4.
Should follow the research procedures of problems’ decision that put before
the participants of the experiment: identifying problems; definition, clarification of
weighty issues; planning and development of educational actions; collection and
processing (analysis and synthesis) data; implementation, generalization, drawing
conclusions, verifying hypotheses; presentation of results; the implementation of a
reflective analysis of the experiment.
CONCLUSION
1.
The model-table “Model of the organization of cloud-based learning
technologies for the teaching of computer science disciplines for students of the
humanities” was formed. The model consists of the following components: Uniting
into the small groups; Determination of cloud service/technology; Determination of
goal and object; Distribution of tasks in group; Formation publication’s components;
Layout and editing; Abstract presentation; Conversion of materials to electronic
teaching materials; Report on the conference; Preliminary project defense; Project
defense. Each stage has a specific deadline and aims to use cloud-based learning
technology on a research basis.
2.
In accordance with the objectives of the study disclosed the algorithm the use
of cloud-based learning technologies in the organization of students’ research work.
The algorithm contains eleven sequential steps, each one based on the previous one. In
case of detection of gaps, students need to get back to work on this demanding stage.
The result is the formation of articles, participation in the conference (Abstracts and
approbation of the research results), and the creation of e-learning materials for a
particular cloud service (Electronic teaching materials in LMS Moodle), the acquisition
of ICT competencies by participants of the experiment.
3.
Recommendations for the structure and content of e-learning materials in
learning cloud-based learning technologies were described: a clear structure (theory,
practice, and self-analysis), practice-oriented use of the investigated service (General
function, the specific use in the future profession), completeness and conciseness of
presentation topics (tasks, methodical recommendations, practice video manual). All
the elements are aimed at getting the students of the twenty-first century skills (ICT
literacy, communication skills and collaboration skills, critical thinking, etc) that
makes them competitive in the labor market.
Prospects for further research are seen in the improvement of the model of "the
Organization of scientific-research work of students in the learning process of the
information disciplines" and detailing the specifics of its use in the training of
students of humanitarian specialties.
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