Structural and Functional Model of Pedagogical Support for the Part-time Post-graduate Training via the Moodle System

The relevance of the study is determined by the insufficient development of theoretical, contenttechnological and methodological aspects academic training part-time students through e-learning (Avdeyuk, 2011; Mozhaeva, 2013; Babanskaya, Mozhaeva, Serbin, & Feshchenko, 2015; Ignatova, 2017). The purpose of the article is to develop a structural and functional model of pedagogical support for the part-time post-graduate training via the e-learning. The basis of the strategy in constructing the structural and functional model of pedagogical support of academic training for the part-time post-graduate training via the Moodle system was the competency-based approach. The leading research method for this problem is pedagogical modeling. The article presents a structural and functional model of organizational and pedagogical support of the preparatory course for part-time post-graduates in the Moodle system, which includes target, content, functional and assessment components and reveals their particular characteristics. The article surveys the experience of the Institute of Psychology and Education at Kazan Federal University, Kazan, Russian Federation. The result of testing the structural and functional model of pedagogical support for the part-time post-graduate training via e-learning is the Designing a Preschool Organization Brand electronic course designed by the authors using the Learning Management System (LMS) Moodle (Modular Object-Oriented Dynamic Learning Environment). The model is aimed at adapting post-graduates the future managers of preschool organizations to the new conditions of professional activity in the era of global digitalization of education. The results of the study can be applied in training full-time and part-time undergraduate and postgraduate students to obtain a degree in various majors and specialties at a teacher-training university.


Background
Today, digitalization is one of the most debatable trends in modern education. Understanding the role of education in the information society was determined by modern ideas of the role of digital technologies provided by the teacher, and marked the approaches and prospects of a new stage in the development of education (Uvarov, Butler, & Frumin, 2019). The new "digitalization wave" (Koroleva, 2019) is associated with the adoption of the national project Education, in which a series of large-scale projects is planned.
Federal projects such as Digital Educational Environment and Teacher of the Future are designed to create opportunities for e-education and learning, as well as improve training of future teachers.
To meet these requirements is possible in the context of lifelong education, the implementation of which involves the revision of concepts, goals, content, organizational forms and teaching methods. Vocational training of students in part-time courses can potentially solve these problems. Currently, this form of education is in demand, and the number of students is increasing annually. Improving the effectiveness of the training process is possible by means of e-learning. However, using the potential of the latter requires adapting the existing organizational and pedagogical support of training the part-time students.

Relevance of the Problem
The need for the active use of information and communication technologies (ICT) as indicated in the state standard is determined by instructional and methodological, information support for the educational process and the general cultural professional competencies of a graduate of a teacher-training university (Margolis, 2015). A post-graduate majoring in Teacher-training Education (Master's program) is to acquire the following competencies: knowledge of methods and means of obtaining, storing, processing information; computer skills as a means of information management; ability to work with information in global computer networks; readiness to apply modern methods and technologies, including information, to ensure the quality of the educational process at a particular educational level of a particular educational institution; ability to use the resources of the educational environment, including IT-resources, to ensure the quality of the educational process. Building the indicated competencies implies the multi-level structure of the information and communication space as part of the academic environment of the university. increase the motivation of distance learning post-graduate students to work independently in the context of building professional competencies. In the practice of teaching part-time students, insufficient attention is paid to the use of electronic resources as a tool for developing the personality of students, in particular, in the process of organizing special conditions for organizational and pedagogical support.

Hypothesis
The process of training post-graduates in part-time courses at the university in the context of e-learning will be successful in developing and implementing a structurally functional model of pedagogical support, including targeted, meaningful, operational-activity and assessment components and productive interaction of all subjects of the educational process: students and teachers.

Research Aim
The analysis of theoretical works and practical activity in the framework of the developed problem showed that so far the issues of organizational and pedagogical support of raining post-graduates in parttime learning, carried out in the context of e-learning, has been studied insufficiently in trams of scientific knowledge and practical activity. This allowed us to formulate the goal of the study: to develop a structural and functional model of pedagogical support for the training of part-time post-graduates via the Moodle system.

Theoretical and Empirical Methods
To achieve the goal of the study, the following methods were applied: analysis of theoretical sources, analysis; synthesis; concretization; generalization; method of analogies; pedagogical modeling.

Research site
The research was carried out at the Institute of Psychology and Education, Kazan Federal University.

Research stages
The study of the problem was carried out in three stages :the first stage was to develop a theoretical and methodological base for creating a structural and functional model of pedagogical support for the training of part-time post-graduates. The second stage was the definition of the main didactic goal, the development of a model of organizational and pedagogical support for the training of part-time post-graduate students via the Moodle system. At the third stage, the main components of the model, functions were identified, the relationships between them were revealed.

Model structure. Potential of the e-learning courses
The first stage of the study was to develop a theoretical and methodological base for creating a structural and functional model of organizational and pedagogical support for the process of training part-time postgraduate students via e-learning. The interpretation of the concept of "e-learning" has revealed many electronic information resources (Table 1).  The benefits of electronic resources for undergraduate and graduate students The benefits of electronic resources for the teacher -interest, increased interest in the discipline (course); -providing automated control of knowledge and skills; -the opportunity to study in a comfortable environment, pace, study the material several times; -organization of independent research and design activities; -the opportunity to study in a comfortable environment, pace, study the material several times, stimulate activity and independence in the process of mastering the course material; -the ability to build an individual educational route for the student; -conditions for independent choice of the level of tasks.
-building a distance learning system.
Electronic educational resources (ESM) is a didactic tool, which is a set of teaching materials presented in electronic form, created and reproduced using ICTs, aimed at realizing the goals and objectives of modern education.
Analyzing the didactic potential of electronic educational resources, it seems to us possible to highlight the positive aspects of its use in the process of organizational and pedagogical support of part-time postgraduate students (Table 3). Table 3. The electronic resources potential in organizational and pedagogical support.

Module 3.
Lectures: Russian and foreign practice of creating a brand of a preschool educational institution. Preschool education systems in different countries → Forum-(ofline-) or chat classes (online-) → Glossary 3 → Audio and video files → Assignments for control → Questionnaire → Presentation → Forum-(off-line).

Module 4.
Lectures: Generating and promoting a brand of a preschool institution → Forum-(ofline-) or chat classes (online-) → Glossary 4 → Audio and video files → Assignments for monitoring → exchanging messages with a teacher → Intermediate test → Final test → Consultation (full-time) or part-time) → Credits (creative project defense).
Organizational and methodological support of the process: the curriculum of the discipline, lecture texts, presentations.
Educational and methodological recommendations for independent work of students: topics and tasks for independent work, guidelines, recommendations for implementation.
Bassically, organizational and pedagogical support is understood as a set of organizational actions aimed at managing and coordinating activities, the distribution of assignments and responsibilities of subjects of the preparation process (organizational component); determination of the content, forms and methods of training, methodological, informational, technological support, personal support that are adequate to the goals, principles, patterns of the process of preparing students for part-time forms of education (pedagogical component), aimed at improving the effectiveness of this process. In the preparation and conducting the classes, the following set of elements of the course were used: "Forum", "Test", "Resource", "Glossary", "Lecture", "Questionnaire", "Task".
It is important to note that the Moodle training system provides the ability to track and assess independent tasks, the learning outcomes of each post-graduate. Each student can ask the on-going questions, both organizational and those concerning the discipline Designing a brand of a preschool organization.
In accordance with this, the design of organizational and pedagogical support of the training of part-time post-graduate students, acquires a research and practice-transformative character and becomes the subject of mastering the discipline Designing a Brand of a Preschool Organization.
Thus, it can be assumed that training of post-graduate future teachers of preschool educational organizations by applying the Learning Management System (LMS) Moodle, via the given structure and functional model helps to improve the quality of knowledge of students of the Designing a Preschool Organization Brand course, determine the formation of motivation for educational activities, as well as the engaging the part-time post-graduates in the educational process by ensuring continuity and openness of the preparation process.

Discussions
The study of psychological and educational literature allows us to conclude that part-time learning is currently considered as one of the most effective, democratic forms of professional education. The current organization of part-time and distance learning is based not only on extended practice, but also on systematic theoretical, methodological and instructional developments. The relevance of part-time distance learning and attention to trends in its development in the international space is confirmed by the fact that UNESCO has an International Council for part-time and distance learning.
However, insufficient attention is paid to the use of electronic resources in the process of organizing pedagogical support for part-time post-graduates. Traditionally, the Russian system of part-time learning is a combination of classical classroom meetings of students with teachers and independent work during the period between summer and winter session. For the introduction of e-learning in teaching students, the willingness and ability of teachers to use information technology is required.
The use of information technology can become a factor stimulating the process of developing professional knowledge and competencies through mastering the content of academic courses, in our study the Designing a Brand for a Preschool Organization course.

Conclusion
It is established that the proposed model of pedagogical support for part-time post-graduate students thanks to the unity of interrelated target, content, functional and assessment components contributes to the formation of educational activity motivation, engagement in the educational process by ensuring continuity, openness of the preparation and providing for the subject position of a student.