Интервенции для развития саморегулируемого обучения как инструменты управления университетом в цифровой среде

Интервенции для развития саморегулируемого обучения как инструменты управления университетом в цифровой среде

Автор: Хамидулина М. С.

Журнал: Университетское управление: практика и анализ @umj-ru

Рубрика: Управление образовательным процессом

Статья в выпуске: 4 т.28, 2024 года.

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В последние годы университеты массово внедряют курсы и программы в онлайн-формате. Несмотря на свои преимущества, онлайн-образование требует от студентов самостоятельности и самоконтроля. Исследования показывают, что уровень саморегулируемого обучения предсказывает успехи учащихся в онлайн-обучении, но студенты зачастую имеют низкий уровень нужных навыков, что является барьером для широкого и эффективного внедрения онлайн-образования в университетах. Навыки саморегулируемого обучения можно развивать с помощью специальных интервенций. В обзоре представлен анализ интервенций, которые применяются в университетах по всему миру. Существует огромное разнообразие интервенций, и только относительно немногих из них есть эмпирические данные, на основе которых можно говорить об их эффективности. Отсутствует необходимая систематизация и понимание того, интервенции с какими характеристиками лучше способствуют развитию навыков саморегулируемого обучения. Исследований по построению типологий интервенций ранее не проводилось. Данная работа восполняет существующий пробел и предлагает разработку типологии интервенций по нескольким основаниям. Посредством анализа 68 интервенций, описанных в 62 статьях, были выделены следующие основания для типологии: уровни активности студентов в процессе обучения навыкам; фаза цикла саморегулируемого обучения, на которую направлено действие интервенции; степень структурированности задания; наличие и тип обратной связи по результатам выполненного задания; этап курса, на котором проводится интервенция, и длительность интервенции. Типология позволяет перейти от анализа эффективности конкретных интервенций к анализу их характеристик, которые способствуют развитию навыков саморегулируемого обучения. Дальнейшее изучение влияния характеристик интервенций на эффективность позволит снизить затраты ресурсов на разработку и упростить процесс внедрения интервенций в образовательные процессы университетов. Представленная в статье типология и практические рекомендации по внедрению интервенций в университетские программы могут служить эффективным управленческим механизмом для сохранения высокого качества образования в условиях масштабного развития онлайн-обучения. Данная работа представляет интерес для исследователей, преподавателей и администрации университетов. Представленные данные могут быть использованы для проектирования эффективных интервенций и для трансформации системы управления университетом с целью повышения уровня самостоятельности и саморегуляции у студентов.

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Саморегулируемое обучение, интервенции для развития саморегулируемого обучения в высшем образовании, интервенции для развития саморегулируемого обучения в онлайн-образовании

Короткий адрес: https://sciup.org/142244020

IDR: 142244020   |   DOI: 10.15826/umpa.2024.04.037

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