Didactic potential of electronic educational resources in the system of lifelong learning

Abstract

In the information society, information support of socially significant processes and kinds of activity, among which education is one of the most important, acquires special significance. Priority vectors of development of educational systems of many countries are to increase the availability of quality education in accordance with the requirements of innovative sustainable development of society and each of its citizens, ensuring personal development in accordance with individual needs through lifelong learning. Ensuring not just free access to educational resources, but the quality of the information environment becomes extremely important. At the same time, the available electronic resources that perform the function of such content require a thorough scientific and pedagogical analysis, which determined the relevance of this paper. The purpose of the article is to analyze the didactic potential of electronic educational resources as a component of information support of lifelong learning. Current trends in the development of continuing education stimulate interest in choosing the optimal resources not only from teachers but also students as consumers of open educational content.

Scholars note that the potential of electronic educational resources has not been fully realized. For more efficient use of resources, a number of factors should be taken into account: psychological and pedagogical, ergonomic, sanitary and hygienic, technological etc. To reduce the possible negative effects on the educational process the careful analysis of the didactic potential of electronic educational resources, both positive and negative aspects of their use is required. The possibilities of electronic resources allow to ensure the implementation of didactic principles at a qualitatively new level, while increasing didactic risks. Didactic risk is interpreted as a predictable characteristic of a potential learning situation that may arise when using an innovative tool and have a negative impact on the educational process (negative impact is interpreted as an action that does not lead to positive changes in student learning or personality development). The article highlights the risks of using electronic educational resources associated with the fundamental didactic principles). Finding ways to minimize such risks is a promising area for further research.