Search

Online courses are becoming more popular and accessible, but they require careful design and development of their structure and content. This paper presents a methodological approach for creating online courses by analysing existing practices and learner feedback. The paper focuses on the case study of the online course “Methods for Teaching Mathematics to Students in Technical Universities”, developed and tested by the authors. The paper discusses the main aspects of online course development, such as weekly planning, testing subsystem, video and PDF content, forum and survey subsystems, and assessment of learning outcomes. The paper also evaluates the quality of the online course and identifies some areas for improvement. The paper concludes that online course quality depends on various factors and provides recommendations for online course developers.

This article delves into the crucial issue of effectively implementing usability principles in educational internet resources. By engaging with the latest research in the field, we investigate the influential factors shaping the outcomes of online education. Through a comprehensive analysis, we identify and examine six well-established criteria of usability design: Information Quality, System Navigation, System Learnability, Visual Design, Instructional Assessment, and System Interactivity. Additionally, we propose the existence of a seventh criterion termed Responsiveness. To shed light on the practical application of usability principles, we focus on the open platform "Higher School Mathematics Teacher" as a case study. Through a survey administered to 203 respondents, comprising both teachers and students, we sought to gather their valuable perspectives as the initial users of the platform. The insights gained from this study provide guidance for the implementation of usability criteria on the platform, particularly during the development of online courses. The findings strongly suggest that all seven subcategories of usability are pivotal in the design of online courses on the platform. This research contributes to the ongoing discourse on usability implementation in educational technology, offering valuable insights for developers, educators, and researchers alike. By recognizing the significance of these criteria, educational internet resources can be enhanced to create more engaging, accessible, and effective learning environments.

This article delves into the theoretical aspects of utilizing Web 2.0 technology in higher education. The study examines the responses of 87 participants to identify the types of activities conducted by higher education teachers and determine the Web 2.0 tools that can enhance their instructional practices. The authors conduct a comprehensive theoretical analysis of existing research and resources that focus on the theoretical foundations of incorporating Web tools in higher education. The research presents the common characteristics of online courses and discusses principles for the effective functioning and physical placement of online systems in the Web space. Based on the findings, the study concludes that promoting online courses aimed at familiarizing Mathematics teachers with the technical capabilities of creating educational content using Web 2.0 technology is highly feasible. This article contributes valuable insights into the theoretical underpinnings of Web 2.0 technology in higher education and offers recommendations for integrating these tools into instructional practices.

This paper considers the problem of an interface for educational platform, which is fully effective for achieving the outcomes of educational activity. The current research is a theoretical analysis of existing recommendations on UI/UX design, applied when creating educational systems, as well as of research papers that study user interface (UI) usability and evaluate user experience (UX) in designing on-line platforms. This article describes a mechanism for evaluating usability with the help of baseline and final evaluation tool. It also studies UX components, that ensure its high quality. A list of standard components of web-design is being discussed in the present paper; modern trends in web-design of educational platforms are identified. The paper provides the description of an on-line course model, which is built on the basis of analysis of the prerequisites for existing and functioning of educational on-line systems and which is aimed at achieving outcomes of educational activity. There is ground to believe that the design of educational on-line courses will contribute to achieving the outcomes of educational activity, if user interface components comply with a list of criteria, such as easy-to-perceive content, no extra information, easy and simple navigation on the pages of the course, following the principles of usability.

The matter of building an optimal model of managing the online platform “Higher School Mathematics Teacher” is considered in this article. The existing researches on the management of online platform development and support process have been analyzed in this paper. The model developers described the process of building an online platform according to the Software Development Lifecycle rules. The researchers described an online course platform creation and functioning process that corresponds to a five-stage pedagogical ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) of online course preparation. The research describes the roles and objectives of online platform team members. These results allowed the authors of the article to model the organizational structure of online platform management. The method of survey among the team members of the online platform “Higher School Mathematics Teacher” and its participants was used to prove the efficiency of the offered model. The results allowed us to confirm the actuality of the research in the management of educational platforms, the convenience of teamwork in online platform management, and successful model implementation.

The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.