Švietimas: politika, vadyba, kokybė /Education Policy, Management and Quality

57

Authors: Editorial Board

Contents, Vol. 13, No. 2, 2021, SPVK/EPMQ

62-80

Authors: Sergejus Neifachas

The research explores problem contexts of the modelling of virtual learning environment. School communities are facing learning difficulties under the rapidly evolving global conditions. Considering the tendencies in changing learning processes, it is essential to reflect upon and provide a basis for the contours of the modelling of a virtual learning environment. While in search of new learning conceptualization strategies, it is very important to properly understand the inclusive and activating context of open learning space, as well as to properly assess the content elements and anticipate the possible features of expression. The process of modelling of the virtual learning environment is analysed through reflexive approaches. The contemporary school is now moving onto the logic of organizing learning services, revealing new trends of expression: skills, information, knowledge, networking relations between learners and the creation of learning values. Virtual learning environment is positioned as an inevitable vision. This vision aims for the learner to be in the centre of learning, while learning itself would be understood as a social process, where learners create a confidence-based culture, design a course of personalized learning for themselves, apply different methods and styles of learning in regard to the objective of the learning object. The goal of the new learning policy strategy is to establish learning environments that would create conditions for people of different interests and capabilities to receive customized education, adapt to various life situations and aims, as well as combine formal learning and self-education.

98-109

Authors: Paulina Šalkauskaitė

Going deeper into the subtleties of experiential education, the aim was – to analyse teachers’ experience in organising experiential teaching/learning for primary school students and to present the discoveries of a novice teacher in conducting experiential educational activities. Five primary school teachers-experts participated in the study. Teachers define experiential learning as the application of knowledge in practice, thus creating stronger links between knowledge and skills. Experiential education is especially recommended by primary school teachers in grades 3-4, and particularly for teaching the world cognition, as students already have sufficient experience working in pairs and groups, are able to work collaboratively, and world cognition offers very diverse and interesting, complex contexts for activities. Teachers notice that preparing for experiential learning activities, it is very important for the teacher himself to have a good knowledge of the topic discussed, to have analysed the curriculum, textbooks, in order to open as many activities as possible. Educational activities involving 17 third graders enriched the beginning teacher with the new experiences and discoveries: for example: if students use all their senses while learning and seriously reflect on their experiences, it is easier for them to create individual knowledge.

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Authors: Editorial Board

End page, Vol. 13, No. 2, 2021, SPVK/EPMQ