Methodological Aspect of Using Distance Learning Platforms in the Educational and Research Activities of Future Higher Education Students

Abstract

The article identifies the pedagogical prerequisites for the use of distance learning (DL) system for students in the educational environment (pedagogical conditions determine the reasons for the transition from the classical to the distance education system; social prerequisites are expressed in the development of society and pedagogical science, the need to solve the problems of the education system itself in the educational environment). The authors also identified the specifics of student learning within the distance learning system in the modern knowledge-intensive environment (the focus of the educational process on the development of research, project, and innovation skills). The research involved the elaboration and experimental testing of a pedagogical model of distance learning in the educational environment based on systemic, synergistic, cybernetic, personality-oriented, and competence-based approaches. This model includes the following components: aims and goals of use; means of achieving them; results and outcomes of activities, content of pedagogical activity, technologies, and available resources. The authors have substantiated the stages of modeling a student's distance learning system in the educational environment (the stage of designing a pedagogical model of DL, the stage of DL functioning (the stage of information and technical support, the stage of filling the DL platform with educational content, the stage of implementation and progressive development), the stage of evaluating the DL results). The paper defines the criteria and indicators for assessing the level of student competencies formation within the distance learning system in the educational environment. It identifies and substantiates the pedagogical conditions for implementing the distance learning system in the academic environment. The article also reveals the pedagogical conditions for the implementation of the distance learning system in the educational environment (the focus of the educational process on the skills formation of research, project, and innovation activities; interaction with external and internal partners in the process of research, project and innovation activities; availability of a system for monitoring the results of project and innovation activities at all stages of its implementation) can be implemented in the teaching of students in science-intensive sectors in other universities.