Student Information Competence under Conditions of the Realization of
Interactive Pedagogical Interaction
Luchaninov VD1*, Bazhenov RI1, Shtepa YP1, Kazinets VA and Ledovskikh IA2
1Sholom-Aleichem Priamursky State University, 70-a, Shirokaya St., Birobidzhan, 679015, Russia
2Pacific National University, 136, Tikhookeanskaya St., Khabarovsk, 680035, Russia
- Corresponding Author:
- Luchaninov VD
Senior Lecturer of Department of Computer Science
Scientific interests: information competency
distance learning, Sholom-Aleichem Priamursky State University
70-a, Shirokaya St., Birobidzhan, 679015, Russia
Tel: 8 (42622) 4-66-11
Received date: February 29, 2016; Accepted date: March 20, 2016; Published date: April 04, 2016
Copyright: © 2016 Luchaninov VD, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution
License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
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The article analyzes the effectiveness of interactive pedagogical interaction for the formation of student information competence under conditions of informational-educational environment. The concept of information competence and the criteria of student information competence formedness such as intrinsic motivation to use information technologies in professional activities, preparedness to overcome obstacles when employing information technologies, preparedness for proactive work behavior using information technologies, and intellectual activity in working with information technologies are described. Methods of creating positive motivation, methods of organizing student cognitive and practical activities and methods of developing personal educational environment were used in the research. The Pacific National University and Sholom-Aleichem Priamursky State University served as an experimental base. Students and teachers of the Faculty of Psychology and Social-Humanitarian Technologies, of the Natural Sciences Faculty, of the Faculty of Mathematics and Information Technologies, and of the Faculty of Physics and Mathematics took part in the research at different stages. It was determined that the distinctive feature of interactive pedagogical interaction is organizing students’ intensive interaction with various elements of informational-educational environment. This interaction results in the students’ acquisition of information competencies. The interactive pedagogical interaction in informational-educational environment provides purposefulness, planned character and effectiveness of educational process. The research results demonstrate the effectiveness of pilotexperimental work. The further research may be concerned with an in-depth development of diagnostic techniques and the expansion of the forms of pedagogical activities related to the interactivity of informationaleducational environment that forms student information competence.
Information competency; Interactive
pedagogical interaction; Informational-educational
Today, the condition of higher education is determined by
the necessity to constantly modify educational process. The
main purpose of this modification is to ensure preparation of
qualified professionals under conditions of changing
requirements. In addition, in higher education the role of using
software and technical aids for information processing as a
means for efficient professional activities is increasing.
Therefore, in the process of reforming higher education, one
of the goals of higher education is to develop student
information competence. At the same time, in studying
disciplines concerned with employing information
technologies in student professional activities, a great number
of exercises for reproduction and performance according to a
pattern are used.
In addition, theoretical research and statistical data show
the diversity of the student body under modern conditions. In
this connection it is relevant to consider the levels of the
development of information competence. These levels are to
show what method the student uses in order to realize the
information competence in his/her future professional work.
Modern practical activities require that the student develop
information competence on a high level. One of the important
factors may be the employment of interactive pedagogical
interaction in order to form student information competence.
P.S. Pottinger was one of the first to show ways of
identifying and measuring competencies. He suggested that
the ability to work competently is the determining factor in
licensing and certification of professionals when the
assessment and evaluation of professional performance
outcomes should be made .
In the 90s of the 20th century various types of assessment
and evaluation of competencies became widespread:
authentic assessment, evaluation of effectiveness, dynamic
assessment, evaluation of alternatives [2-5].
Competence, according to R. Trinchero, is not just a set of
skills and knowledge, but it is a process in which the subject
activates resources. The author emphasizes that the
assessment of competency should be focused on the
Analysis of contributions on the use of interactive
communication means in learning shows that various methods
of application of this process have a positive impact on student
competence. For example, the research by Y. Al-Ashmoery, R.
Messoussi, S. Mazaheri and O. Fatemi shows the effectiveness
of using interactive forms of communication in real time for
developing competence in Data Mining with the help of
learning analytics systems. And, as shown by A. Horvat, K.
Touya and M. Fakir, students generally have a positive attitude
to these innovations in the educational process [7-10].
In addition, in today's higher education it is possible to use
distance education technologies to support full-time study
[11,12]. Research using methods, confirms that these
technologies can effectively support educational process,
turning it into a blended learning. Also, researches show
monitoring effectiveness of students’ self-study [13-19].
Moreover, all the processes that occur during the use of
distance education technologies affect to one degree or
another informational-educational environment of the
educational organization. Analysis of the factors influencing
the performance of the information environment, using
Moodle learning management system, was made by
V. Damnjanovic .
By information competency, we will mean a body of
knowledge, skills and experience in the subject area when
information technology capabilities are realized in the student
future professional and educational activities under conditions
of informational interaction and information activities
between the actors of the educational process.
We will accordingly define student information competence
as possessing information competencies ensuring realization
of value and motivation components in future professional
Interactive pedagogical interaction is a process of direct and
indirect teacher–student interaction during which information
is exchanged, which facilitates the formation of student
Analysis of the normative documents of higher education
allows us to define the basic information competencies that
are directly related to the employment of information
technologies in professional activities. These are the following:
ability to apply the main methods, ways and means of getting,
storing and processing of information, and use the computer
as a tool for managing information, including information in
global networks; ability to apply modern education and
information technologies for improving one’s professional
qualifications of general culture, and independently search for
professional information in printed and electronic sources, including electronic databases; ability to generalize, analyze,
think critically, systematize information, predict, set
professional goals and choose ways of achieving them, and
analyze the logic of reasoning and statements. This analysis
also allows us to identify four criteria of the formedness of
student’s information competence.
The intrinsic motivation to use information technologies in
professional activities is seen as the student’s awareness of the
necessity to use information technologies in his/her activities,
and his/her striving for self-development and improvement of
qualification and mastery. He/she exhibits creative qualities,
sets goals correctly, achieves them persistently and sturdily. A
student possessing intrinsic motivation to use information
technologies understands the social significance of his/her
future profession and has strong motivation for professional
Preparedness to overcome obstacles when using
information technologies is regarded as student preparedness
to continue working with information technologies after
failures in this work, as well as to develop ways of preventing
difficulties in his/her activities. This preparedness can be
defined as an ability to critically evaluate one’s own strengths
and weaknesses, to choose ways and means for developing
the former and removing the latter, preparedness to be
responsible for the outcomes of his/her professional activities,
as well as to take care of the quality of the work performed.
Preparedness for proactive work behavior using information
technologies is viewed as diligence combined with the
student’s initiative when using information technologies. It is
realized through the ability to take organizational and
administrative decisions in nonstandard situations, to use
basic knowledge and skills of information management for
solving research problems, to take prompt decisions in crisis
situations, to develop innovative solutions, as well as to work
independently with different information sources.
Intellectual activity during working with information
technologies is regarded as the need to use information
technologies in one’s work at the level of utilizing information
technologies and creativity. It implies having basic skills to
collect and analyze information by means of information
technologies; ability to conduct supervised local research on
the basis of the existing techniques; preparedness to use basic
methods, ways and tools for obtaining, storing and processing
of information; preparedness to work with the computer as a
tool for managing information. Intellectual activity in working
with information technologies is also reflected in the ability to
work with information technologies in global computer
networks; in the acquisition of new knowledge and the
formation of opinions on various issues, using modern
information technologies; in the command of the standards of
thinking; and in the ability to synthesize, analyze and take in
To create interactive pedagogical interaction for the purpose
of forming student information competence, in 2014-2015,
organizational forms of blended education based on the
elements of distance education technologies realized with the help of Moodle learning management system were used. The
Pacific National University and Sholem-Aleichem Priamursky
State University served as an experimental base. Students and
teachers of the Faculty of Psychology and Social-Humanitarian
Technologies, of the Natural Sciences Faculty, of the Faculty of
Mathematics and Information Technologies, and of the Physics
and Mathematics Faculty took part in the research at different
stages – 92 participants all in all. For the disciplines under
study, e-learning courses had been developed which realized
the methods of interactive pedagogical interaction and
supported fulltime education process.
This work aims at the analysis of the effectiveness of using
interactive pedagogical interaction under conditions of
informational-educational environment for developing student
The teacher’s activities for creating an electronic course
consisted in developing electronic versions of materials
adapted for their use by means of distance learning
technologies. These materials had been completed before the
actual process of issuing the e-learning course in the Moodle
learning management system. Each discipline involves
different types of classes, but there are invariant types of
materials required for the e-learning course content:
Theoretical material on the discipline: lecture notes in an
electronic form, a textbook, a list of recommended reading on
the discipline, etc.
Practical assignments on the discipline: collection of
practical and laboratory work, seminars, etc.
Diagnostic unit of the discipline: assignments for
independent work, topics of control works, test assignments,
project activities, a bank of test assignments (a minimum of 40
questions with key answers), etc.
Methods unit of the discipline: instructions for working with
the above materials
All the materials were placed in moodle.pgusa.ru; in
addition, a chat and a forum were set up for consultations and
teacher-student interaction. During the education process the
teacher’s work consisted of checking and assessing practical
assignments completed by the students, working with them
through a chat and forums, as well as through other forms of
In creating e-course it became necessary to use the
software which was not available in the educational
institution. This problem was solved by finding free training or
demonstration versions of these products and placing links to
them in the respective papers. For group work, a system of
groups that is part of the Moodle learning management
system was employed.
Student activities in the interactive pedagogical interaction
consisted of independent or group completion of practical
assignments with the assistance of a computer and the
Internet. To arrange group interaction, the students were
provided with a forum thread where they could share
information. Reports on the practical assignments completion were issued by the student as an e-document (in Word) and
loaded in the Moodle for the teacher’s evaluation.
In order to form information competence when studying a
discipline, the student was offered productive and creative
types of assignments. These assignments were obligatory and
were not assessed by premium scores. For these assignments
the student was given the work objective, the supposed form
of reporting and the assessment criteria.
The controlling procedure in these disciplines was carried on
in two stages. At the first stage the students were tested
distantly by means of the Moodle learning management
system. Testing was possible on a fixed date, and every
student was allowed to make one attempt. At the second stage
the student was to develop and present a project on the
discipline. The presentation of projects was held during the
arranged controlling procedure in the classroom.
Experience shows that the Moodle learning management
system, with interactive pedagogical interaction employed,
influences essentially other elements of the teacher’s
organizational-methodological activities aimed at forming
student information competence, giving the students an
opportunity of network interaction with one another and with
When a blended form of training was used, lectures,
practical and laboratory classes were conducted, taking into
account their specific features. As to the distance part of the
lecture course, the students studied it on their own; the
teacher’s task was to prepare material for the study. Different
kinds of lecture materials were used. Thus, when making a list
of recommended literature, it was necessary to ensure that
the student can get access to this source, so the supposed
location of receipt (the university library, electronic link, or
others) was indicated. In addition, audio and video materials
were added, if any, located on third-party sites, e.g. You Tube,
or in the system, not more than 8 MB.
The passing of a lecture course was confirmed by one or
several control points. These points were the following:
assignments to make notes on the lecture topics, tests on a
certain topic or a group of topics, communications (a review,
an essay) on a topic from the offered list, etc. For any kind of
control, recommendations on the completion of an
assignment and the form of the report, and criteria for the
assessment of the work were described.
To conduct distance seminars, assignments for writing a
brief answer in an electronic form to each of the seminar
questions were mainly used. One of the conditions in the work
assessment criteria was that the student should create tables,
diagrams and charts, basing on the analyzed information,
which ensures a more careful preparation. In addition,
programs for checking the work for originality were used.
A distance laboratory work was a clearly presented system
consisting of general statements concerning the work, brief
theoretical material, assignments with the work fulfillment
algorithm, questions for the summary and analysis of the
results and recommendations on the form of the report presentation. In creating laboratory works for distance
learning, assessment criteria for each work, as well as the form
of its submission to the teacher were defined.
In addition, within the framework of each discipline during
the semester, students worked at a project. They either wrote
an essay on a topic developed by the teacher, or did a group
project on the discipline, or wrote a scientific paper/article and
published it, etc. Ways of presenting the work were
developed, e.g. a presentation with the inserted sound track
that has the accompanying text on it.
Textbooks and manuals having the format of a printed and
digital text were selected, as well as sites relevant to the
modules of a discipline. From the promising learning tools, the
Moodle learning management system was chosen, and the
methods for using it to realize interactive pedagogical
interaction were developed for the purpose of forming student
The method of a meta-disciplinary approach was applied in
organizing the work of full-time students. It implies their work
with sets of lectures, seminars / practical classes and individual
A set of lectures contains a table of contents and lecture
notes. Each lecture plan includes the topic, objectives, a
review of educational elements, a glossary, topics of seminars
and independent assignments.
A set of seminars contains plans of seminar classes and
notes on their issues. Each plan includes the topic and purpose
of the seminar, basic concepts on the topic, a list of
recommended literature; questions for the quiz; learner’s
guide on the topic of the class.
A set of individual assignments contains individual
assignments indicating the text of the assignment, solution
with a detailed answer, and ascertaining and interpretation of
The blended learning methods are used in the present
research as a combination of traditional teaching methods
(explanation, illustration, problem, research and partial search
methods) and the methods of using blended learning tools on
the basis of the Moodle learning management system: use of a
module approach of an e-learning course in lectures and
seminars; application of the elements of the courses, ‘Linking
to a File or a Web-page’ and ‘An Answer in the Form of
Multiple Files’; online communication via Skype; individual
projects; course materials (textbooks and manuals);
organization of student individual achievement monitoring
with the help of the course element, ‘Assessment’.
The use of the methods of individualized instruction was
based on the necessity of individual assignments for the
formation of student information competence; for
management purposes, periodic monitoring of the quality of
mastering was selected. To this end, individual assignments for
each topic of the discipline were developed, tested and
We will show the use of interactive pedagogical interaction
under conditions of informational-educational environment by
several examples. During training, students were asked to
write an essay, with all the activities organized in the Moodle
learning management system. At first the students were to
choose from a list of essay topics, organized with the help of
the Moodle element, Quiz. A file was attached to the
assignment with instructions on the presentation form of the
essay and the criteria of its assessment. The criteria included
Presentation of one’s own point of view;
Elaboration on the issue at a theoretical level (the use of
terminology, familiarity with the sources, ability to creatively
use various sources and to refer to them);
Content and quality of the argumentation;
Style and internal organization (clarity, order, coherence and
presentation logic are assessed);
Presentation of the essay (the form of the presentation).
It was suggested that the completed assignment should be
presented in one of two forms: either as a recorded video of
the essay presentation, or its presentation with the attached
audio. Based on the essay assessment criteria, the student was
given points according to the assessment system presented on
the page of the course. During the whole learning period
students communicated with the teacher via the elements of
the Moodle learning management system: a forum,
messaging, a consulting chat; as well as using Skype software
Another example of employing interactive pedagogical
interaction is a seminar on the records of particular research
conducted by students under the supervision of the teacher. At
the beginning of learning, students received an assignment to
prepare a contribution. For instance, in Linguistics, examples of
machine translation systems were given. On each of those,
they prepared contributions which they posted at a forum for
the discussion by the group. The discussion began a month
after the assignment had been given. During the work the
teacher assessed each student’s activities, their reaction to the
group mates’ remarks, their activeness in presenting their
work, as well as in studying the other students’ works.
One more example of the implementation of interactive
pedagogical interaction is application of the debriefing system.
This method means the following: a student is given an
assignment (a review, an essay, a video, etc.); having
completed it, he/she posts the work in a special thread of a
forum. Other students evaluate the work, pointing to its
shortcomings and recommending making some corrections.
Thus, the student is to present his/her work, then to correct it
in accordance with the critical remarks. The essence of this
assignment is analysis of the work that realizes some project
activity, adaptation to various kinds of criticism and interaction
among the participants of the learning group. In this case, the
teacher as a participant of the interactive pedagogical
interaction is a necessary link between the student posting his contribution for evaluating and the student group evaluating
The final example of applying interactive pedagogical
interaction is the student’s completion of an individual
interactive assignment. Each student was given an assignment
that he/she completed during the semester. In this work (e.g.
algorithm of publishing) he/she could consult the teacher via a
chat once a week. Other kinds of consultations on this
assignment were not accessible for him/her. On a fixed date
the student submitted his/her work and it was assessed
according to the established criteria.
Results and discussion
The purpose of the study of the formedness of student
information competence on the basis of informationaleducational
environment was to observe and record the
dynamics of indicators. The object of monitoring is the process
of the formation of student information competence, and the
subject, the dynamics of indicator elements of the formation
of student information competence under conditions of
interactive pedagogical interaction.
Test measurements were carried out in 2014 – 2015: until
the formative experiment, during the first classroom lesson
and after the formative experiment, within the framework of
the final classroom lesson. These measurements show
quantitative changes in the indicators of student information
competence (Table 1&4). The criterion, ‘Student intellectual
activity in working with information technologies’, was
assessed with the help of the developed system of
assignments; the student’s level by this criterion is determined
by the level of assignments which he/she is able to solve; the
criteria, ‘Intrinsic motivation for using information
technologies’, ‘Preparedness for overcoming obstacles in using
information technologies’, and ‘Preparedness for proactive
work behavior using information technologies’ were assessed
by means of the developed tests. For each criterion, levels of
formedness were assessed: low, medium and high. The
formedness of a criterion in the above methods of assessment
is determined by the student's transition to a high level.(Table
||Number of students
||Levels of student intrinsic motivation for using information technologies
|Before the experiment
|After the experiment
Table 1: Dynamics of the levels of student intrinsic motivation for using information technologies
||Number of students
||Levels of the student intellectual activity in working with information technologies
|Before the experiment
|After the experiment
Table 2: Dynamics of the levels of student`s intellectual activity in working with information technologies
||Number of students
||Levels of preparedness for proactive work behavior using information technologies
|Before the experiment
|After the experiment
Table 3: Dynamics of preparedness for proactive work behavior using information technology
||Number of students
||Levels of the preparedness for overcoming obstacles in using information technologies
|Before the experiment
|After the experiment
Table 4: Dynamics of the preparedness for overcoming obstacles in using information technologies.
As a result of employing interactive pedagogical interaction
the level of formedness of student information competence
has essentially increased. Thus the formedness of student
intrinsic motivation for using information technologies has
changed from 10.9% to 23.9%. This dynamics demonstrates
students’ increased desire to find personal motives for the
successful fulfillment of work with the help of information
The experiment on determining the dynamics of the level of
intellectual activity in working with information technologies
has led to a considerable reduction of the low level (Table 2);
thus the number of students with low level has reduced by
30.5%. Accordingly, the number of medium level students has
decreased by 6.5%; this indicator confirms a considerable
increase of the number of high level students: 23.9%. The
obtained results concerning intellectual activity in working
with information technologies allow us to speak about the
effectiveness of this approach for the formation of student
In addition, the formedness of students’ preparedness for
proactive work behavior using information technologies has
grown from 13% to 34.8% (Table 3). This change is very
important from the viewpoint of students’ future professional
activities; it shows that their ability of self-development and
self-education has increased.
Student preparedness for overcoming obstacles in using
information technologies has changed from 4.3% to 23.9%
(see Table 4). This change demonstrates that the applied
methods are effective for the development of this criterion of
the formedness of student information competence.
The quantitative indicators in dynamics confirm the
effectiveness of the pilot-experimental work: interactive
pedagogical interactions under conditions of informationaleducational
environment facilitate the formation of student
Control measurements according to the indicators after the
formative experiment have demonstrated quantitative
changes for a number of indicator elements of student
information competence. The dynamics of these data confirms
the effectiveness of experimental work:
1. The research has revealed that building interactive
pedagogical interaction for the formation of student
information competence does not require the creation of
principally new external organizational forms, fitting in with
the existing practice of the administrative organization of the learning process; however, it considerably modernizes the
internal forms of teaching and learning. A distinctive feature of
interactive pedagogical interaction is the creation of students’
intensive interaction with various elements of informationaleducational
environment, leading to students’ mastering of
2. In order to achieve the aims of using interactive
pedagogical interaction in forming student information
competence, methods of creating positive motivation, of
organizing student interactive cognitive and practical activities,
and of developing personal education environment are used.
3. The employment of interactive pedagogical interaction
under conditions of informational-educational environment
provides purposefulness, planned character and effectiveness
of the education process.
The research presented in this article does not cover the
whole scale of the issue under consideration, offering only one
of the variants for its solution. The further research may be
associated with the in-depth development of diagnostic
techniques and the expansion of the forms of pedagogical
activities related to the interactivity of informationaleducational
environment forming student information
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