Dialogue skills open opportunities to communicate with people purposefully and help to set out information clearly and completely. Dialogue is the main means for successful communication with clients and it helps to maintain the process of mutual relations. The study relates to descriptions of dialogue and dialogical relations in the works of Eastern and Western scientists from the 19th to the 21st century. The aim of the study is to outline the nature of dialogue and to substantiate and explain its functions, components and barriers essential in a mediation process. The main method of the study was the theoretical analysis of dialogue dealing with its importance in education and democracy, and the nature, components, functions and barriers. Dialogue functions, components and barriers are three groups of factors every person has to consider in the process of mediation. A mediator's task is to explain clients the essence and impact of each factor in the conflict solving process. Therefore, learning to be in dialogical relations should be organised before starting the actual dialogue with other person to solve the conflict.
M. McCrindledetermined generation borders and defined them sociologically.A lot of answers were found out about the peculiarities of nowadays students initiating changes in the study process at a higher school and education in general. The aim of the article is to assess the findings of generation theories and to analyze the opportunities of their implementation in higher education, and particularly in engineering studies. Cultural, historical, technological differences and their cross-influenceare analysed in the article in the context typical for each generation. Particular attention is paid to Generation Zbelonging students' habits and values. It is stressed in the article that Generation's Z challenges will be life in a dinamically changing world with various catastrophies, ecological and demographic crises, development of IT, including artificial intelligence as well as opportunities to choose the form of work (distance, at any time, regular). One of the main tasks of Generation Z will be to take complex decisions and solve problems for dynamically changing uncertain future. Therefore, a study at Jelgava Secondary School No. 5 had been carried out. The survey reflected answers of 55 respondents on motives of the choice of a profession and work values. 77 Latvia University of Life Sciences and Technologies (LLU) first year engineering students' survey was done on their spending time in the Internet, relations with authoritarian teachers and expression of ideas freely.41educators of the LLUparticipated in the study analysing their strong and weak sides, opportunities and threats in relation to Generation Z. Studies had been done in the period from 2016 to 2018. Considering the theoretical and empirical results recommendations for the improvement of engineering studies were worked out.
Students’ self-directed learning (SDL) is analysed as a means to promote the development of professionals who are active life-long learners, ready to complex problem solving, leadership and flexible adaptation to social and economic situations. That is why the aim of the study was to analyse the components of SDL essential for nowadays socio-economic situation and to find out SDL results from the students of Latvia University of Life Sciences and Technologies (LLU). The method of questionnaire was used to investigate the students’ self-assessment on their SDL focusing on purposefulness, motivation for knowledge, implementation of effective learning strategies, responsibility, control assessment of learning progress, importance to express one’ s view and time management. The results of the study were obtained from 305 first-year students of LLU. Medium results dominate in relation to implementation of effective learning strategies, importance to express one’s view and time management. It means that preferably an electronic aid on learning strategies and more flexible learning environments for the first year students is necessary. The study results also indicate that more teaching methods promoting views expression are of high importance and should be included in further education courses for teachers. Keywords: Self-directed learning; university students; professionalism.
Students' self-directed learning (SDL) is analysed as a means to promote the development of professionals in the conditions of the 4th Industrial Revolution (4IR). The aim of the study was to analyse the components of SDL and to find out SDL results from the students of the Latvia University of Life Sciences and Technologies (LLU) and the Ural Federal University (URFU) in the context of skills topical for 4IR, and assess their mutual coincidence. The problem whether the students' actual SDL skills meet the 4IR skill reaching demands is assessed in the study. The method of questionnaire was used to investigate the students' selfassessment on their SDL focusing on purposefulness, responsibility, motivation to reach learning outcomes, interest, cognition need, understanding of knowledge and skills usage, implementation of effective learning strategies, control assessment of learning progress, critical thinking, problem solving, time management, cooperation and appropriate usage of IT. The results of the study were obtained from 43 LLU and 28 URFU engineering students. SDL can be effective, if it corresponds to the indicators of professionalism and learning outcomes; that is why labour market and professionalism traits should be followed up constantly. Learning outcomes and SDL should be revised regularly, because they depend on the development of 4IR technologies and labour market demands. The study results also indicate that more attention should be paid to students' time management skills and learning abilities. As SDL is a complicated process consisting of various indicators, affecting factors should be analysed and assessed in further investigations in comparison with 4IR skills.
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