Abstract:

At the moment, the pedagogical literature is increasingly discussing the organization of the learning process in various educational environments. To this date, there are only three existing environments: classroom (Indoor), Virtual and Outdoor.
The purpose of the research is to study the students' educational process organization using all three spaces (Indoor, Virtual and Outdoor).
The methodological basis of our research is:
- Higher school didactics;
- Theory of Blended learning;
- Theory of Outdoor Education.

Researchers have made a great contribution to the study of the learning process organization in each of the environments. For example, one of the main advantages of organizing the educational process Indoor, in the university's classroom, is the direct interaction of all participants in the process, their live dialogue. The main advantage of a virtual environment is the ability to control the time, place, path, and/or pace of learning. And the main advantage of using the Outdoors environment in the educational process will be the practical orientation of training and working with real objects.
By multicomponent educational environment, the authors mean the environment that unites all existing spaces (Indoor, Virtual and Outdoor), in which it is possible to organize joint activities of participants of the learning process.

When organizing the Physics educational process for students, we used the following provisions:
- The proposed tasks should be such that the student uses all three environments (Indoor, Virtual and Outdoor) when solving each task;
- When creating the course program, a spiral method of development was used, combining sequence and cyclicality. Gradual complication of tasks, with an increase in the share of student independence.

One simple example of such a task is measuring the height of a specific tree growing on campus. The problem is stated and the results are presented in the Indoor Environment, information is searched for and measurement apps can be used in the Virtual Environment, and an experiment is set up in the Outdoor Environment. Thus, students pass through all three spaces when completing a task – our first provision. The next provision that we declare is the complexity of tasks, with an increase in the share of students' independence. For example, students can measure the height of a tree in 10 different ways and perform statistical processing of the results for all the data in the group. When setting a task in this way, the task becomes more complex and the proportion of students' presence in each of the spaces increases. In the Indoor Environment, you can conduct additional consultations with the teacher, select and study measuring devices for setting up an experiment. In Virtual Environment, students will need virtual communication with each other for data exchange (for this purpose, we organize conversations with students in messengers for information exchange), and some issues are resolved in the form of online consultations. In the Outdoor Environment, when setting up experiments, there are additional difficulties that students must take into account, such as bad weather.
Numerous observations and interviews with students spot an increase in their motivation and cognitive activity. According to the authors of the article, the educational process organized in a multi-component educational environment consisting of Indoor, Virtual and Outdoor environments has a great educational potential.

Keywords:

multicomponent educational environment, blended environment, outdoor environment.