Будь ласка, використовуйте цей ідентифікатор, щоб цитувати або посилатися на цей матеріал:
http://elibrary.kdpu.edu.ua/xmlui/handle/123456789/10189Повний запис метаданих
| Поле DC | Значення | Мова |
|---|---|---|
| dc.contributor.author | Фадєєва, Лілія Олександрівна | - |
| dc.date.accessioned | 2024-06-03T08:33:46Z | - |
| dc.date.available | 2024-06-03T08:33:46Z | - |
| dc.date.issued | 2024 | - |
| dc.identifier.citation | Фадєєва Л. О. Методика використання інформаційно-когнітивних технологій адаптивного навчання студентів педагогічних університетів : дисертація на здобуття наукового ступеня доктора філософії за спеціальністю 011 Освітні, педагогічні науки / наук. керівник - доктор педагогічних наук, професор С. О. Семеріков ; Криворізький державний педагогічний університет. Кривий Ріг, 2024. 155 с. | uk |
| dc.identifier.uri | http://elibrary.kdpu.edu.ua/xmlui/handle/123456789/10189 | - |
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| dc.description.abstract | Інформаційно-когнітивні технології, такі як штучний інтелект, людино- машинна взаємодія, когнітивні обчислення, візуалізація інформації та управління знаннями, спрямовані на розробку систем, інструментів та інтерфейсів, які безшовно інтегруються з когнітивними процесами людини та доповнюють їх. Інформаційно-когнітивні технології відіграють дедалі важливішу роль в освіті, уможливлюючи персоналізоване навчання та покращуючи набуття знань. Такі інформаційно-когнітивні технології в освіті, як адаптивне навчання (яскравий приклад застосування штучного інтелекту в освіті для підтримки персоналізованого навчання), мають потенціал для покращення освіти через персоналізоване навчання. Аналіз великих освітніх даних, що генеруються у процесі використання систем управління навчанням, таких як Moodle, надає можливість виявлення закономірностей, ідей та тенденцій, що дозволять викладачам та адміністраторам приймати рішення на основі даних. Дослідження присвячене використанню системи управління навчанням (LMS) Moodle та її потенціалу для впровадження адаптивного навчання в педагогічних університетах. Використовуючи багатогранний підхід, який поєднує бібліометричний аналіз, моделювання структурних рівнянь та емпіричні дані з Криворізького державного педагогічного університету, дослідження забезпечує глибоке розуміння тематичних кластерів у рамках дослідження адаптивного навчання, взаємозв’язку інструментів Moodle, їхнього впливу на результати навчання студентів та надає рекомендації із упровадження ефективних стратегій адаптивного навчання. Завдяки бібліометричному огляду визначені п’ять основних тематичних кластерів, які характеризують дослідження із адаптивного навчання у вищій освіті: (1) загальні концепції адаптивного навчання в системах електронного навчання, (2) освітні технології, (3) адаптивні системи навчання та педагогічна інформатика, (4) навчання та дослідження в галузі освіти та (5) персоналізоване навчання. Аналіз показав, що ці кластери тісно взаємопов’язані, відображаючи багатовимірну та динамічну природу досліджень адаптивного навчання. Досягнення або відкриття в одному кластері можуть мати наслідки та сприяти розвитку в інших кластерах, підкреслюючи міждисциплінарний характер цієї галузі. Зокрема, аналіз підкреслив ключову роль технологій штучного інтелекту в розробці адаптивних систем навчання, а також важливість персоналізованої освіти та урахування індивідуальних стилів навчання. Щоб дослідити взаємозв’язок ресурсів і діяльності Moodle, а також їхній вплив на результати навчання студентів, було застосовано кількісний підхід – моделювання структурних рівнянь (SEM-PLS). Використовуючи дані Криворізького державного педагогічного університету, було розроблено концептуальну модель, засновану на соціально-конструкційній педагогіці, покладеної в основі розробки Moodle, і положеннях університету щодо структури курсу та оцінювання Moodle. Модель складалася з п’яти конструктів: “Інформація”, “Ресурси”, “Діяльність”, “Комунікація” та “Оцінка”. Конструкти “Інформація”, “Ресурси”, “Діяльність” і “Комунікація” були початковими конструктами, сформованими з використанням індикаторів, які були безпосередньо з даних Moodle, тоді як конструкт “Оцінка” по відношенню до них був прихованим конструктом, що відображав дані про успішність студентів, узяті із заліково-екзаменаційних відомостей. Результати моделювання надали можливість зробити декілька ключових висновків. По-перше, існує сильний позитивний зв’язок між конструктом “Діяльність” (інтерактивні навчальні елементи, такі як SCORM, вибір, завдання, тести) та конструктом “Комунікація”, що свідчить про те, що збільшення використання інтерактивних елементів у курсів Moodle пов’язане з вищим рівнем спілкування та взаємодії студентів і викладачів. По-друге, спостерігався помірний позитивний зв’язок між конструктом “Ресурси” (URL-адреси, сторінки, мітки тощо) і конструктом “Діяльність”, що вказує на те, що доступність і різноманітність ресурсів у межах курсу Moodle пов’язані з включенням різноманітних навчальних дій. По-третє, було виявлено помірний позитивний зв’язок між конструктом “Інформація” (опис курсу, програма, вступ) і конструктом “Оцінка” (оцінки студента), що свідчить про те, що добре розроблені та інформативні матеріали курсу пов’язані з кращими результатами оцінювання студентів. Цікаво, що дослідження не знайшло доказів значного прямого зв’язку між комунікацією чи діяльністю та конструктом “Оцінка”. Незважаючи на те, що це важливі компоненти, їхній вплив на результати оцінювання є більш складним і на нього впливають інші фактори. Головним висновком цього дослідження є те, що просте використання засобів Moodle не гарантує впровадження адаптивного навчання для студентів педагогічних університетів. У той час як Moodle надає інструменти та функції, які потенційно можуть підтримувати адаптивне навчання, такі як персоналізовані навчальні траєкторії, адаптивне надання контенту та навчальна аналітика, наявність і використання цих інструментів самі по собі не гарантують ефективного впровадження адаптивного навчання. Щоб по- справжньому використати потенціал адаптивного навчання, викладачі та розробники курсів повинні застосувати продуманий і стратегічний підхід, який передбачає ретельне навчальне проєктування, інтеграцію відповідних педагогічних стратегій і використання адаптивних можливостей Moodle у відповідності до конкретних цілей навчання та потреб студентів. Наукова новизна результатів дослідження полягає в наступному: 1. Бібліометричний аналіз джерел з проблеми дослідження надав можливість визначити ключові тематичні кластери та тенденції, виявивши багатовимірний та взаємопов’язаний характер досліджень у галузі адаптивного навчання. 2. Розробка та застосування кількісної моделі SEM-PLS для дослідження зв’язків між різними ресурсами Moodle LMS, діяльністю та результатами оцінювання студентів надала уявлення про взаємозв’язок різних інструментів Moodle, які використовують викладачі в педагогічних університетах. 3. Існують емпіричні докази впливу різних інструментів Moodle на результати навчання студентів, зокрема сильний позитивний зв’язок між інтерактивною діяльністю та спілкуванням/залученням, помірний позитивний зв’язок між ресурсами та навчальною діяльністю, а також помірний позитивний зв’язок між інформацією про курс і результатами оцінювання. 4. Висновок про те, що просте використання інструментів Moodle не гарантує впровадження адаптивного навчання для студентів педагогічних університетів, підкреслює необхідність ретельного проєктування навчання, інтеграції відповідних педагогічних стратегій і педагогічно виваженого використання адаптивних можливостей Moodle. Практичне значення отриманих результатів полягає в наданні рекомендацій для викладачів і розробників курсів щодо оптимізації використання Moodle LMS шляхом акцентування уваги на інтерактивних заходах, різноманітних ресурсах, вичерпній інформації про курси та стратегічній інтеграції адаптивних можливостей Moodle для підвищення взаємодії студентів, спілкування та результати навчання в педагогічних університетах. | uk |
| dc.language.iso | uk | uk |
| dc.publisher | Криворізький державний педагогічний університет | uk |
| dc.subject | інформаційно-когнітивні технології | uk |
| dc.subject | адаптивне навчання | uk |
| dc.subject | системи управління навчанням | uk |
| dc.subject | Moodle | uk |
| dc.subject | педагогічні університети | uk |
| dc.subject | результати навчання студентів | uk |
| dc.subject | інтерактивна діяльність | uk |
| dc.subject | навчальні ресурси | uk |
| dc.subject | навчальна аналітика | uk |
| dc.subject | персоналізоване навчання | uk |
| dc.subject | освітня технологія | uk |
| dc.subject | моделювання структурними рівняннями | uk |
| dc.subject | бібліометричний аналіз | uk |
| dc.subject | взаємозв’язок інструментів | uk |
| dc.subject | дизайн курсу | uk |
| dc.subject | спілкування | uk |
| dc.subject | оцінка | uk |
| dc.subject | продуктивність | uk |
| dc.subject | методика використання інформаційно-когнітивних технологій адаптивного навчання студентів педагогічних університетів | uk |
| dc.title | Методика використання інформаційно-когнітивних технологій адаптивного навчання студентів педагогічних університетів | uk |
| dc.type | Thesis | uk |
| Розташовується у зібраннях: | Дисертації докторів філософії | |
Файли цього матеріалу:
| Файл | Опис | Розмір | Формат | |
|---|---|---|---|---|
| Дисертація Фадєєва ЛО.pdf | 4.27 MB | Adobe PDF | Переглянути/Відкрити |
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