Modern distance learning tendencies in the training of specialists in the aviation industry require greater use of information technology: the use of Internet space, the involvement of interactive technologies. One of the effective virtual tools is the "virtual laboratory" as a software tool for conducting and demonstrating research and science-intensive projects.
Analysis of current research has shown [1, 2] that there is a large number of virtual laboratories that contribute to the information and analytical support of scientific activities, used in the development of methods and software products for scientific purposes. In addition, virtual laboratories are a software and hardware complex of practical use of research results in the design of regulatory and methodological documents, recommendations and manuals.
According to the definition of V.V. Trukhin [3], virtual laboratory is a software tool that allows projects under simplified conditions, without direct contact with the installation. This allows you to work on the project at the same time with the required number of cadets in the distance learning process. K.I. Bogatyrenko considers time to be a significant advantage of virtual laboratory over traditional approaches when working on research projects. It should be noted that virtual laboratory can significantly reduce the time to develop the necessary materials and focus on cadets to study the methods of theory and analysis of the results.
The advantages of virtual laboratory include no need to purchase the necessary equipment. Current lack of funding in many laboratories requires the use of old equipment that does not meet the latest requirements in the information technology industry and sometimes distorts the results of experiments. Ability to model processes, the course of which is not possible without certain equipment, the ability to penetrate processes that occur at a different scale with different values of input data and economies of scale are integral components of research and science-intensive projects.
When conducting a project in the virtual laboratory, the cadet has the opportunity of individual performance of skills, development of his technical intelligence and responsibility. This forms a competence that can not but affect the development of cadet independence.
The main value of virtual laboratories is its content. Virtual processes, which reflect a certain physical process on the computer screen, are always secondary in accordance with the subject reality. This ensures the reality of the material world, where it is objective. It was noted by the director of the Center for Vitalistics of the Human Institute PAH, the doctor of psychological sciences, Professor M. A. Nosov, that the virtual reality is produced due to the activity of any reality which is extereior to it. Therefore, it should be noted that the results of virtual laboratory must undergo a certain two-stage analysis for the transition from the information received during virtual laboratory operation to the formulation of a fact. M. A. Hosov noted that the virtual reality has the features of reality, which is relevant only "here and now", that is, only when the virtual process is launched. Thus, virtual laboratory is a computer program that ensures the existence of a "virtual laboratory " and is an active feature of "here and there".
Formulation of adequate conclusions of a relatively real scientific fact, such as completeness, sufficiency, unambiguity determines the level of preparation of a mathematical model, which is a process. The mathematical model participates in the management of events with "virtual" objects, which is carried out by the cadet in the process of performing virtual laboratory.
References:
1. Галелюка І.Б. Віртуальні лабораторії автоматизованого проектування як інструмент міждисциплінарних досліджень: передумови створення // Інформаційні технології та комп’ютерна інженерія. – 2009. − №1(14). – С.33-38.
2. Мазур М.П. Особливості розробки віртуальних практичних інтерактивних засобів навчальних дисциплін для дистанційного навчання / М. П. Мазур, С. С. Петровський, М. Л. Яновський. // Інформаційні технології в освіті: Збірник наукових праць. – 2010. – С. 40–46.
3. Трухин А.В. Об использовании виртуальных лабораторий в образовании // Открытое и дистанционное образование. – 2002. – № 4 (8). – C. 81–82.
4. Юрченко, А. Віртуальна лабораторія як складова сучасного експерименту / А. Юрченко, Ю. Хворостіна // Науковий вісник Ужгородського національного університету. Серія: «Педагогіка. Соціальна робота». – Ужгород : Видавництво УжНУ «Говерла», 2016. – №2 (39). – С. 281–283.
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