Virtual Educational Environment for Studying Purposes

Abstract

Introduction. Nowadays the system of future engineers training is entering the new stage of its development and new horizons are opening-connected with formation of teaching pluralism, developing of new teaching ways and methods, which lead to the appearance of new approaches to training process due to the necessity of novel technologies implementation that should support students motivation for lifelong learning and stimulate their creativity. E-learning, mlearning, interactive e-books, virtual learning realities-such neologisms integrate to all spheres of education constantly, and engineering training is not an exception. Purpose. The aim of the paper is to specify the main methodological and psychological principles of virtual educational environment creation and implementation. Results. Essential features of the "virtual learning environment" concept are described and fundamental properties of virtual learning environment which is used in the educational process are given. Originality. The major pro and contra arguments of these novelties utilization for the educational purposes in the process of training are observed in the paper on the example of virtual gamificated learning environment creation. Conclusion. Pedagogic system which corresponds to the virtual learning in the artificial environment, should be considered as situational, because the features of its application are determined each time by the specific conditions of training and that virtual educational situation that exists only in this area, at this time, between specific subjects and objects of education. The necessity of the special didactics development for virtual learning environments is obvious. It is necessary to create and implement virtual learning environments for every

Theoretical and Empirical Models of Organizational Learning Processes in Knowledge Management

“…Moreover, we recognize the merit of Baidak & Vereitina (2016) didactic model for the integrated training of future ecologists in a foreign language. The model encompasses three stages, beginning with the linguisticprofessional stage where students assimilate professional and new linguistic information, including terminology, phrases, and theoretical material in both their native language and the foreign language.…”