Стратегии информационного поведения студентов в условиях непрерывного образованиястатья из журнала
База данных: Каталог библиотеки СФУ (С 833)
Библиографическое описание: Стратегии информационного поведения студентов в условиях непрерывного образования = Strategies of students’ information behaviour in the context of lifelong learning / Т. Н. Носкова и [др.]. - (Образовательная среда). - Текст : непосредственный // Открытое образование. - 2018. - № 3. - С. 25-34 : рис. - Библиогр.: с. 32-34 (24 назв.). - ISSN 1818-4243.
Аннотация: Результаты исследований показали, что ученики понимают важность обучения на протяжении всей жизни и принимают ее как ценность и требование XXI века. Однако их информационное поведение не всегда основано на эффективных стратегиях. Образовательная деятельность недостаточно поддерживается использованием инструментов ИКТ для самоуправлений, постановки целей и строительства индивидуального образовательного маршрута. Были выявлены прямые корреляции между готовностью к обучению на протяжении всей жизни и развитием инициативы, ответственности, самоуправления, включая активное использование специализированных электронных инструментов. Поведение информации связано с будущей профессиональной деятельностью. Например, для социально ориентированных профессий информационное поведение включает такие функции, как открытость и сопереживание. Исходя из полученных результатов, рекомендации для лекторов могут быть сформулированы для поддержки процесса овладения передовыми стратегиями информационного поведения студентов. Во-первых, необходимо поощрять студентов использовать открытые электронные ресурсы не только для доступа к новейшей информации, но и для присоединения к процессам создания качественно новых знаний в совместной работе (самостоятельное обучение, обучение в партнерстве, совместное обучение). Во-вторых, важно создать условия для расширения профессионального опыта путем усиления роли практических заданий, а также включения студентов в проектные, конкурсные и грантовые мероприятия.
Research objective. The research objective was to identify and analyse the general trends, manifested in the information behaviour of students in terms of realising and taking advantage of lifelong learning in the digital society. The authors attempted to answer the question: What is the specificity of modern students’ information behaviour strategies? Materials and methods. The research was based on the concept of “information behaviour”, considered by the authors as a system of actions to implement the processes of interaction with the information environment. In the conditions of digital society development, the effectiveness of information strategies largely depends on the adoption of the values of lifelong learning. In the context of the activity approach, information behaviour includes the motivational aspect (acceptance of the lifelong learning paradigm, motives of educational activity, relations, interests and orientations within the current learning stage) and the activity aspect (general learning strategies, approaches to new information acquisition, self-management strategies in the learning process, as well as the possession of modern tools to implement these strategies – ICT tools). The research methods included a survey and statistical analysis. During the survey, Russian and Polish students were asked to relate the degree of information behaviour characteristics to a five-point scale. Statistical analysis comprised descriptive statistics, including the distribution of answers for all respondents, comparative statistics for Polish and Russian students, and correlation analysis. Results of the study. The research results have showed that students understand the importance of lifelong learning and accept it as a value and requirement of the 21st century. However, their information behaviour is not always based on effective strategies. Educational activity is insufficiently supported by the use of ICT tools for self-management, goal setting, and construction of an individual educational route. Direct correlations were revealed between the readiness for lifelong learning and the development of initiative, responsibility, self-management, including the active use of specialised electronic tools. Information behaviour is associated with future professional activities. For example, for socially oriented professions, information behaviour comprises such features as openness and empathy. Conclusion. Based on the results obtained, recommendations for lecturers can be formulated to support the process of mastering the advanced strategies of information behaviour by students. Firstly, it is necessary to encourage students to use open electronic resources, not only to access the newest information, but to join the processes of qualitatively new knowledge creation in collaborate work (self-directed learning, learning in partnership, collaborative learning). Secondly, it is important to create conditions for the expansion of professional experience through the strengthening of the practice-oriented assignments role, as well as the inclusion of students in project, competitive and grant activities.
Research objective. The research objective was to identify and analyse the general trends, manifested in the information behaviour of students in terms of realising and taking advantage of lifelong learning in the digital society. The authors attempted to answer the question: What is the specificity of modern students’ information behaviour strategies? Materials and methods. The research was based on the concept of “information behaviour”, considered by the authors as a system of actions to implement the processes of interaction with the information environment. In the conditions of digital society development, the effectiveness of information strategies largely depends on the adoption of the values of lifelong learning. In the context of the activity approach, information behaviour includes the motivational aspect (acceptance of the lifelong learning paradigm, motives of educational activity, relations, interests and orientations within the current learning stage) and the activity aspect (general learning strategies, approaches to new information acquisition, self-management strategies in the learning process, as well as the possession of modern tools to implement these strategies – ICT tools). The research methods included a survey and statistical analysis. During the survey, Russian and Polish students were asked to relate the degree of information behaviour characteristics to a five-point scale. Statistical analysis comprised descriptive statistics, including the distribution of answers for all respondents, comparative statistics for Polish and Russian students, and correlation analysis. Results of the study. The research results have showed that students understand the importance of lifelong learning and accept it as a value and requirement of the 21st century. However, their information behaviour is not always based on effective strategies. Educational activity is insufficiently supported by the use of ICT tools for self-management, goal setting, and construction of an individual educational route. Direct correlations were revealed between the readiness for lifelong learning and the development of initiative, responsibility, self-management, including the active use of specialised electronic tools. Information behaviour is associated with future professional activities. For example, for socially oriented professions, information behaviour comprises such features as openness and empathy. Conclusion. Based on the results obtained, recommendations for lecturers can be formulated to support the process of mastering the advanced strategies of information behaviour by students. Firstly, it is necessary to encourage students to use open electronic resources, not only to access the newest information, but to join the processes of qualitatively new knowledge creation in collaborate work (self-directed learning, learning in partnership, collaborative learning). Secondly, it is important to create conditions for the expansion of professional experience through the strengthening of the practice-oriented assignments role, as well as the inclusion of students in project, competitive and grant activities.
Год издания: 2018
Авторы: Носкова Татьяна Николаевна , Яковлева Ольга Владимировна , Павлова Татьяна Борисовна , Смирнова-Трибульская Евгения
Источник: Открытое образование
Выпуск: № 3
Номера страниц: 25-34
Количество экземпляров:
- Книгохранилище научной литературы (пр. Свободный, 79, 3 этаж): свободно 1 из 1 экземпляров
Ключевые слова: инструменты ИКТ, информационное поведение, обучение на протяжении всей жизни, педагогическое образование, стратегии обучения, стратегии самоуправления, студенты, электронная образовательная среда
Рубрики: Образование. Педагогика,
Применение вычислительной техники в педагогике,
Непрерывное образование
Применение вычислительной техники в педагогике,
Непрерывное образование
ISSN: 1818-4243
Идентификаторы: полочный индекс С 833, шифр otob/2018/3-737828062