TECHNOLOGICAL TOOLS (LMS PLATFORMS) IN THE PRACTICE OF ORGANIZING STUDENTS’ INDEPENDENT WORK

Аннотация

The article examines the potential of Learning Management Systems (LMS) as tools to enhance the effectiveness of students’ independent work. It analyzes technologies aimed at developing autonomy, critical thinking, and analytical skills within a digital educational environment. The study presents pedagogical techniques and digital formats for implementing these approaches in the context of humanities education. Keywords: LMS, independent work, method, critical thinking, web portfolio, humanities education, digital pedagogy. Modern higher education requires not only a transformation of content delivery formats but also a rethinking of approaches to students’ independent learning. LMS platforms (such as Moodle, Google Classroom, and others) offer broad opportunities for implementing new pedagogical practices tailored to the digital environment. This is especially relevant in the teaching of literature, where students engage with texts, imagery, and cultural contexts. LMS platforms enable students to: • Plan their academic workload and monitor their progress LMS platforms allow students to independently manage their study time. They can view assignment deadlines, the scope of upcoming tasks, a course calendar, and set personal goals for the week or month. Example: On the Moodle platform, in the module "Methods of Teaching Literature," a student sees that by March 20 they must submit an analysis of a story by Turgenev, and by March 25 — create a cluster and a cinquain. The student plans to first read the text and then complete the intermediate tasks. Progress is marked using color indicators: green - completed, yellow - in progress, red - overdue. This helps develop time management skills and a sense of responsibility for results. • Independently choose the form and format of task completion https://scientific-jl.com/new 33 11 00 Volume–78_Issue-1_June-2025 JOURNAL OF NEW CENTURY INNOVATIONS The flexibility of LMS platforms allows students to choose the format in which to present their work results - as a text, presentation, video, mind map, and more. This fosters creative thinking and increases motivation to learn. Example: In Google Classroom, a student is given the assignment: “Analyze the main character of Dostoevsky’s short novel ‘White Nights.’” One student uploads an analytical essay, another submits a video with a presentation and commentary, and a third creates a visual mind map in Miro highlighting key characteristics and quotations. All three formats are accepted and assessed by the instructor according to pre-loaded evaluation criteria in the system. • Track progress through visual reports and feedback LMS platforms provide visual performance dashboards, including graphs, charts, and assignment completion reports. They also offer written and/or rating-based feedback from instructors or peers. Example: On the Canvas platform, after completing an assignment, a student receives detailed feedback from the instructor: “You effectively revealed the symbolism of water, but did not specify particular literary devices. Pay attention to metaphors and contextual elements.” Visually, the student sees a score of 85 out of 100, along with a chart showing performance metrics (analytical accuracy – 90%, argumentation – 80%, writing style – 85%) and average group results. This helps the student assess their standing, identify gaps, and adjust their approach accordingly. This approach fosters awareness, discipline, and motivation for learning. Critical thinking is developed in the LMS environment through: • Open-ended assignments These tasks require not the selection of a ready-made answer, but independent formulation, reasoning, analysis, and interpretation - which activates critical and analytical thinking. Example: In a literature course, the instructor asks the question: “What traits of the ‘little man’ are revealed in the character of Akaky Akakievich, and what is the author's attitude toward him?” The student must not simply list facts but formulate a well-reasoned opinion, provide quotations, and identify literary devices. This promotes deeper thinking, structured argumentation, and the ability to express a personal viewpoint. • Discussions in LMS forums Forums on platforms such as Moodle, Canvas, or Google Classroom allow for asynchronous discussions where students read others' opinions, formulate arguments, https://scientific-jl.com/new 33 11 11 Volume–78_Issue-1_June-2025 JOURNAL OF NEW CENTURY INNOVATIONS and ask questions. This develops dialogical thinking, respect for different viewpoints, and argumentation skills. Example: On a Moodle forum, the topic is posted: “Can Bashmachkin be considered a tragic hero, or is this a work of social satire?” Students share their views, comment on each other's responses, and the instructor guides the discussion by posing additional questions. This format helps students explore the topic from various perspectives and strengthens their ability to engage in constructive d