Developing Students’ Autonomy

Голошумова, Г. С.; Chernova, Oxana; Timirov, Fedor F.; Ezhov, Kirill S.

doi:10.26170/po17-08-04

Cited by 3 publications

(3 citation statements)

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“…Based on the analysis of these publications [3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18], this article systematizes various approaches to the interpretation of the concept of educational online platforms as well as generalizes their classification, characteristics, and functions.…”

Section: Source Contentmentioning

confidence: 99%

“…Goloshumova and O.E. Chernova distinguish three groups of electronic educational platforms: closed platforms, in which changes and additions cannot be made; partially open platforms, in which one can place additional materials in the author's course without changing the content of the course and its structure; open platforms, which make it possible to develop one's own courses, determine topics, course structure, and control tools [3]. Study [12] notes three main functions of online educational platforms: educational platform -organization of distance online learning, distance professional development, professional retraining; managerial platform-online management of the educational process, reporting on academic performance, methodological support; communicative platform-networking between universities, communication between teachers and students, holding webinars, and video conferences.…”

Section: Source Contentmentioning

confidence: 99%

“…According to another interpretation, the organization of work on the electronic educational platform requires the following: the administration of the university, computers with internet access, software that meets the necessary system requirements, electronic educational materials [3].…”

Section: Source Contentmentioning

confidence: 99%

See 2 more Smart Citations

Attitude of University Students to the Information Content of Electronic Educational Platforms

Krylova

Levashov²

2022

Sci. Tech. Inf. Proc.

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Due to the widespread transition of universities to a remote work format, a survey of students was conducted to identify information-content characteristics and the attitudes of university students to electronic educational platforms. The study took place in two stages from September 2020 to November 2021. Surveys were conducted using Google forms and the MS Teams platform, as well as observations and interviews. The respondents were students at several Russian universities. The legal framework for educational online platforms is presented; modern approaches and classification of educational platforms are given.

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Section: Source Contentmentioning

confidence: 99%

Section: Source Contentmentioning

confidence: 99%

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Attitude of University Students to the Information Content of Electronic Educational Platforms

Krylova

Levashov²

2022

Sci. Tech. Inf. Proc.

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Transdisciplinary model for quality control of bachelor’s training in “Physical culture”

et al. 2020

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The article considers the component content of the transdisciplinary model for quality control of bachelor’s training in “Physical culture” at the strategic (potential) level, tactical (optimal) level, and operational (subject-operational) levels. Interiorized subjectivity, the awareness of the physical culture process and sports self-improvement, and exteriorized subjectivity are identified as criteria for evaluating the quality of bachelor’s training in the “Physical culture”. We used the questionnaire “autonomy-dependence” by G. S. Parygin, “Methodology for diagnosing the level of reflection development” by A.V. Karpov to study the feature of transdisciplinary model for quality control of bachelor’s training in “Physical culture”. We used a modified questionnaire by V. I. Baidenko to study soft skills forming process. The software “SPSS v 17.0”, descriptive statistics, φ* Fischer criterion were used for statistics. As a result of the formative in result of experiment, significant differences in reflexivity are observed. Thus, at the operational level, there is a predominance of retrospective reflection. Differences in the reflection level are identified at the tactical level. Comparison of KG and EG after conducting a formative experiment using the “autonomy” criterion allows us to conclude that there are statistically significant differences (p≤ 0.01). Significant differences in the concepts of competencies in KG and EG with an error (p≤ 0.01) were identified by the criterion of “maintaining” competencies. Thus, the introduction of a transdisciplinary model for quality control of bachelor’s training in the “Physical culture” allows us to introduce innovative changes in bachelor’s training based on the methodology of transdisciplinarity.

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The development of educational autonomy in the conditions of group work on the author’s electronic manual on a remote educational platform

Dashkina

2023

Tamb. Un. Rev. Ser. Hum.

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Importance. Learning autonomy should be developed for a number of reasons. Firstly, educational technologies paved the way for students’ independent cognitive activities. The second reason is the paradigm shift brought about by social and political changes: nowadays students are more focused on their own educational progress than on teamwork aimed at helping their peers. Thirdly, since groups of learners are getting bigger, students do not get enough practice in class, so they need to learn to work autonomously so that they can follow the syllabus. The objective of the study is to develop the students’ skills of learning autonomy as well as foreign-language communicative skills by organizing teamwork on an online platform. Materials and methods. The subjects of the experiment were 70 freshmen and sophomores majoring in linguistics from Peter the Great Saint Petersburg State Polytechnic University. The purpose of the experiment was to determine whether teamwork is conducive to the development of students’ learning autonomy and whether their collaboration on a distance learning platform contributes to acquiring foreign-language speaking skills. Results and Discussion. In the exposure groups, where the students did their home assignment in small teams on a distance learning platform, the scores for the final conversational task were better than those in the reference groups, where the students working on a distance learning platform were not divided into teams, and where the teacher helped the whole group do their home assignment. On top of that, the levels of learning autonomy in the exposure groups were higher than those in the reference groups. Conclusion. The novelty of the study lies in the fact that we used a number of existing academic papers to develop the assessment criteria for linguistic majors’ foreign-language conversational skills. In addition, we designed a questionnaire for assessing the level of learning autonomy. The experiment allowed us to establish that teamwork is the best way to organize foreign-language practice on an online platform because each student has more time to develop conversational skills and to learn to work autonomously than in an EFL class where the teacher works with the whole group.

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Developing Students’ Autonomy

Cited by 3 publications

References 0 publications

Attitude of University Students to the Information Content of Electronic Educational Platforms

Attitude of University Students to the Information Content of Electronic Educational Platforms

Transdisciplinary model for quality control of bachelor’s training in “Physical culture”

The development of educational autonomy in the conditions of group work on the author’s electronic manual on a remote educational platform

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