INFORMATION AND EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATION INSTITUTION: PRACTICAL-ORIENTED APPROACH

• Інна Ящук

  Хмельницька гуманітарно-педагогічна академія

The article is devoted to the problem of modernization educational process in higher education institution in the context of global changes associated with the global pandemic, the need to start a distance training, which in its turn accelerated the process of computerization and informatization of education. It was found that high-quality professional training of a future specialist is impossible without the development of his information literacy, which in turn requires from the institution of higher education a certain information technology update in accordance with the requirements of post-industrial society.

It has been substantiated the need to create in the institution of higher education information and educational environment, as an important condition for achieving high quality education, and as the closest external to the student (future specialist) environment in which his educational activities are directly organized, his personal and professional qualities are formed.

Different approaches to the concept of “information and educational environment” were analyzed and its author's interpretation is offered: it’s a holistic pedagogical system, integrating a set of interconnected components in the form of material and technical, software and information, didactic resources and innovative educational technologies, the implementation of which in the educational process contributes to the formation of necessary and sufficient arsenal of general and professional competencies, to feel himself/herself as an intellectually developed and creatively active person with formed general and professional competencies.

A description of the information and educational environment in the Khmelnytskyi Humanitarian and Pedagogical Academy using the educational platform Moodle is presented; the functions of IES (educational, upbringing, developmental, informational, reflexive, socialization) are distinguished and their pedagogical value is described.

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