Headings of the journal
"Educational Resources and Technologies"

Annotation: The article deals the issues of organizing learners’ autonomy in the process of online learning English. There are theoretically substantiated methods and techniques for enhancing learner autonomy in the online English language teaching system. The author considered such aspects of the topic as learner autonomy, the specifics of online English language teaching at a university. The described results of a scientific literature highlighting the main scientific concepts of modern researchers’ review allowed us to reveal the peculiarities of the learner autonomy in the process of online learning of the English language organization. Particular attention in the article is paid to the activation of the students’ motivational and semantic sphere for the development of autonomy in the online learning process. It was concluded that learner autonomy as a factor of effective online learning is ensured by specifically organized independent students’ activities which contributes the development their motivational and semantic area. It was based on the analysis’ results of pedagogical impact methods integration in the practice. The organization effectiveness of such an educational environment is implemented through the use of modern teaching aids that are available and meet the interests of students studying English.

Annotation: The purpose of the article is to present the results of a pilot study of the issue of perceived education quality. Higher education quality is one of the most discussed matters throughout the university history. Under market competition the quality issue is not solved and grows in significance since it is not always the main university competitive factor. According to the findings the study concludes about the need of renovating the questionnaire according to the selected quality criteria and clarify the goals namely the interdependence of the perceived education quality and satisfaction with education. In general the study shows that students of both state and nonstate universities put forward similar requirements of education quality. The perceived quality is based on such criteria as the quality of teaching staff professional training, practice organization, modern teaching methods and the taught processes and technologies relevant to present-day realities.

Annotation: The article combines scientific and pedagogical ideas about the situation of success as a source and method of developing the joy of educational work. As a conceptual basis for creating a situation of success, the following are proposed: the idea of tomorrow’s joy by A.S. Makarenko; the idea of the joy of knowing by V.A. Sukhomlinsky; the idea of the joy of cooperation by S.A. Amonashvili. On this basis, the situation of success is stated as the leading condition for the development of the joy of educational work. The article reveals the pedagogical content of the situation of success as an opportunity for the development of the joy of educational work, highlights the hidden and internal mechanisms of its creation in educational activities. It is shown that the situation of success is such pedagogical conditions in which a person always has the opportunity to achieve a personally significant educational result and evaluate it as successful, which is accompanied by a sense of joy. Without a sense of joy, there is no cognitive interest and desire to learn. A success situation is an opportunity to experience joy, which contributes to increased cognitive activity and learning motivation, as well as academic performance of students. The applied interpretation and illustration reflects the stages of possible joy in educational and pedagogical interaction, which turns into personal-developing cooperation. Based on the multidimensional nature of the situation of success, we have built and supplemented the classification of its types and presented the author’s pedagogical technology of its creation in educational activities.

Annotation: The method of identifying implicit knowledge in the information field is considered in the article. The information field is presented as a reflection and carrier of implicit knowledge. The information field is defined as a system. The features of implicit knowledge and the mechanism of transferring implicit knowledge into the information field are revealed. It is noted that comparative analysis and selective analysis of the information field creates the possibility of extracting implicit knowledge. A new concept of «latent information situation» is introduced in the article. A method of constructing a latent information situation and its gradual transformation into an explicit information situation is proposed. An explicit information situation creates explicit knowledge. A topological method of obtaining explicit knowledge from implicit knowledge is described in the article. A comparison of the statistical method and the latent method is presented. The proposed method of implicit knowledge extraction in the information field is based on the application of the principles of system analysis. This makes it possible to use system-structural methods to describe the object of research and to form a system of knowledge. The proposed method of extracting implicit knowledge in the information field can be used to improve the efficiency of scalable algorithms with big data.

Annotation: The article is devoted to the study of the use of reflection in pedagogical practice when organizing students' independent work. Reflection can be defined as a process aimed at making sense of their actions, which allows learners to stop and reflect on what is happening in their educational space. This study is a theoretical analysis of the existing premises about the meaning and role of student reflection in education. Based on the results of the analysis, it is postulated that reflection can naturally intensify the interaction of students with educational material, deepen understanding of the topic and strengthen independent thinking, and thereby create an effective learning environment. This work substantiates reflexive practice as a combination of four main components: description of experience; experience analysis; creation of new meanings and concepts; actions to change behavior. The perspective of the development of reflection through writing a reflective diary is also discussed, the contribution to the awareness of students of reflective writing as a means of self-development is considered. Possible options for practical work with a reflective diary in the study of the disciplines of the humanitarian cycle are proposed.