Classification of Electronic Educational Resources of the University Educational Process

At present, in the University educational theory and practice there is a stable understanding of electronic educational resources of the University educational process as synonyms of didactic materials presented in electronic form and used to transfer knowledge to students (Pervushina & Kaigorodtseva, 2012). It is proved that electronic educational resources have become an important part of modern education, and their use in the educational process is becoming the norm, as it allows to master the theoretical and practical components of the studied disciplines with greater intensity, with an increase in the level, quality and strength of knowledge even outside the walls of the educational institution (Elistratova, 2011). It is established that the most modern and effective models of electronic educational resources of the University educational process are those that are reproduced on a computer, have a navigation control system and realize the possibility of their adjustment and filling (Berenfeld & Butyagina, 2005; Pervushina & Kaigorodtseva, 2012). The classification of electronic educational resources adapted to the educational process of the University is represented by text-graphic, hypertext, multimedia and presentation forms:

 Text-graphic kinds-the content is presented on the computer screen, not on paper, which

increases the life of the resource. It does not contain a non-linear presentation. It is based on the standard method of sequential immersion of the individual in the studied content (Ageev & Drevs, 2003; Avdeeva, Baryshnikova & Bosova, 2008);

 Hypertext kinds-content navigation is characterized by nonlinearity. Text fragments can be

viewed in any order, determined by the logical sequence of content, mobility and motivation of the individual. The disadvantages of this type are the lack of visual and sound series (Basharova & Shamsutdinova, 2015; Bobrova & Nikulova, 2012; Ilyina, 2007);

 Multimedia kinds. They are multi-profile, possess a large memory footprint, extensive

capabilities for simultaneous presentation of information in various ways of graphics, photo,

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video, animation and sound (Elistratova, 2011; Yezhova, 2011; Zimina, 2003; Kameneva, 2012; Lankin, 2008; Pervushina & Kaigorodtseva, 2012);

 Presentational kinds. They have the ability to accommodate large amounts of graphic, text and

audio information, combining audio and visual content. But when implementing visual AIDS, it is difficult to use a three-dimensional visual series (Ivanov, 2002; Kulagin, Naikhanov & Ovezov, 2004).

The established types determine the typology of electronic educational resources adapted to the educational process of the University:

 Illustrative (lecture) resources;

 Electronic reference books, dictionaries;

 Practical (simulators);

 Laboratory work;

 Game scenarios, technologies;

 automated training systems;

 control and diagnostic tests.

Installed types of electronic educational resources, provide unlimited opportunities for students’ feedback in offline and online modes of the educational - cognitive activity’s management in the implementation of individual learning paths (Drevs, 2014).

The study proved that the development of modern information and communication applications and programs, the emergence of a new generation of mobile devices and equipment in today's conditions form special requirements for the current classification of kinds and types of electronic educational resources of the University educational process. Among these requirements there is a special need to modernize the structure of electronic educational resources, in accordance with the modifications of multimedia content:

 updating of navigation devices of electronic educational resources in search for necessary

information by means of linearity, which allows viewing pieces of information in the order determined by the logical sequence of content; or nonlinearity, allowing the use of information in any order, determined by the mobility and motivation of the individual;

 clarification of the means of using electronic educational resources, taking into account new

technical and information achievements: PC, print media, various types of mobile electronic devices (Internet tablets, netbooks, readers, multimedia projectors, interactive whiteboards, etc.);

 correction of means of interactive access, animation of dynamic illustrative materials, video

images, demonstrating mobile principles and methods of implementation of individual processes and phenomena on personal computers or local computer networks.

To implement the established structure of the requirements the following is justified: navigation; subject- content, subject-procedural; information and reference, activity-based components of multimedia support of electronic educational resources, as well as means of evaluation of student educational achievements, management tools and communication tools:

 Navigation component. It supports independent educational activities of the student to master

the content of the discipline. This component includes the necessary tools of methodical support of the student when working with text material, printing the necessary fragments of the navigation device (table of contents, signals, symbols, alphabetical, nominal and thematic pointers, user bookmarks, notes, etc.), providing a quick search for information, the transition to the desired Chapter or paragraph, reflecting the relationship between the main and

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additional material, as well as allowing the student to track and adjust their user level in electronic educational resources;

 Subject-content component. It contains General information about electronic educational

resources (goals, objectives, place in the educational process, what disciplines are based on and what disciplines supports); the content of sections, a list of topics and sub-topics of the discipline; guidelines for the study of educational material, questionnaires and sheets for monitoring the assimilation of knowledge by students;

 Subject-based and procedural. It contains the basic components for the organization and

implementation of the educational process in each discipline individually. It determines the scientific content, methodical structure and sequence of the discipline study. The quality of the discipline can be much higher if the guidelines or methodical recommendations for its study are used, which provide navigation of the student in the content of the studied material;

 Information and reference based. It contains educational, methodical and information

resources that support the student's activities of information-search and problem-practical nature. Among them may be terminological electronic dictionaries, grammatical reference books, electronic libraries, a list of recommended sources of information for self-study, a list of addresses of additional information resources of the Internet (distance courses, business computer games, electronic encyclopedias, information materials), indicative lists of project work and requirements for their design;

 The activity-based component. It is intended for consolidation of the educational and

professional knowledge, abilities and skills gained in the course of self-training. The activity- based component provides the assimilation of cognitive activity techniques by the student, develops interest in creative work, the ability to solve scientific and applied problems. It can be presented by practical tasks, both in the form of tests and in the form of collections of tasks (exercises), depending on the specifics of the discipline;

 Means of evaluation of educational achievements of students. They ensure the collection of

current and effective information about the student's educational activities and provide him with information on completion of work in the form of a Protocol of results. E-testing is a formalized form of control and/or training. Working with training control tests and self- control systems can give an explanation in case of a wrong answer and recommendations for the use of a textbook, thesaurus or additional material. In case of placement of an electronic educational resource on the Internet-server of educational institution, it may be provided that the teacher receives information about the results of each student through e-mail resources;

 Control means. They provide the student with the opportunity to freely choose one of three

modes of work in the e - learning environment: self-government, differentiated management on the part of the teacher and management on the part of the learning software. The first two types of control are due to the human factor-the student and the teacher and the level of communication between them. The mode of the program means of training provides management of educational and cognitive activity of the student in the course of passing of an individual trajectory of training and in this case electronic means strictly fix all achievements and mistakes of the student according to the set program.

 Means of communication. They are designed for the organization of electronic interpersonal

communication between subjects of training using asynchronous and synchronous communication. The learning process is an active activity-based and a communicative character.

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3.3. Design Technologies of Multimedia Support of Electronic Educational Resources of the University