The Use of Interactive Learning Technology in Institutions of Higher Learning.
This paper is linked to a study aiming to provide a theoretical rationale for the methodological foundations of the use of interactive learning technology in institutions of higher learning and undertakes to describe the process of practical implementation of this approach and analyze the outcomes. The authors examine the views expressed by various researchers on the concept, essence, and effectiveness of applying interactive technology in colleges, identify issues in its use, and take a look at some of the requirements for it. The methodology of applying interactive learning technology in colleges is predicated upon the instructor possessing the necessary skills and competencies and having the ability to employ the various techniques for interactive learning. The findings of an experimental study conducted by the authors attest to the effectiveness of using interactive learning technology in the teaching and learning environment and lead them to conclude that integrating interactive learning systems with traditional ones and harmoniously combining them may help improve the overall structure of the learning process and boost student progress. OPEN ACCESS INTERNATIONAL JOURNAL OF ENVIRONMENTAL SCIENCE EDUCATION 12529 kind is expected to help augment the technological aspect of the learning process in college. There are a number of reasons urging the development and application of innovative pedagogical, especially interactive, technology in college student learning. Firstly, it is the need to implement a systemic activity, personcentered approach with a view to not just systematizing the actions of all participants in the learning process but also providing them with a personallysignificant direction in which to act. Secondly, the time has come to replace the rather tenuous way of passing along knowledge verbally with a more active means of learning. Thirdly, it has become crucial to be able to foresee the possible outcomes of the learning process, avoid negative consequences, and design a positive guaranteed result, which requires a seamless technological chain of actions with proper forms, means, methods, and techniques in place underlying instructor and student interaction (Burkhanova Rodionova, 2012) An analysis of scholarly research (Panina Vavilova, 2008; Nikishina, 2007; Panfilova, 2009) indicates that, amid a changing educational paradigm in college, it is definitely pays to make a shift to some novel learning technology (including interactive) that is oriented toward the personal development and self development of each participant in the learning process, including both the instructor and the student (Shevchenko, Guseva, Lebedeva, 2009) The way the word "interactive" is defined in most dictionaries implies acting upon or in close relation with each other. So, essentially, interaction is about all participants engaging actively in some sort of give and take (Gavronskaya, 2008) Interactivity in learning could be construed as a capacity for interacting and learning by way of conversation, dialogue, or action. Thus, literally speaking, we could term "interactive" a method whereby the learner is viewed as a participant expected to perform certain actions. He acts as not only a listener or an observer but takes an active part in what is going on and, thus, basically, appears to actually be a driving force behind it all happening (Suvorova, 2001) Scholar S.S. Kashlev regards as interactive the types of technology that have students engage in active interaction in class, implying that by offering a personal contribution to the common cause in class each participant will have the chance to gain some new knowledge through organizing collective activity, starting at the level of 2 3 individuals interacting and progressing to wider interaction among many (Kashlev, 2011) In the authors' view, interactive learning is about students assimilating information by way of real world, intensive learning, as opposed to dull cramming of "dead" information it is a hyperactive social process wherein the student is not just a learner but is someone who actually creates "living" information, being led by the teacher down the right path to getting the best results, based on the harmonious assimilation of knowledge that is in demand in present day society. At the same time, the student and the teacher act as equal subjects of the learning process. Their interaction is devoid of dominance, in thought or viewpoint, by one participant over another and factors in the specific experience one possesses and its practical application. A model of this kind implies 12530ABYKANOVA ET AL. continual communication between the instructor and students and that among the latter. In the end, we have a scenario where all members of a team are engaged in communication with each other (Stupina, 2009) [9] Interactive learning is advantageous as it helps establish a friendly atmosphere among the participants and have them connect with each other, helps boost learner self reliance and self assurance, has the instructor encourage students towards working together, enables learners to overcome the fear of a language barrier, helps mitigate authoritarian teacher rule, keeps everyone engaged in activity, assists low achieving students, and has participants make an active and continual use of the knowledge and experience gained earlier (Klarin, 2000) The effectiveness of interactive technology depends on how well it factors in the personal characteristics of each subject of the learning process and the prospects for their development. Hence the priority of subject oriented learning versus information based. The use of person centered technology implies changes in the teacher and student position aimed at the democratization of their relations, which will be conducive to the actualization of the student's personal functions, facilitate his professional self development, and help create the right conditions for his self actualization (Gushchin, 2012) Of great importance is the instructor's skill level. The instructor will be creative and innovative only when he is aware of himself as not just a teacher, someone who carries certain information, but also a research scientist, someone who is expected to be good at not just answering questions but also asking them and encouraging students to come up with the answer on their own (Vetrov, 2012) The most common interactive methods currently employed in college are: skill workshops, case problems, master classes, press conferences, testing, the case method, learning through play, round tables, multimedia lectures and practicals, and electronic study guides. Lecture classes and practicals mostly employ individual hand out materials and video, audio, and computer equipment (for conducting focus groups) All this helps cultivate the professional potential of future specialists. Students prepare scientific papers which they present at conferences, defend term papers and diploma papers, and develop presentations of their work based on information communications technology. Lately there has been wider use of business roleplay as part of the learning process.Business roleplay is an interactive form of learning that facilitates boosts in student learning cognitive activity, for, in modeling managerial, economic, psychological, and pedagogical situations, students not only strive to personally engage in problem solving but can also encourage their fellow students to do the same (Gulakova Kharchenko, 2013) Despite the fact that there has been sufficient research into the use of interactive learning technology in college, there still are a few thorny issues remaining concerning the practical use of interactive learning methods and techniques as part of seminar classes with smaller groups of learners. In the authors' view, the following factors need to be taken into account to ensure that smaller groups are industrious and the individual actions of each INTERNATIONAL JOURNAL OF ENVIRONMENTAL SCIENCE EDUCATION 12531 participant are integrated into the collective activity of the group subject of learning: the psychological compatibility of students; one's learning potential, interests, and propensities; the optimum combination of the pair group, collective, and individual forms of work. the degree of orientation of interactive technology toward the education/bringing up process. The authors expect that adhering to the above set of factors in tandem with employing techniques for interactive learning, will help achieve tangible boosts in the effectiveness of the educational process and the caliber of student knowledge.