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 Communication-based, 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.

Learning strategies on ecosystem concepts and environmental change: A pedagogical study analysis

“…4, specifically the implementation of Sustainable Education (ESD) in school learning (Souza et al, 2020;Souza & Marques, 2022). Several studies have developed technologies such as AR, VR (Kamarainen et al, 2018), digital storytelling (Oyelere et al, 2020), and active learning (Harris et al, 2020b;Navarro et al, 2022;Pererva et al, 2020) in a context where students are less attentive, motivated, and engaged in learning about physical ecosystems and environmental changes.…”

“…Research trends in ecology and environmental change in Indonesia tend towards developing learning strategies or materials based on local wisdom. Meanwhile, overseas research tends to apply the latest technologies such as blockchain in digital storytelling (Oyelere et al, 2020), gamification applications (Navarro-Espinosa et al, 2022;Souza et al, 2020), online platforms (Häggström & Schmidt, 2020;Harris et al, 2020b), as well as AI, AR, and VR technologies (Kamarainen et al, 2018;Christin et al, 2019;Pererva et al, 2020). It is recommended that research on ecosystems and environmental changes in Indonesia should focus on research that integrates the latest technologies with local wisdom so that it becomes a new innovation.…”

Virtual learning environments: major trends in the use of modern digital technologies in higher education institutions

“…Virtual learning environment is a subject of scientific research in number of studies. Falshtynska [3], Krasilnik [12], Pererva et al [20], Skurativska and Popadiuk [23], Tryus, Herasymenko and Franchuk [28] investigated the problem of virtual learning environment application as a necessary component of the educational process in higher education. Hendrickson [4], Husak and Radzikhovska [8], Osadcha et al [17], Verstege, Vincken and Diederen [31] analyzed the features of teaching natural and mathematical subjects in higher education institutions using virtual learning environment facilities.…”