EXPERIENCE OF DEVELOPMENT AND INTRODUCTION OF VIRTUAL EDUCATIONAL QUESTS AS A MEANS OF FORMING THE ABILITY TO SELF-ORGANIZATION AND SELF-EDUCATION

The article analyzes the content features of the competence «ability to self-organization and self-education». The levels of competence formation are described: 1) the level of «lack of experience»; 2) the level of «Basic experience»; 3) the level of «Sufficient experience»; 4) the level of «Expert». Organizational and pedagogical conditions promoting formation of skills are systematized: planned and systematic training in the basics of self-organization; training of self-regulation skills based on the technology of game biofeedback; taking into consideration the predominant intellectual orientation of students for designing of learning; extensive use of the system «foresight» as a tool for strategic scenario planning in the education; providing the subject of sufficient autonomy and ensuring adequate feedback; development of the synergetic potential of the organization; development of emotionally intense training courses, involvement in the educational process of positive emotions; the use of technologies of advanced training based on the prognostic construction of educational activities and the laws of visualization; the formation of a nonlinear model of higher education through a sequential change of educational knowledge into scientific and educational. Features of the virtual educational quest as a form of organization of students’ cognitive activity are described. The author’s typology of educational quests is presented. The stages of virtual educational quest development are highlighted: 1) the stage of «Project creation»; 2) the stage of «Design »; 3) the stage of «Presentation of the quest»; 4) the stage of «Testing»; 5) the stage of «Adjustment»; 6) the stage of «Access setup». Examples of interactive tasks for three levels of independent work are presented: reproductive, transformative and heuristic. Conclusions are made about the positive impact of the web-quest as an interactive form of learning on motivation and qualitative features of students’ learning activities.

distance learning; ability to self-organization and self-education, levels of competence formation, conditions of competence formation, interactive teaching methods, virtual technologies, virtual educational quest, types of virtual educational quests, types of tasks of educational quests, virtual educational environment.

Alekhina N. V., Larina E. N. Experience of development and introduction of virtual educational quest as a means of forming the ability to self-organization and self-education // Business. Education. Law. 2018. No. 2 (43). P. 354–360. DOI: 10.25683/VOLBI.2018.43.256.