| Field DC |
Value |
Language |
| dc.contributor.author |
Yapparova Venera Nagimovna |
ru_RU |
| dc.date.accessioned |
2019-01-01T00:00:00Z |
ru_RU |
| dc.date.available |
2019-01-01T00:00:00Z |
ru_RU |
| dc.date.issued |
2019 |
ru_RU |
| dc.identifier.citation |
GUIDELINES AND FEEDBACK AS COMPONENTS OF A DIGITAL RESOURCE // EDULEARN19 Proceedings (browse)
Pages: 7096-7100
Publication year: 2019
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.1696
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain |
ru_RU |
| dc.identifier.uri |
https://repository.kpfu.ru/eng/?p_id=216153&p_lang=2 |
ru_RU |
| dc.description.abstract |
11th International Conference on Education and New Learning Technologies |
ru_RU |
| dc.description.abstract |
Computerization and modernization of education has led to the need to integrate into the traditional educational process modern electronic resources that complement the existing tools and forms of education or superior in quantity and quality of the material provided. As a result, the network began to appear a large number of all kinds of digital learning resources, which had minimal requirements for compliance with the training program, the multimedia nature of the presentation of the material and the possibility of level differentiation and individualization of training. Due to the lack of clear and strict rules for the creation of electronic resources, a large number of diverse, multi-format and differential resources were born.
An analytical review of existing digital resources on Russian as a foreign language indicates the lack of understanding among the creators of what mandatory elements should be in such a resource, how to structure the training material and organize effective work with it, etc.
Creating digital resources, the authors often do not think about the ease of use of the posted material, as a result of which users have to understand the chaotic presentation of the material and continue to learn from it, without any guidelines or the possibility of receiving feedback.
The lack of methodological recommendations and feedback greatly reduces the effectiveness of digital resources in the educational process, as the user spends a huge amount of time to choose the right resource, to get acquainted with the training program and educational material, to build an individual training program. And then, besides, he is not able to track their own progress in learning, to work on mistakes, ask questions about the material or in the course of training.
For effective use of digital resources in the educational process, it is necessary to create guidelines with the disclosure of the training program, with explanations of the logic of the presentation of the material, the sequence of the proposed program, the possibilities of evaluating the work and receiving feedback. Feedback should also be a necessary component of digital resources, as users have not only technical questions, but also questions about the training program, the sequence of tasks, to obtain knowledge assessment, etc. |
ru_RU |
| dc.language.iso |
ru |
ru_RU |
| dc.subject |
digital learning resources |
ru_RU |
| dc.subject |
russian as a foreign language |
ru_RU |
| dc.subject |
guidelines |
ru_RU |
| dc.subject |
feedback. |
ru_RU |
| dc.title |
GUIDELINES AND FEEDBACK AS COMPONENTS OF A DIGITAL RESOURCE |
ru_RU |
| dc.type |
Conference proceedings in international journals and collections |
ru_RU |
|
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