Features of “Inverted” Educational Resources for Distance Learning of Pupils

Purpose of research. The purpose of the paper is to describe the features of the “inverted” educational resources intended for the implementation of additional subject training of schoolchildren in a distance mode, which are created on the basis of the concepts of the problem-solving approach and micro-learning.

Distance learning technologies, widely introduced into educational practice, require a high level of self-organization and internal motivation from the student to work independently, which necessitates the search for new approaches to the development of educational resources that would help maintain the interest and attention of students until the end of training. Features of the generation of modern schoolchildren, such as a low level of concentration, the prevalence of “clip way of thinking” and the visual channel of information perception, the search for the most comfortable conditions for the implementation of educational activities necessitate a revision of the form and content of educational information, taking into account the possibilities of its development along an individual trajectory.

Materials and methods. Based on a theoretical analysis of psychological, pedagogical, methodological literature on the topic of research and modern statistical data demonstrating the level of readiness and motivation of students for independent distance learning, the paper describes the features of the structure and content of “inverted” educational resources, built taking into account the cognitive and psychosocial characteristics of modern “digital” generation. The necessity of compressing and structuring educational material and presentation in a question-and-task, visualized format is substantiated.

Results. As the results of the research, the paper describes the concept and features of “inverted” educational resources. An inverted learning resource is understood as a complex digital learning tool, the content of which is presented in the form of a hierarchical tree or a semantic network of questions, each of which is supplied with brief visualized theoretical information and explanatory practical examples that implement inductive-deductive connections (concretization-generalization). The main idea behind the development of such tools is that the “inverted” learning resources, on the one hand, implement a non-linear approach to the implementation of learning activities in accordance with the individual characteristics of a particular student (the current level of training, knowledge gaps, specific interests and difficulties), with the other - they create conditions for the initial systematization and complex internalization of the acquired knowledge and methods of action, contain a “cognitive challenge” aimed at increasing educational motivation through the implementation of mechanisms of formative self-control at the initial stage. Based on these features, the authors see a special effect of using such resources in the field of additional training. Having already a certain baggage of knowledge and experience in the subject area being mastered, the student can begin the study by identifying deficiencies and possible difficulties, their reflection, and only then proceed to a more conscious formation of new knowledge and specific methods of action.

Conclusion. In conclusion, the paper summarizes the features of “inverted” resources for distance learning of schoolchildren, provides further plans for the development of the project, and also identifies the possible areas to use the results.

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