Przejdź do treści

Uniwersytet Śląski w Katowicach

  • Polski
  • English
Wydział Sztuki i Nauk o Edukacji
Logo Europejskie Miasto Nauki Katowice 2024

Innovative Educational Technologies, Tools and Methods for E-learning
Scientific Editor Eugenia Smyrnova-Trybulska
“E-learning”, 12, Katowice–Cieszyn 2020, pp. 41–49
DOI: 10.34916/el.2020.12.04



Svetlana Kulikova-1, , Olga Yakovleva-2, Herzen State Pedagogical University of Russia, 48 Moika Embankment St. Petersburg, 191186, Russia, 1,, 2,, ORCID 1, 0000-0002-2006-8112, 2, 0000-0002-5878-099X

Abstract: The purpose of the article is to describe and analyse a practical experience in creating and testing an electronic course for first-year bachelor students with the possibility of designing individual educational paths. The article presents a model of the electronic course, provides a detailed description, and formulates the features of its practical implementation. The course is based on the idea of variability, in particular the use of diversified tasks. Experimental work showed that the leaners’ biggest difficulties were related to the tasks of analysing and extracting information from authentic, non-adapted sources. However, these tasks are associated with the important competencies of the 21st century. As a result, a general algorithm for designing an individual educational path for a student in the framework of an electronic course is described; several options for individualised content acquisition are highlighted.

Keywords: individual educational path, individualisation, electronic course, learner, competencies, network communication, educational opportunities.

Atlas of Emerging Jobs (2015). Retrieved from (accessed 14 July 2020).

C h i r t s o v, A., S y c h o v, S., M y l n i k o v, A. (2017). Automated Development of Physics Educational Content for Mass Individualised Education. Proceedings of the 11th International Conference on Interactive Mobile Communication Technologies and Learning (IMCL), 725, 542–549. Thessaloniki, Greece. doi:10.1007/978-3-319-75175-7_53.

C l e y n e n, O., S a n t a – M a r i a, G., M a g d o w s k i, M., T h e v e n i n, D. (2020). Peergraded individualised student homework in a single-instructor undergraduate engineering course. Research in learning technology, 28, 2339. DOI:10.25304/rlt.v28.2339.

F e d o t o v a, G. R., Va l e e v a, N. Sh., A h m e t z y a n o v a, G. N. (2014). Features of building an individual educational route [Osobennosti postroeniya individual’nogo obrazovatel’nogo marshruta]. Bulletin of Kazan Technological University [Vestnik Kazanskogo tekhnologicheskogo universiteta], 17, 335–337 [In Russian].

Future Work Skills Summary Map (2011). Retrieved from (accessed 14 July 2020).

K o n n o v a, L., L i p a g i n a, L., P o s t o v a l o v a, G., R y l o v, A., S t e p a n y a n, I. (2019). Designing Adaptive Online Mathematics Course Based on Individualisation Learning. Education Sciences, 9(3), 182. DOI:10.3390/educsci9030182.

K u r i l o v a s, E. (2019). Different methods to identify students’ preferences to learning styles and learning paths. Proceedings of the 12th Annual International Conference of Education, Research and Innovation (ICERI), 2914–2922. Seville, Spain.

L i n, L., S h a d i e v, R., H w a n g, W. Y., S h e n, S. S. (2020). From knowledge and skills to digital works: An application of design thinking in the information technology course. Thinking skills and creativity, 36, 100646. DOI: 10.1016/j.tsc.2020.100646.

N o s k o v a, T., P a v l o v a, T., Ya k o v l e v a, O. (2018). Study of students’ educational activity strategies in the social media environment. In E. Smyrnova-Trybulska (Ed.). E-learning. Vol. 10: E-learning and Smart Learning Environment for the Preparation of New Generation Specialists (pp. 113–125). Katowice–Cieszyn: STUDIO NOA for University of Silesia.

R e d e c k e r, C. (2017) European Framework for the Digital Competence of Educators: DigCompEdu. Punie, Y. (Ed.). EUR 28775 EN. Publications Office of the European Union, Luxembourg. Retrieved from (accessed 14 July 2020).

S a m s o n o v a, E. V. (2014). Opportunities for individualisation of education [Vozmozhnosti dlya individualizacii obucheniya]. National Education [Narodnoe obrazovanie], 7(1440), 180–185 [In Russian].

S i l b e r – Va r o d, V., E s h e t – A l k a l a i, Y., G e r i, N. (2019). Tracing research trends of 21st-century learning skills. British Journal of Educational Technology, 50(6), 3099–3118. DOI: 10.1111/bjet.12753.

S i m o n o v a, I., P o u l o v a, P. (2015). Plug-in Reflecting Student’s Characteristics of Individualised Learning. Procedia – Social and Behavioral Sciences, 171, 1235–1244. DOI: 10.1016/j.sbspro.2015.01.237.

T r y a p i t s y n a, A. P. (Ed.) (2002). Educational program student’s path. Part 2. Saint-Petersburg: Herzen University Publishing House.

U v a r o v, A. Yu., Va n, S., K a h n, C. (Eds.) (2019). Problems and prospects of the digital transformation of education in Russia and China [Problemy i perspektivy tsifrovoy transformatsii obrazovaniya v Rossii i Kitaye] Proceedings of the II Russian-Chinese Conference of Education Researchers “Digital Transformation of Education and Artificial Intelligence” [II Rossiysko-kitayskaya konferentsiya issledovateley obrazovaniya «Tsifrovaya transformatsiya obrazovaniya i iskusstvennyy intellekt»]. Moscow: Publishing House of the Higher School of Economics [In Russian].

Yu r l o v s k a y a, I. A. (2014). The problem of individualisation of student training in the current situation [Problema individualizacii podgotovki studentov v usloviyah sovremennoj situacii]. Bulletin of Eurasian science [Vestnik evrazijskoj nauki], 1(20), 107–115 [In Russian].

return to top