In the age of digitisation and information, open educational resources and technologies are an integral element of the learning infrastructure, ranging from podcasts to electronic libraries, textbooks and games. The purpose of this paper was to study various Internet platforms in an open educational environment designed for independent study of students. For this, the methods of analysis, synthesis, comparison, deduction, systematisation and generalisation were used. As a result of the conducted research, a wide range of Internet platforms was discovered that make the learning process interactive and interesting. It has been established that foreign resources occupy leading positions in the world, many of which can be translated into most common languages. During the study, the main platforms, their advantages and disadvantages were analysed. The obtained results indicated that educational resources are constantly developing, new ones are created, which allows each teacher to find a suitable tool for implementation in his own educational approach. The findings so far indicated that the use of these digital platforms significantly improves student engagement in the educational system and promotes the development of self-directed learning. The results of this study represented valuable information for teachers of higher educational institutions, which allows them to optimise the structuring of the student's independent work. In addition, these results can be used by developers of educational programs for flawless integration of innovative technologies into the pedagogical process. Ultimately, students themselves can benefit from this research by improving their self-directed learning strategies
educational activity; technologies in education; integration digitalisation; network model
[1] Al-Emran, M., Malik, S.I., & Al-Kabi, M.N. (2020). A survey of Internet of things (IoT) in education: Opportunities and challenges. In A.E. Hassanien, R. Bhatnagar, N.E.M. Khalifa & M.H.N. Taha (Eds.), Toward social Internet of Things (SIoT): Enabling technologies, architectures and applications: Emerging technologies for connected and smart social objects (pp. 197-209). Cham: Springer. doi: 10.1007/9783-030-24513-9_12.
[2] Aljawarneh, S.A. (2020). Reviewing and exploring innovative ubiquitous learning tools in higher education. Journal of Computing in Higher Education, 32(1), 57-73. doi: 10.1007/s12528-01909207-0.
[3] Anwar, K., & Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51.
[4] Arcebuche, J.V.M. (2022). Students’ awareness and usage of Open Educational Resources (OER) as learning tool in their course studies at the University of the Philippines Open University (UPOU). Universal Journal of Educational Research, 1(13), 115-122.
[5] Babu, D.G.S., & Sridevi, D.K. (2018). Importance of e-learning in higher education: A study. International Journal of Research Culture Society, 2, 84-88.
[6] Bin, A. (2017). Faculty perceptions of the educational value of learning management systems. (Doctoral thesis, University of Sheffield, Sheffield, England).
[7] Chugh, R., Ledger, S., & Shields, R. (2017). Curriculum design for distance education in the tertiary sector. Turkish Online Journal of Distance Education, 18(2), 4-15. doi: 10.17718/tojde.306552.
[8] De Moura, V.F., de Souza, C.A., & Viana, A.B.N. (2021). The use of massive open online courses (MOOCs) in blended learning courses and the functional value perceived by students. Computers & Education, 161, article number 104077. doi: 10.1016/j.compedu.2020.104077.
[9] Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. doi: 10.1177/0047239520934018.
[10] Eze, S.C., Chinedu-Eze, V.C., Okike, C.K., & Bello, A.O. (2020). Factors influencing the use of e-learning facilities by students in a private Higher Education Institution (HEI) in a developing economy. Humanities and Social Sciences Communications, 7(1), article number 133. doi: 10.1057/s41599-020-00624-6.
[11] Feng, Q., & Feng, B. (2021). Influencing factors of college students’ willingness to use mobile online education platforms. International Journal of Emerging Technologies in Learning (iJET), 16(22), 29-41.
[12] Garcia-Aretio, L. (2017). Distance and virtual education: Quality, disruption, adaptive and mobile learning. Revista Iberoamericana de Educacion a Distancia, 20(2), 9-25. doi: 10.5944/ried.20.2.18737.
[13] Guerrero, M., Heaton, S., & Urbano, D. (2021). Building universities’ intrapreneurial capabilities in the digital era: The role and impacts of Massive Open Online Courses (MOOCs). Technovation, 99, article number 102139. doi: 10.1016/j.technovation.2020.102139.
[14] Holzweias, P.C., Joyner, S.A., Fuller, M.B., Henderson, S., & Young, R. (2014). Online graduate student’s perceptions of best learning experiences. Distance Education, 35(3), 311-323. doi: 10.1080/01587919.2015.955262.
[15] Huang, R., Tlili, A., Chang, T.W., Zhang, X., Nascimbeni, F., & Burgos, D. (2020). Disrupted classes, undisrupted learning during COVID-19 outbreak in China: Application of open educational practices and resources. Smart Learning Environments, 7, article number 19. doi: 10.1186/s40561020-00125-8.
[16] INTEF. (2017). Common digital competence framework for teachers. Madrid: Ministry of Education, Culture and Sport of Spain.
[17] Karintseva, O., Yevdokimov, A., Yevdokymova, A., Kharchenko, M., & Dron, V. (2020). Designing the information educational environment of the studying course for the educational process management using cloud services. Mechanism of an Economic Regulation, 3(89), 87-97. doi: 10.21272/mer.2020.89.07.
[18] Kim, D., Lee, Y., Leite, W.L., & Huggins-Manley, A.C. (2020). Exploring student and teacher usage patterns associated with student attrition in an open educational resource-supported online learning platform. Computers & Education, 156, article number 103961. doi: 10.1016/j.compedu.2020.103961.
[19] Komljenovic, J. (2021). The rise of education rentiers: Digital platforms, digital data and rents. Learning, Media and Technology, 46(3), 320-332. doi: 10.1080/17439884.2021.1891422.
[20] Marinoni, G., Van’t Land, H., & Jensen, T. (2020). The impact of COVID-19 on higher education around the world. Paris: International Association of Universities.
[21] Moreno, V., Cavazotte, F., & Alves, I. (2017). Explaining university students’ effective use of e-learning platforms. British Journal of Educational Technology, 48(4), 995-1009. doi: 10.1111/bjet.12469.
[22] Morris, N.P., Ivancheva, M., Coop, T., Mogliacci, R., & Swinnerton, B. (2020). Negotiating growth of online education in higher education. International Journal of Educational Technology in Higher Education, 17, article number 48. doi: 10.1186/s41239-020-00227-w.
[23] Rizvi, Y.S., & Nabi, A. (2021). Transformation of learning from real to virtual: An exploratorydescriptive analysis of issues and challenges. Journal of Research in Innovative Teaching & Learning, 14(1), 5-17. doi: 10.1108/JRIT-10-2020-0052.
[24] Sadeghi, M. (2019). A shift from classroom to distance learning: Advantages and limitations. International Journal of Research in English Education, 4, 80-88. doi: 10.29252/ijree.4.1.80.
[25] Spirin, O., Vakaliuk, T., Ievdokymov, V.V., & Sydorenko, S. (2022). Criteria for selecting a cloud-based learning management system for a higher education institution. Information Technologies and Learning Tools, 3(89), 105-120. doi: 10.33407/itlt.v89i3.4958.
[26] Suresh, M., Priya, V.V., & Gayathri, R. (2018). Effect of e-learning on academic performance of undergraduate students. Drug Invention Today, 10(9), 1797-1800.
[27] Survey on online and distance learning – results. (2020). Retrieved from https://school-education. ec.europa.eu/en/discover/viewpoints/survey-online-and-distance-learning-results.
[28] Tejedor, S., Cervi, L., Pérez-Escoda, A., Tusa, F., & Parola, A. (2021). Higher education response in the time of coronavirus: Perceptions of teachers and students, and open innovation. Journal of Open Innovation: Technology, Market, and Complexity, 7(1), article number 43. doi: 10.3390/joitmc7010043.
[29] Yuriychuk, N., & Dadak, D. (2024). Pedagogical practice in the system of professional training for higher education students: Through the lens of contemporary realities. Scientia et Societus, 3(2), 49-56. doi: 10.69587/ss/2.2024.49.