Author(s):
- Berestok Olha Volodymyrivna, ORCID: https://orcid.org/0000-0001-7912-9592
DOI: https://doi.org/10.32782/2307-9770.2023.11.01.05
Paper Language: ENG
Abstract
The article deals with the methodological and theoretical foundations of electronic educational resources (EER) and open electronic educational resources (OEER) used in new realities of educational system functioning. The basic problems of distance learning in higher educational establishments in contemporary terms are determined. The description of basic measures for the introduction of EER and OEER the educational institution is provided. The development and use of EER and OEER in accordance with didactic tasks are shown. The in-depth and objective processes of forming a single open electronic network resource as one of the priority tasks are called. The didactic effectiveness of the application of EER and OEER that can be used in integration with other teaching and methodical materials are mentioned. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of distance learning are highlighted. A detailed description of relations and interactive communication between the subjects of the educational process is presented. The application of ICT means, such as EER and OEER, which create learning conditions for full interaction with the learning environment is emphasized. The concept of OEER defined as a technologically open provision of educational resources implemented by higher educational establishments to provide distance learning in the educational institutions is defined. The purpose, structure and advantages of OEER are pointed out. The social significance of OEER is established. The analysis of the strategy used in EER and OEER is evaluated. The key instruments and tools of OEER as means to ensure the implementation of personally oriented, individual and differentiated approaches in the educational process are noted. The introduction of didactic and psychological solutions that ensure the adaptation of the electronic resource to the personal qualities of each student is described. The use of the latest pedagogical tools, such as interactivity, multimedia, modeling, communication, productivity is stressed on. The results of the case study of the effectiveness of EER and OEER implementation are presented. Basic challenges for teachers, institutions, and students, provided by EER and OEER are formulated.
Keywords
electronic educational resources (EER), open electronic educational resources (OEER), information communication technologies (ICT) didactic effectiveness, higher educational establishments
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