, innovations, technologies: scientific journal [Pedahohichni nauky : teoriia, istoriia, innovatsii, tekhnolohii : naukovyi zhurnal], 4, 321-329. [in Ukrainian]
  17. Muzdybaev, K. (1983). Psychology of responsibility [Psihologiya otvetstvennosti]. Lvov : Nauka, 240. [in Russian]
  18. Plahotnyj, A. F. (1981). Problems of social responsibility [Problemy socialnoj otvetstvennosti]. Harkov : HGU, 232. [in Russian]
  19. Potapiuk, L. M. (2020). Socio-psychological features of the formation of responsibility of student youth [Sotsialno-psykholohichni osoblyvosti formuvannia vidpovidalnosti studentskoi molodi]. Olbia Forum - 2020: strategies of the Black Sea region in the geopolitical space [Olviiskyi forum – 2020 : stratehii krain Prychornomorskoho rehionu v heopolitychnomu prostori], 120-122. [in Ukrainian]
  20. Savchyn, M. V. (2008). Psychology of responsible behavior [Psykholohiia vidpovidalnoi povedinky]. Ivano-Frankivsk : Misto NV, 280. [in Ukrainian]
  21. Tkachov, A. V. (2010). The problem of professional responsibility of the individual in psychology [Problema profesiinoi vidpovidalnosti osobystosti v psykholohii]. Problems of extreme and crisis psychology [Problemy ekstremalnoi ta kryzovoi psykholohii], 8, 394-400. [in Ukrainian]
  22. Torshevska, O. V. Psychological and pedagogical aspects of the formation of professional responsibility of primary school teachers in a pedagogical college [Psykholoho-pedahohichni aspekty formuvannia profesiinoi vidpovidalnosti vchyteliv pochatkovykh klasiv v umovakh pedahohichnoho koledzhu]. Bulletin of Luhansk National University. Taras Shevchenko [Visnyk Luhanskoho natsionalnoho universytetu im. Tarasa Shevchenka]. URL: http://www.stattionline.org.ua/pedagog/104/17998-psixologo-pedagogichni-aspekti-formuvannya-profesijno%D1%97-vidpovidalnosti-vchiteliv-pochatkovix-klasiv-v-umovax-pedagogichnogo-koledzhu.html. (acceded 04.08.2020). [in Ukrainian]
  23. Shust, V. V. (2005). Professional responsibility as a personal trait of future agricultural specialists. [Profesiina vidpovidalnist yak osobystisna rysa maibutnikh fakhivtsiv-ahrarnykiv]. Scientific Bulletin of the National Agrarian University [Naukovyi visnyk Natsionalnoho ahrarnoho universytetu], 8, 278-283. [in Ukrainian]

 

INNOVATIONS IN USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES AT EDUCATION

Using the L&D model in information support of educational process in Technical University  
Litvinova M. , Shtanko O.  (download)
[in Ukrainian]

Abstract. The paper considers the model "Learning & Development" (L&D), which during 2017-2020 was used and tested at the Energy Faculty of the Kherson Branch of the Admiral Makarov National University of Shipbuilding (KB NUS). An appropriate information environment has been created, in which six components of information support have been implemented. The practical tasks to be solved using the L&D model are considered, the scheme of subjective access to information environment resources at different levels is developed and implemented in practice. In the educational process, the use of the traditional model of learning using PowerPoint, tutorials and handouts has been significantly reduced. Instead, there was a predominant use of internal (university) and general Internet systems, podcasts, interactive web-conferences, etc. Thanks to the introduction of the L&D model, the problem of improving and optimizing information and analytical support for all specialties of the energy engineering faculty of KB NUS has been solved. The results of the application of the L&D model in the educational process were studied in two areas: by expert assessment of the effectiveness of its impact on students' learning activities and by the results of employment of graduates. Based on the results of the expert evaluation, a comparison of learning outcomes in the experimental (EG) and control (CG) groups was performed on seven indicators. According to these indicators, the criterion score of the L&D model was defined as "good" and "excellent". Comparative data on the success of training in the experimental and control groups show that the indicators of learning outcomes in the EG level of compliance with professional competencies is higher than in the CG. It was found that EG graduates are more in demand by employers than CG. The obtained positive result of the application of the L&D model in the educational environment of the Technical University in Ukraine fully corresponds to the data of the application of such a model in vocational and business programs in Europe, America, Australia and others. Its use allows to improve the general level of computer and information support of all disciplines, to expand the computer and information competence of students, to increase the economic demand for graduates and to improve their employment.

Key words: model "Learning & Development", information environment, learning success.

References

  1. Davos-Klosters, “Shaping the Future of Education, Gender and Work“: World Economic Forum Annual Meeting 2018, Switzerland. URL: http://www3.weforum.org/docs/WEF_Shaping_the_Future_of_Education_Gender_and_Work_2P_ 031116.pdf (accessed 07.06.2020).
  2. Slovar' HR-terminov.URL: https://hrbazaar.ru/glossary/ (accessed 12.06.2020). [in Russian]
  3. Harrison R. (2005). Learning and Development. UK: CIPD Publishing, 141 р.
  4. Learning and development Annual survey report. (2015). London, 42 p. URL: https://www.cipd.co.uk/Images/learning-development_2015_tcm18-11298.pdf (accessed 19.06.2020).
  5. Yashchun, T. V., Hromov, Ye. V., Sazhko, H. I. (2015). Formuvannya virtualʹnoho informatsiyno-osvitnʹoho seredovyshcha na bazi khmarnykh tekhnolohiy: stan problemy. Problemy inzhenerno-pedahohichnoyi osvity (UIPA). Kharkiv, 47, 110-116. [in Ukrainian]
  6. Lytvynova, S. H. (2016). Proektuvannya khmaro oriyentovanoho navchalʹnoho seredovyshcha zahalʹnoosvitnʹoho navchalʹnoho zakladu: monohrafiya. Kyyiv: TSP «Komprynt», 354 р. [in Ukrainian]
  7. Tryfonova, O. M. (2019). Metodychna systema rozvytku informatsiyno-tsyfrovoyi kompetentnosti maybutnikh fakhivtsiv kompʺyuternykh tekhnolohiy u navchanni fizyky i tekhnichnykh dystsyplin u zakladakh vyshchoyi osvity: monohrafiya. Kropyvnytsʹkyy, 508 р. [in Ukrainian]
  8. Silky, B., Sawtantar, S., Kumar, A. (2012). Use of Cloud Computing in Academic Institutions. IJCST, 3 (1), 427-429.
  9. Vuorikari, R., Punie, Y., Carretero Gomez, S., Vanden Brande, G. (2016). DigComp 2.0 : The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model. Luxembourg Publication Office of the European Union. EUR 27948 EN, 40 р. doi: 10.2791/11517/
  10. Tzouveli, Р., Mylonas, Р., Kollias, S. (2008). An intelligent e-learning system based on learner profiling and learning resources adaptation. Computers & Education, 51 (1), 224-238. https://doi.org/10.1016/j.compedu.2007.05.005
  11. Özyurt, Ö., Özyurt, H., Baki, А. (2013). Design and development of an innovative individualized adaptive and intelligent e-learning system for teaching–learning of probability unit: Details of UZWEBMAT. Expert Systems with Applications, 40 (8), 2914-2940. doi: 10.1016/j.eswa.2012.12.008
  12. Yatsenko, V. V. (2014). Khmarni SAAS-servisy v samostiyniy roboti z informatyky studentiv ekonomichnykh spetsialʹnostey. Informatsiyno-komunikatsiyni tekhnolohiyi navchannya: tezy dopovidey Vseukrayinsʹkoyi naukovo-praktychnoyi konferentsiyi (23 travnya 2014), 123-125. URI: http://essuir.sumdu.edu.ua/handle/123456789/53142 [in Ukrainian]
  13. Huang, Y-M.(2019). Examining students' continued use of desktop services: Perspectives from expectation-confirmation and social influence. Computers in Human Behavior, 96, 23-31. Doi:10.1016/j.chb.2019.02.010
  14. Bohdanov, I. T. (2009). Metodychna systema formuvannya fizyko-tekhnichnykh znanʹ u protsesi fakhovoyi pidhotovky maybutnikh uchyteliv fizyky: monohrafiya. Donetsʹk : Yuho-Vostok,2009. 272 с. [in Ukrainian]
  15. Hodge, S., Smith, Е., Barratt-Pugh, L. (2016). Towards a Model of Learning and Development Practice. International Journal of HRD Practice, Policy and Research, 1 (2), 7-25. doi: 10.22324/ijhrdppr.1.113
  16. Surekha, T. P., Shankar, S., Sadashivegowda, B. (2020). Enhancing the Quality of Engineering Learning through Skill Development for Feasible. Progress Procedia Computer Science. Part of special issue: 9th World Engineering Education Forum (WEEF 2019) Proceedings : Disruptive Engineering Education for Sustainable Development, 172, 128-133.
  17. Semley, N., Huang, R., Dalton, J. (2016). Feedback for Learning Development: Tourism students' perspective. Journal of Hospitality, Leisure, Sport & Tourism Education, 19, 41-53. doi: 10.1016/j.jhlste.2016.08.001
  18. Nelwati, Abdullah, K. L., Chan, C. M., McKenna, L. (2020). The effect of peer learning on professional competence development among Indonesian undergraduate nursing students. A quasi-experimental study, 36 (3), 99-176, A1–A4. doi: 10.1016/j.profnurs.2020.03.008
  19. Kemény, Z., Beregi, R., Tipary, B., Abai, K., Nacsa, J. (2020). Recent advances in learning content and infrastructure development for layout and process planning courses at the SZTAKI learning factories. Procedia Manufacturing, 45, 319-324.  doi.org/10.1016/j.promfg.2020.04.024
  20. Abu Mansor, N. N., Saidi, M. I., Mohamed, A., Idris, N. (2012). Organizational Factors in Learning and Development Initiatives. Procedia - Social and Behavioral Sciences, 40, 565-570. doi:10.1016/j.sbspro.2012.03.231
  21. Litvinova, M., Dudchenko, O., Shtanko, O., Karpova, S. (2020). Using the experiment in the computer simulation training for prospecting software engineers. International Journal of Computing, 19 (2), 216-223.

 

Designing the training students methods of automated documents creation  
Istomina N. (download)
[in Ukrainian]

Abstract. In modern conditions, informatization permeate into all spheres of society. This also applies to the educational sphere. At the moment, many software products are involved in the educational process. Involve of software products helps to increase the clarity and aesthetics of students' paperwork. At the same time, the dominance of technical means increases the student load. It should also be noted that the speed of paperwork is often reduced. Students spend more time on the results with the help of technical means than on the work done by hand. This contradiction can be resolved by students acquiring skills in working with automated documents. This work is devoted to the development of methods for training students the principles of creating automated documents through the use of automatic elements: styles, objects, labels, links, automatic lists of various directions. The theoretic, practical and individual stages are fixed in the developed method. The thematic plan with covering all parties of automatic elements application at document creation is designed. The main tools used to create an automated document in most of the software products used are highlighted. Chief among these tools are: labels, links, programmable fields. To work with documents, you can use many software products, among which the most common are Microsoft Office, LaTeX, Libre Office. Today, given the current trend of distributing free licenses of software products for educational institutions and education seekers, the Microsoft Office suite remains the most popular among students. Taking this into account, the work provides examples of the implementation of tasks that correspond to the compiled thematic plan using the means of the Microsoft Office package. All examples are accompanied by pictures explaining the use of the selected automatic element. As a result of the work, a method for training students the principles of creating automated documents was formulated. Implementation of the designed training method allows to reduce the time spent on preparing an electronic document, improve the documents design quality and increase the flexibility of the received content for export, import and editing operations.

Key words: training, methods, practical skills, automated documents, automatic document design elements.

References

1.   Vlasiuk, A. I., Belzetskyi, R. S. (2015). Osnovy redahuvannia, korektury ta verstky tekhnichnykh tekstiv: navchalnyi posibnyk VNTU, Vinnytsia, 96.

2.   Krainikova, T. S. (2005). Korektura : pidruchnyk. Nasha kultura i nauka, Kyiv, 252.

3.   Torres‐Moreno, J.‐M. (2014). Evaluating Document Summaries. doi: https://doi.org/10.1002/9781119004752.ch8

4.   Torres‐Moreno, J.‐M. (2014). SingleDocument Summarization. doi: https://doi.org/10.1002/9781119004752.ch3

5.   Kostenko, L. Y., Zhabin, O. I., Kopanieva, Ye. O., Symonenko, T. V. (2014). Naukova periodyka Ukrainy ta bibliometrychni doslidzhennia : monohrafiia. NANUkrainy, Nats. b-ka Ukrainy im. V. I. Vernadskoho, Кyiv, 173.

6.   Lin, X., Simske, S. J. (2003). Automatic document navigation for digital content remastering. Electronic Imaging, 5296, Document Recognition and Retrieval XI. doi: https://doi.org/10.1117/12.521991

7.   Mital, D. P., Goh, W. L. (1999). Text segmentation for automatic document processing. Electronic Imaging, 3651,. Document Recognition and Retrieval VI. doi: https://doi.org/10.1117/12.335819

8.   Hendrickson, A., Pebay, Ph. P. (2017). Recommendations on a Document Structure Format for Automatic Report Generation. Sandia National Lab. (SNL-CA), Livermore, CA (United States). doi: https://doi.org/10.2172/1376817

9.   Kotliarov, K. H. (2015). Vykorystannia paketu Libre Office. Osoblyvosti ta problemy. Novitni informatsiino-komunikatsiini tekhnolohii v osviti (ІІСТЕ-2015), 52–53.

10. Pozhydaiev, I. Yu., Maliarov, M. V. (2017). Ofisni pakety Microsoft Office ta Libre Office: osoblyvosti, podibnosti, vidminnosti. Materialy mizhnarodnoi NPK molodykh uchenykh NUTsZU, 235.

11.  Horoshko, Yu. V., Kostiuchenko, A. O., Shkardybarda. M. I. (2010). Problemy ta osoblyvosti vprovadzhennia vilnoho prohramnoho zabezpechennia v navchalnyi protses. Kompiuter u shkoli ta simi, No. 7, 8–10.

12. Wikipedia article on Office 365. URL: https://ru.wikipedia.org/wiki/Microsoft_365 (accessed 10.08.2020)

13. Lysenko, S. M., Kryshchuk, A. F., Dziubak, Yu. P. (2012). Doslidzhennia perevah zastosuvannia LATEX pry oformlenni naukovykh prats. Visnyk Khmelnytskoho natsionalnoho universytetu, № 5, 225–234.

14. Harasym, Ya. S., Romanenko, A. V., Khapko, R. S. (2002). LaTeX: stvorennia matematychnykh dokumentiv: navchalnyi posibnyk. Lviv: Vydavnychyi tsentr LNU imeni Ivana Franka, 140.

15. Oetіker, T., Partl, H., Hyna, І., Schleg, E. (1995). The not so short introduction to LaTeX (Не надто короткий вступ до LATEX 2ε). LShor. 144 р.

16. Vlasenko, D. I., Kurinnyi, H. Ch. (2000). Vstup do vydavnychoi systemy LaTeX. Kharkivskyi natsionalnyi universytet imeni V.N. Karazina, Sektsiia heometrii, 98.  URL: http://ekhnuir.univer.kharkov.ua/handle/123456789/10639 (accessed 10.08.2020).

17. Makhnei, O. V. (2018). Praktykum z LaTeX : metodychni rekomendatsii. Holinei, Ivano-Frankivsk, 36 .

18. Hauptmann, A. (2006). Spoken Document Retrieval, Automatic. doi: https://doi.org/10.1016/B0-08-044854-2/00922-6

19. Mussina, A., Aubakirov, S., Trigo, P. (2018). Automatic Document Summarization based on Statistical Information. Proceedings of the 7th International Conference on Data Science, Technology and Applications, 71–76. doi: 10.5220/0006888400710076

20. Moens M.-F. (2001). Automatic Indexing and Abstracting of Document Texts. doi: https://doi.org/10.1016/B0-08-044854-2/00958-5

21. Chen, Su, Haralick, R. M.; Phillips, I. T. (1995). Automatic text skew estimation in document images. IEEE. URL: https://ieeexplore.ieee.org/document/602126 (accessed 10.08.2020).

22. Hassan, T., Hunter, A. (2015). Knuth-Plass Revisited: Flexible Line-Breaking for Automatic Document Layout. Proceedings of the 2015 ACM Symposium on Document Engineering, 17–20. doi: https://doi.org/10.1145/2682571.2797091

 

 



Яндекс.Метрика