=Paper=
{{Paper
|id=Vol-2547/paper01
|storemode=property
|title=The didactic potential of virtual information educational environment as a tool of geography students training
|pdfUrl=https://ceur-ws.org/Vol-2547/paper01.pdf
|volume=Vol-2547
|authors=Olga V. Bondarenko,Olena V. Pakhomova,Włodzimierz Lewoniewski
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==The didactic potential of virtual information educational environment as a tool of geography students training==
https://ceur-ws.org/Vol-2547/paper01.pdf
13
The didactic potential of virtual information educational
environment as a tool of geography students training
Olga V. Bondarenko[0000-0003-2356-2674]
Kryvyi Rih State Pedagogical University, 54, Gagarina Ave., Kryvyi Rih, 50086, Ukraine
bondarenko.olga@kdpu.edu.ua
Olena V. Pakhomova[0000-0001-5399-8116]
Oles Honchar Dnipro National University, 72, Haharina Ave., Dnipro, 49000, Ukraine
helenpah@gmail.com
Włodzimierz Lewoniewski[0000-0002-0163-5492]
Poznań University of Economics and Business, Al. Niepodleglosci 10, 61-875 Poznan, Poland
wlodzimierz.lewoniewski@ue.poznan.pl
Abstract. The article clarifies the concept of “virtual information educational
environment” (VIEE) and examines the researchers’ views on its meaning
exposed in the scientific literature. The article determines the didactic potential
of the virtual information educational environment for the geography students
training based on the analysis of the authors’ experience of blended learning by
means of the Google Classroom. It also specifies the features (immersion,
interactivity, and dynamism, sense of presence, continuity, and causality). The
authors highlighted the advantages of virtual information educational
environment implementation, such as: increase of the efficiency of the
educational process by intensifying the process of cognition and interpersonal
interactive communication; continuous access to multimedia content both in
Google Classroom and beyond; saving student time due to the absence of
necessity to work out the training material “manually”; availability of virtual
pages of the virtual class; individualization of the educational process; formation
of informational culture of the geography students; and more productive learning
of the educational material at the expense of IT educational facilities. Among the
disadvantages the article mentions low level of computerization, insignificant
quantity and low quality of software products, underestimation of the role of
VIЕЕ in the professional training of geography students, and the lack of
economic stimuli, etc.
Keywords: teacher training, students, virtual information educational
environment, Google Classroom.
___________________
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
14
1 Introduction
1.1 The Problem Statement
The Ukrainian educational policy aims at training a competitive professional who can
work effectively and efficiently in the context of rapidly changing information society.
Nowadays its focus is on the transition to a virtual model of education. The geography
students are required to be fluent in navigating the global information space, be able to
analyze large volumes of information, be capable of life-long education [6].
However, some inconsistencies prevent the process of modernization of teacher
training going smoothly. Among them, we can highlight the contradiction between
contemporary social requirements and the actual preparedness of geography students
to study in a virtual information educational environment (VIEE); the incompatibility
of the didactic potential of information educational environment and the lack of
systematic outlook on its implementation in professional teacher training.
1.2 Theoretical background
The analysis of scientific literature confirms the relevance of the problem under study.
Thus, Mykola I. Murashko and Svitlana O. Nazarko [23] study the virtualization of the
education market. Olena S. Holovnia [11] researches the systematization of the
virtualization of technologies, while Irina A. Belysheva [3] studies informational and
learning environment as a means of developing student cognitive autonomy. Aleksandr
A. Andreev [1], Mariia A. Kyslova [16], Liubov F. Panchenko [25], Kateryna I. Slovak
[26], Olha A. Obdalova [24] analyze the systematization of the virtualization of
technologies. Tetiana V. Zhuravel and Nataliia I. Khaidari [38] consider the virtual
educational environment as a means of formation of the student competencies. The
virtual learning environment as a component of distance learning was the subject under
study in Yuliia V. Falshtynska’s research [9]. The advantages and disadvantages of the
virtual learning environment is illuminated by Olena M. Arkhipova [2], the virtual
educational environment as the innovative educational high school component is
presented in the scientific researches by Maryna O. Skurativska and Serhii S. Popadiuk
[31].
Some aspects of our chosen theme are considered in the studies devoted to distance
education and blended learning (Myroslav I. Zhaldak [37], Volodymyr M. Kukharenko
[8], Yukhym I. Mashbyts [22], Natalia V. Rashevska [26; 27], Serhiy O. Semerikov
[26; 28], Andrii M. Striuk [28; 33], Yurii V. Tryus [35], Bohdan I. Shunevych [30]).
The geography study by means of the virtual educational environment and blended
learning, we ground our research on, is widely presented in foreign publications.
Vertual reality as an efficient way in GIS classroom teaching is studied by Jiangfan
Feng [10]. The development of virtual geographic environments is researched by
Fengru Huang, Hui Lin, Bin Chen [12]. Kenneth David Lynch, Bob Bednarz, James
Boxall, Julie Kesby [19] work on e-learning for geography’s teaching and learning
spaces. Application of virtual reality in geography teaching is highlighted in works of
Ivan Stojšić, Anjelija Ivkov Dzigurski, Olja Maričić, Ljubica Ivanović Bibić, Smiljana
15
Đukičin Vučković [32], Adem Sezer [29] considers geography teachers’ usage of the
internet for education purposes.
Currently the topicality of implementation of VIEE and its didactic potential for
geography student training are not fully recognized in the Ukrainian scientific writings.
Now there are some electronic information resources such as Google Earth,
LearningApps.org, World Map Quiz, Redigo, etc. that are mostly used to study
geography than to train geography students [13; 14]. In addition, some elements of the
virtual educational environment, for example: e-mail, chats, forums, blogs, computer
multimedia programs, electronic manuals, simulators, media resources, etc., are applied
in distance and full-time studies, but due to the lack of a scientific and methodological
basis, the results achieved have a fragmentary unsystematic character.
1.3 The objective of the article
The objective of the article is to specify the concept definition of “virtual information
educational environment” and to summarize the researchers’ understanding of it, and
to consider its didactic potential for the training of geography students.
2 Results and discussion
The gradual transition of education from the knowledge to the virtual pattern reflects
the process of its rapid informatization and boosts the introduction of some new terms
into the scientific discourse. The comparative analysis of the meaning of the newly
coined terms such as “virtual educational environment”, “virtual learning
environment”, “information educational environment”, etc., is presented in the
following research (Table 1).
Table 1. The comparative analysis of the terms meaning
Term Researchers Definition
Virtual education Marina E. the amount of information and means of communication
environment Vaindorf-Sysoeva of local, corporate and global computer networks, which
[36] are made and used for educational purposes by all
participants in the educational process
Tatiana V. Zhura- an open system enabling effective interactive self-
vel and Natalia I. education, based on the virtual reality technologies
Haydari [38]
Maryna O. the organized system of informational, technological,
Skurativska and didactic resources, various forms of computer and
Serhii S. telecommunication interaction used by educators and
Popadiuk [31] students
Virtual learning Olena M. a software system designed to support distance learning
environment Arkhipova [2] with an emphasis on learning, in contrast to a managed
learning environment, with the emphasis on the
management of the learning process
Yuliia V. a system for the learning process management created for
16
Term Researchers Definition
Falshtynska [9] students’ learning activities, and provides the necessary
replenishment and resources for successful learning and
knowledge acquisition
Virtual learning Jiangfan Feng is the simulation of teaching method, thinking model,
environment / [10] cognition manner and control means in the actual learning
Virtual reality environment
learning
environment
Information Olha A. the conditions for information exchange, which are
educational Obdalova [24] provided with the special software, aimed at satisfying the
environment educational needs of users, usually created by
cooperatively interconnected educational institutions with
information exchange
Liubov F. open, nonlinear, holistic system of innovation orientation
Panchenko [25]
Information Irina A. the system that reflects the interconnection of conditions
learning Belysheva [3] and has such features as: the availability of information
environment resources, the interactive nature of communication
environment, saturation with educational resources, the
possibility to change goals, methods, forms of learning
organization, asynchronous use, the ability to store and
accumulate information
Svitlana H. an open system accumulating in itself deliberately created
Lytvynova [20] organizational-pedagogical, procedural-technological,
informational resources, and with a single value-purpose
basis provides innovation as a means and mechanism for
the formation of components of the pedagogical culture,
the formation of the professional position of teachers and
the content of the forms, methods and techniques,
technologies, aimed at forming a pedagogical culture of
students – future teachers
Learning Svitlana O. a system of information communication and traditional
information Leshchuk [18] means aimed at organizing and conducting a learning
environment process focused on personal learning in the information
society
Cloud-based Svitlana H. an artificially constructed system that provides learning
learning Lytvynova [20] mobility, group collaboration between teachers and
environment students and uses cloud technologies for effective and safe
achievement of didactic goals
E-space / Kenneth David Online course materials used to support traditional campus
E-learning Lynch, Bob based learning that are delivered entirely online, or
environment Bednarz, James provide complementary support in the form of learning
Boxall, Julie materials. There are four main types of e-learning: web-
Kesby [19] supplemented, web-dependant, mixed mode, fully online.
Virtual environ- Fengru Huang, a concept of a virtual world that was referenced to the real
ment / Virtual Hui Lin, Bin world, which had five types of space, namely Internet
geographic Chen [12] space, data space, 3D graphical space, personal perceptual
environment and cognitive space, and social space.
17
Table 1 shows that the environment is sometimes interpreted as “information
exchange”, “information space”. Although, most of the definitions are made in the
domain of the system approach, according to which the environment is a system of
interconnected, interdependent components that form a single entity performing
qualitatively new function, not inherent in its separate elements. This means that the
environment under study “is formed rather by educational subjects, than by technical
means or electronic guides, therefore its existence is impossible beyond the
communication of students, faculty, facilitators, administrators, developers of distance
courses, etc.” [31].
Let us consider to use the term “virtual information educational environment” in the
context of geography student training.
In such an environment, the nature of the interaction of all participants of learning
(a student, a student group, a teacher) is fundamentally changing. We deliberately do
not use the term “study” for we interpret it as a cognitive activity of students who under
the guidance of a teacher master knowledge, skills, and develop cognitive abilities. The
involvement of the geography students in the information educational environment
means that a teacher changes his role of a head and mentor to a tutor, facilitator, and
moderator. Teacher strives to help a student find an individual educational route (an
individual way of personal potential realization as a student that is made taking into
account his abilities, interests, needs, motivation, opportunities and experience).
Geography, socio-economic geography in particular, is a discipline with dynamic
content. So the knowledge received by former student at the higher school in the past
can become “out of date for one day” in relation to the present one. That is why it is of
great importance to teach a student to collect and analyze the necessary information by
his/her own using available statistical sources such as countrymeters.info,
ukrstat.gov.ua; to process the records and statistics of international organizations such
as UN, WHO, etc.; to use information in the form of self-created cartographic works,
schemes, drawings based on DataGraf, QuickMap, and Google Earth; to work with
interactive maps such as MigrationsMap, kartograph.org, Setera.org, World Map Quiz,
Redigo, Mapillary, etc.
Modern students live in a media environment where the use of computers, Internet
resources and mobile devices is the part of their everyday life. They are, according to
Aleksander Kuleshov “digitally born”, and this fact cannot be ignored. Therefore, “key
properties” [15] VIEE, which can realize its didactic potential to some extent, should
be taken into account while training of geography students. They are in particular:
─ Immersion, the ability to be an active doer instead of a passive viewer (for example,
not to state and percept the volume of world's population, but try on a role of an
expert UNFPA, who is capable of predicting the dynamics of the population over
the coming decades);
─ Interactivity, the active interaction of education process participants among each
other and with an artificial environment (for example, to be able to carry on a peer
survey in order to find out the family and childbirth plans). Interpretation of the
results implies finding out the nature of demographic behavior of the population in
countries and regions with different types of reproduction of the population);
18
─ Dynamism, variability, transience of events (for example, the skill of comparative
analysis of content and processes for the creation of medieval and modern digital
geographic maps);
─ Sense of presence (for example, to be able to role-play the characteristics of
demographic behavior of representatives of various social strata of Africa);
─ Continuity, the ability for continuous interaction of participants in the educational
process (off-line, on-line, etc.);
─ Causality, the ability to identify the causal relationships among physical and
geographical, socio-economic, cultural-historical phenomena and processes, and to
visualize them with multimedia.
Moreover, global informatization of society has caused the problem of cognitive
overload (when the number of operations that human brain must perform exceeds its
capacity) [21]. This problem concerns geography students as well, because their
training involves the memorization of a significant amount of factual material
(geographical nomenclature, quantitative and qualitative parameters of the population
of the world and regions, indicators of socio-economic development of countries,
algorithms of work with geodetic instruments, trends and patterns of physical
development geographic, socio-economic, cultural-historical phenomena and
processes, etc.). On the other hand, the VIEE enables a student to visualize information,
choose the form and rate of education, the level of complexity of the task, methods and
means of training. Its creation encourages a student to make more personalized
educational and practice-oriented objectives. Аleksei N. Leontiev emphasize the
importance of personal sense of learning objectives and identify the later as the
reflection of the relation of an activity motive to the purpose of an action in the mind
of an individual [17].
As the scientific works do not share the commonly accepted definition of the term
“virtual information educational environment”, there is an urgent need to define our
own one taking into account the definitions given by other authors, and the specifics of
teacher work and the requirements for the personality of the geography teacher. Basing
on the researches of Maryna O. Skurativska and Serhii S. Popadiuk [31], we define the
“virtual information educational environment” as a holistic, organized system of
various resources (informational, didactic, technological) and forms of interaction of
teachers and students (synchronous, asynchronous, full-time, remote, computer and
telecommunication), aimed at creating student individual educational trajectory.
Any platforms as commercial as free suitable for blended learning such as
Blackboard, Bodington, CloudSchool, Edmodo, Google Classroom, Moodle, etc. can
serve as the basis for creating a virtual information educational environment.
The authors of this article have the experience in scaffolding of blended learning of
geography students by using Google Classroom [4; 5; 7], Fig. 1.
It should be noted that the educational process organized in the VIEE, based on the
Google Classroom, is similar in its structure to the traditional one and embraces the
objective-motivational, content-operational, emotional-volitional, evaluative-
productive components. Although, all of them are fulfilled with the specific
technologies and tools (IT communication tools and IT educational facilities).
19
Fig. 1. The main page view of the course “Population Geography”
3 Conclusion
1. To summarize the stated above we may claim the advantages of VIEE:
─ increase of the efficiency of the educational process by intensifying the process of
cognition and interpersonal interactive communication [23; 34];
─ continuous access to multimedia content both in Google Classroom and beyond;
─ saving student time due to the absence of necessity to work out the training material
“manually”;
─ availability of virtual pages of the virtual class;
─ individualization of the educational process;
─ formation of informational culture of the geography students;
─ more productive learning of the educational material at the expense of IT educational
facilities.
2. On the basis of the analysis of scientific literature (Olena M. Arkhipova [2], Yuliia
V. Falshtynska [9], Mykola I. Murashko and Svitlana O. Nazarko [23], and own
pedagogical experience we can state that despite the obvious number of advantages
of VIEE, its adoption among the students and teaching community is slow in
Ukraine. To a certain extent, this situation has arisen because of the low level of
computerization of institutions of higher education and the lack of economic stimuli.
Depending on the specifics of the discipline, the quantity and quality of the necessary
software products can be quite low. The underestimation of the role of VIEE in the
professional formation of geography students also prevents its adoption to certain
extend.
20
3. We anticipate the further study of the problem in the development of the systems of
electronic courses on Google Classroom platforms and Moodle for the organization
of distance learning of the geography students of the correspondence department and
people with special educational needs.
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