Interaction of university students with educational content in the conditions of information educational environment

Белякова, Е. Г.; Zakharova, Irina G.

doi:10.17853/1994-5639-2019-3-77-105

Cited by 17 publications

(10 citation statements)

References 20 publications

(3 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…270]. Основаниями типологизации студентов могут выступать когнитивные стили работы с образовательным контентом [12], степень активности и характер мотивации при его отборе и использовании [13]. В исследовании Н. С. Сытиной при организации сопровождения студентов-педагогов в условиях индивидуальных образовательных траекторий учитывались образовательные потребности студента, уровень развития и степень выраженности личностных качеств, необходимых для осуществления различных видов деятельности педагога [14].…”

Section: обзор литературыunclassified

Professional Self-Determination and Professional Identity of Students-Teachers in the Conditions of Individualisation of Education

Белякова¹,

Zakharova²

2020

Obraz. nauka

Self Cite

View full text Add to dashboard Cite

Introduction. In the context of increasing transfessionalism of labour market and growing socio-economic uncertainty, modern students, including future teachers, should not only master the chosen specialty, but also be ready for meaningful entry into the profession. This process, which does not work according to the traditional model, but implements the principles of individualisation of education, has not been studied yet in higher education. The lack of analytical information on professional self-determination implementation, what affects it and students’ perceptions of their own professionalism do not allow psychological and pedagogical preparation for the upcoming employment to be purposefully and effectively organised.Aim. The present research is aimed at identifying the general and specific characteristics of professional self-determination of students-teachers of primary courses of undergraduate studies, while their training is organised through individual educational trajectories.Methodology and research methods. The development of the research procedure was based on the provisions of the author’s concept of semantic mechanisms of professional self-determination, according to which the basic types of activity of the subject of the professional path are the design of the professional future, its active implementation and reflective understanding of experience. The diagnostic complex combined the assessment of students' professional self-determination through objective methods with the opinions of students themselves about the process of their professional development. Processing of the results included descriptive statistics procedures and data clustering using the K-means method.Results and scientific novelty. Typological groups of students are identified taking into account different indicators of professional self-determination and professional identity. It has been established that there are at least four different variants of professional self-determination in the junior years of Bachelor’s programmes in Pedagogy (“positive pedagogical identity”, “teachers making choice”, “undecided” and “non-educators”). Detailed differences between these groups are presented. The parameters of differences include the formation of a personal professional plan, an emotional attitude to the profession, degrees of conscious activity, self-esteem “I am a professional”, subjective satisfaction with professional deve lopment based on the following interconnected aspects: accepted values of teaching profession, self-efficacy in solving pedagogical problems, opportunities for self-realisation and for choosing a direction and development methods, experiencing identity, understanding of own vocation, motivation for pedagogical activity. It is noted that positive respondents’ self-identification in the teaching profession is combined with high activity in the development of pedagogical experience from various sources. It is concluded that there is the need for differentiated psychopedagogical support of students taking into account the characteristics of their professional self-determination.Practical significance. The model, previously designed by the authors to accompany professional self-determination of teachers-students, is clarified. In accordance with the results obtained, the authors make recommendations concerning the development of content and organisation of such support in the conditions of educational process individualisation.

show abstract

Section: обзор литературыunclassified

Professional Self-Determination and Professional Identity of Students-Teachers in the Conditions of Individualisation of Education

Белякова¹,

Zakharova²

2020

Obraz. nauka

Self Cite

View full text Add to dashboard Cite

show abstract

“…E. G. Belyakova, I. G. Zakharova investigate the problem of students' readiness to design the trajectory of their development and cognition by selecting and using the resources of the digital educational environment. Scientists substantiate the importance of this problem in the context of the integration of formal and non-formal education, its personalization in an open information environment and the individualization of education through the practice of individual educational trajectories [7]. J. Y. Yau, Z. Hristova propose to use mobile learning resources (m-learning) for personalizing education, that is, learning based on mobile technologies, mobile applications [19].…”

Section: Literature Reviewmentioning

confidence: 99%

“…And today every student is able to be an active participant in learning, to find answers to problematic questions and tasks, as he is his own Yandex and Google [6]. E. G. Belyakova, I. G. Zakharova indicate that in the modern personalized educational space, digital technology should complement, expand the range of educational and cognitive influences, enrich cognitive practice, promote the acquisition of the culture of thinking, collaboration skills [7]. However, in reality it turns out that interest in learning increases most often due to the variety of digital means used, the inclusion of game elements.…”

Section: Introductionmentioning

confidence: 99%

Designing a personalized educational model while working with digital technologies

Gerasimova¹,

Zorin²,

Kobeleva³

et al. 2020

P Sci Edu

View full text Add to dashboard Cite

The problem and the aim of the study. The transformation of the educational environment identified the following development priorities for the didactic system: support for lifelong learning; personal orientation and taking into consideration the individual students’ personality structure; use of digital technologies to provide training of the sought-after professionals of the future. The authors propose to implement these requirements with the means and capabilities of modern information technologies that maximally take into account the characteristics of personification. Research methods. Theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of test results, problem solving, student’s choice (digital technology, appropriate software, functionality, sequence of tasks) were applied. The pedagogical experiment was attended by 101 students (35% of girls and 65% of boys) of the Law Institute of Vyatka State University of Kirov, Russia. The Fisher's criterion (angular transformation) was used as a statistical processing method. Results. The essence of the concepts "personal educational trajectory", "personal educational route" has been clarified. The challenges associated with the digital educational environment and a focus on training of the required professionals of the future were taken into account. The problems of personalization of learning (awareness of choice, determination of characteristic factors of the educational model, gradation of the task system) are identified, the content of which is described from the standpoint of the formal scheme of information interaction. An example of designing a personalized educational model is presented by studying the technology of processing spreadsheets (a system of educational problems that guide the trajectory of cognitive performance). At the control stage of the experiment, statistically significant differences were revealed between the experimental and control groups in terms of the level of formation of digital skills and skills that are in demand in the information society (φcrit=1.64<φemp=2.492). Conclusion. Work with digital technologies offers the opportunity to take into account the orientation of the modern educational space towards personalization, the continuity of learning due to the implementation of the described formal scheme of information interaction between a teacher and a student in educational and cognitive activities; designing a differentiated system of tasks; supporting the student's informed choice; social and professional orientation of action.

show abstract

“…A great platform for such publications can become, for example, a scientific blog [24]. In addition, Belyakova and Zakharova distinguish the types of educational contents that students use, make up the rating and demonstrate the ways how students use different resources of information and education environment [25]. However, some researchers point to the inevitable problems of studentsupervisor interaction under modern conditions.…”

Section: A Problem Statementmentioning

confidence: 99%

Student-supervisor interaction problems in joint research activity

2020

View full text Add to dashboard Cite

Growing interest in improving the quality of student’s research activity in higher education has led to an emphasis on student-supervisor interaction in joint research activity. The study presented here was carried out in Tyumen State University, Tyumen, Russia. The participants were 30 supervisors and 60 students from the Pedagogical Institute. The study defined student and supervisor interaction problems and characterized the ways of student-supervisor interaction that reduce student’s motivation for a creative approach to writing research work when student’s research work is perceived as (1) supervisor’s burden, (2) a source of supervisor’s innovative ideas, (3) a source of additional information or (4) a source of primary information processing for supervisor’s scientific work. Implications are given to prevent ineffective ways of student-supervisor interaction and improve the quality of student’s research training in multi-level university education.

show abstract

Interaction of university students with educational content in the conditions of information educational environment

Cited by 17 publications

References 20 publications

Professional Self-Determination and Professional Identity of Students-Teachers in the Conditions of Individualisation of Education

Professional Self-Determination and Professional Identity of Students-Teachers in the Conditions of Individualisation of Education

Designing a personalized educational model while working with digital technologies

Student-supervisor interaction problems in joint research activity

Contact Info

Product

Resources

About