В статье рассматривается информационно-коммуникационные и педагогические возможности системы Moodle в целом

Аннотация: В статье рассматривается информационно-коммуникационные и педагогические возможности системы Moodle в целом. Moodle можно использовать как инструмент, способствующий самостоятельности учащихся и помогающий учащимся организовать свои ресурсы для самостоятельного достижения своих целей. То, как Moodle используется в классе и за его пределами, будет зависеть от того, насколько оно может способствовать автономию. Он может быть использован для поддержки перехода от подхода, ориентированного на учителя, позволяя студентам взять под контроль и направлять свое собственное обучение. Делается вывод о целесообразности использования платформу LMS Moodle, наряду с традиционной формой обучения иностранному языку.

A modern student easily adapts to the latest in Internet, digital and multimedia technology. It is alarming that they have a large flow of information, from which much is informational noise, and the main task of teachers has become in a timely manner to be able to direct the student's development vector in the right direction. For this it is necessary to improve the methods of working with them, the main assistant is the Internet, which must be used as a productive platform for improving education.

Active implementation of information and communication technology tools in the educational process involves learners mastering general-cultural and professional competencies, while information and communication technology competencies are one of the main components of professional training for future specialists. This means that future education professionals must be able to work with electronic mail, network information services; select and process information received over the network; search for information; to prepare information for transmission through the use of a text processor. These skills serve as the basis of information technology and multimedia competence, which is in demand not only in teaching, but also in any other field of activity [2].

The Internet allows almost everyone to find or even create a curriculum with a great deal of attentiveness. There were developed special educational electronic platforms, specially designed for teachers, who would like to create an online course for students. One of the first and most popular platforms of this type is Moodle [1.10].

Today in the information technology market can be found a huge number of freely distributed educational products, but the priority of them is the distance learning system Moodle, which stands out for its simplicity and ease of use in combination with wide capabilities. The peculiarity of distance learning determines the set of information technologies that ensure delivery of the bulk of material to learners, their interaction with the teacher in the educational program, providing students with opportunities in their own form and time for independent work on mastering, correcting the studied material, as well as assessing their knowledge and skills. In any educational institution, in the current conditions, there are learners who need distance learning: disabled children; home-schooled students; often sick students; students traveling to other cities or abroad for rehabilitation along with legal representatives, competitions.

The learning management system Moodle is also a great helper to save time and energy for the teacher. This environment is convenient for use by any user, the minimum requirements are any current web browser, registration in the system. At the entrance to the system, information is presented on the courses, their tutors and the dates of its implementation. After enrolling a student in a tutor (teacher) course, the student gets access to the relevant educational materials, performs assignments, and also has the opportunity to interact with the tutor and other students. The teacher, in turn, based on the results of the students' assignments, can mark and give comments [3.13]. Thus, Moodle is also a center for creating educational material and ensuring interaction between participants in the educational process.

In the educational community, it has been realized that distance learning has good prospects related to the implementation of lifelong learning. A teacher can at any time become a student himself/herself and improve his/her professional level by taking a tutor course, that is, engage in his/her own self-development and self-improvement of his/her professional competencies.

The tutors of the Moodle distance learning system noted the positive aspects of the use of distance learning: the increase in the quality of training at the expense of information and communication technologies, freedom of choice of time and speed of preparation, flexible differentiation of training, involvement in active cognitive activity. The teacher can offer to develop a training course for olympiads, intellectual competitions. Students who are interested in participating in olympiads and intellectual competitions have a sufficient level of self-control and self-organization. Therefore, it is undeniable that the selection of the necessary material by the teacher in the Moodle distance learning system can open up good prospects. Also, the prospect for the development of the Moodle distance learning system in the educational institution is to work with students to fill knowledge gaps when they have the opportunity to refine material that has not been learned on time [4.18]. From the foregoing, can be concluded that there are many prospects for distance learning. And, perhaps, the teacher should use them to facilitate work with students, and arm them to improve methods of working with highly motivated students. Thus, the Moodle distance learning system, having such advantages as efficiency, flexibility, modularity, and parallelism, meets the requirements of modern life.

Moodle (Modular Object-Oriented Dynamic Learning Environment) - is a free learning management system, focused primarily on the organization of interaction between the teacher and students [4.17]. Although it is also suitable for organizing traditional distance learning courses, as well as supporting full-time study. The Moodle learning management system is effectively used in many countries, including for training foreign languages. But in Kazakhstan, the Moodle training platform is almost unknown to potential users.

The Moodle platform was created based on the principles of constructivism and cooperation. The teacher in the lesson controls the various options that Moodle offers, the organization of content and the tools that are appropriate for on-line lessons, and also complements the lessons related to the face-to-face presence. In addition, it plans various formats of work from the first visit to the portal: cooperation, events, reflection of criticism, meetings, glossary, etc. From the point of view of methodology, the communicative approach in teaching a second language is justified didactically, since language is a communication tool, and communication implies the exchange of information, in an appropriate context.

We think that students of any specialists also have these characteristics of a modern student, so it was a good idea to translate the lexical tasks and written assignments into Moodle so that it could be devoted more time to the lessons of oral expression and interactivity.

Currently, Kazakhstan is in the process of active development and implementation of electronic forms of training. The main reason for the emergence of electronic education is a large amount of information: the modern world is rapidly developing; changes are happening on a local and global scale. Therefore, students should be able to navigate well in the flow of rapidly aging and constantly updated information, have the skills to search and analyze the information they need. Such skills will be useful in the future, since in today's professional environment there is a need for constant adjustment and improvement of professional knowledge.

The advantage of e-education is to improve the quality and accessibility of education for a wide range of people. The ability of students to undergo vocational training at a remote distance from the university with the help of advanced information technology gives reason to attribute this form of transfer and acquisition of knowledge to distance learning [2. 40].

In the modern world, the formation and development of an independent, comprehensively developed creative personality is the main goal of the educational program. “A highly qualified specialist is not just a specialist with certain knowledge and skills, but also with the ability to self-study, self-development and self-improvement.” [1. 168].

As it’s known, in recent years, the emphasis in the university educational process has been on the independence of students in most disciplines of the curriculum. Today the number of hours allocated to independence in the curricula and programs of the university is half, and sometimes more than the hours provided for the implementation of the main educational program in the subject. Thus, the student’s self-work is becoming an integral part of the educational program and the subject of close attention of scientists, teaching staff.

As part of the development of informatization, the educational program organizes the training of teachers to work with the learning management system Moodle platform, which subsequently allows them to create and implement electronic training courses in various disciplines in the university's educational program. Using learning management system Moodle forms an information and educational environment that compensates for the lack of personal communication between the teacher and students during part-time or distance learning and supplements the full-time form thanks to the technologies used in the development of electronic courses [5. 7].

It should be noted that teachers with basic skills in working with a personal computer, the Internet and e-mail can easily learn the principles of working in the Moodle system, since its interface is convenient and easy to understand. Using only the help system, the teacher has the opportunity to independently develop a training course in any discipline, which includes:

1) information and activity content (forums, wiki-projects, online consultations with a teacher, guidelines, lectures, tests, situational tasks, multimedia resources, presentations, crosswords, additional materials for study, questions for exams);

2) evaluation content (analysis of the results of control activities by groups, reports on the work of course participants);

3) administrative content (user registration, role assignment).

Teachers of foreign languages, using a large set of tools of the Moodle system, create and implement electronic training courses of varying degrees of complexity in one of the basic disciplines in the educational process [9. 40].

The structure of the regular course on foreign language on the learning management system Moodle platform is modular. The content of each module is represented by standard learning resources (book, hyperlink, folder, file, web page, etc.) and activity elements that require active participation of students (lecture, assignment, glossary, forum, chat, seminar, etc.), which makes it possible to diversify the supply of educational material, ways to control and self-control students' knowledge, to ensure communication between the teacher and all users of the course [10].

Principles underlying the ideology of Moodle:

learn by teaching;

learn by creating and explaining;

learn by observing the activities of others;

learn by recognizing and understanding others;

learn by changing the learning environment.

Courses developed on the Moodle platform have the following features:

1) modular structure (concepts “course”, “module”, “block”);

2) the use of hypertext technologies (links within the course and to external sources);

3) interactivity (implemented in the "course elements");

4) flexibility (the ability to manage and change content);

5) accessibility (there is no need for knowledge of programming languages, it is not required to install special programs);

6) ample opportunities for assessment and control.

In view of the aforementioned features of learning management system Moodle, we offer the following structures of the teaching materials for English courses at universities. For example: The structure of the teaching materials of the English language course at non-linguistic faculties of the university.

Тable 1. The structure of the teaching materials of the English language course in non-linguistic faculties of the university.

The main components of the course include module lessons, consisting of information and training forums, training presentations, interactive exercises (including audio and video materials), tasks, tests, links to Internet sources. For the initial acquaintance with the material, the presentation format was chosen, which has a number of advantages, such as visibility, efficiency (by time), flexibility (through the use of hidden slides and quick search capabilities), the possibility of repetition and reflection, easy to use, versatility (content and form).

Due to its functionality, the open-source Moodle (Modular Object-Oriented Dynamic Learning Environment) virtual learning environment has gained great popularity in educational institutions around the world. Many state universities also use the Moodle system, which serves as a center for creating educational material and providing interactive interaction between participants in the educational process. University teachers are actively creating electronic courses for both distance learning and for the organization of student self work. The Moodle system has an extensive toolkit for creating various kinds of tasks, including text ones, often used as one of the forms of knowledge control. Moodle also provides many functions for processing tests and their automatic verification, which is very convenient for teachers who are able to get complete statistics on assignments, and students who can immediately see the results of their work..

It should be noted that when developing the foreign language course on the Platform, it is necessary to focus on creating the organization of students' independence. It directs them to the formation and development of communicative foreign language competence to solve communicative problems in various areas of the domestic and sociocultural spheres of activity.

Among the undoubted advantages of the course should be the following:

• 
  the ability to complete training tasks at any convenient time and in any convenient place where there is Internet access;
  

• 
  a large bank of various tasks and exercises;
  

- self-control of educational activities (two attempts to complete the tasks are offered, and in the end there is the opportunity to see the correct answers, the ability to analyze your mistakes);

- confidentiality of training (each student logs into the Moodle system with his username and password);

– the use of modern computer technology in the learning process, allowing you to get skills that can be useful in the future at work and in everyday life [7].

The technological chain of organization of independence within the framework of such a course is as follows:

the teacher determines the goals and content of the activity,

specific forms and volume of work,

basic requirements for the results of work,

assessment criteria,

provides students with teaching and learning material,

sets deadlines for interim reports on the work done.

Before starting the assignment, the teacher gives only general methodical guidelines, (general procedure for solving the problem, available reference materials, etc.), then the teacher analyzes the current results and quickly responds to them.

The use of such courses in teaching foreign language, created on the basis of the Moodle system, for organizing students' independence allows:

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  to make independent classes more interesting and dynamic;
  
• 
  increase the motivation of students to study the subject;
  
• 
  ensure the active participation of a significant part of students in the educational process;
  
• 
  use thematic or calendar structuring of the course;
  
• 
  edit the course content in any order directly in the learning process;
  
• 
  determine the start and end dates of the course, the timing of testing;
  
• 
  sign and register students and other teachers;
  
• 
  create your own course grading scales;
  
• 
  keep in touch with students and receive summary information about the work of each student.
  

Using an extensive arsenal of resources and activity elements of learning management system Moodle, a foreign language teacher gets the opportunity to fill their course with interesting, informative and modern materials, placing them in a flexible and effective form. In turn, students get unhindered access to the latest interactive methods of studying the foreign language [9. 36]. Due to the ease of editing the course, the teacher, if necessary, can complement and diversify it with various elements, complicate or simplify. The ease of administering the course allows the teacher to easily register new users, as well as publish information and news about the course. A wide range of communication tools learning management system Moodle allows the student to be in constant communication with the teacher. An advantage of learning management system Moodle is the ability to automatically evaluate students' work, which helps to objectify the assessment of their level of training. The tools for processing and analyzing the results of student work help the teacher make the necessary adjustments to the curriculum, adapting it to the needs of students.