The Overview of Media Resources in the Educational Process

Berduygina, Oksana N.

doi:10.15655/mw/2020/v11i1/49764

Cited by 3 publications

(5 citation statements)

References 21 publications

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“…The results of this study highlight the importance of content motivation and flexibility, levels of difficulty and pace for personalization. O. N. Berduygina notes that educational media resources are becoming more and more popular, which actualizes the issues of identifying their role and significance in the educational process, typology and classification [10]. The author describes digital means designed to enrich the intellectual potential of the participants in the didactic process.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Methodological problems are also possible when choosing effective didactic technologies that maximally support students in their choice. A large number of digital technologies are now being developed to help personalize learning [10]. Let us mention only a few of them: the MOOC platforms; resources created by Stepik platform; Internet service PlayPosit; the navigator for the professions of the future from the Higher School of Economics.…”

Section: Introductionmentioning

confidence: 99%

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Designing a personalized educational model while working with digital technologies

Gerasimova¹,

Zorin²,

Kobeleva³

et al. 2020

P Sci Edu

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The problem and the aim of the study. The transformation of the educational environment identified the following development priorities for the didactic system: support for lifelong learning; personal orientation and taking into consideration the individual students’ personality structure; use of digital technologies to provide training of the sought-after professionals of the future. The authors propose to implement these requirements with the means and capabilities of modern information technologies that maximally take into account the characteristics of personification. Research methods. Theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of test results, problem solving, student’s choice (digital technology, appropriate software, functionality, sequence of tasks) were applied. The pedagogical experiment was attended by 101 students (35% of girls and 65% of boys) of the Law Institute of Vyatka State University of Kirov, Russia. The Fisher's criterion (angular transformation) was used as a statistical processing method. Results. The essence of the concepts "personal educational trajectory", "personal educational route" has been clarified. The challenges associated with the digital educational environment and a focus on training of the required professionals of the future were taken into account. The problems of personalization of learning (awareness of choice, determination of characteristic factors of the educational model, gradation of the task system) are identified, the content of which is described from the standpoint of the formal scheme of information interaction. An example of designing a personalized educational model is presented by studying the technology of processing spreadsheets (a system of educational problems that guide the trajectory of cognitive performance). At the control stage of the experiment, statistically significant differences were revealed between the experimental and control groups in terms of the level of formation of digital skills and skills that are in demand in the information society (φcrit=1.64<φemp=2.492). Conclusion. Work with digital technologies offers the opportunity to take into account the orientation of the modern educational space towards personalization, the continuity of learning due to the implementation of the described formal scheme of information interaction between a teacher and a student in educational and cognitive activities; designing a differentiated system of tasks; supporting the student's informed choice; social and professional orientation of action.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Designing a personalized educational model while working with digital technologies

Gerasimova¹,

Zorin²,

Kobeleva³

et al. 2020

P Sci Edu

View full text Add to dashboard Cite

show abstract

“…With technology, people fulfill their information needs. Even more than that, technology is used as a tool to help modern society in completing various tasks [1]. The need for technology has also increased sharply with the onset of the COVID-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

“…In the field, there are many choices of technology and media that can be used for the learning process. This is evidenced by the establishment of the Digital Learning Resource (DLR) to support educators in using technology during the learning process [1,2]. In line with Berduygina [1], research results from Kashina et al [8] state that digital technology resources must be used in education.…”

Section: Introductionmentioning

confidence: 99%

“…This is evidenced by the establishment of the Digital Learning Resource (DLR) to support educators in using technology during the learning process [1,2]. In line with Berduygina [1], research results from Kashina et al [8] state that digital technology resources must be used in education. It turns out that there is an impact on student development due to the use of technology or digital media [9,10].…”

Section: Introductionmentioning

confidence: 99%

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Augmented Reality as a Media for Distance Learning in the Digital Era: Contribution in Improving Critical Thinking Skills

Badriyah,

Yusuf,

Efendi

2023

IJIET

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As a result of the COVID-19 pandemic, education has undergone a transformation in the learning methods it has carried out so far, from face-to-face to virtual face-to-face or better known as distance learning. Distance learning is a way of independent learning using technology. Usually, this learning method is considered less effective in developing critical thinking skills. Therefore, this study aims to measure the effectiveness of one of the technologies used for distance learning, namely smartphone-based Augmented Reality (AR) in improving critical thinking skills. The subjects involved in this study were second grade vocational high school students in Surakarta with a total sample of 120 students. Furthermore, the true experiment design research method of the Pretest-Posttest Control Group Design was used and the data were collected by studying the observation syntax, while data analysis techniques were conducted by using One-Way ANOVA statistical test. As for the results of this study, namely Surakarta State Vocational School X obtained an average test result in a class that used augmented reality media which was 71.4 points, higher than the class that did not use AR learning media, namely 51.03. The same results were also shown at Surakarta State Vocational School Y, where the class that used augmented reality (AR) media obtained an average test score of 69.47, which was greater than the class that did not use it, that was only 45.67. These results indicate that the use of smartphone-based augmented reality technology is quite effective in developing students’ critical thinking skills in distance learning.

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Construction and Supply of Lifelong Learning Resources Based on the Internet

Zhang

2021

Lecture Notes in Electrical Engineering

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The Overview of Media Resources in the Educational Process

Cited by 3 publications

References 21 publications

Designing a personalized educational model while working with digital technologies

Designing a personalized educational model while working with digital technologies

Augmented Reality as a Media for Distance Learning in the Digital Era: Contribution in Improving Critical Thinking Skills

Construction and Supply of Lifelong Learning Resources Based on the Internet

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