Perspectives of self-directed learning trajectory among first-and final-year undergraduate students

Statement of the problem. The article is devoted to the problem of forming students’ representations about the trajectory of self-directed learning in order to increase their adaptability in a rapidly changing world. The need to increase students’ degree of its thoughtfulness is emphasized. This article emphasizes the need in independent and thoughtful construction of this trajectory by university students. The purpose of the article is to present the results of a study on creation of a technique identifying students’ perspectives of self-directed learning trajectory, as well as to report findings about features of these perspectives among first-and final-year undergraduate students. Research methods. To identify students’ perspectives of self-directed learning trajectory, a questionnaire was developed in accordance with the ideas of A.V. Hutorskiy, G.M. Kuleshova, E.A. Aleksandrova, Y.G. Yudina, S.V. Vdovina, I.S. Yakimanskaya, S.V. Yudakova, etc. The questionnaire identifies the following components for perspectives of self-directed learning trajectory: plans for self-directed learning, ideas about their implementations, and ideas about actions for achieving aims of self-directed learning. Research results. Statistically significant differences between perspectives of self-directed learning trajectory among first- and final-year students were revealed: the perspectives of self-directed learning trajectory and range of interests are clearer among final-year students than among first-year students. Additionally, self-directed learning motivation and time-management skills are higher in the group of final-year students in comparison with the group of first-year students. First-year students prefer workshops, lectures, conferences, summer or winter schools as ways to improve their knowledge and skills, while final-year students prefer to read books, take notes, and communicate with specialists. All students are characterized by a poor level of analysis of difficulties which they may encounter in the process of self-directed learning, and unwillingness to allocate fixed time for classes during self-directed learning. Conclusions. The guidelines for students in order to help them to build clear perspectives of self-directed learning trajectory were developed. The authors’ contribution consists in creation of the questionnaire for identification of students’ perspectives of self-directed learning trajectory and in conducting the study that expands knowledge about the psychology of students’ self-directed learning.