The success of research projects largely depends on the interaction of students and supervisors. Purposes of the study were to identify the students' expectations of interaction; and to compare the subjective supervisors' estimates of students' research abilities with students' research abilities measured by objective indicators. A sample consisted of students (bachelors, masters, graduates) and supervisors from different faculties of St.-Petersburg State University. The questionnaire; content analysis; psycho diagnostic techniques for studying students' intellectual abilities and research potential, and 10-point assessment scales for supervisors were used. Students' expectations from supervisors were described. It was shown that supervisors' evaluations were often inexact and correlated more with external indicators of research activity of students than with their intellectual capacities. Necessity of focused work to improve the accuracy of the mutual understanding of students and supervisors was substantiated.
The purpose of this chapter is to identify the possibilities of educational blogs and webquests in the organization of independent work of students oriented to the development of such research skills as search, analysis, and systematization of thematic information. The authors use a set of methods and procedures to determine experimentally the degree of development of these skills. The experiment confirms the existence of three levels of formed students ' research skills—high, medium, and low—depending on the level of development of verbal intelligence of the participants. The received data during the formative experiment confirms the positive dynamics of formation of Russian students ' research skills by means of educational Internet resources. The authors reveal the specific advantages of the use of the webquests and educational blogs for the development of students` research skills: visibility, structuring, versatility, interactivity.
The purpose of this study is to identify and justify means of enhancing effectiveness of pedagogical communication and to develop the training program aimed to improving interaction of students and lecturers in typical problem situations. The results of the study of lecturers` views reveal the specifics of conflicts in interactions with students. The outcomes of the comparative and correlation analysis of self-evaluations of lecturers with different pedagogical experience are substantiated. The assumption that the basis of the problems of communication lies in the low level of lecturers` reflection is confirmed. The developed program of training of communicative skills of a lecturer through the growth of pedagogical reflection and the results of its application are described. The article concludes with a discussion of the importance of pedagogical reflection for successful interaction of students and lecturers.
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