Self-regulating in higher education: a psychological and pedagogical framework

Abstract

Abstract. This paper describes the psychological and pedagogical (methodological, motivating, organizational, and content-related) conditions for developing the students' ability to self-regulate, within the framework applied to the mathematics education designed for students at the technical university. The paper gives the results of the experiment indicating the efficacy of these conditions. Groups of students studying at Tomsk Polytechnic University participated in the educational experiment. Tests, observations, questionnaires, techniques of mathematical statistics were used for assessment. The experiment makes it possible to conclude that the self-regulated learning of students on the basis of the Modular Object-Oriented Dynamic Learning Environment 'Moodle' together with the project-related activities, performed by students in the existing production environments, leads to a higher level of the students' ability to selfmanagement.

Olympic Education Of University Students Based On Anthropic Educational Technologies

“…The theory of professional development of an individual differentiates education through activities (such as work, science, and sports) and education as an activity (i.e. individual reproduction of sociocultural experience) (Gil, Borovikov, & Toktomambet, 2016). The professional's personality acts as a subject of the spiritual and activity position necessary for the achievement of the goals of education and socio-cultural development of a person.…”

Incorporating Technical Writing In Esp Classroom In Russian Higher Education Settings

“…The academic staff of Bauman Moscow State Technical University conduct research into the correlation between career-oriented students' demands and the content of degree programs. They state the necessity of reshaping the university degree programs in a way that suits the job expectations perfectly (Karpov, 2015;Gil, Borovikov, & Toktomambet, 2016;Stanevsky & Khrapylina, 2017;Suzdalova, Lizunkov, & Malushko, 2017). That is why, we face an urgent demand to change the ESP curriculum at Russian technical universities to make it more focused on identifying the practical communication requirements and challenges faced by technical students.…”