Analysis of foreign experience in applying collaborative learning technologies for the professional training of future IT specialists at higher education institutions

Abstract

The article examines collaborative learning as a technology that holds high educational potential for the professional training of future IT specialists. The essence of this technology lies in the fact that students not only work together on creating a specific product but also learn from and teach each other. The purpose of the study is to analyze the experience of foreign researchers in applying collaborative learning technologies in the process of professional training of future IT specialists in higher education institutions, with the aim of developing their professional competencies and social skills. To achieve this, a search and selection of scientific publications were conducted, followed by analysis, synthesis, and systematization of the selected information, culminating in the formulation of conclusions. During the bibliometric analysis, the software tool VOSviewer was used to construct a map of relationships between keywords. In the first stage, publications were searched in the Scopus scientometric abstract database. The analysis of the results showed that the first publications on these issues appeared in the 1990s, and over the past 10 years, interest in them has remained stable. Keyword relationship maps in the publications were also constructed. In the second stage, the content of the selected articles was analyzed to study the experience of foreign scientists regarding various aspects of organizing collaborative learning for future IT specialists: computer support for collaborative learning, assessment of students' learning achievements, development of specific abilities in students, management of the collaborative learning process and providing support to students, and planning of collaborative learning. It was established that the methodological characteristics of collaborative learning determine its effectiveness both for the formation of professional skills and abilities and for the development of social skills. However, the planning, implementation, and reflection of collaborative learning require significant time and effort from teachers, which leads to reduced attention to the control and support of group activities and diminishes the potential positive effect. In view of this, many scientific studies are aimed at developing methodological frameworks and computer tools to support the activities of teachers and learners.