It is obvious that with the application of Electronic Educational Environment(EEE) the didactic functions of a tutor will be
changed, and the whole educational process will become autodidactic. And, before mapping an individual study pathway, one
must decide how this individualistic approach will be applied in EEE where there is no immediate communication between
students and tutors. When studying via the information technologies, a student is supposed to develop individual learning skills
and to get well acquainted with the up-to-date on-line education technologies, which means that the student’s self-motivation
becomes a more important factor. A tutor’s role here will be taken by the EEE itself. However, for this purpose it is necessary to
select and set the criteria for running individual study process (forin-stance, a student’s cultural and cognitive profile, consisting
of the emotional and activities components).
Individual Study Pathway (ISP) should be mapped and adjusted through recommendation services which will suggest best
suitable courses for a student and, if a student decides to take courses outside the recommended range, identify possible pitfalls.
Evaluation of task and study materials in the major courses of the education path can be done similarly. Thus, the mastering of a
course is supposed to follow the path best suitable for a student’s information processing skills. We must also point out that this
evaluation method can be applied when assessing both major and out-side-the-range courses, thus formulating recommendations
for the student on how to develop their competence profile on the basis of the courses provided in the system, as well as doing
those in free access. Summing it up, implementing the individual study pathway will pro-duce a specialist’s competence profile.
In order to develop custom approach in education for an electronic education platform it is necessary to set several modules
(stages) for composition of most optimal model of education for each student. In the first stage of interaction with digital
educational platform, it would be most appropriate to conduct criterion-oriented test, which would not only determine cultural-
cognitive profile, but also collect information about other basic characteristics, such as: motivation, educational back-ground,
informational and communication technology skills, professional interests. However, it is necessary to take into consideration the
possible dynamic nature of before mentioned variables. It would be rational to retest an individual periodically, and make
corrections to the selected education course.
Collected information should be used to compose custom courses with most appropriate educational method selected for each
Didactic functions of EEE
As for didactic functions of EEE we would like to point out a possibility for a student to «teach» the system. One variant of such
system is when intellectual component of system analyses both collected data from conducted tests and student’s reflections
about courses he/she has completed. If necessary, it amends selected educational strategy based on analysis results. Further
aggregation of statistical parameters in database will allow to perceive various trends. Moreover, accumulated data would be used
in the process of tailoring education experience to new students in the earliest phases of customization. In other words, it would
be used in the stage of adaption of learning method and content with a consideration of peculiarities of cultural cognitive profile
of a student. We assume that educational content in EEE would be presented according to personal output rules, formed by
cultural cognitive profile