MINISTRY OF EDUCATION OF THE AZERBAIJAN REPUBLIC

AZERBAIJAN STATE OIL AND INDUSTRY UNIVERSITY

Aliisa Alizada Sahir

The role of online learning platforms in education

BAKI-2023
Abstract
Digitization of education is a significant trend for reform and modernization in the global
education environment. Digitization refers to the conversion of various information sources, such
as texts, sounds, images, and videos, into digital language. Several analysts, including Tim
Berners-Lee, the inventor of the World Wide Web, consider the emergence and growth of online
education as a pivotal moment in the history of education. The European Union has adopted a
digitalization approach to education. The EU 2020 education development plan focuses on
digital technology, which was adopted in 2014. The primary goal of this document was to make
effective progress in the field of information technology by integrating modern technologies and
using technology alongside education. After conducting a comparative analysis of the existing
conceptual apparatus, we have identified several fundamental concepts related to this problem
area. Text, graphics, and multimedia information placed on Internet sites (servers) are commonly
understood as Internet resources. This information is delivered to the user's computer in the form
of a set of files or documents (including an archive) in various formats, such as HTML, DOC,
PDF, and TXT. Internet resources also encompass executable programs placed on servers
(distribution), which can be transferred to the user's computer for further use upon request. This
article discusses how the concept of Internet portals is being used to address this problem, which
is relevant across all areas of human activity influenced by the Internet. By creating a unified
platform that aggregates and organizes educational resources, Internet portals can significantly
enhance the accessibility and effectiveness of education.

Introduction
Internet resources can be classified into two broad categories related to the educational process.
The first category includes resources designed for use in education, such as teaching,
methodological, scientific-methodical, and additional text and illustrative materials, as well as
test systems. These resources are tailored to a particular subject area and educational level. The
second category includes resources that provide information on the educational system,
educational institutions, or educational bodies, such as legal, regulatory, statistical, and reference
data. These resources are not intended for use in the educational process but are aimed at
providing information on the education system as a whole. The rapid development of the Internet
and related technologies has created a pressing need for a single integrated system that provides
free and fast access to educational resources to large groups of people. This issue is of utmost
importance in education, which is a key driver of social development. To meet the diverse needs
of various user groups, it is necessary to integrate information resources, applications, and
services from various sources. Before formulating our own concept of creating educational
online resources, let's analyze the scientific works that discuss the conceptual basis of creating
online educational resources. In their "Concept of creating a system of Internet portals in the
field of education", Russian scientists A. N. Tikhonov and A. D. Ivannikov proposed a theory for
developing a methodology to populate the catalog of Internet resources, which is the main
information component.
 Methods
User interfaces are the entry points through which users interact with designs. Graphical user
interfaces (GUIs) are design control panels and faces; it witnesses oral-auditory interaction in
voice-controlled interfaces, gesture-based interfaces, and body movements through the fields of
3D design. User interface design is an art that includes building an important part of the user
experience; users are very quick to evaluate designs in terms of readiness and similarity. At this
stage, the main solutions related to the user interface are developed, they are taken into account
by the authors when preparing training material and control tasks, templates are prepared \ Web
pages, and then they are used in the formation of information components of the UIR[1]. The
concept of user interface is still not unambiguously interpreted. In our opinion, the definition
given by [Link] and [Link] is more successful: "An interface is a combination of
the information model of the problem area with the means and methods of interaction of the user
with the information model, as well as the components that ensure the formation of the
information model in the program. Based on the analysis of the works, we list the general
requirements for the user interface: - Unity (expecting the same reactions to the same system); -
Friendliness (a set of interface features that ensure its simple development and effective use,
regardless of the level of preparation of users); - Concise (provided by the method of defining
standard parameters, performing icons instead of text expressions, etc.). - Convenience (achieved
using customization tools); - Structured dialogue (separation of user interface components
according to difficulty level). Based on the list of tasks put forward by A.I. Bashmakov to design
the user interface of a computer textbook, let's distinguish specific tasks related to the design of
the UIR user interface[2].
1. Determining the composition and characteristics of windows. Tutorial \-e-pages are displayed
in windows. Windows are divided into 2 parts: primary and secondary. The main one is the
browser window that is displayed immediately after OIR is loaded. Other windows created by
SID are called pop-ups. Secondary windows can be located anywhere on the screen and can
move independently of the main window. Middle windows are divided into modal and non-
modal. A modal window provides a dialog level that is subordinate to the dialog in the window
from which it is called. A window of this type blocks interaction with all other browser windows
until it is closed. Modal windows are used to provide additional information as well as to enter
information about what state further work with IRM will take. Extra-mode windows are used to
organize parallel branches of a dialog by switching between main and extra-mode windows. Let's
move on to window attributes[1]. The main attributes of windows are: original size and location;
support for standard window view manipulation operations; window order relative to other
windows; size limits; design style; the shape of the mouse cursor when the window title is in the
working area of the window; icon associated with the window. The result of solving this problem
is to define the purpose of the window types used in the UIR and the relationships between them.
In other words, it is necessary to show what kind of windows will be used to present information
of a different nature in certain situations and how to implement the connections between
them[3].
2. Development of information presentation schemes. To solve this problem, it is necessary to
create a list of typical structural units of the teaching material. They are distinguished by the
hierarchical levels in which they are located and the roles they play within the levels. We give an
approximate list of such sections: - Content block - A part of the main teaching material; - A
piece of additional educational material; - Compact additional information designed to be
presented in a modal window; - A fragment with a list of tasks to consolidate knowledge; - A
fragment with a list of practical tasks; - A number of tasks for self-checking in the unit; - Page
with results of knowledge control and their interpretation; - List of main concepts in the section;
- Literature on the section; - Fragment of the dictionary[3].
3. Determining the tools to manage the training material. Navigation in the learning material is
determined by the relationships that define the transitions between the structural units of the
learning material. To implement these connections at the user interface level, the user-initiated
transitions need to specify the previously selected types that define the appropriate means of the
user interface[3].
4. Development of dialog schemes. Dialog refers to interaction by exchanging user and
application data. The window in which the dialog flows is called a dialog box. It contains fields
for displaying data and user interface controls that provide user input and pass it to the
application for processing[3].
There are three main principles for organizing the dialogue
1) A user command is a combined action that defines both the data object and the action on it.
Examples of dialogs based on this principle are activating by clicking the window title,
navigating through educational materials using navigation buttons and hyperlinks, entering an
answer to a query by clicking a button corresponding to one of the alternative options, selecting a
list item by double-clicking, etc. .
2) An action object (first data is entered or one or more data objects are selected, then the action
to be performed is indicated). An example of a dialog based on this principle is, for example, text
fields to enter or select a control task or a form where keys are placed and buttons to send to the
server for evaluation or refuse to execute[5].
3) Action object (first, the action type is selected, as a result, the application switches to the
appropriate mode; then the data object to which this action is directed is displayed). An example
of a dialogue based on this principle is the manipulation of an interactive three-dimensional
representation when, after selecting the type of action (rotate, move, increase, decrease, etc.) in
the first step, the part of the scene to which it is closed is shown[6].
5. Definition of a set of user interface controls used in the UIR. The set of control elements is
defined during the development of dialog schemes. Control elements act as the main structures
from which the application interface is created. Their implementation is the first task in the stage
of creating user interface templates. The requirements for the user interface and the rules for its
construction are regulated by relevant standards.
6. Highlight customizable user interface settings. Configurability allows users to modify the
interface themselves, bringing it to a state that provides the most favorable conditions for
interaction with the UIR[4].
An interface that includes advanced customization features is called flexible. We list a number of
user interface parameters that can be customized, including: the size, position and state of the
main browser window; options for secondary windows; color scheme of pages; font sizes used to
represent educational material; show the status bar; the position of the border between the
navigation bar and the workspace (for a frame structure)[3].
One of the main factors when choosing an authoring environment for OID development is the
method it uses to support OIR in remote access mode. Here, environments where functional and
data components are implemented in HTML, XML, and Java may be preferred.
We need to infer the possibility of using computer-aided design systems and authoring
environments to create R-D[7]. Undoubted advantages of these tools include:
- visualization of the UIR design process;
- providing methodological guidance for developers who do not have extensive experience in
creating UIR;
- Acceleration of UIR development by applying special templates;
- Project management support.
An insurmountable obstacle to the use of the above-mentioned means remains their high market
price. Their other disadvantages include:
- Weak support of the Azerbaijani language in the products of foreign companies;
- Low distribution of localized versions of programs for Azerbaijan;
- Poor integration and compatibility of these funds;
- Large amount of received HTML documents (in kilobytes).
What are the main trends in technology and instrumental development
- To ensure that performers who are not professional programmers and do not have special
technical education can use the tools;
- Use of object-oriented approach and the principles underlying CASE-technology;
- Management of the Cheshralization project and creation of conditions for multiple use of
resources (functional and informational components, didactic, methodical and interface
solutions);
- Provide continuous (until the end) support for all stages of development;
- The embodiment of the possibilities of automated implementation of didactic equipment
working with computers in design and research works in specialized tools;
- Using visual development tools that blur the boundaries between design and implementation;
- Intellectualization of tools and products created with its help;
- To provide the ability to quickly build a prototype UIR without waiting for the completion of
development of all components[5].

Result
Today, the following definition given by G. Myers is considered the generally accepted
definition of testing: "Testing is the process of executing programs to detect errors."
The testing process to be carried out by IR manufacturers should include three stages:
1) To test the technical implementation;
2) Didactic acceptance test;
3) Testing interactive interactions.
As a result of the technical application test, the following areas are checked.
1) Site structure. The type of site structure, the presence of broken links, the depth of hierarchical
levels, etc.
2) Page loading speed. Recommended hardware and software for working with the site, server
response speed, largest page size, average page size, average page load time, etc.
3) Design and layout. Combination of colors, font size, type of images used, printing of pages,
etc.
4) General statistics of the content. The number of pages of content on the site, spelling,
abbreviations, punctuation, spelling, misuse of words.
4) Use of technology: HTML, CSS, XML.
5) Programming: server technologies: CGI, ASP, PHP, etc.; client technologies: JavaScript,
VBScript, Java, ActiveX, Plug-Ins, Cookies.
6) Browser support: MS Internet Explorer 5, 5.5, 6, Netscape Navigator 7.8, Opera, etc.
7) Navigation. Navigation efficiency, setting of navigation elements, navigation hierarchy, color
of links, etc.
8) Search. Search type (full text, with keywords), search clarity, search precision, etc.
Testing didactic receptivity is usually combined with a pedagogical experiment. In order to test
the didactic acceptability, an inspection is carried out in the following areas:
- Goals, content, methods: educational goals and logic in content selection; existence of a
justified / recognized relationship between objectives, content and methods; relevance of the
didactic approach to the current state of knowledge in terms of scientific content and educational
goals;
- Form of presentation (graphics, tables, text, animation): existence of a known connection
between the form of presentation, WIR and work sequence, content and didactic method; the
freedom of presentation and the way to work with IWR from various didactic strategies;
- Impact: Does SSI contribute to a new learning experience and to the emergence of new forms
of learning that would be unthinkable without computers?
Checking for interactive interactions includes: entering incorrect data; feedback; ways to
communicate with the teacher; ways to control knowledge; drop-down menus, scrolling images
and other interactive navigation elements.

Conclusion
The use of technologies in education can lead to an increase in efficiency, a decrease in various
costs, and an increase in effectiveness. Therefore, it is important for educational institutions to
create websites that meet modern requirements using technologies such as HTML, CSS,
JavaScript, JQuery, [Link], and PHP. one of the issues is the simplicity of the user interface,
and the design does not tire people. In addition, the world's oldest and highly ranked universities
manage to introduce their educational institutions to students and professors from all over the
world using such platforms, and implement the process of students' admission to universities
online. Web technologies in education Another advantage of its use is related to the transition to
distance education, which recently created the need for distance education after the
announcement of the worldwide Covid19 pandemic. However, there are some shortcomings in
this type of education:
First, existing services will not be able to withstand such an influx of momentum
Second, not all students have access to the Internet, and some families do not use computers at
all for various reasons.
Children are used to the school primarily communicating face-to-face with the teacher, but not
the online format.
Students will not be easily interested in participating in distance education.
Often, parents prefer to educate their children by themselves according to the program approved
by the state. At the same time, you can study using both school textbooks and author's methods.
The main thing here is the final result and the execution of the program. On this topic, large
online communities of parents have been created, who exchange experiences on the Internet and
solve emerging problems together. For example, many parents have concerns about how a child
will learn the material. By being in the classroom and discussing, for example, some literary
work or historical event, the student receives many different opinions in a short time and learns
to search for the truth among them. Thus, the material is remembered faster. At home, when a
 mother acts as a teacher, it is more difficult to gain such experience. There are various solutions
for this. For example, you can watch movies adapted with a child based on a historical event, or
parents can freely discuss this or that educational material from time to time with their children
using some life examples, draw them into independent discussions and express their different
opinions.
During these periods, some services, such as Foxford, [Link], MAXIMUM edu,
[Link], made online services free. I think this is great and shows that modern entrepreneurs in
education are ready to work together with public educational institutions in a crisis situation. In
addition, we can note that the most important issue for the creation of technologies and the
increase in the number of users is the training of specialists, which can be achieved by
conducting programming classes from high schools. With the increase in the number of
specialists, achievements in the field of technology, including in the application of technologies
in education, can increase.

Reference
1. Digitalization of education as a trend of its modernization and reforming-Olga N.
MACHEKHINA

2. Minna Lakkala - The pedagogical design of technology enhanced collaborative learning