Keyword: «lms»

The article analyzes the results of foreign and Kazakh research on blended learning and identifies the potential of digital learning technologies. In the conditions of transformation of higher education, the methodological concept of blended learning is actualized on the basis of development of integrated model of technological systems of blended learning management in higher education institution. Theoretical significance of the study is determined by the definition of the methodological concept of integration of digital educational resources of blended learning based on the analysis of world science and practice. The practical significance is represented by the proposed mixed learning management system based on the integration of LAMS, LMS, CMS, which will provide a holistic approach to the implementation of procedures for the organization, monitoring, evaluation and changes in the educational process of the university. At the same time, this paper identifies the criteria of educational process participants' readiness level to use blended learning technologies and analyzes the obtained results. The methodological bases of the study are systemic, constructivist, competence-based, project-based, multimodal and interdisciplinary approaches. Based on systematization and design methods, the technological learning environment, management systems, components and structure of blended learning model are developed. As a result of the comparison and synthesis of the studied normative documents and scientific literature, conclusions were formulated, systematization and processing of the empirical research data were carried out. The results of the first phase of the study are the definition of the scientific foundations and methods of instructional design of blended learning. The interim results are a prerequisite for further modelling the structure and content of blended learning in higher education.

The relevance of research and evaluation of the effectiveness of the implementation of personalization principles of education in collaborative learning through LXP platforms (using the example of intellectual processes of cognition) is determined by the dynamics of modern learning technologies development and the low number of research works on the potential of the effective implementation of personalization principles of education in collaborative learning based on LXP platforms. The goal is to evaluate the effectiveness of implementing personalization principles of education in collaborative learning through LXP platforms (using the example of intellectual processes of cognition). The research is based on several fundamental methodological approaches, including: systemic, individualized and cognitive approaches. The systemic approach is significant from the point of view of the development and debugging of the LXP platform, which was carried out during the practical stage of this research; individualized and cognitive approaches reflect the focus on subjective activity and taking into account the personal needs of students, principles of personalization during the ongoing experimental research. Systematization of the theory is carried out in the course of the research, revealing the specific features of collaborative learning, personalization and increasing the efficiency of using LXP platforms. The positive and effective impact of collaborative learning and individualization on the achieved learning outcomes is emphasized. It is noted that the principles of personalization based on LXP platforms are a fundamental functional element, which becomes a distinctive characteristic of the LXP platform. The comparison of LMS- and LXP-platforms demonstrates the advantage of the latter in working with highly motivated to learn groups, due to the provision of greater variety. The author describes the progress of assessing the effectiveness of the implementation of personalization principles of education in collaborative learning through LXP-platforms (using the example of intellectual processes of cognition), associated with the development of neuropsychological tests, deployment of the platform, its scaling, integration of additional functions, debugging, etc. This is the effectiveness of the developed functionality of the LXP-platform in the context of influencing cognitive processes that comes down to increasing the effectiveness of courses and reducing the time required to complete practical exercises. The theoretical significance of the study is related to the systematization of issues of collaborative learning, individualization and use of LXP platforms. The practical significance of the study is revealed from the point of view of the potential of using the described experience by teachers and developers of LXP platforms to increase the effectiveness of solutions intended for learning.

The article examines the phenomenon of gamification as a modern tool for improving the effectiveness of the educational process. The relevance of introducing game mechanics into education in the context of the digital transformation of education and reducing student motivation is substantiated. The theoretical foundations of gamification are revealed: the definition of the concept is given, the differences from game learning are outlined, and the underlying psychological and pedagogical theories (self-determination, flow, and operational conditioning) are analyzed.

The digital transformation of higher education is accompanied by growing requirements for the resilience, scalability, and adaptability of educational platforms. Traditional synchronous client-server architectures based on sequential request-response exchange increasingly demonstrate limitations under conditions of high load, mass remote access, and the need for operational processing of learning events. The article considers event-driven architecture as a tool for improving the efficiency of the digital educational environment. The relevance of the study is due to the need to identify not only technical but also pedagogical effects of implementing an event-driven model in educational systems. The aim of the study is to identify and systematize the pedagogical effects arising from the implementation of event-driven architecture in digital educational platforms. The methodological basis of the work includes systemic, activity-based and competency-based approaches. The study uses methods of comparative analysis of architectural patterns, modeling of typical educational scenarios, content analysis of scientific publications, as well as elements of empirical observation within a pilot project implemented at Grozny State Petroleum Technical University using the RabbitMQ message broker. The study found that the use of event-driven architecture helped to reduce the response time of the educational platform, reduce the load on teachers by automating routine operations, expand the possibilities of personalizing educational trajectories, and accumulate a complete digital footprint of learning activity. In pilot operation, a 1.5-fold reduction in the system's primary response time and a twofold reduction in the number of requests to the technical support service due to interface freezes were recorded. The authors propose a classification of pedagogical effects, including didactic, motivational, adaptive, analytical and organizational effects. At the same time, the limitations of implementing the event-driven model are identified and systematized, including event duplication, violation of the order of message processing, the problem of eventual consistency, and the increased complexity of debugging distributed systems. The theoretical significance of the study lies in the development of an interdisciplinary approach to the analysis of the digital educational environment at the intersection of pedagogy and software architecture. The practical significance lies in the possibility of using the research results in the modernization of learning management systems, the design of learning analytics systems, and the implementation of adaptive educational services in universities.