=Paper=
{{Paper
|id=Vol-2522/paper23
|storemode=property
|title=Electronic Educational Resources as a Subsystem of an Integrated Information and Analysis Area of the University
|pdfUrl=https://ceur-ws.org/Vol-2522/paper23.pdf
|volume=Vol-2522
|authors=Nadezhda I. Gallini,Nataliya V. Gorbunova
}}
==Electronic Educational Resources as a Subsystem of an Integrated Information and Analysis Area of the University==
https://ceur-ws.org/Vol-2522/paper23.pdf
8
Electronic Educational Resources as a Subsystem of an
Integrated Information and Analysis Area of the
University*
Nadezhda I. Gallini1 and Nataliya V. Gorbunova1
1V.I. Vernadsky Crimean Federal University, Yalta, Russia
gallini.nadi@yandex.ru
natalya-gor2008@yandex.ua
Abstract. The article substantiates the use of electronic educational resources
integrated with the information-analytical environment of the educational organ-
ization of higher education.
Electronic educational resources are designed to provide learners with mate-
rials for classroom and independent work. Conducting lectures, laboratory work
and practical exercises with the help of electronic educational resources improves
the quality of education and helps to adapt the learning process depending on the
individual abilities of students, such as limited health and intellectual and creative
potential. The integration of electronic educational resources with the infor-
mation-analytical environment of the university ensures the integrity of infor-
mation management and ensures data security.
The scientific results of the study are used in the educational process of future
IT specialists - students of the “Applied Informatics” training areas in the disci-
plines of “Databases Design and development”, “Informatics”, “Methods of re-
search and development”.
The main theoretical provisions of the study are practically tested in the struc-
tural units of the Humanities and education science (branch) Academy of
V.I. Vernadsky Crimea Federal University in Yalta.
Keywords: electronic educational resources, improving quality education, indi-
vidual abilities of students, continuous education.
1 Introduction
1.1 The relevance of the study
Improving the informational infrastructure in the fields of science, education and tech-
nology is one of the most important tasks for development of fundamental science and
applied investigations in Russian Federation (Order of the Government of the Russian
* Copyright 2019 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
9
Federation of December 8, 2011, No 2227-p “On approval of the strategy of the inno-
vative development in Russian Federation till 2020”, Order of the Government of the
Russian Federation of July 28, 2017, No 1632-p, “On approval of the program Digital
Economy of the Russian Federation”).
Significant applied research and development are carried out in priority areas for the
development of science, technology, and technology. They should be aimed at solving
integrated scientific, technical and technological problems and focus on the final result,
which can become an innovative product, in which data in digital form is a key factor
of production in all spheres of socio-economic activity.
Electronic educational resources, designed on the basis of information technologies
and integrated with the information and analytical environment of the educational or-
ganization of higher education, improve the quality of education, and adapts the educa-
tional process depending on the individual characteristics of students.
1.2 Purpose and objectives of the study
The purpose of this study is to justify the importance of the use of electronic educational
resources in the educational process of educational institutions of higher education in-
tegrated with the information-analytical environment of the educational organization of
higher education.
The objectives of the study are:
1. The theoretical substantiation of the importance of the use of electronic educa-
tional resources in the educational process.
2. Demonstrate the functioning of the designed electronic educational resource, in-
tegrated with the information-analytical environment of the educational organization of
higher education.
2 Integration of educational resources
2.1 Electronic educational resources
In the era of digital information technology, many educational institutions of higher
education have recognized the need to visualize learning. For the formation of the mod-
ern concept of the development of education, electronic educational resources are being
introduced into the educational process.
Electronic educational resources carry the foundation of e-learning. The term
eLearning - electronic (online) training was first professionally introduced in 1999 by
Elliott Macy, an expert in educational technology. Since then, e-learning has gained
popularity due to factors such as the development of the Internet and multimedia, the
availability of digital devices and the development of learning management systems.
Before the advent of the Internet, many educational organizations used printed edu-
cational publications, CDs and other local methods for education and training. The de-
velopment of the Internet has provided an opportunity for educational institutions of
higher education to abandon one-dimensional learning and use the flexibility of e-learn-
ing.
10
The development of e-learning has contributed to the integration of video, audio and
graphic elements, which has led to the development of multimedia. Visualization of
learning has proven to be a more effective way of engaging learners in the learning
process as compared to traditional learning [4].
Digital devices, such as personal computers, laptops, tablets, and smartphones, are
currently being upgraded and become popular because of the affordability and intuitive
interface. The development of digital devices has contributed to the growth and popu-
larization of e-learning.
The development of the Internet, multimedia and digital devices have led to the de-
velopment of learning management systems, which have become complex, moving
from locally installed to cloud systems. Educational organizations often use learning
management systems to organize many forms of learning. When choosing a learning
management system, consideration should be given to the functionality and support
necessary to achieve the goals of the teacher and students.
Electronic educational resources are characterized by four signs:
1. Learning resources that are available online, rather than from print sources.
2. A learning resource available online in an online educational environment. These
can be HTML web pages, with information about the objectives of the discipline,
lecture notes, guidelines for conducting laboratory work or practical exercises. These
can be audio or video lectures, interactive exercises or tests for the exam, or links to
other web pages.
3. Any digital material used to teach students.
4. Educational content on digital media or materials available to students online.
Thus, an electronic educational resource is a learning resource represented in digital
form, containing structure, subject content, and metadata. An electronic educational
resource may include data, information, and software necessary for the study of disci-
plines.
To ensure access to all participants of the educational process, electronic educational
resources should be presented as web pages of information and analytical system with
on-line access 24 hours a day and storing information throughout the entire life cycle
of continuous learning.
2.2 Electronic educational resources, integrated subsystems of the
information-analytical environment of the university
The fundamental feature of the activities of educational institutions of higher educa-
tion is the level of information and analytical support. Based on the international expe-
rience of reengineering of educational institutions of higher education, we can conclude
about the need to provide information and analytical support in the form of information
and analytical environment.
Information and analytical systems are designed to collect, store and issue formal-
ized economic, technical or technological data at the request of the user. We can assume
that information and analytical systems are focused on working with specific data of a
digital or text type. There are various information and analytical systems depending on
11
the type of request and the form of presentation of results. The request can be standard
and arbitrary. The results can be presented either in the form of a standard certificate or
in the form that is developed by any type as desired by the user when processing his
request [5].
The single information-analytical area of the educational organization of higher ed-
ucation covers such areas as educational and methodological activities, administrative
and management activities and educational activities, therefore this area is based on
storing and managing the following information:
─ information of students, such as education level, form of education, form of pay-
ment, gender, age, orders of the movement of the contingent, personal data that stu-
dents are required to provide when enrolling in the university, passing the selection
committee;
─ information about academic staff, such as age, academic rank, academic degrees,
position, and rates;
─ information on educational activities, such as the main professional educational pro-
grams of higher education [3].
Designing single information and analytical area for a higher education organization
will allow organizing accounting, storage and on-line access to data collected during
the work of structural subdivisions of an educational organization of higher education
for providing relevant information.
The introduction of modern technology, providing single information and analytical
area in the workflow of the educational organization of higher education, will increase
the efficiency of information processing.
The provision of single information and analytical area for an educational organiza-
tion of higher education is based on the informative model of comprehensive infor-
mation and analytical system for uniting structural units of an educational organization
of higher education, providing reliable information about applicants, students, and
teachers.
A technology that provides unified information and analytical area for an educational
organization of higher education, designed with the help of comprehensive information
and analytical system for analyzing and monitoring the indicators of a contingent of
applicants, students and teachers of the higher education institution GPAYALTA home
page, which is shown Figure 1.
The design tool for the technology providing unified information and analytical area
of the educational organization of higher education is the Microsoft Visual Studio 2013
Ultimate environment – a set of design tools that allows development teams of any size
to turn their ideas into cross-platform ASP.NET-enabled applications.
The main task of ASP.NET is the development of Web-sites. Therefore, HTML
markup is included on web pages developed in ASP.NET, which includes controls for
managing information. When creating a Web page with the .aspx extension, the Web-
form is most often used with controls that are automatically created when dragging
from the ToolBox.
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Fig. 1. Starting web page GPAYALTA
The integration of electronic educational resources, as a subsystem of the information-
analytical environment of the university, is necessary to ensure on-line access for stu-
dents and teachers, to systematize and manage the educational process.
Electronic educational resources, integrated with the information-analytical environ-
ment of the university, will provide teachers and students with modern digital technol-
ogies, with the help of which it is possible to manage the schedule of classes in the
disciplines, provide students with methodological materials for lectures, laboratory
work, and practical exercises.
To organize the educational process in an educational organization of higher educa-
tion, it is necessary to comply with the approved schedule, according to which lectures,
laboratory work, and practical classes are held.
The schedule indicates the group, the name of the discipline, the type of lesson, the
date of the lesson, the time and audience for the lesson, and the full name teachers. In
the electronic educational resource integrated with the information-analytical environ-
ment of the university, the subject of the lesson was added.
On the web page with the schedule, teachers have access to adding information about
classes, deleting records of classes, a link to go to a web page with details of classes
(Fig. 2).
The Lesson Schedules Web page is formed using an ASP.NET GridView visual
control, which is used to present data in a screen table formed from rows and columns.
GridView contains a wide range of built-in methods and commands.
To add a lesson entry, use the FooterTemplate tag – a field property of the footer
column of the GridView control's TemplateField object. The choice of using Template-
Field is justified by the fact that this object provides the use of various controls, such
as Label, DropDownList, and TextBox, which greatly contributes to providing a soft-
ware solution for creating a convenient working interface of the Lesson Schedule web
page.
13
Fig. 2. Webpage Lesson Schedules
To navigate to a web page with lesson details, use the HyperLinkField column, which
supports the properties required for the data connection. The HeaderText property sets
the column header. The NavigateUrl property sets the URL to navigate when clicking
on a hyperlink. The Text property sets the text value for the hyperlink. The
runat="server" property indicates that the server will manage HTML. The DataNaviga-
teUrlFields property is formed to associate with the name of the data source field used
to form the URL of the object's hyperlinks. The DataNavigateUrlFormatString property
required to store information about the URL of the web page to go to. The meta: re-
source key property is required for localizing Web pages.
On the web page with the lesson details, the teacher can edit the timetable data (Fig.
3), place the presentation for the lesson (Fig. 4), and save questions to check the stu-
dents after the lesson to check the learning and assessment (Fig.5).
Fig. 3. Edit Lesson Web Page (Schedule Data)
14
Fig. 4. Web page Editing a lesson (presentation)
Fig. 5. Web page Editing a lesson (questions)
Thus, the teacher, filling out information for classes on the discipline in an electronic
educational resource, integrated with the information-analytical environment of the ed-
ucational organization of higher education, provides management of the educational
15
process and students with all the necessary information, teaching materials and organ-
izes testing knowledge of the discipline.
Teaching with the help of an electronic educational resource integrated with the in-
formation-analytical environment of the university provides multilingualism since this
resource is developed in English and Russian. The use of English in the study of disci-
plines of students in applied computer science is a pressing issue since the importance
of the role of the English language is recognized in research activities and international
communication.
On the web page with the schedule of classes, students receive information on the
name of the discipline, type, date, time and audience of the lesson, as well as the topics
of the lesson and assessment obtained after checking the teacher’s assignments (Fig. 6).
Fig. 6. Web page Student timetables
A student can go to a web page with a lesson using a HyperLinkField with the name
“Go lesson page” from a web page with a lesson schedule. Figure 7 shows the student's
lesson web page.
Fig. 7. Webpage Student Classes
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Conclusion
In the process of studying the disciplines with the help of electronic educational re-
sources of the integrated information-analytical environment of the university, students
will receive knowledge; skills and experience that will help them acquire the necessary
competences in studying information technologies, such as "Databases design and de-
velopment", "Computer Science", "Methods of research and development work". And
what is very important is the support of communication competencies, since training
takes place using a multi-language environment.
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