Volume 02 Issue 11-2022
49
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
11
Pages:
49
-59
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Today in the economically leading countries of the world, a lot of practical experience has been accumulated in
creating a digital educational environment in the higher education system. While the creation of a digital learning
environment in higher education is more general, it is also becoming more specific in national societies. This feature
is noticeable in the creation of educational servers, platforms and teaching materials. The article describes the
experience of creating a digital educational environment in the higher education system of economically leading
countries.
KEYWORDS
education, system, digital education, environment, digital learning environment, foreign countries, experience,
foreign experience, description.
INTRODUCTION
Currently, Finland, South Korea and Singapore are
leading countries in ownership of digital educational
technologies. In these countries, for more than twenty
years, comprehensive results have been achieved in
Research Article
REVIEW OF FOREIGN EXPERIENCES ON CREATING A DIGITAL LEARNING
ENVIRONMENT IN THE EDUCATIONAL SYSTEM
Submission Date:
November 01, 2022,
Accepted Date:
November 05, 2022,
Published Date:
November 18, 2022
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume02Issue11-08
Utkir K. Tolipov
Doctor of Pedagogic sciences, Professor University "Professional Education Methodology" Tashkent State
Pedagogy named after Nizomi Uzbekistan
Sherali Kh. Khankulov
Independent researcher Fergana State University Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 11-2022
50
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
11
Pages:
49
-59
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
the field. In particular, the quality of education in
Finland records high results in terms of parameters
that measure it. It is as a result of the use of digital
educational technologies that the level of competence
of learners is objectively assessed during the academic
year without the participation of subjects using various
methods and methods. The result of this assessment
serves as a foundation for the next stage of education.
Therefore, final certification is not organized in the
country.
THE MAIN RESULTS AND FINDINGS
One of the unique aspects of Finnish education is the
reality-based interdisciplinary connection. If in most
countries the main attention is paid to teaching natural
(biology, chemistry, physics), social (history, art)
sciences, then in this country the study of educational
programs such as "Human div", "Environment",
"European Union", "Programming" is of priority. earns.
"Programming" as an educational subject combines
technology and mathematics, and this subject is taught
from the 1st grade of general secondary schools. The
main focus is on applying the acquired knowledge in
practice. In this process, hacking marathons and
exhibitions of technological devices created by
students are organized.
The country not only implemented distance education,
including higher education programs, but also served
as the basis for the establishment of the Finnish Online
University of Applied Sciences (FOUAS), or in other
words, the CampusOnline platform, which serves this
purpose.
This platform provides online courses to learners. All
online courses are first comprehensively, impartially
studied by expert groups, evaluated based on
analytical results. Students with the right to use the
Campus Arena (2015) platform organize educational
activities aimed at step-by-step implementation of
their individual curriculum (opetuspolku) into
educational practice. The teacher is responsible for the
formation of the content of the online course and the
selection of topics. At the same time, the pedagogue
chooses effective methods and methods of organizing
communicative relations with students in this process.
The following computer programs and applications are
used to work on the digital education platform: Zoom,
SkypeforBusiness, Microsoft Teams, AdobeConnect,
WhatsApp (mainly Zoom and AdobeConnect for large
groups, SkypeforBusiness, WhatsApp for small
groups). The selection of computer programs and
applications for the educational process is selected
according to the purpose of the educational activity
and the number of participants.
South Korea is the next country where digital
technologies are a priority in educational practice. The
fact that the country has achieved this result can be
seen from the PISA (Programme for International
Volume 02 Issue 11-2022
51
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
11
Pages:
49
-59
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
Student Assessment) research results. According to
him, the students of the country occupy the top three
in terms of educational results.
In 1999, the Korean Educational Research and
Information
Service
(KERIS)
corporation
was
established in the field of education in South Korea.
The corporation aims to methodologically and
technologically support training of competitive
personnel in educational institutions, in particular,
HEIs. Mutual integration of education and digital
technologies in the country is ensured within the scope
of the activities of the Ministry of Digitization.
The main areas of activity of KERIS are conducting
scientific research in the field of education and
information technologies, organizing electronic
training courses at all stages of continuous education,
storing the main data entered in the educational
system, creating the hosting of the national
educational platform [7].
In 2011, in cooperation with the Ministry of Education
of the Republic of Korea and the Presidential Council
on Information Processes, "The way to use the power
of talented people. SMART (Smart) education" ("A
Road to the Power of Talented Individuals. SMART
Education")
or
"Smart
education"
("SMART
education") project was launched. The project is,
firstly, to renew the teaching environment, which
allows students to actively participate in debates and
project activities, to organize a dialogue process based
on the mutual equality of pedagogues and students,
and secondly, to receive voluntary education by people
of all age groups of the population, as well as It aims to
increase the possibility of students to fill up classes
when they miss them [3].
In 2017, the Republic of South Korea organized a
conference on information and communication
technologies in the world for the effective use of
information and communication technologies in
society and their application in various fields. It ranked
second in the ICT Development Index [1, 43; 4, 142].
Today, more than 80 percent of HEIs in South Korea
are based on the E-learning system. In addition, the
country operates the OTM Smart-system (Open
Education System). Currently, there are 22 "cyber-
universities" in South Korea, where the educational
process is carried out on an electronic system at the
state level.
In Singapore, the introduction of digital technologies
into teaching practice is carried out in 1997 on the basis
of the government policy, which was developed
"Digital First Master Plan". Then, step by step, the
second and third master plans were developed. The 1st
plan for the implementation of digital education
technologies is aimed at creating a foundation, the 2nd
plan is at creating innovative ideas, the 3rd plan is at
creating mutual coaching, and the 4th plan is aimed at
Volume 02 Issue 11-2022
52
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
11
Pages:
49
-59
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
popularizing existing experiences in the field of digital
education and forming digital citizenship.
Since 2015, Singaporean education has been paying
special attention to the development of students'
creative abilities, according to which the pedagogues
themselves must have the competence to create new
designs in the educational environment, to conduct
classes with the help of modern technologies. Since
2017, a start-up program aimed at the development of
digital literacy has been in effect in preschool
educational institutions of the country. As part of the
program, the Jules company has developed a program
of digital literacy courses for preschool children, which
serves to develop algorithmic thinking and high-level
calculation skills. In the development of high-level
computing skills, children are involved in tasks such as
programming activities performed by programmers.
The teaching process is carried out using tablets based
on the behavior of virtual characters. Children learn
digital literacy through videos and computer games.
Due to the fact that a person is taught to communicate
with digital technologies from early childhood,
according to the research results of the PISA (Program
for International Student Assessment - TMBXD)
program, in 2015, Singapore was able to take the 1st
place in 2015, and in 2018, together with China, it took
the 1st place. was [7].
Six years ago (in 2016), on the initiative of the Prime
Minister of Singapore, Lee Hsien Loong, the project
"Smart nation" was promoted in the country. The goal
of the project was to create a legal, economic and
moral foundation for the beginning of the digital era in
the country. For this purpose, in 2017 in Singapore to
support the creation of technology start-ups and the
private IT sector. dollars were allocated. As a result,
through tens of thousands of receiving and
transmitting devices (sensors), the information related
to them was collected in the "Smart Nation Sensor
Platform (SNSP)" in order to create convenience for
the country's residents and form social infrastructure.
"Smart nation and digital government" ("Smart nation
and digital government" ("SNDGO"), which operates
under the Office of the Prime Minister of the country,
as well as the State Technological Agency (GovTech)
that transactions (contracts) between citizens and
banking institutions are carried out through the
SingPass system provider is leading the development
of the National Digital Identification System [5].
In Singapore, the Big Fast Results (BFR) Institute is
helping to ensure the success of the digitization
process in the education system. The activity of the
institute in the relevant direction consists of eight
stages, which includes the following:
Step 1: Set a firm goal. It is necessary for the
management of higher education institutions to be
able to set a firm goal aimed at creating a new concept,
using
technologies,
changing
the
mental
Volume 02 Issue 11-2022
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American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
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11
Pages:
49
-59
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
characteristics of pedagogues and students, and
forming a new structural structure.
Stage 2. Establishing the activities of groups
implementing various projects. It is divided into project
groups that perform various laboratory tests and
groups that create a collaborative environment.
Stage 3. "Open doors" day. Through such a day,
applicants will be introduced to the activity of higher
education institution, its main directions, the results
achieved by it, and the educational success of students,
pedagogues, by organizing an "excursion" to the
educational institution.
Step 4. Strategic plans of HEI activity ("Roadmap" of
HEI). This map clearly defines the results to be achieved
at each stage.
Step 5. Key Performance Indicators (KPI). Monitoring
is carried out carefully with the help of basic indicators
that ensure efficiency as the basis of stepwise control
representing the economic policy of OTM, and reports
are prepared in a timely, high-quality, clear and
understandable manner.
Step 6. Digital education developed by OTM and its
implementation implementation ideas - ensuring the
implementation of projects, evaluating the results of
activities. According to it, practical actions aimed at
effective management of the digital education system,
critical study of the activities of pedagogues-
employees, development of recommendations for
achieving productivity in their activities, and promotion
are organized at the Higher Education Institution.
7. Validation (the system for satisfying customer
requirements in using the educational services of the
HEI) and comparing the satisfaction of customer
requirements with the fulfillment of planned tasks. At
the same time, the management of the higher
education institution not only sets the task of creating
a digital educational environment, but also gradually
solves the problems that may arise along the way.
Step 8. Presenting a report to the public on the
activities of the HEI, the formation of a digital
educational environment in it. In this process, the
public will be presented with a detailed newsletter on
issues of interest to the public regarding the use of the
educational service of the Higher Education Institution
[8, 10-11].
In Singapore, in the 1990s, on the basis of the
modernization of the educational system in schools,
the teaching of "Computer Science" was started in
educational institutions. At the beginning of the 21st
century, special attention was paid to the digitization
of the educational system and the set of competencies
related to the ability of students to use complex
devices (digital literacy index; information literacy;
communicative literacy; ability to create digital
Volume 02 Issue 11-2022
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American Journal Of Social Sciences And Humanity Research
(ISSN
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VOLUME
02
I
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Pages:
49
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SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
content; digital security, problem-solving skills in a
digital environment) [ 3] was based.
In the World ranking of competitiveness in digital
technologies, the country of Singapore took the first
place in 2017 and the second place after the USA in 2018
[9,
–
pp. 197-198]. Today, the Singapore Institute of
Management [14,
–
p. 29] is leading. In the scientific
research conducted in the direction of the
development of the field, the main attention is focused
on the decision of each higher education institution to
find its own methods for the effective organization of
corporate e-learning, in particular, micro-coaching (an
approach that supports the improvement of the
effectiveness of online courses) [11,
–
p. 29].
In Japan, one of the hegemons of the East, the
"foundation" of creating a digital educational
environment was laid in 1996. In the same year, the
Ministry of Education, Culture, Sports, Science and
Technology of the country put forward the demand for
the use of modern educational technologies in the
higher education system, presentation of educational
materials in multimedia form.
Cyber University is the first HEI established in Japan.
Today, HEIs that belong to the category of "open
universities" are popular in the country, in particular,
The Open University of Japan. In this university, mixed
education - online training and training based on
training units organized in the evening and on
weekends has been introduced [14, - p. 42]. In 2014,
Public Open Online Courses (OOOK), which includes
online courses of 13 HEIs, was launched in Japan [12,
–
p. 72]. Extensive research is being conducted in the
country to effectively organize online learning on
educational platforms such as Moodle. In particular, in
2020, in order to increase the capabilities of the
Moodle platform within the framework of the Kita
project, users were offered to use a free voice interface
called Mycroft skill for online training sessions
organized in this system.
Since 2017, Cyber University Japan has started using
the Cloud Campus educational platform, and in 2018,
Kansai University has started using Web Class.
Dutch researchers Marieke de Wit (Marieke de Wit)
and Herman van Dompseler (Herman van Dompseler)
[13] state that although some components in the
digital learning environment are freely available to
university students and pedagogues, it is appropriate
to set copyright for them. . Consequently, their use in
other OTMs may be marked as paid. At the same time,
in the use of components in OTM, attention is paid to
their interchangeability and expansion. Only then will
the educational environment be able to adapt to the
changes occurring in the field, and it will be easier to
implement technological innovations in teaching
practice.
Volume 02 Issue 11-2022
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American Journal Of Social Sciences And Humanity Research
(ISSN
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VOLUME
02
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Pages:
49
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SJIF
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FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
Here, the authors recognize the educational
application model as one of the important components
of the digital learning environment and cite as an
example the HORA (Hoger Onderwijs Referentie
Architectuur
–
OTME
–
Higher Education Architecture
Reference) [10] for higher education. This standard is
organized in cooperation with SURF (Silent
Uninterrupted Reading for Fun - QAUT Satisfying
Automatic Continuous Education; SURF - Cooperative
Association of Education and Research Institutions of
the Netherlands (Holland)) and helps to have
information on the organization and information of HEI
in the country and operates a higher education
consulting platform for architecture. Provision of
digital education services, promotion of exchange of
knowledge with implementation of new innovations
are considered important directions in SURF's
activities.
The HORA benchmark can be used together with a
Learning Management System (LMS). The learning
management system (Learning Management System -
LMS) includes such components as organizing
interaction between students and teachers, their
cooperation, sending educational tasks and evaluation
[13].
Marieke de Wit and Herman van Dompseler list the
important components of the structure of the HORA
standard. They are: online/offline education organized
with the help of digital technologies; online test
control; transfer and assessment of online knowledge
(on its basis, students' works are checked for
plagiarism; the student himself can carry out this
process
independently);
managing
and
using
electronic information about students; electronic
study schedule (its correct design allows for a rational
distribution of time and resources between students
and teachers); internships and funded projects (which
help to obtain a degree in the Netherlands);
development, management and sharing of electronic
learning materials; support the educational process;
analysis of the educational process and quality (for
this, the formation of a well-founded methodology is
required); communication (the main communication
between the pedagogue and students consists of
sending messages and educational information;
however, it is necessary to create such conditions in
the digital educational environment that students
should have the opportunity to organize free
communication with their peers, pedagogues, leaders;
the department, faculty and HEI organize this process
responsible for making); cooperation (it is important to
decide on educational, creative and scientific
cooperation between HEIs); multimedia (video
representing virtual reality, other multimedia
applications are of special importance in the digital
educational environment, such products are prepared
by pedagogues and students on relevant topics; this
component serves to manage many multimedia
resources and ensure their functionality); free
Volume 02 Issue 11-2022
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015
)
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–
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METADATA
IF
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5.968
Publisher:
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Servi
applications (these include the main application, a
pedagogue as an addition to the systems, social
networks provided to students, software, applications
created in cooperation with students of HEI
pedagogues and recommended for the teaching
process).
The
HORA
benchmark,
a
functional
model
recommended by the ELI (EHI; European Law
Institute/European Law Institute) (Marieke de Wit,
Herman van Dompseler) covers the following five
aspects:
1. LTI (Learning and Teaching and Innovation), which
ensures mutual cooperation and integration.
2. Appropriate software, LIS (Learner Information
System), which serves to personalize applications
(have the right to use them).
3. xAPI (Experience Application Programming
Interface), which provides analysis, organization and
assessment of educational quality.
4.
SAML/VOOT
(Security
Assertion
Markup
Language/Virtual
Organization
Orthogonal
Technology) enabling collaboration.
5. OOAPI (Open Educational Application Programming
Interface - TIDOI) [13], which serves to access the
appropriate educational platform, use programs and
applications, as well as create a universal (universal)
design.
In the CIS countries, in the last ten years, the problem
of creating a digital educational environment has not
only been studied theoretically, but extensive practical
efforts have been made to ensure the effective
implementation of the relevant process. In particular,
in various regions and regions of the Russian
Federation, during 2018-2020, general secondary
schools were established within the framework of the
"Education" national project, and "IT-cube" [2] was
established on the basis of special secondary
educational institutions within the framework of the
"Digital Education Environment" project.
The main goal of the organization of such "IT-cubes" is
to "assimilate the students with relevant and highly
demanded knowledge, skills and competences in the
field
of
information
and
telecommunication
technologies, as well as to ensure the manifestation,
support and development of their abilities and talents,
and their orientation to the profession. , creating the
necessary conditions for them to have mathematical,
information literacy, critical and creative thinking.
With the help of "IT-cubes", students can implement
practical activities related to digital technologies,
additional educational programs in the relevant
direction. implementation, modern information
technologies, informatics, information security topics,
programming pedagogues, organization of various
events among students, project activities on the basis
of "Growth Point" ("Tochka rosta") centers, as well as
Volume 02 Issue 11-2022
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(ISSN
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VOLUME
02
I
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Pages:
49
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SJIF
I
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FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
"Quantorium" technology parks for children and
teenagers, Processes such as distance education,
Olympiad
on
digital
technologies,
auditions,
organization of hackathons [2] are covered.
At this point, it is appropriate to clarify the essence of
the term "hackathon", which is new in the language
usage.
The concept of "Hackathon" is a producer's forum
formed using the terms "hacker" ("hacker") +
"marathon" ("marathon"), in which software aimed at
finding a solution to a certain problem is created by
programmers, designers, managers within a specified
time period [6].
Studying the experience of the world's leading
countries regarding the creation of digital educational
technologies in the educational system makes it
possible to come to the following conclusion:
1. The strengthening of the global informatization
process, the rapid development of information
technology, the increase in the possibility of using
digital technologies in all areas, the need for the
effective use of this type of educational technologies
in the educational system, in particular, is forming in
HEIs.
2. Has more than half a century of experience in the
practice of using computer and information, and later
digital educational technologies in the education
system of the world countries. Since 2010, the
phenomenon of using digital educational technologies
in the education system has occurred in most
countries.
3. Online education, online open education forms of
using digital educational technologies in the education
system are becoming more and more popular today.
The main reasons for this are related to creating wide
opportunities for learners regardless of their age to
acquire specialized knowledge, saving time and
money, providing the student with the opportunity to
choose the most suitable one among the online open
courses offered by the Higher Education Institution,
and monitoring the results of the students' educational
activities online. it is considered to achieve full
satisfaction of the need for creating an educational
environment.
4. Creating a digital learning environment in HEIs is a
multi-factor (objective and subjective effects), multi-
component (technical, educational and process
management resources) process, so its organization is
complicated. Authors who have carried out scientific
research on the development of the field (for example,
E.N. Babin, S.G. Evsyukov, G.D. Sidorov, E.V.
Ustyujanina, Tsiao Lantszyuuy, etc.) create digital
educational technologies at higher education
institutions for all those who wish to do so. increase
access; expand the opportunity to choose methods
and methods of presenting educational material to
Volume 02 Issue 11-2022
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(ISSN
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VOLUME
02
I
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Pages:
49
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SJIF
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FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
students along with pedagogues; expanding the types
of innovative forms and equipment of knowledge
transfer; to ensure that higher education institutions
can achieve socio-economic advantage in the current
environment of increasingly strong competition, to
develop programs related to advance technical
support for students, in which orderliness, time
management, ability to work in a team and willingness
to cooperate, online education taking into account the
cultural values of the country development of
methodical materials, organization of pedagogical
advice on effective organization of online classes,
implementation of quality evaluation system of
educational sites from the point of view of content,
ease of use, transmission of educational information,
and design.
CONCLUSION
Thus, the priority of digital technologies in the
international education system opens up new
prospects for raising the quality of education to a new
level, increasing the competitiveness of trained
personnel, and effective development of human
capital. In addition, in accordance with not only
national, but also universal interests, establishing the
transfer of students and pedagogues, organizing the
exchange of modern knowledge, forming an electronic
database of educational literature, and creating new
educational platforms create conditions for the
establishment of innovative trends in education. Using
the experience of foreign countries in creating a digital
learning environment in each independent country
serves as a unique compass in defining the field's
perspective.
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Толстикова
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университетов:
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//
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Информационное общество: образование,
наука, культура и технологии будущего. –
Санкт
-
Питербург: 2019. Вып. 3. –
С. 142.
Volume 02 Issue 11-2022
59
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
11
Pages:
49
-59
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
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