E-Learning Environment: A New Quality of the Resource Base

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Author(s): Tatiana Noskova (Herzen State Pedagogical University of Russia, Russia)and Tatiana Pavlova (Herzen State Pedagogical University of Russia, Russia)
Copyright: 2016
Pages: 13
Source title: Handbook of Research on Estimation and Control Techniques in E-Learning Systems
Source Author(s)/Editor(s): Vardan Mkrttchian (HHH University, Australia), Alexander Bershadsky (Penza State University, Russia), Alexander Bozhday (Penza State University, Russia), Mikhail Kataev (Tomsk State University of Control System and Radio Electronics, Russia & Yurga Institute of Technology (Branch) of National Research Tomsk Polytechnic University, Russia)and Sergey Kataev (Tomsk State Pedagogical University, Russia)
DOI: 10.4018/978-1-4666-9489-7.ch036

Keywords: Education / Educational Technologies / Information Science Reference

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Abstract

This chapter discusses the problems of electronic educational resources quality in terms of modern professional competencies shaping in E-Learning Environment. The importance of these problems due to the fact that modern society requires specialists who are not only professionally trained, but also use the “long life learning” strategy in professional self-development. Therefore, electronic resources should provide not only learning conditions for required knowledge and skills, but also have potential for customized information learning strategies generation, for planning personal achievements, self-development and self-realization. There are different evaluation procedures for digital educational resources quality inclusive two main aspects: technical specifications and instructional design. It is proposed to take into account in the evaluation system additional aspect (scorecard), which characterizes the personalization of student's educational activities, organized on the basis of electronic resources interaction. This set includes indicators of electronic educational resources quality, reflecting their ability to promote personal significant results, measured from the perspective of motivation, implementation of personal cognitive (education) requirements, disclosure of creativity and self-actualization. Conventionally, this group can be called “personalization indicators”. Adaptation of such indicators group improves the quality of electronic educational resources by increasing the multiplicity and flexibility of their use in different educational contexts, taking into account the results of student's productive information activity and the diverse of their educational and informational needs and preferences.

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