INFORMATION AND COMMUNICATION TECHNOLOGIES OF ELECTRONIC LEARNING AS A BASE OF INNOVATION IN HIGHER EDUCATION
DOI:
https://doi.org/10.31110/2616-650X-vol11i4-002Keywords:
information communication technologies, innovations in higher education, e-learning, information systemsAbstract
The article discusses the issue of introduction and use of new information and communication technologies and their coordination with skill sets in electronic learning systems of higher education. A number of innovative approaches to improving the technology of education and the scientific field are characterized.
The contextual basis of information and communication technologies is defined. It is substantiated that the implementation of ICT4D development technology is possible under the conditions of technological literacy of the society and should be extended to the spheres of socio-economic development, agriculture, health care, education, international development and human rights.
Innovative areas of ICT application, advantages, obstacles and mistakes in their implementation are highlighted. Among the advantages are: open access, cost-effectiveness, integration of students of all forms of education; providing them with tools that allow them to independently solve educational and research tasks. It is well-founded that the improvement of technology in education and the scientific field is seen in the development of research projects, digital modeling, improvement of feedback and evaluation efficiency, as well as the application of game-based learning.
The criteria for choosing tools for the use of ICT in e-learning are determined: ease of use, budget, compatibility of ICT, the level of training of the team for the use of ICT, mobility, provision of support. The article considers the importance of ICT evaluation of e-learning, outlines appropriate evaluation indicators: verification of the compliance of training goals before and after the change of technologies; assessment of feedback between all participants of the educational process; evaluation of LMS indicators. Among the LMS indicators, the most significant are: student engagement; learning progress; adequacy of course content; ease of viewing and consumption; functionality for feedback.
The experience and dynamics of the introduction of electronic (distance) learning at the Sumy National Agrarian University (SNAU), which is determined to be satisfactory, are described.
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