Model of the Interactive Educational Environment at the University

The purpose of the article is to develop a comprehensive model of an interactive educational environment at the university that allows to create and develop conditions for the effective interactive learning system functioning and development and, in general, for the formation of a creative future specialist personality capable for further self-learning and self-improvement throughout life. It is assumed that a scientific understanding of the interactive educational environment can be obtained if it is based on the study of intra-system contradictions, the formation and resolution of which will contribute to the emergence and development of interactive learning.

Materials and methods. To achieve this goal, the categorical-symbolic method “Celtic Cross”, methods of analysis and synthesis of scientific and methodological literature, survey method and statistical method of data processing were used in this work. The “Celtic Cross” method allows you to form a detailed idea of the contradictions that determine the functioning and development of the object, to form mechanisms for managing them in order to achieve the desired states of the object. The survey method in the study was used as an auxiliary one. The survey form was generated using a Google form and distributed via the VKontakte social network. 108 lecturers of Russian universities in various scientific specialties took part in the survey. The survey was open and its purpose was to identify the understanding of the essence and content of the components of the interactive educational environment of the university. The responses received were processed using statistical data processing methods and presented in the form of a diagram. The information obtained during the survey supplemented the information of the content analysis of literature and was used during the application of the “Celtic Cross” method.

Research results: 1) two contradictory aspects are identified in the formation of the interactive educational environment; 2) the components of the interactive educational environment are identified and the specifics of their content are described; 3) model of the interactive educational environment based on intra-system contradictions is developed; 4) the interconnectedness and interdependence of the model elements are comprehended, the impact of the selected elements on the object is comprehended; 5) the dynamic aspect of the model is described, reflecting the mechanism of functioning of the interactive educational environment, based on the formation of intra-system contradictions, the resolution of which contributes to the emergence and development of interactive learning.

Conclusion. The developed model organizes the theoretical knowledge available about interactive learning at a qualitatively new level. The developed model will contribute to a more effective implementation of interactive learning at the university. The results obtained can be used in the development and description of practical recommendations for the formation of an interactive educational environment for the purposes of teaching foreign students Russian as foreign language in the Master’s programme.

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