JOURNAL OF NEW CENTURY INNOVATIONS
Volume–78_Issue-1_June-2025
310
310
УДК 378.147:004.9
TECHNOLOGICAL TOOLS (LMS PLATFORMS) IN THE PRACTICE
OF ORGANIZING STUDENTS’ INDEPENDENT WORK
Khamraeva N.L.
Department of Russian Literature and Teaching Methodology
Nizami National Pedagogical University of Uzbekistan,
Tashkent, Uzbekistan
Abstract.
The article examines the potential of Learning Management Systems
(LMS) as tools to enhance the effectiveness of students’ independent work. It analyzes
technologies aimed at developing autonomy, critical thinking, and analytical skills
within a digital educational environment. The study presents pedagogical techniques
and digital formats for implementing these approaches in the context of humanities
education.
Keywords:
LMS, independent work, method, critical thinking, web portfolio,
humanities education, digital pedagogy.
Modern higher education requires not only a transformation of content delivery
formats but also a rethinking of approaches to students’ independent learning. LMS
platforms (such as Moodle, Google Classroom, and others) offer broad opportunities
for implementing new pedagogical practices tailored to the digital environment. This
is especially relevant in the teaching of literature, where students engage with texts,
imagery, and cultural contexts.
LMS platforms enable students to:
• Plan their academic workload and monitor their progress
LMS platforms allow students to independently manage their study time. They can
view assignment deadlines, the scope of upcoming tasks, a course calendar, and set
personal goals for the week or month.
Example:
On the Moodle platform, in the module "Methods of Teaching Literature," a student
sees that by March 20 they must submit an analysis of a story by Turgenev, and by
March 25 — create a cluster and a cinquain. The student plans to first read the text and
then complete the intermediate tasks. Progress is marked using color indicators: green
- completed, yellow - in progress, red - overdue. This helps develop time management
skills and a sense of responsibility for results.
• Independently choose the form and format of task completion
JOURNAL OF NEW CENTURY INNOVATIONS
Volume–78_Issue-1_June-2025
311
311
The flexibility of LMS platforms allows students to choose the format in which
to present their work results - as a text, presentation, video, mind map, and more. This
fosters creative thinking and increases motivation to learn.
Example:
In Google Classroom, a student is given the assignment: “Analyze the main character
of Dostoevsky’s short novel ‘White Nights.’” One student uploads an analytical essay,
another submits a video with a presentation and commentary, and a third creates a
visual mind map in Miro highlighting key characteristics and quotations. All three
formats are accepted and assessed by the instructor according to pre-loaded evaluation
criteria in the system.
• Track progress through visual reports and feedback
LMS platforms provide visual performance dashboards, including graphs, charts,
and assignment completion reports. They also offer written and/or rating-based
feedback from instructors or peers.
Example:
On the Canvas platform, after completing an assignment, a student receives detailed
feedback from the instructor: “You effectively revealed the symbolism of water, but
did not specify particular literary devices. Pay attention to metaphors and contextual
elements.” Visually, the student sees a score of 85 out of 100, along with a chart
showing performance metrics (analytical accuracy – 90%, argumentation – 80%,
writing style – 85%) and average group results. This helps the student assess their
standing, identify gaps, and adjust their approach accordingly.
This approach fosters awareness, discipline, and motivation for learning.
Critical thinking is developed in the LMS environment through:
•
Open-ended assignments
These tasks require not the selection of a ready-made answer, but independent
formulation, reasoning, analysis, and interpretation - which activates critical and
analytical thinking.
Example:
In a literature course, the instructor asks the question:
“What traits of the ‘little man’ are revealed in the character of Akaky Akakievich,
and what is the author's attitude toward him?”
The student must not simply list facts but formulate a well-reasoned opinion,
provide quotations, and identify literary devices. This promotes deeper thinking,
structured argumentation, and the ability to express a personal viewpoint.
• Discussions in LMS forums
Forums on platforms such as Moodle, Canvas, or Google Classroom allow for
asynchronous discussions where students read others' opinions, formulate arguments,
JOURNAL OF NEW CENTURY INNOVATIONS
Volume–78_Issue-1_June-2025
312
312
and ask questions. This develops dialogical thinking, respect for different viewpoints,
and argumentation skills.
Example:
On a Moodle forum, the topic is posted: “Can Bashmachkin be considered a tragic
hero, or is this a work of social satire?”
Students share their views, comment on each other's responses, and the instructor
guides the discussion by posing additional questions. This format helps students
explore the topic from various perspectives and strengthens their ability to engage in
constructive debate.
• Creative tasks (cinquains, clusters)
Creative assignments stimulate figurative, associative, and systemic thinking,
allowing students not just to retell the text but to visualize and interpret its elements.
These tasks activate emotional-aesthetic perception and develop literary and analytical
thinking.
Example:
Cinquain
on the character of Tatyana from Eugene Onegin:
Tatyana.
Dreamy, shy.
Loves, suffers, matures.
Does not lose her dignity in pain.
Woman.
Cluster:
On Google Jamboard, a student creates a mind map titled “The
Symbolism of St. Petersburg in ‘The Bronze Horseman’”, showing connections
between space, characters, and emotional tone.
• Reflective questionnaires and essays
Reflection is the process of understanding one’s own experience and learning
strategies. Questionnaires and essays help students become aware of what they have
learned, what challenges they have overcome, and what skills they have developed.
This fosters metacognition and strengthens intrinsic motivation.
Example:
At the end of a module, a student is asked to respond in Google Forms to the following
questions:
What was the most interesting and the most challenging aspect of analyzing a
literary text?
How did my perspective change during the study of this topic?
What skills have I developed?
Within the LMS, students can also submit a short reflective essay describing their
learning journey — from the first reading of the text to the final analysis — assessing
their own mistakes, insights, and achievements.
JOURNAL OF NEW CENTURY INNOVATIONS
Volume–78_Issue-1_June-2025
313
313
The platform serves not merely as a “container” for content, but as a space for
pedagogical communication and the development of argumentation skills.
Analytical skills: digital implementation of V.I. Tyupa’s method
The method (Text - Unit - Device - Analysis), traditionally applied in face-to-face
instruction, is now gaining new potential within LMS environments [2]. The use of
Google Forms, Moodle templates, and digital analysis maps makes it possible to:
• visualize elements of the text;
• structure observation;
• develop the ability to "read between the lines."
The novelty of this approach lies in adapting V.I. Tyupa’s classical literary
analysis methodology to a digital LMS context. This allows instructors to reach a wider
number of students, provide step-by-step scaffolding, and integrate interdisciplinary
approaches (literature + ICT + cross-curricular competencies).
Practice: Web portfolio as a digital format of student reporting
Educational practice[1] has demonstrated the effectiveness of using a web
portfolio, which includes:
• thematic clusters;
• analytical mini-essays;
• self- and peer-assessment;
• final reflection.
This format allows students not only to present their final results but also to track
the dynamics of their own development. All stages are recorded and assessed via the
LMS, including forum discussions, instructor comments, and automatically generated
activity statistics.
Thus, LMS platforms enable a qualitatively new level of independent student
work. The novelty lies in the integration of V.I. Tyupa’s methodology and web
portfolio technology into the digital educational environment, providing not only
technical but also substantial pedagogical modernization. This approach fosters the
development of independent, critically thinking, analytically minded graduates capable
of self-education and professional growth.
REFERENCES
1.
Magdiyeva S.S., Khamraeva N.L. Independent Student Work in the Methodology of Teaching
Literature. – Tashkent: Fan va texnologiya, 2024.
2.
Tyupa V.I. Analysis of Literary Text: TYUPA Teaching Module. – Moscow: RSUH, 2012.
3.
Selevko G.K. Modern Educational Technologies. – Moscow: Narodnoe obrazovanie, 2005.
4.
Andriyanova V.I. Pedagogy of the 21st Century: Challenges and Strategies. – Tashkent, 2020.
5.
Watson B. Using LMS for Student Engagement. – EdTech Journal, 2021.
