The Intelligent Platform of Autonomous Learning in Post-Secondary Education

Abstract

The aim of the study was to develop and test the effectiveness of an autonomous learning intelligent platform in post-secondary education. It was conducted on the basis of the Institute of Dentistry named after E.V. Borovsky in I.M. Sechenov First Moscow State Medical University (Moscow, Russia) and Humanitarian and technical academy (Kokshetau, Kazakhstan). This research involved 59 teachers and 390 students, who comprised the total sample of 449 respondents. The experiment consisted of three stages – introductory, experimental, and final. The introductory stage included the distribution of enrolled students into the experimental and control groups. Besides, at the introductory stage, the development of questionnaires directed at identifying students’ and teachers’ readiness to implement autonomous learning was performed. Apart from this, the involved educators were required to fill the learning platform with predetermined training content. The considered intelligent learning platform was developed by programmers by prior agreement with educational institutions under study. The experimental stage was aimed at introducing the designed model of autonomous learning based on the created intelligent platform. The final stage implied surveying of all study participants according to the developed questionnaires. After the introduction of the created autonomous learning model, it was revealed that 51.5% of enrolled teachers were ready for self-directed education at a high level, 20.4% – at a satisfactory level, 18.4% – at a moderate level, and 9.7% – at a low level. Among the students of Sechenov University, 21% of respondents had a high level of readiness for autonomous learning based on intelligent platforms, 27% of students had a sufficient level, 35% – moderate, and 17% – low. Among the Humanitarian and technical academy students, 29% had a high readiness for autonomous learning, 30% were ready at a sufficient level, 25% at a moderate, and 16% at a low level. This study provided an opportunity to use the developed questionnaires and the model of autonomous learning in post-secondary education for further research on the implementation of self-directed training.

Autonomous learning in higher education. Systematic review

“…Igualmente las aulas invertidas sirven de apoyo en el desarrollo de las habilidades en el aprendizaje autónomo; las aulas virtuales dan libertad para practicar el aprendizaje autónomo y comprender los recursos alojados en el aula virtual; por ende existe una alta satisfacción de los estudiantes con respecto al uso de las tecnologías, porque reciben una respuesta inmediata a la hora de consultar sus dudas, la cual facilita una visión positiva hacia la comunicación con el agente virtual permitiendo el aprendizaje autónomo; así el uso de plataformas inteligentes para el aprendizaje autónomo tiene efectos positivos; esto se evidencia en los resultados del experimento; que los encuestados universitarios tenían un alto nivel de preparación en el aprendizaje autónomo basado en plataformas inteligentes. (14,31,32,50) Por otra parte, al resultado que evidenció fue que el nivel de autonomía de los estudiantes era moderado, se consideran así mismos con cierta autonomía, cuando establecieron metas en sus estudios, permitió que se vuelvan autónomos en el aprendizaje; en ese sentido, al plantearse metas en sus estudios, permite a desarrollarse e incrementar su autonomía; es así como la autonomía del alumno se ha considerado un tema importante que esté presente en cualquier estudiante, y puede tener efectos positivos en su aprendizaje; la noción de autonomía del estudiante ha atraído más atención, y se han realizado varios estudios sobre las creencias y prácticas de los docentes con respecto a la autonomía del alumno durante la última década. (28,29,35) De otro lado, los docentes deben dar libertad en su forma de aprender a sus estudiantes; en ese sentido los profesores universitarios mejoraron los métodos de enseñanza, una mayor interacción y comunicación con sus estudiantes, la cual permitió desarrollar la capacidad de aprendizaje autónomo de sus estudiantes; además los docentes mejoraron sus métodos de enseñanza y prestaron atención a la interacción con sus estudiantes, tales como la capacidad de comunicación docente-estudiante; el aprendizaje autónomo no significa aprender de forma aislada sino que se construye socialmente; el apoyo de los docentes son esenciales, durante el período de transición, de la dependencia de los docentes a la autodependencia; la autonomía del alumno depende de docentes eficaces y autónomos que sean capaces de ejercer la autonomía de manera efectiva.…”

Development of Android Based Educational Games to Enhance Elementary School Student Interests in Learning Mathematics

“…Advances of Information, Communication, and Technology (ICT) have had a major impact on various orders of social life. In many developed countries, many have prepared for the development and utilization that demands a link between advances of ICT with human resources [15][16]. It can be a big challenge to make the best use of ICT advances.…”

“…This is a big challenge for teachers to break the stigma that has already spread among students. Utilization of technology can contribute to enhancement of student academic achievement [31][32].…”

“…Another thing that can be used as a reason why some subjects are difficult and unpleasant subject for students because teachers have not mastered various fun learning media [39][40]. One of the cognitive tools or learning media minimizing this issue is to make student interested in learning subjects.…”

Flipped Classroom Based on Blum’s Modeling and its Impact on Autonomous Learning Experienced by Mathematics Students from a University in Lima, Peru

“…In Indonesia, during COVID-19 lockdown, students showed positive attitudes toward autonomous learning (Maru et al, 2021). In Russia, 51.5% of professors were willing to implement the flipped classroom approach (Samusenkov et al, 2021). Within the regional Chilean context, a variety of universities face recurrent challenges related to student dropout and low academic performance (Concha et al, 2019).…”