Organization of the educational process in the virtual information and training system

Education in IOS acts as a dynamic system, which is an integral set of progressively replacing educational situations. The educational situation is understood as a system of psychological, pedagogical and didactic conditions and incentives, which puts a person before the need for a conscious choice, adjustment and implementation of his own learning model, that is, the implementation of independent educational activities.

Regardless of the specifics of the subject, IOS should implement the following main functions:

• •    Prompt delivery of training information to the student;

• •    Implementation of the communication function between all participants in the educational process and feedback from the teacher;

• •    Ensuring individual and group independent work.

The mechanism of self-regulation of the educational process in the environment is based on direct and feedback in the system "teacher - IOS -student". IOS is considered as a complex of components (blocks), which provides system integration of BAT in the learning process. An integral part of IOS is students, teachers and "external" participants in the educational process, the interaction of which is carried out using modern telecommunication tools. Information-knowledge flows (incoming, outgoing, and inside the environment) are the most dynamic part, combining the various components of this system into a single whole. These relations should be open, dialogical in nature and ensure the interaction of participants in the educational process between themselves and with the external environment [1] .

The main condition for the successful functioning of the entire system of educational activities in IOS is the willingness of the participants in the educational process to interact in a new environment. Readiness means a number of psychological and pedagogical conditions that form the basis for the implementation of IOS to support the course being studied.

Despite the fact that IOS is characterized by a high degree of control of the student over the course of training, in which the computer only creates an operating environment, educational activities in such environments need more management from the teacher to reveal all the possibilities of the environment, since the new information will not become “knowledge” student until these pieces of information are integrated into an existing body of personal knowledge. Such integration depends on the teacher who has access to the student’s history of knowledge accumulation and is inclined to support them in the implementation of the necessary integrating steps [2] .

Effective independent learning activities for mastering a foreign language is possible only if timely feedback and control functions are provided. There is a type of feedback in iOS. The first type is information that comes from a particular training or testing program included in the educational process in response to the actions of the student. Such feedback is characterized by efficiency, enables the student to draw a conscious conclusion about the success or failure of the learning activity. It encourages him to reflection, is an incentive for further actions, helps to evaluate and adjust the results. The second type of feedback is the reaction of the teacher or other participants in the educational process to the student’s activities. It can be either operational or delayed, but only to some extent. In the conditions of telecommunication interaction, when non-verbal communication channels of the participants in the educational process are blocked, it is necessary to pay special attention to the timeliness of this connection, its constructive and positive attitude.When organizing project activities, an important task for project managers on both sides is to provide operational feedback as a reaction to the results of partners' activities. Systematic and rationally organized feedback when completing assignments in IOS is extremely important, as it contributes to the formation of sustainable positive motivation for students' learning activities.When forming an independent educational activity in IOS, it is necessary to pay attention to such factors as the emotional coloring of the linguistic material, its significance, the degree of connection with the main activity, and the personality characteristics of the subjects. To achieve the emotional coloring of learning, it is necessary to use special groups of techniques that contribute to the development of a positive emotional background of the trainees, such as the alternation of various types of learning activities, the earliest possible, targeted inclusion of communication in the educational process, the use of cognitive educational and authentic texts [3].The rapid growth of network information resources on the subject of study, the constant updating of the content of existing resources leads to the fact that the teacher is physically unable to track all new information. Mutual compensatory activity is manifested in the fact that students and other participants in the educational process exchange information and links to resources discovered or created by them that are of interest to the educational process. Support for the environment is also possible through organized educational activities in the form of a focused search, analysis and description of resources or the creation of educational software as a form of independent, term or diploma work. Thus, a value-based form of communication is established in which each participant in the educational process is revealed as a linguistic personality and represents an equal member of the IOS. Such ways of organizing the pedagogical interaction of the teacher and student are fully consistent with the paradigm of a humanistically-oriented learning process, which involves open interpersonal communication. The development of the environment itself, its viability largely depends on how effectively this condition is implemented.

Sources used:

• 1.   Карпов В.Е., Коньков К.А. Основы операционных систем – М.:

• 2.   Сьюзел Д., Ротерей Д. Основные направления применения ЭВМ //

  Перспективы. Вопросы образования. - 1988. - № 3. - С.60-69

• 3.    Collis, B. Pedagogical Re-Engineering: A Pedagogical Approach to Course Enrichment and Re-Design with the WWW//Educational Technology Review.

ИНТУИТ.ру, 2004. – 632 с.

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