The technique of the use of Virtual Learning Environment in the process of organizing the future teachers’ terminological work by specialty

Abstract

This paper studies the concept related to E-learning and the Virtual Learning Environment (VLE) and their role in organizing future teachers’ terminological work by specialty. It is shown the creation and use of the VLE is a promising approach in qualitative restructuring of future specialists’ vocation training, a suitable complement rather than a complete replacement of traditional learning. The concept of VLE has been disclosed; its structure has been presented as a set of components, such as: the Data-based component, the Communicationbased, the Management-and-Guiding ones, and the virtual environments. Some VLE’s potential contributions to the organization of terminological work of future biology teachers’ throughout a traditional classroom teaching, an independent work, and during the field practices has been considered. The content of professionally oriented e-courses “Botany with Basis of Geobotany” and “Latin. Botany Terminology” has been revealed; the ways of working with online definer (guide), with UkrBIN National Biodiversity Information Network, with mobile apps for determining the plant species, with digital virtual herbarium, with free software have been shown. The content of students’ activity in virtual biological laboratories and during virtual tours into natural environment has been demonstrated. The explanations about the potential of biological societies in social networks in view of students’ terminology work have been given. According to the results of empirical research, the expediency of using VLEs in the study of professional terminology by future biology teachers has been confirmed.

Educational electronic platforms for STEAM-oriented learning environment at general education school

“…Learning Platform correlates with the learning environment [9] and Learning Management System (LMS) [7]. LMS is a software specially designed to provide educational services, learning management and monitoring the learning process in distance education (Karim Qayumi) [11].…”

Adaptive toolkit of branch-oriented workshop environment for enlargement the cloud-based e-learning media platform

“…The conditions of application of telecommunication solutions in remote subject-information environments for acquiring competencies in the mastering of technical specialties are analyzed in detail by Barker et al [1], Calvo et al [6], Lovianova et al [21], Milani and Navimipour [23], Modlo and Semerikov [24], Modlo et al [25,26], Rashevska and Soloviev [37], Vlasenko et al [48,49]. The current state of virtualization of the educational laboratory in the field of science, technology and technology is summarized with recommendations and outlining the prospects for further development in the works of Bondarenko, Pakhomova and Lewoniewski [2], Bondarenko, Pakhomova and Zaselskiy [3], de Hei et al [12], Kiv et al [17], Lavrentieva et al [20], Nechypurenko and Soloviev [30], Nechypurenko et al [28], Nechypurenko, Selivanova and Chernova [29], Nechypurenko et al [31], Pererva et al [34], Potkonjak et al [36], Syvyi et al [42], Tarasenko et al [43], Zinonos, Vihrova and Pikilnyak [52]. Directions of extension of functional of subject area of experimental researches to full-fledged workshop format in the appearance of diagram models with introduction of mechanism of prototyping of components see into by Karagiannis and Buchmann [15], also algorithms for the identification and arrangement of such components are being developed by Goyal and Ferrara [10], Jia et al [14], Murphy [27].…”

Digitalization of the educational process for the training of the pre-service teachers

“…Burov, Bykov and Lytvynova [11], Fedorenko et al [23], Gergei and Mashbits [24], Glazunova and Shyshkina [26], Kalogiannakis, Papadakis and Zourmpakis [29], Morze and Kucherovska [46], Papadakis et al [50], Spivakovsky et al [62], Tryus and Herasymenko [68], Vakaliuk et al [71], Vidakis et al [78], Zhaldak, Franchuk and Franchuk [89] and others have addressed the digitalization of education issues. Thus, Andrushchenko [3], Bykov and Shyshkina [14], Semerikov et al [60], Spivakovsky, Vinnyk and Tarasich [63], Yashanov [84] and Zhaldak and Franchuk [88] have considered the informatization of the teaching-learning process in whole; Mashbits [39], Varina et al [75] has explored psychological aspects of using digital technology in education; Bondarenko, Pakhomova and Lewoniewski [7], Lavrentieva et al [37], Morze and Strutynska [47], Glazunova et al [25], Pererva et al [51], Vlasenko et al [79], Zelinska, Azaryan and Azaryan [85] have developed digital environments for higher educational institutions; Bondarenko, Pakhomova and Zaselskiy [8], Kiv, Soloviev and Semerikov [31], Kholoshyn et al [30], Korotun, Vakaliuk and Soloviev [33], Lovianova, Bobyliev and Uchitel [38], Merzlykin, Popel and Shokaliuk [41], Nechypurenko, Selivanova and Chernova [48], Popel, Shokalyuk and Shyshkina [55], Vakaliuk, Korotun and Semerikov [72], Velychko et al [76], Vl...…”