EVALUATING THE EDUCATIONAL POTENTIAL OF AN E-LEARNING COURSE IN BLENDED LEARNING CONTEXTS
Abstract
Background. The article is devoted to the study of the problem of identifying and testing key criteria for objective assessment of the quality of an e-learning course in a blended learning environment.
The aim of the study is to substantiate and verify the effectiveness of indicators and criteria for assessing the visualisation and visibility of an e-learning course as significant characteristics of its educational potential in the conditions of general and vocational education.
Materials and methods. The research methodology is based on the ideas of innovativeness and subjectivity as the main strategic guidelines in the organisation of general and vocational education. The work was carried out in two stages. Identification of the level of effectiveness of the e-learning course "Genetics for All: Just about Complex" based on the evaluation of schoolchildren's and students' performance after its completion. And also - element-by-element assessment of the educational potential of this e-learning course.
The study involves high school students (81) and biology students (33).
Results and conclusions. The necessity of serious scientific and pedagogical analysis of the innovation process at all levels of education to achieve effective management of the process and procedures of cognition has been substantiated. The paper identifies the problem of insufficient attention to the quality of digital educational content in the structure of e-learning courses, and the lack of special studies of this quality from the position of the student as a subject of the educational process. It is proposed to consider the educational potential of an e-learning course as a holistic construct with specific key characteristics as the main factor of content effectiveness. The value and importance of two characteristics - visualisation of properties, states of objects and processes; and demonstration of processes in dynamics with the possibility to manipulate them in a game experimental mode for the qualitative process of assimilation of complex for perception and presentation of educational material is specified.
The analysis of objective reasons for the increasing dynamics of the process of visualisation and demonstration of visibility is presented. It is proved that the effect of visualisation and visibility of educational content on difficult to understand educational material influences the result of its learning. The authors have proposed indicators of the effectiveness of visualisation and visibility techniques, as well as a set of criteria for its evaluation in the real use of an e-learning course in blended learning technology; the effectiveness of indicators and criteria for evaluating the visualisation and visibility of an e-learning course as significant characteristics of its educational potential in the conditions of blended learning models in schools and universities has been substantiated and verified.
Keywords: educational potential, visualisation, visibility, electronic educational content, electronic educational course.
