LEXICAL REPRESENTATIVES OF THE CONCEPTUAL FEATURE “LEARNING” IN THE VIRTUAL LEARNING ENVIRONMENT

Abstract

The article offers a study of the concepts of the sphere of EDUCATION in English, which represent the virtual learning environment through the conceptual feature “learning”. The article reveals the changes that are taking place at the cognitive and linguistic levels of native speakers of English, in connection with the active transformation of the process of learning from traditional (classroom) to virtual one. Having analyzed glossaries and blogs on the topic, 32 lexical representatives of the conceptual field of the process of acquiring knowledge and information containing the conceptual feature “learning” have been identified. The approximate timeframe of the emergence of educational concepts is analysed – from the blended learning, which has been practiced for several decades, to newly formed concepts that are relevant exclusively to the virtual learning format. The blended learning enabled applying computer technology to educational purposes, in other words, a method known as technology enhanced learning. Due to the transition to virtual learning caused partially by the lockdown, this technology has evolved into web enhanced learning. Among the identified conceptual units are those that characterise the learning process in general, regardless of the environment (classroom or virtual), for example, active learning, personalised learning, flexible learning, flipped learning, and concepts that are relevant exclusively to digital learning environment: agile learning, asynchronous learning, branching, collaborative digital learning, gamification. One of the variants of web-enhanced learning is the use of Internet forums, social media resources, creation of educational channels, platforms, as well as associations of students (social media communities) with common educational goals, which is called social media learning. In the synonymous network of lexical representatives of the process of online learning, the author distinguishes mobile learning, which refers to learning exclusively using mobile phones. It has been found that the concepts representing the conceptual feature “learning” are divided into 2 functional groups: those related to any form of learning and those that are relevant only to virtual learning. Further linguistic research can be aimed at identifying hyper- and hyponymic relations between concepts and a more detailed analysis of synonymous of the conceptual feature “learning” in the context of virtual learning environment.