Effectiveness of Using Interactive Educational Technologies in a
Modern University
Gulzoda
Turobova
1
1
University of Tashkent for Applied Sciences, Gavhar Str. 1, Tashkent 100149, Uzbekistan
https://doi.org/10.5281/zenodo.10443871
Keywords:
technology, interactive learning, educational environment, Russian language, specialists, non-linguistic
university.
Abstract:
The article is devoted to considering the problem of using interactive educational technologies in the
educational practice of a modern university, in particular when teaching the Russian language in non-linguistic
universities. In this regard, an attempt was made to reveal and substantiate such concepts as interactive
learning, interactive educational environment of a university, interactive educational environment of a
specialist in various fields and others, which underlie the educational space of Russian as a foreign language.
The article concludes that in the process of joint creativity, stable cognitive motivation for solving educational
and research problems develops. This is only possible if the electronic resource meets the criteria for a high
level of interactivity, which implies full interaction between students and teachers in the educational
environment based on modeling objects and processes of the real world.
INTRODUCTION
Introduction. In educational practice, various
goals are achieved, many problems are solved using
various technologies. It is known that to achieve a
goal they use different technologies, methods, means,
the use of which can give different effects.
In the large encyclopedia, technology is defined
as art, skill, skill in combination with methods of
processing, manufacturing, changing the state,
properties, form, raw materials, materials or semi-
finished products carried out in the process of
production. The concept of technology was initially
associated to a greater extent with the production of
material assets; later the term acquired a
philosophical interpretation and began to be used in
the field of human activity. According to E. De Bono,
technology is the process of producing something
useful based on the use of knowledge [1].
The term technology in science and education is
associated with the peculiarities of using a
technological approach to solving problems of
training, education and development of subjects of
the pedagogical process. There is still no common
point of view regarding the term technology in
relation to education. So N.K. Olimov in [3] defines
the term technology as the procedural embodiment of
the components of a process organized by a teacher
in the form of a system of actions;
- algorithms of actions of subjects of the
educational process;
- the possibility of building a pedagogical system
based on a certain set of techniques; - reduction of
educational goals to the goals of the activities of a
specific teacher to implement the state educational
standard at the level of a specific academic discipline,
organized for the implementation of the educational
program and its successful development to solve no
less important educational problems;
-a method of implementing a specific process in
educational practice by dividing it into a system of
sequential, interconnected procedures and operations
that are carried out uniquely by the subjects of this
process;
- design and assessment of educational processes
taking into account human, time and other resources
in achieving the effectiveness of education and its
goals.
Further, by analyzing different interpretations of
the term technology in education, one can detect
trends in changes in their content, which, in fact, is
represented by different aspects, reflecting the
directions of development and semantic enrichment
of the category under consideration [2]:
- technical and instrumental, which in content is
reduced to technical means that are used in the
educational process;
- functional-procedural - technological approach
to building a university educational process, in which
methods, means and conditions can perform different
functions in achieving the same educational goal.
Currently, the term technology is actively
expanding its geography in different areas of
educational practice. Therefore, it is necessary to
clarify its various meanings and meanings, as well as
the most general concepts associated with this term,
such as “pedagogical technology”, “learning
technology”, “interactive learning”, “educational
technology”, “interactive educational technology”,
which constitute the foundation of the conceptual
apparatus of the technological approach in education.
I.V. Blauberg V.I. Zagvyazinsky, PB. Kornetov,
Yu.S. Manuilov, V.L. Nazarov, T.A. Pankova, O.Yu.
Strelova, E.P. Yudin and others believe that the
development of the theory of any approach begins
with comprehension, justification and meaningful
filling of the conceptual apparatus. Its units are
existing terms and new ones specifically introduced
during the development of the approach. “The objects
of modern scientific knowledge require not just an
expansion of the existing conceptual apparatus, but
precisely a new categorical system, a new system of
concepts” [3]. By increasing the number of new
concepts and enriching their content, this kind of
categorical conceptual apparatus is being improved.
The conceptual apparatus denotes a new approach,
the justification of the “ideal” model of educational
technology
.
RESULTS AND DISCUSSION
In this regard, we will try to reveal and
substantiate modern concepts that underlie the
educational space of a student in Russian language
lessons. Such concepts include “Interactive learning”,
“Interactive educational environment of a medical
university”, “Interactive educational environment of
a doctor”, etc.
Interactive learning is aimed at optimizing active
cognitive activity, developing their value orientations
and motivation to learn, developing independence in
searching
and
comprehending
educational
information, subject-subject communication skills
based on dialogue, stimulating the research position
of specific practice-oriented actions related to future
professional activities student.
Interactive
learning
using
interactive
mechanisms, the formation of a professional
worldview at a university involves the organization of
the educational process by the following means:
➢
Interactive forms
➢
Interactive methods
➢
Tools and internet resources
INTERACTIVE
METHODS
Discussion
methods
Dialogue,
“round table”
Case
method
Brain
storming
Training
methods
Exercises,
tests
Psychometric
methods
ICT
technologies
Gaming
methods
Business,
role-playing,
organiza-
tional and
activity
games
Project
methods
Project
method,
collabora-
tion method
Seminar,
master
class,
training
Interactive
lecture
INTERACTIVE
FORMS
➢
Methodological support
➢
PC technologies:
- modular-local (joint creative activities),
- macro-technologies (distance learning),
-
meta-technologies
(social
education
technologies, network, telecommunication).
All of the above funds are collectively aimed at
implementing a simulated interactive educational
environment, which includes the student’s
educational and independent activities.
Despite the fact that the concept of “interactive
environment” has thoroughly entered the vocabulary
of modern education, its definition in the sources we
studied is not reflected clearly enough, especially for
university education in Russian language lessons for
non-linguistic students. At the same time, the analysis
of the meaning-forming dominants listed above:
environment, educational environment, interaction,
interactivity, interactive learning, etc., which underlie
the definition of “interactive environment” and are its
constituent elements, which allowed us to formulate
the concept of “Interactive educational environment
of a non-philological university" is an integrative
system that includes a set of specially organized
pedagogical conditions for the development of a
specialist’s personality, interactive forms, methods
and technologies that ensure the interaction of all
subjects of the educational process, independence, the
ability of corporate culture in various types of
activities, aimed at the formation of the professional
worldview of the future specialist [5].
Based on a discussion of the definitions of literary
sources, we formed another concept “Interactive
educational environment of a specialist based on a
foreign language, in our case Russian” - a system of
interpersonal, information, educational and computer
interaction that allows you to develop the ability to
exchange business information using modern
information and telecommunications means and
technologies, navigate the specialty information
flows in the surrounding world, master practical work
skills aimed at developing the professional qualities
of a specialist and his worldview.
Let us reveal the named interactive forms of
interaction of a student of a non-philological profile:
- interpersonal interactivity of the student, we
understand
how
bidirectional
correspondence
between the student and the teacher and, vice versa,
during which the recipient and sender of messages
can change places and create genuine interaction.
This kind of interaction occurs if both parties are
interested in e-mail or discussion lists on a certain
topic, if the subject is in an active position;
- the student’s information interactivity is limited
by the possibilities of interaction previously provided
for in the design of electronic publications in the
specialty. It is aimed at presenting information,
navigating through the content and posting any
information on the specialty, includes the use of
hyperlinks, filling out forms, searching for
information in Russian databases, keywords and other
forms of information on the specialty;
- educational-computer interaction - an area
related to the interaction between the user and
computer hardware and software based on the
Internet (telelearning, web conference, Skype, etc.).
This system provides feedback between the subjects
of this interaction (student and teacher, student and
classmates, student and tutor).
Today, computer technologies have been actively
used both in the educational process and in teaching
various disciplines. Many computer programs are
being created in various areas of specialty. There are
various computer tools aimed at developing various
functions, such as visual and auditory perception,
attention, memory, verbal thinking and others, which
are successfully used in training future specialists.
The use of multimedia technologies (colors,
graphics,
sound,
animation,
modern
video
equipment) makes it possible to make Russian
Tools and internet
resources
multimedia
electronic
textbooks
video
conferencing
computer
testing
electronic
textbooks
Methodological
support
Video
materials
s
imulators for
organizing
practices
Audio
materials
language lessons more effective for students in
various fields. It is important that the gaming
components included in multimedia programs
activate the cognitive activity of students and enhance
the assimilation and acquisition of new knowledge.
The use of computers in joint and independent
activities is one of the effective ways to increase
motivation and individualize their learning, develop
creative abilities and create a favorable emotional
background. From which it follows that it is obvious
that information and communication technologies
(ICT) are used in training in the process of forming
the professional worldview of future specialists.
In the context of the modern digital revolution,
characterized by the enormous speed of introduction
of new technologies, changes in methods of receiving
and transmitting information and accompanied by
powerful professional competition, it seems possible
to improve the educational process based on the
rational use of ICT technologies, strengthening
network interaction and academic mobility. At the
same
time,
information
inequality
persists,
manifested in the unequal distribution of information
resources, in the inequality of the quality of
information translators and information repositories
[4], which means unequal access of students to
knowledge. In such conditions, the principle of
interactivity is implemented in the ideology of the
Internet.
CONCLUSION
Thus, the technological effectiveness of the
educational process is a description of standardization
in the form of a prescriptive constructive scheme for
the activities of subjects with information,
communication or interaction in certain, given
conditions with oneself in the role of a subject of
educational or professional activity.
Understanding educational technology as a
system of actions of subjects related to the
achievement of a set educational goal by one of them
or someone else expands the possibilities of their
application - not necessarily in a learning
environment, but perhaps in a library, laboratory, or
industrial practice.
So, it should be noted that the concept of
technology in relation to educational practice can be
defined [2] as:
• the empirical aspect of procedural characteristics
in the activities of a university teacher;
• theoretical aspect of prognostic characteristics;
• unity of theoretical and practical aspects.
• regulatory aspect. Represents transformed
theoretical information into prescriptive information
for the subject about specific content-procedural
actions.
As an innovative educational activity focused on
personnel training, modern education requires the
introduction
of
new
educational
interactive
technologies into the educational process and is one
of the strategic directions of university development
that meets the needs of a post-industrial society. In the
modern world, close attention is paid to the
informatization of education, as young people strive
to develop interactive forms and methods of learning.
In the educational process, the use of personal
computers has led to the emergence of a new
generation of interactive educational technologies,
which have improved the quality of education,
created new means of teaching and educational
influence, and more effectively interacted with
computer technology for teachers and students. The
introduction of computers into the education sector
was the beginning of a revolutionary transformation
of traditional and non-traditional teaching methods
and technologies throughout the entire education
sector. Communication technologies played an
important
role
at
this
stage:
telephone
communications, television, space communications,
telemedicine, which were mainly used to manage the
learning process in additional and distance learning
systems. The development of modern society
involves
the
widespread
use
of
interactive
educational technologies in the learning process at
universities in Uzbekistan.
In the conditions of informatization of the
education system, professional training of a future
specialist is impossible without developing his skills
to skillfully select and apply interactive educational
technologies in educational and future professional
activities. The use of interactive educational
technologies in the educational process inevitably
leads to a change in the nature of the interaction
between subject and object. This interaction ceases to
be direct in nature, which, while the content of
training and its goals remains unchanged, requires, on
the one hand, the development of new teaching
technologies, and, on the other hand, requires the
learner to have new motivational attitudes and a
revision of the organization of cognitive activity.
The use of interactive educational technologies in
the educational process inevitably leads to a change
in the nature of the interaction between subject and
object. This interaction ceases to be direct in nature,
which, while the content of training and its goals
remains unchanged, requires, on the one hand, the
development of new teaching technologies, and, on
the other hand, requires the learner to have new
motivational attitudes and a revision of the
organization of cognitive activity. In this case, we can
talk about the formation of a new didactic concept of
teaching, which is based on the following guidelines
[5]:
1. The learning process is based mainly on the
student’s independent cognitive activity.
2. The student’s cognitive activity must be active.
3. Training should be student-centered.
Within the framework of this concept, the
personal computer acts as the main didactic teaching
tool and, in fact, is the basis for building a new
person-centered education. The main feature of the
use of a computer by a student in educational
activities is the redefinition of information flows - the
dialogue between subject and object occurs through
the computer, which acts as the third component of
learning, individual (independent) for each student.
Achieving new educational results depends to a
large extent on the level of provision in educational
areas and the availability of interactive multimedia
technologies for a wide range of students.
In the process of joint creativity, stable cognitive
motivation to solve educational and research
problems develops. This is only possible if the
electronic resource meets the criteria for a high level
of interactivity, which implies full interaction of
students with the educational environment that
simulates objects and processes of the real world.
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