Pedagogical conditions for improving the learning process in the context of the information educational environment

Table 1Criteria and levels of students' readiness for learning activities in the information educational environment

Medium level (41-70%). There is an interest in information technology, motivation is mostly aimed at gaining knowledge. The standard PC programs are used in professional activities, the cloud technologies are used, and the basic skills of synchronous communication on the Internet are present. There are elements of self-analysis of professional activity, critical attitude to information. This level is characterized by a fairly high level of knowledge and skills in the field of ICT, proficiency in programs, and the use of technology to solve everyday problems.

High level (71-100 %). It is characterized by the transition from ICT proficiency to their actualization and the transition to the process of self-education and experience gainined within the framework of professional activities. Unimpeded contact through most technologies, organization of mass events remotely.

Thus, building a unified information educational environment will help to achieve:

- improving the efficiency and quality of the learning process;

- intensification of the process of scientific research in educational institutions;

- reducing time and improving conditions for additional education and adult education;

- increasing the efficiency and effectiveness of management in educational institutions and the education system as a whole;

- integration of national information education systems into the global network, which will greatly facilitate access to international information resources in education, science, culture and other areas.

Conclusions and prospects of further research

Thus, the use of the information educational environment develops a critical and constructive perception of the world and contributes to the development of a systematic approach to the objectively existing reality for both the educator and students, since these technologies allow not only to study, create and effectively use knowledge, but also to analyze the information received individually, taking into account the characteristics of almost every student, since such technologies contribute to active independent educational activity.

Systematization, structuring of information and its presentation in an interactive form can significantly improve the access to information educational resources. The creation of the information educational environment in the educational institution promotes the logical ordering of information, its systematization and structuring, and creates the prerequisites for effective selfguided work of students.

Within the framework of the unified information educational environment, the formation and development of an open education system supported by organizational, pedagogical and information technologies is taking place. In this environment, architectural and structural solutions provide open standards for interfaces, formats and protocols for information exchange in order to create mobility, stability, efficiency and other positive qualities achieved by creating open systems. Thus, the system of open pedagogical education is a set of didactic, technical, informational and organizational approaches. At the same time, the basis of the educational process is the purposeful, controlled, intensive self-guided work of students, who can study in a convenient place, according to an individual schedule, having a set of special teaching aids and the agreed possibility of contacting the educator by phone, e-mail or regular mail, via chat or social network, as well as a personal contact using the developed information educational environment.

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