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DOI:http://dx.doi.org/10.26855/er.2022.04.001

Cognitive Space for Online and Offline Learning: A Convergent Approach

Date: April 11,2022 |Hits: 915 Download PDF How to cite this paper

Valeriy Mygal1,*, Galyna Mygal2, Stanislav Mygal3

Department of Physics, National Aerospace University “Kharkiv Aviation Institute”, Kharkiv, Ukraine.

Department of Automobile and Transport Infrastructure, National Aerospace University “Kharkiv Aviation Institute”, Kharkiv, Ukraine.

Department of Design, Ukrainian National Forestry University, Lviv, Ukraine.

*Corresponding author: Valeriy Mygal

Abstract

This article is devoted to the creation of an information and educational environment for hybrid learning on a transdisciplinary basis. The digitalization of various subject areas causes an increase in their complexity and uncertainty. The cross-fertilization of the natural sciences promotes convergence based on common principles, methods and structures. Multi- and interdisciplinary research in the biomedical sciences is accompanied by both their differentiation (bioinformatics, etc.) and their convergence. The main goal of the article is to create a platform for the exchange of ideas, methods and technologies between physicists, mathematicians and philosophers of natural sciences. The consequence of the perception of the surrounding world through the prism of “numbers” is the fragmentation of knowledge and hidden cognitive problems that create the illusion of knowledge and form complex systemic thinking in the learning process. This, on the one hand, limits the possibilities of online learning, and on the other hand, increases the complexity and virtuality of offline learning. In the context of a pandemic and man-made disasters, this has a detrimental effect on human capital.

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How to cite this paper

Cognitive Space for Online and Offline Learning: A Convergent Approach

How to cite this paper:  Valeriy Mygal, Galyna Mygal, Stanislav Mygal. (2022). Cognitive Space for Online and Offline Learning: A Convergent Approach. The Educational Review, USA6(4), 109-123.

DOI: http://dx.doi.org/10.26855/er.2022.04.001

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