Information and Educational Environment as a Sphere for

Communication

S. M. Kurbatova

, L. Yu. Aisner

and V. V. Naumkina

Krasnoyarsk State Agrarian University, Krasnoyarsk, Russia

Katanov Khakass State University, Abakan, Russia

Keywords: Communications, Communication Environment, Education, Information Technology, Information and

Educational Environment.

Abstract: Communication in various forms is an integral part of society. The development and complexity of society

leads to the emergence of new forms of communication. This is particularly evident as a result of the scientific

and technological progress that has been observed at the global level in recent decades. Communications have

moved into the field of information technology. And this makes it necessary to study both the technologies

themselves and the communications carried out with their help. This is especially true in those areas where

these processes are carried out purposefully, in particular, in the field of education. The development of

information technologies has led to the formation of a new level of communicative interactions in the

education system. This applies to various aspects: legal, methodological, educational and organizational,

technical, etc. There is an opportunity to talk about the information and educational environment of

educational institutions. However, at its core, it still remains a communicative environment, representing a

sphere for communication..

1 INTRODUCTION

Informatization of education is a natural process of

reflecting the changes in modern society caused by

scientific and technological progress aimed at

achieving three main goals:

 to improve the quality of education and

enhance its effectiveness;

 to make education accessible (both physically

and financially);

 to promote the development of culture in

general and its individual types (information,

communication culture, business

communication culture, etc.) (Bakunova,

2020).

The result of this process was the emergence of a

new type of educational space, implemented on the

basis of using information technologies – the

information and educational environment (IEE).

Information technologies and informatization of

education, according to the UNESCO report

https://orcid.org/0000-0001-8518-9233

https://orcid.org/0000-0002-7093-4162

https://orcid.org/0000-0001-6169-5860

"Education in and for the Information Society"

(Guttman, 2003), should have a decisive impact on

the entire education system and its improvement in all

areas and indicators.

In the educational sphere, the information and

educational environment with the help of information

technologies allows us to provide:

 functioning of various elements and

components (objects, subjects, means, etc.) at

different levels, in different forms and types of

interaction;

 administration in the education system,

including control and supervisory nature;

 the activities of individual educational

institutions on the organization, planning and

methodological support of the educational

process; collection, processing, storage, use

and protection of various types of information,

including personal information, personal data

of subjects of the educational process (Zinina,

Antamoshkina, Olentsova, 2020);

530

Kurbatova, S., Aisne, L. and Naumkina, V.

Information and Educational Environment as a Sphere for Communication.

DOI: 10.5220/0010671400003223

In Proceedings of the 1st International Scientiﬁc Forum on Sustainable Development of Socio-economic Systems (WFSDS 2021), pages 530-535

ISBN: 978-989-758-597-5

distance communication between all subjects of

the educational process (students, their parents and

other legal representatives, teachers, educational

authorities, the public, and other educational

organizations). (Zinina, Dalisova, Olentsova, 2020,

Olentsova, 2020).

Education is a process of learning and education

and in its essence is nothing more than one of the

components of social communication in general, then

IEE is a sphere for communication between subjects

involved in educational social relations, improving

the technology of information interaction between

them (Tumaleva E. A., 2014).

Accordingly, it is a reflection of the general

communication processes and it allows to fill them

with the specifics of the essence of education, which

determines the importance of their understanding. At

the same time, the interaction of education systems is

manifested in their openness to each other and the

ability to influence each other (Pfanenshtil, Yatsenko,

Kudashov, Mongush and , 2018).

2 MATERIALS AND METHODS

The purpose of the study is to consider the

information and educational environment through the

prism of the communication approach. The objectives

of the study are as follows:

 to determine the importance of the information

and educational environment for the

educational process;

 to reveal the components of the information

and educational environment as elements of the

communication system and to identify the

specifics of their content;

 to analyze the content processes of a

communicative nature occurring in the field of

information and educational environment.

The purpose and objectives determined the

research methodology.

The widespread formation of the information

environment in educational institutions in the XXI

century has influenced the content of methodological

approaches to the learning process. There was a shift

of centrism from the teacher to the student. Now the

teacher is a mentor, moderator, tutor, coordinator,

manager. For example, in the e-learning system, it

becomes clear that a modern teacher needs to build

pedagogical activities aimed at forming maturity, not

taking away gadgets from students, but integrating

them into an educational environment saturated with

various types of educational activities (Koreneva,

Lutoshkina, Maksimov, Yatsenko and Rakhinsky ,

2020).

Despite the fact that there are various

communication theories (Miller, 2002), the

constructivist approach has been developed in the

education system (Meye, 1999). This approach is

based on the principles of context (in the process of

learning, tasks that are close to reality are solved),

construction (the knowledge system is built through

active activity, immersion in practice), cooperation

(the educational organization, represented by

teachers, assists students in learning opportunities,

implementing their own ideas, etc.) and

communication (in order to develop communication

processes, including planning, decision-making,

project implementation) (Chou, 2002). This approach

in Russian science has become known as a

personality-oriented approach, based on active,

communicative and activity-based teaching methods,

where the learning process is based on the freedom of

choice of the student's trajectory in the educational

space, and the student himself is placed in the center

of the educational process (Rozina, 2005). However,

education is still a communication space, a sphere of

communication between people (Morreale, 2001),

which has simply moved to a different level of

evolution. To confirm this hypothesis, the authors use

general scientific research methods: the study of

information sources, observation, logical analysis of

the information obtained, deduction, induction,

abstraction.

Issues related to the involvement of computer

technologies in the educational process became the

subject of scientific research almost immediately

from the beginning of the process of industrial

production of computers in the mid-twentieth

century: the principles of programmed learning,

mediated computer group interaction (Engelbart,

1963), a multi-faceted interdisciplinary approach to

the integration of new knowledge in pedagogical

science (Berger, 1972), etc. The scientific and

technological progress of the turn of the XX-XXI

centuries made it possible to form the information and

educational environment (Bates (Tony), 1995;

Maddux, 1997; Barnes, 2003), as well as to raise the

field of communication interactions between people

to a new level (Markel, 1998), in particular, not only

to highlight computer-mediated communications,

that is, social communication using information

technologies, but also to introduce mediated

computer communication into the education system

(Kougl, 1997; Krasilnikova, 2012) and give an

impetus to its intensive development (Moursund,

1997), which continues to the present (Kruglova

Information and Educational Environment as a Sphere for Communication

531

and,Sartakov, 2020; Abeldina, Moldumarova,

Abeldina and Moldumarova, 2015; Barlybayev and

Sharipbay, 2015; Khrulyova and Sakhieva, 2017;

Ching-Ter, Hajiyev and Su, 2017], Bobokhujaev,

2019; Duvenci, Tacgin and Sarac, 2017; Butova,

Dubskikh, Kisel and Chigintseva, 2019).

3 RESULTS

Information technologies in the educational

environment solve two main tasks:

 expanding the availability of education, which

is achieved through the active introduction of

information and communication technologies.

This makes it possible to involve the adult

population, as well as the elderly, in the

educational process. This is very important,

because the constantly occurring changes in

society and in different sectors of the economy

require the personnel to have more and more

new knowledge and skills for their application.

Accordingly, in order to be in demand in the

labor market (despite the fact that in many

countries the retirement age is about 70 years),

employees need to be trained and retrained

throughout their working life.

 changing the quality of the educational process

itself, which is achieved by bringing

educational activities to a new level, thanks to

the use of information technologies.

Information technologies are a special type of

means of communication. Accordingly, in the

educational environment, information technologies,

forming, on the one hand, the information and

educational environment, simultaneously act as a

means of communicative communication between

different subjects involved in the field of educational

activities.

Having the general characteristics inherent in the

means of communication, information technologies

in the education system reflect the purpose and

objectives of the educational process, where the two

main components are training and education. While

there is now a greater emphasis on information

technologies to support the learning process, we

believe that it is necessary to expand their use for

educational purposes as well.

Like any field of activity, the information and

educational environment includes the object, subjects

and means of carrying out this activity (methods of

communication). Despite the fact that we can select

levels in it:

 IEE as an element of the administrative

management system, as one of the activities of

state bodies in the field of education

(Trashkova and Aisner, 2017);

 IEE of an educational organization, aimed at

ensuring the achievement of the goals

implemented by a specific educational

institution, taking into account its specifics;

 a personal IEE, filled with certain functionality,

solved by it, and its main subject (teacher,

student, dean's office, etc.).

5Based on the peculiarities of the subject

composition and the predominance of the solution of

certain tasks, the interaction of the subjects of the

information and educational environment is carried

out with the predominant use of imperative,

imperative-dispositive and dispositive methods of

regulating communicative relations, where the

imperative method is manifested in the regulation of

administrative issues, and the dispositive method-in

all other.

If earlier the teacher was a kind of filter, passing

through the educational information and giving it out

with the help of traditional educational technologies

(communication methods) to students, today his

functional task is to implement the role of a facilitator

and assistant in the work of students. Thus, the

teacher acts as a kind of source of information

(despite the fact that the teacher retains his

administrative and administrative functions,

including taking exams, etc., which causes the

preservation of the imperative principle in

communication with students). But still, the activity

of the teacher in the educational process is now giving

way to the activity of students (Trashkova, 2018),

since the task of the teacher was to create conditions

for their initiative (Kondratieva, 2020).

7. The information and educational environment

is a kind of field for communication, in which three

types of communication interactions can be

distinguished (Kosharka, 2021):

 one-to-one communication (carried out

between participants: "teacher-student",

"student-student", "student-technology",

"teacher-technology", for example, e-mail

correspondence between a teacher and a

student);

 communication of the "one-to-many" type

(subject composition is typical: "teacher-group

of students", "student-group of students",

"technology-group of students", where almost

everyone can be the recipient of information,

but not everyone can be the source);

WFSDS 2021 - INTERNATIONAL SCIENTIFIC FORUM ON SUSTAINABLE DEVELOPMENT OF SOCIO-ECONOMIC SYSTEMS

532

 communication of the "many-to-many" type (at

the levels of "group of students-group of

students", "teachers-group of students", where

the transmitter of information is also its

consumer and all this happens within the

framework of democratizing communication,

when a participant in the communication

process can turn to other participants for

information) (Borodachev, 2011).

4 DISCUSSION

The basis of the element composition of the IEE is the

minimum elements indicated in the regulatory

documents, in particular, if we talk about Russia, we

are talking about various federal state educational

standards, according to which the IEE of an

educational institution includes "a complex of

information educational resources, including digital

educational resources, a set of technological means of

information and communication technologies (ICT):

computers, other ICT equipment, communication

channels, a system of modern pedagogical

technologies, providing training in the modern

information and educational environment "

(https://fgos.ru/, 2020). However, elements related to

education issues fall out of this set, because education

is not only an activity for teaching certain

professional knowledge, skills and abilities, but also

a process of education aimed at forming an active and

self-sufficient personality that can fully realize itself

in modern society (Aisner and Trashkova, 2017).

Thus, S. A. Nazarov draws attention to the fact that

IEE is "a pedagogical system that combines

information educational resources, computer training

tools, educational process management tools,

pedagogical techniques, methods and technologies

aimed at forming an intellectually developed socially

significant creative personality with the necessary

level of professional knowledge and competencies"

(Nazarov, 2006).

At the same time, the information and educational

environment, representing a symbiosis of educational

and other types of activities and information

technologies, is a special communication

environment, where the object is the educational

environment and related processes.

The subjects are:

 public authorities;

 educational institutions;

 teaching staff;

 students;

 administrative and technical staff of the

educational institution;

 participants and members of scientific

communities, thematic, scientific, scientific

and practical conferences, round tables, etc.

Accordingly, we can distinguish the levels of

intersubject communications:

Level I reflects the imperative (power) aspect of

the relationship, since on one side of the

communication are the authorities that implement

administrative and power functions to ensure the

functioning of the education system, and educational

institutions that are endowed with the ability to

administer and carry out public activities to facilitate

these functions;

Level II is aimed at the implementation of the

educational process, through the interaction of

students with teachers and the dean's office, which,

with a certain equality and democratic system,

however, may have administrative and administrative

consequences, which means that the method of

regulating such communications will still be

imperative and dispositive;

Level III is based on dispositive communications

formed on the basis of legal equality of the parties

(students, members of scientific circles, participants

of conferences, etc.).

It should be noted that the forms, types and

content of communication interactions in the IEE will

be influenced by the specifics of a particular

educational organization.

As an example, we can cite the Siberian Federal

University, Krasnoyarsk State Agrarian University,

and the Khakass State University named after N. F.

Katanov, where the authors work. The model

described in this article has been repeatedly discussed

by the authors with the management of the structural

divisions of these universities, as well as at scientific,

methodological and other events. The use of this

model, its efficiency and effectiveness, made a certain

contribution and contributed to the successful passage

of state accreditation of the first two educational

institutions in 2019 and in 2021, respectively, and is

used in preparation for a similar procedure for the

third university, which is expected in 2021.

5 CONCLUSION

Informatization of the educational process and

digitalization of the education system are designed to:

 develop education as an activity and one of the

functions of the state;

Information and Educational Environment as a Sphere for Communication

533

 create the necessary infrastructure for the

implementation of educational programs;

 provide training of highly qualified and

competitive personnel (and not only young

people, but also other, older age groups);

 promote the effectiveness of administrative and

managerial mechanisms operating in the

education system, ensuring its quality, safety,

etc.

However, the main task of the information and

educational environment is that it should become a

single communication space for all participants in

educational relations. And it is in this context, first of

all, that it should be considered.

REFERENCES

Abeldina, Z., Moldumarova, Z., Abeldina, R.,

Moldumarova, Z.I. (2015). Virtual learning space in the

system of e-learning Mediterranean. Journal of Social

Sciences, Vol 6, 5: 478-483.

Aisner, L. Yu., Trashkova, S. M. (2017). The role of

education in the formation of personality. Kazan

science, 10: 126-128.

Bakunova, K. A. (2020). Information and communication

environment of an educational institution.

https://www.prodlenka.org/metodicheskie-

razrabotki/404838-informacionno-kommunikativnaja-

sreda-obrazova

Barlybayev, A., Sharipbay, A. (2015). An intelligent

system for learning, controlling and assessment

knowledge. Information, Vol 18, 5: 1817-1827

Barnes, S.B. (2003). Computer-mediated communication:

human to human communication across the Internet.

Allyn and Bacon.

Bates, (Tony) A.W. (1995). Technology, Open Learning

and Distance Education, Routledge London: New

York:

Berger, G. (1972). Opinions and facts Interdisciplinarity:

Problems of Teaching and Research in Universities.

Paris.

Bobokhujaev, S. I. (2019). The role of ICT and the

problems of organizing distance education in

Uzbekistan. International Conference on Information

Science and Communications Technologies:

Applications, Trends and Opportunities, ICISCT.

Applications, Trends and Opportunities, 9011876

Borodachev, S. A. (2011). Functioning of the educational

space of a pedagogical university on the basis of

software systems of e-learning. Young scientist, Vol. 2,

2: 75-77.

Butova, A.V., Dubskikh, A.I., Kisel, O.V., Chigintseva,

E.G. (2019). Electronic educational environment

MOODLE in English language training. Arab World

English Journal. Vol. 10, 1: 47-55.

Ching-Ter, C., Hajiyev, J., Su, C.-R. (2017). Examining the

students’ behavioral intention to use e-learning in

Azerbaijan. The general extended technology

acceptance model for e-learning approach. Computers

& Education, 111: 128-143.

Chou, C.C. (2002). Formative Evaluation of Synchronous

CMC Systems for a Learner-Centered Online Course.

Interactive Learning Research, 12 (2/3: 173-192.

Duvenci, A. Tacgin Z., Sarac, A. (2017). Mobile EPSS for

distance education centers: a sample study to overcome

impediments of Marmara University distance education

center. In Journal of International Scientific

Publications: Educational Alternatives. - Т. 15. - №

1000027. - pp. 379-390

Engelbart, D.E. (1963). A conceptual framework for the

augmentation of man's intellect, Vistas in information

handling. - Vol. I. Washington, DC: Spartan Books. -

pp. 1-29

Federal State Educational Standards https://fgos.ru/.

Guttman, C. (2003). Education in and for the information

society. - Paris: UNESCO.

Khrulyova, A.A., Sakhieva, R.G. (2017), Khrulyova, A.A.,

Sakhieva, R.G. Forming of informational culture as a

necessary condition of the level raising of higher

education Man in India. - Т. 97. - № 15. - pp. 211-225

Kondratieva, I. S., 2020. The use of active and interactive

forms of conducting classes in the educational process

in order to implement the competence approach

http://www.tcek.ru/2014-04-01-05-12-57/875-2014-

04-22-07-50-58.html

Koreneva, V.V., Lutoshkina, V.N., Maksimov, S.V.,

Yatsenko, M.P., Rakhinsky, D.V. (2020). Influence of

electronic gadgets on the formation of school adulthood

in older preschoolers. International journal of

psychosocial rehabilitation, Vol. 24,3: 2875-2882.

Kosharka, Yu. A. (2020). Communications in the electronic

educational environment:

https://dogmon.org/kommunikacii-v-elektronnoj-

obrazovatelenoj-srede.html

Kougl, K. (1997). Communicating in the classroom.

Prospect Heights, IL: Waveland Press, Inc.

Krasilnikova, V. (2012). The use of information and

communication technologies in education: a

monograph. Orenburg.

Kruglova, N. R. Sartakov, I. V. (2020). Some aspects of the

analysis of the experience of digitalization of higher

education. Professional education in the modern world,

Vol. 10, 1: 3499-3507.

Maddux, C.D., Johnson, D.L. & Willis, J.W., 1997.

Educational Computing: Learning with tomorrow's

technologies. - 2nd ed.

Markel, M., 1998. Technical Communication. Situation and

Strategies. NY: St. Martin Press.

Meyer, M., Baber R., Pfaffenberger, B. (1999). Computers

in Your Future, Macmillan Computer Publishingс.

N.Y., 3rd ed.

Miller, K., (2002). Communication Theories: Perspectives,

Processes, and Contexts, McGraw-Hill. Boston.

Morreale, Sh.P., Brian, H.S., Barge, J.K. (2001). Human

Communication: motivation, knowledge, & skills.

Wadsworth.

WFSDS 2021 - INTERNATIONAL SCIENTIFIC FORUM ON SUSTAINABLE DEVELOPMENT OF SOCIO-ECONOMIC SYSTEMS

534

Moursund, D. (1997). Future of Information Technology in

Education, Oregon: ISTE. Eugene.

Nazarov, S. A. (2006). Pedagogical bases of designing the

personal-developing information and educational

environment of a technical university: abstract of the

thesis of the candidate of pedagogical Sciences.

Rostov-on–Don.

Olentsova, J.A. (2020). Distance learning in Russia during

the coronavirus pandemic. Journal of Physics:

Conference Series, 1691(1), 012219.

Pfanenshtil, I.A., Yatsenko, M.P., Kudashov, V.I.,

Mongush, A.L., Rakhinsky, D.V. (2018).

Multiculturalism and educational practice: problems of

socio-cultural identity preservation The European

Proceedings of Social & Behavioural Sciences EpSBS

Conference: SCTCGM - Social and Cultural

Transformations in the Context of Modern Globalism,

1: 1493-1502.

Rozina, I. N. (2005). Theory and practice of teaching

pedagogical communication in the educational

information and communication environment: abstract.

diss. ... doctor of pedagogical sciences. Moskva.

Trashkova, S. M., Aisner, L. Yu. (2017). Complementation

of information technologies and the education system

through the prism of Russian legislation. Scientific

review: humanitarian research, 8-9: 9-11.

Trashkova, S.M. (2018). Informational component of the

problem of personality formation: socio-economic

aspects. Eurasian legal journal, 8 (123): 435-437.

Tumaleva, E.A. (2014). Dialogue of educational actors

based on information and communication resources.

Resources, reviews and news of education, 22.

http://www.erono.ru/art/?ELEMENT_ID=2038

Zinina, O.V., Dalisova, N. A., Olentsova, J. A. (2020).

Distance Learning Technologies as the Main

Mechanism for Increasing Efficiency Activities of the

University. Vision 2025: Education Excellence and

Innovation Management to Sustain Economic

Development during Global Challenges. Proceedings

of the 35th International Business Information

Management Association (IBIMA).

Zinina, O.V., Antamoshkina, O.I., Olentsova, J. A. (2020).

Methodology for Evaluating the Effectiveness of

Investments in Distance Educational Services. Vision

2025: Education Excellence and Innovation

Management to Sustain Economic Development during

Global Challenges. Proceedings of the 35th

International Business Information Management

Association (IBIMA).

Information and Educational Environment as a Sphere for Communication

535