Control Systems and Computers, N2, 2023, Article 5
https://doi.org/10.15407/csc.2023.02.045
Control Systems and Computers, 2023, Issue 2 (302), pp. 45-60
УДК 303.721;004.03142
K.M. Synytsya, PhD in Technical Sciences, Deputy Director on Research, International Research
and Training Center for Information Technologies and Systems of the NAS and MES of Ukraine, Glushkov ave., 40, Kyiv, 03187, Ukraine, ORCID: https://orcid.org/0000-0002-7417-1748, ksynytsya@irtc.org.ua
A MODEL OF LIFELONG E-LEARNING DEVELOPMENT
Introduction. Lifelong e-learning (LEL) reflects a global view on the possibility of obtaining educational resources, advice, and experience for the purpose of acquiring knowledge and skills, taking into account the individual needs of a particular person. LEL development issues are not tied to a specific organization and are addressed by creating means and tools to support the continuous development of each individual professionally and personally, using learning resources, technologies and strategies that meet the needs and preferences of that individual. Thus, LEL is implemented by means of e-learning, but LEL research, along with the problems of taking into account the previous experience of users and recommending them educational resources that correspond to their cognitive strategies and the context of application, covers the problems of the development of a global network environment supporting lifelong learning, the transformation of the technological basis of educational processes, sharing and protection of personal data.
Purpose. The purpose of this study is to identify and explore the main components and models of lifelong e-learning and to develop an integrated structural model of LEL that will be useful for researching its development and ongoing transformations.
Methods. A modified structural model for e-learning by B. Khan is proposed as a basis for integral lifelong e-learning model development.
Results. The problem of lifelong learning in the digital dimension was analyzed and its main components were determined. To determine whether e-learning model is appropriate for LEL modeling, the distinct features of e-learning and LEL are determined and compared. The specifics of each component transformation in the modified e-learning model and interrelationships between them are determined. Models of technology development are analyzed and examples of e-learning technologies transformation in the context of LEL are provided. Finally, an integral structural model of LEL intended for the analysis of its development is suggested.
Conclusion. As a result of the study, it was proved that LEL has its own specific features and is not reduced to a set of e-learning processes that are implemented at each level or life stage. Khan’s modified structural model, which is the basis of LEL modeling, contains redundant components required only for the model of e-learning in the organization. At the same time, the LEL model should contain a new component that represents a collective user, i.e. all LEL user groups that influence its development. The proposed integrated model of LEL provides a generalized structure with a defined direction of interaction (influence) between individual components and thus not only contributes to the understanding of LEL transformations in the past, but also creates a basis for analyzing trends and building forecasts of LEL development in the future.
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Keywords: information technologies in education, lifelong e-learning, structural model of e-learning, e-learning technologies, transformation of digital education.
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Received 10.04.2023
