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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.