THE ELECTRONIC EDUCATIONAL ENVIRONMENT AS A TOOL FOR THE ORGANIZATION OF INDIVIDUAL WORK OF A STUDENT OF A RAILWAY UNIVERSITY

The relevance of the study is caused by the transition of the higher education institutions to the competency-based model of teaching and the search by the educational institutions for the tools for improving the quality of the trained specialists. Considering that the teaching load is reduced, it is necessary to revise the forms and techniques of the organization of the students’ individual work in order to develop formed competencies. Within this study, the electronic educational environment serves as a tool of the organization of the individual work of the students of a technical university. Orenburg Institute of Railways implements the electronic educational environment on the base of the modular object-oriented dynamic learning environment (Moodle). The authors highlight the possibilities of Moodle system within the implementation of the concept of “the social constructionism pedagogy” suggesting the individual cognitive activity of a student to be its central core. The special aspects of the organization of the individual work using the information technologies are described on the example of learning the discipline “Physics”. The authors characterize the structure of filling of the electronic educational environment and give the examples of the instructional techniques of the organization of learning activities used by the authors while carrying out the study. Such forms of work as the lecture, practical training, laboratory work, and laboratory project based on the virtual computer and full-scale models having practical application are described. Individual work is carried out by the students at various stages of learning: when acquiring new knowledge, reinforcing knowledge, reviewing and checking knowledge.

The paper contains the results of the experimental study that allowed evaluating the efficiency of the electronic educational environment application in the successful construction of the content component by all participants of the educational process, in the possibility of presenting the results of the achievements by the students both in the learning and extra-curricular activities, carrying out pedagogical control and monitoring.