The Problem of Using Competence-Based Approach and Information Technologies in Formation of Communicative Competence of the Future Specialists

doi:10.4236/ce.2013.48073

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Creative Education

2013. Vol.4, No.8, 503-508

Published Online August 2013 in SciRes (http://www.scirp.org/journal/ce) http://dx.doi.org/10.4236/ce.2013.48073

The Problem of Using Competence-Based Approach and

Information Technologies in Formation of Communicative

Competence of the Future Specialists

Madina Murzakhanovna Akeshova1, Kamalbek Meirbekovich Berkimbaev2,

Zhanali Erkinbekovich Daribaev3, Gulmira Pernebekovna Meirbekova3,

Saken Koptleuovich Kurbaniyazov4, Zagipa Kyrgyzbaevna Abdikulova5

1English Philology Department, A. Yasawi International Kazakh-Turkish University, Turkestan,

Republic of Kazakhstan

2General Pedagogy and Ethnopedagogy Department, A. Yasawi International Kazakh-Turkish University,

Turkestan, Republic of Kazakhstan

3Ecology and Chemistry Department, A. Yasawi International Kazakh-Turkish University, Turkestan,

Republic of Kazakhstan

4Geology Department, A. Yasawi International Kazakh-Turkish University, Turkestan, Republic of Kazakhstan

5Natural Science and Energetic Department, A. Yasawi International Kazakh-Turkish University, Turkestan,

Republic of Kazakhstan

Email: [email protected], [email protected]

Received February 26th, 2013; revised March 26th, 2013; accepted April 8th, 2013

Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any

medium, provided the original work is properly cited.

As the result of educational modernization and joining the Republic of Kazakhstan to the Bologna process,

A. Yasawi International Kazakh-Turkish University points out as one of its main problem the usage of

competence-based approach and information technologies in highly qualified training of the future spe-

cialists of international level with professional activity, critical thinking and creativity because of com-

petence-based approach and information technologies emphasize professional education and training of

future specialists from practical and pragmatic aspects. Taking into consideration necessary elements of

some approaches in pedagogical and psychological sciences such as systematic, personal-oriented and

synergetic and others, the importance of competence-based approach as one of necessary base of forma-

tion of communicative competence and professional training of future specialists is pointed out. It has

professional, pragmatic, humanistic, and practical features, which show its correlation and systematic ad-

vantages. Competence-based approach is one of the most effective means of developing methodological

and creative thinking activity, professional and cultural norms of behavior, correction of oriented values

on the base of educational system, changing activities based on principals of innovative approaches in

teaching process of higher education. The results obtained by the use of competence-based approach and

information technologies show improvements in formation of communicative competence of the future

specialists. Correlation of competence-based approach and information technologies in teaching process

show an increase, which points to a significant development and formation of communicative competence

of the future specialists. The improvement is also represented in higher average grades of the experimen-

tal group and it shows the effectiveness of correlation of competence-based approach and information

technologies in formation of communicative competence of the future specialists.

Keywords: Information Technologies; Competence-Based Approach; Formation of Communicative

Competence

Introduction

During the modern period there is a formation of uniform

world educational space by means of, in particular, harmoniza-

tion of educational standards, approaches, curricula, qualifiers

of specialties in the different countries of the world.

Kazakhstan has accurately defined a reference point on oc-

currence in world educational space and carries out moderni-

sation of educational system in a context of the international

requirements. The Republic of Kazakhstan has entered a strip

of successful realization of principles of Bologna process and

its adaptation to modern realities. The Bologna declaration re-

gulates construction of uniform educational space in Europe on

the basis of introduction of multilevel system of higher educa-

tion and credit-modular system of training and modernization

of the state system of guarantees of quality management forma-

tion, working out of new formats of documents on formation

and modernization of schemes of a financing of education.

Nowadays one of the actual problems of training of highly

M. M. AKESHOVA ET AL.

skilled specialists on the international level and increase the

efficiency of educational process at credit-modular teaching

system at A. Yasawi International Kazak-Turkish University is

information of education and use of competence-based ap-

proach and information technologies in professional activity of

the future specialists on the basis of competence approach infor-

mation of communicative competence of the future specialists.

Information of educational system is considered as strate-

gically important paradigm of the Governmental program of

educational development of the Republic of Kazakhstan for

2011-2020, confirmed by the President of Kazakhstan, at tran-

sition to electronic training the prime problem-maintenance of

an education system by highly-skilled personnel (Governmental

Program, www.edu.gov.kz).

According to a new Kazakhstan educational paradigm educa-

tion should be directed on interests of personal development

adequate to modern tendencies of social development, and to

solve following problems:

 to harmonize relations of the person with the nature through

development of a modern scientific picture of the world;

 to stimulate intellectual development and thinking enrich-

ment through development of modern methods of scientific

knowledge;

 recognizing that the person lives in a society, to achieve its

successful socialization through immersing cultural exis-

tence, including technogenic and computerized, environ-

ment;

 considering that the modern person lives in conditions of

the sated and active information environment, to teach the

person to live in its stream, to create preconditions and con-

ditions for continuous self-education;

 in view of integration tendencies of development of a sci-

ence and techniques, requirement for new level of scientific

literacy to create conditions for acquisition of the wide base

of education allowing quickly enough to be switched to ad-

jacent areas of professional activity.

Modern education should be complete, for this reason sepa-

rate disciplines are considered not as set of traditional inde-

pendent courses, and are integrated into the uniform cycles of

disciplines connected by the general criterion function and in-

terdisciplinary communications. One of the basic advantages of

the competence-based approach is that learner is perceived not

as passive object of educational influence, but as the active one

getting higher education. The teacher does not impose to stu-

dents’ personal understanding of a material, and stimulates their

independent activity on mastering. Characteristic for new mo-

del of training, cooperation lies on the basis of educational ac-

tivity.

The traditional educational paradigm basically leads to for-

mation dependent learner as the teacher according to the pro-

gram gives out the planned material focused on the average

learner. Learners are not informed on main objectives and have

no control over educational process and access to all material

that is taught, guided only by instructions of the teacher and the

textbook maintenance, studies in the set rate. It is obvious that

educational process cannot generate the specialist with creative

skills, professional and critical thinking which will be claimed

in a modern society.

The educational environment simulated by means of infor-

mation technologies, allows changing of the situation. The tea-

cher puts the purposes, and forms the informational environ-

ment creating conditions for individual work. Presence of means

for realization of the purposes and problems of educational pro-

cess, knowledge of ways of the organization of teaching system

and control devices are making components of the computer in-

formational educational environment, which forms independent

learner.

Problems Statement

Educational system of the Republic of Kazakhstan is focused

on occurrence in world educational space, therefore the quality

of education is considered in the context of conformity of level

of received educational services by the world standard and

norms. Nowadays the priority is achieved of such quality of

training of specialists which gives them the chance to compete

on the international laboratory. In the conditions of market rela-

tions and complicated requirements to the education, ways of

the organization of educational process searches of new re-

serves of improvement of quality and efficiency of formation of

communicative competence of the future specialists are neces-

sary. Changes in social sphere of a society, information of so-

cial processes made a paradigm of education which was re-

placed on competence-based approach in formation of commu-

nicative competence of the future specialists (Akeshova, 2012:

p. 279).

The organization of educational process with application of

informational technology of training, an optimum combination

of information-communication technologies and traditional ap-

proaches demands the decision of some psychology-pedago-

gical, methodical and other problems and carrying out of cor-

responding researches. Having analyzed the literature on re-

search subjects, we have allocated following actual directions

of using information-communication technologies in educatio-

nal process:

 working out of a technique of use of information-commu-

nication technologies in teaching system to various disci-

plines;

 creation of corresponding methodical maintenance;

 an estimation of efficiency of application of informational

technology of teaching;

 creation of the unique complex scientifically-methodical

approach to a solution of a problem of the usage of infor-

mation-communication technologies in educational process;

 preparation of the pedagogical staff, capable to carry out

training in new conditions and to solve the above-stated

problems and tasks.

The urgency of a considered problem is defined, first, by the

usage of information-communication technologies assumes pre-

sence at the modern, highly skilled expert of new knowledge,

abilities, creative style of thinking which will provide necessary

social adaptation to changes and guarantee its competitiveness

on a labor market; secondly, necessity of perfection of the or-

ganization of professional activity of the future specialists in

the conditions of information; thirdly, objective requirement of

a modern society for preparation of the specialists, capable to be

integrated into world information field; fourthly, tendencies of

a national educational policy (Berkimbaev et al., 2012: p. 55).

Experimental Design

Nowadays competence-based approach and information te-

chnologies are one of the major factors defining intensive and

qualitative development of Kazakhstan educational system.

504

M. M. AKESHOVA ET AL.

Correlation competence-based approach and information te-

chnologies in educational process participate:

 the teacher (defines the maintenance of the program of a

course, a choice of the educational literature, teaching me-

thods, style of communication etc.);

 pedagogical staff of educational institution (establishes the

general requirements to student, kept traditions of given

educational institution, the form of mutual relations of pe-

dagogical and student’s group etc.);

 the state as public institute (defines the material mainte-

nance as a whole, the social order for formation of that or

other system of knowledge and sights).

During the research work we worked out the scheme of cor-

relation of competence-based approach and information tech-

nologies in formation of communicative competence of the fu-

ture specialists in educational process.

To find the optimum decision on a task in view of process of

correlation of competence-based approach and information te-

chnologies in formation of communicative competence of the

future specialists and to receive demanded results of efficiency

of correlation of competence-based approach and information

technologies in formation of communicative competence of the

future specialists we held research work.

The second year students of “Ecology and chemistry” depart-

ment of Engineering-Pedagogical faculty at A. Yasawi Internatio-

nal Kazakh-Turkish University were involved in experiment.

Students of control and experimental group took part in ex-

periment. The control group included 42 students, and experi-

mental group 44 students. In both groups after material granting

on the theme and its practicing control and total tests were or-

ganized and carried out for the mastering, the given material

and check of efficiency of process of correlation of compe-

tence-based approach and information technologies in forma-

tion of communicative competence of the future specialists.

After realization of all the activities according to the program

and evaluation, the results obtained by the use of these two con-

cepts were compared and statistical parameters for two groups

were established.

Based on the analysis of the obtained results, advantages and

disadvantages of the correlation of competence-based approach

and information technologies in formation of communicative

competence of the future specialists in educational process have

been defined during the research work, and also efficiency and

important features of the correlation of competence-based ap-

proach and information technologies in formation of commu-

nicative competence of the future specialists in educational

process was established and shown in the following figure (Fig-

ure 1).

Leaning against methodological approaches and private ex-

perience of correlation of competence-based approach and in-

formation technologies in formation of communicative compe-

tence of the future specialists, we developed the comparative

scheme of correlation of competence-based approach and in-

formation technologies in formation of communicative compe-

TRADITIONAL EDUCATIONAL PROCESS WITH APPLICATION ON

INFORMATION - COMMUNICATION TECHNOLOGIES

The use of information -

communication technologies for

illustration and demonstration

Generalisation and practising

knowledge

Perfection of abilities with training

apparatus and teaching programs,

systems of on-line control of

knowledge

The usage of information -

communication technologies as

search complex equipment, a

glossary, the subject and nominal

index (Information search in the

Internet)

Dialogue with e-mail use,

educational forums, teleconferences

Control of knowledge with use of a

database of tasks and tests

Educational telecommunication

projects

Performance of creative tasks

Figure 1.

Correlation of competence-based approach and information technologies in formation of communica-

tive competence of the future specialists.

M. M. AKESHOVA ET AL.

tence of the future specialists.

Result and Discussion

Statistical processing of the results

In order to calculate the effectiveness of correlation compe-

tence-based approach and information technology in forma-

tion of communicative competence of future specialists in tea-

ching process, the results of students who were taking part in

experimental group and the results of students, taking part in

control group were compared.

For the proof of degree of formation of communicative com-

petence of future ecologists on the base of correlation of com-

petence approach and information technology it is necessary to

show that experimental and control samples have significant di-

stinctions on the chosen indicator—to ability independently to

analyze the task, to correlate it with professional work practice.

For processing of results of experiment student’s t-criterion was

used to establish similarities and distinctions of two empirical

distributions.

The mathematical package “STATISTICA” was used. By

means of Descriptive statistics mode Basics Statistics/Tables of

this software were the hypothesis about conformity of samples

to normal distribution which was checked up.

On these values for each group the mean score and a stan-

dard deviation (Table 1) have been calculated.

For the given quantity are trained δf = 44 + 42 = 83. The re-

ceived empirical value of t-criterion equal t = 3376 exceeds

critical for ρ = .01 (t = 2,639), but it appears less critical for ρ

= .001 (t = 3,416), hence, it is possible to draw a conclusion on

statistically significant distinction of average arithmetic values

in two samples and about advantages of the second (experi-

mental) methodical system of correlation of competence-based

approach and information technology in formation of commu-

nicative competence of future specialists.

The total test spent with students of control and experimental

group, is aimed on revealing of efficiency of correlation of

competence-based approach and information technology in for-

mation of communicative competence of future specialists. The

concept of factor К relative total mastering of knowledge by

students of one group is entered. The factor К relative total ma-

stering of knowledge by students of one group is calculated

under the formula

543

1N.9 N.6 N.3 N

КN



where К—mastering factor, N5, N4, N3, N2—the quantity of the

students, whose answers are estimated accordingly on “5”—90

- 100 points, “4”—70 - 90 points, “3”—50 - 70 points, and N—

total of students in group. The result was estimated on the ave-

rage by the following parities: “excellent”, at .9 ≤ К ≤ 1;

Table 1.

Means on each group of the average grade and the standard deviation.

Numerical characteristics 1st sample

(control group)

2nd sample

(experimental group)

n (quantity of students) 42 44

m (average grade) 3.14 3.8

σ (a standard information

technology deviation) .61 .32

“good”, at .7 ≤ К ≤ .9; “satisfactory”, at .5 ≤ К ≤ .7; “unsatis-

factorily”, at К < .5.

Results of experiment were processed and tabulated for com-

parison in the following table (Table 2).

From the received results reflected in (Table 1) and the his-

togram (Figure 2), and also the obtained results, it is possible

to draw a conclusion that experimental work confirmed effec-

tiveness of the process of correlation of competence-based ap-

proach and information technology in formation of communi-

cative competence of future specialists.

According to the results of experimental work we can point

out that students of experimental group have received high

scores in total tests: improvements were observed at students

who experienced difficulties in mastering material in the proc-

ess of correlation of competence-based approach and informa-

tion technology in formation of communicative competence of

future specialists; students’ results of experimental group were

higher than the results of control group students that proves the

effectiveness of correlation of competence-based approach and

information technology in formation of communicative compe-

tence of future specialists; correlation of competence-based

approach and information technology in formation of commu-

nicative competence of future specialists improved the progress

of professional training of the future specialists.

During the research work we pointed out some advantages of

correlation of competence-based approach and information te-

chnology in educational process.

Correlation of competence-based approach and information

technology at the present stage development allows:

 to construct the open educational system, own trajectory of

teaching methods providing to everyone individually (Ne-

fedova, 2005: p. 217);

 to change radically the organization of the process of know-

ledge by its displacement towards creative thinking system;

 to create an effective control system of information-me-

thodical maintenance of education (Zakharova, 2005: p.

158);

 to organize informative and professional work during edu-

cational process;

 to use specific properties of the computer, allowing to indi-

vidualize educational process and to address to essentially

new informative means( Nowaczyk, R., 2008: p. 367);

 to construct, develop and improve systems of remote train-

ing of various level (Sanaoui et al., 2004: p. 531).

Correlation of competence-based approach and information

technology in educational process helps to solve a number of

didactic problems:

 to study the phenomena and processes in micro- and a mac-

rocosm, in difficult technical and biological systems on the

basis of use of means of computer graphics and computer

modeling (Warshauer, M., 2010: p. 477);

 to represent in time scale convenient for studying the vari-

Table 2.

The generalized comparative results of examination of students ac-

cording to two tests.

Groups

The control test The total test

The control .74 .62

The experimental .88 .93

506

M. M. AKESHOVA ET AL.

0.74

0.62

0.88

0.93

0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

0.80

0.90

1.00

The con t rol test

The total test

The control

The experimental

Figure 2.

The generalized comparative results of examination of students according to two tests.

ous social processes really proceeding with very big or very

small speed (Stepp-Greany, 2002: p. 175).

Thus knowledge can be received in the declarative way, i.e.

focused on a consecutive presentation of portions of the educa-

tional information and control of its mastering (electronic text-

books, test and supervising programs, directories and educatio-

nal databases, educational video films), or procedural, i.e. under

construction on the basis of models of studied objects, proc-

esses and the phenomena (imitating models, subject-oriented

environments and laboratory practical works developed on their

basis, training apparatus, game programs).

Conclusion

In the conclusion it is necessary to notice that now in the

world consecutive and steady movement to construction of an

information society which urged to create the best conditions

for the maximum self-realization of each person is observed

(McGrath B., 2008: p. 60).

The carried out analysis of works of many researchers show

that the correlation of competence-based approach and infor-

mation technology in formation of communicative compe-

tence of future specialists, for the decision of educational prob-

lems, training of the specialists with the critical and creative

thinking, capable to function effectively in changing conditions

of professional work, becomes the integral component of mod-

ern education. In modern educational system the tendency of

displacement of accents from mastering of knowledge trained

on ability to use the information is traced, to be received by

means of information technologies.

Therefore training of specialists should include system to use

the given technologies in the future professional work, espe-

cially in a context of information of a modern society.

The problem of development of teaching technologies takes

an important place in a modern pedagogical science as achieve-

ment of peak efficiency of educational process directly depends

on presence of competently developed methodical maintenance

and definition of a place and a role of information technologies

in educational process.

It is necessary to notice that now in the world consecutive

and steady movement to construction of an information society

which urged to create the best conditions for the maximum self-

realization of each person is observed. The bases for such pro-

cess are intensive development of information-communication

technologies and creation of the developed information educa-

tional environment.

Studying and the analysis of a current state of a problem of

their use in educational sphere, has shown that there are the

numerous works considering possibilities, properties, functions,

potential of information technology without an accurate sub-

stantiation on the basis of the fact sheet received as a result of

practical activities, during experiments. The obvious lack of the

researches representing theoretically well-founded methodical

recommendations and pedagogical working out on their appli-

cation is traced. The questions of correlation of competence-

based approach and information technology on efficiency of

educational process are insufficiently worked. There are no the

long and extensive researches showing degree of efficiency and

expediency of support of various courses at correlation of com-

petence-based approach and information technology through

the Internet by means of telecommunication technologies.

Competence approach promotes communicative competence,

willingness to innovate, work in non-standard situations, open-

ness to new, adaptability and mobility.

According to the results of scientific and practical research

conducted in A. Yasawi International Kazakh-Turkish Univer-

sity, indicator of formation of the communicative competence

of future specialists is readiness for changes, which includes

awareness of the situation of the new demand, the development

of strategic reasons alleged for consistency of this new, in-

cluding the development of advanced models of change career

and revision of the content of the educational process. Together

all counted above provide a consciousness and spontaneous ac-

tivity of the choice of the projection image of the desired changes

or future.

Theoretical and practical study is ongoing and at this stage of

study we came to the conclusion that the importance and rele-

vance of the implementation, application and correlation allow

the competent approach and information technology to the edu-

cational process of the university as the basis of communicative

M. M. AKESHOVA ET AL.

competence of the future specialists. In the design of edu-

cational process of high school we must take into account the

variety of methodological approaches that alter perception, out-

look, creative thinking activity of specialists of XXI century

and its impact on practice and formation of professional and

communicative competence. The quality and effectiveness of

training of the future specialists determined the formation of the

professional and communicative competence, which may be

provided by the presence of language, production, research, so-

ciocultural knowledge based on correlation of competence-bas-

ed approach and information technology in the educational pro-

cess of the university.

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