SOCIO-PEDAGOGICAL DIMENSIONS OF THE APPLICATION OF ELECTRONIC TRAINING FORMS IN THE STUDENTS' EXTRACURRICULAR ACTIVITY

Abstract

In the future pedagogical specialists’ training, various combinations of traditional and electronic forms of education are used in advance and deliberately. The realization and use of this potential, as well as the structuring of a comprehensive system of organization of outsourcing social and pedagogical work of the students, is a prerequisite for building some key professional and social skills, according to the interests and abilities of the students. The purpose of this paper is to present the possibilities to apply the electronic forms of education in the universities with a focus on students' extracurricular activities. The emphasis is on the Blakboard Learn possibilities platform with its built-in tools for organizing and conducting various social initiatives as a means of establishing a space for student involvement, creating a voluntary community and the opportunity to apply the theoretical knowledge in practice. This is an innovative practice that started at the beginning of the academic year 2015-1016. The following objectives of the separate electronic content are differentiated: the creation of a space for sharing of good practices for extracurricular activity of students from "Social Pedagogy"; Maintaining student engagement in Blakboard Learn; Developing a learner community; Actively engaging students in constructing their own training; Organizing practical activities for application of knowledge. Specific tasks are set for their achievement: expanding, consolidating and extending the knowledge gained during the audience work; Acquiring new knowledge; Developing new skills; Developing a creative approach to solving the problems; Manifestation of the individuality of the student; Forming practical habits. And activities such as: adding calendar events; Creating discussion forums; Organizing links; Notification of upcoming events; Creating surveys; feedback. Overall, this learning space promotes students' creativity and supports the development of competencies related to setting goals, or organizing time; Choice for participation in an activity (motivation); Choosing the work forms (preferences, interest); Interaction (free speech), absence of a supervisor, but there is an organizer, assistant in the activity; Self-control, ie reflection, an awareness of weaknesses. The organization of student`s extracurricular work should become a strategic goal of the university management in our country. It is necessary to structure units in the university, ensuring students' extracurricular activities.