|
EXTERNAL EVALUATION OF SELF-DIRECTED LEARNING SKILLS: ONLINE EDUCATION
DOI: 10.23951/2782-2575-2022-1-41-55
Self-isolation measures implemented during the Covid-19 pandemic resulted in a quick transition to online instruction. As a result, teachers and students must master online learning tools and technologies in educational institutions. In addition, the problems with online education are frequently reported in scholarly sources. Many participants in the educational process faced difficulties during this period. In our opinion, many difficulties in online education were caused by insufficient training of self- directed learning skills in students and corresponding skills in teachers. At the same time, this group of universal learning skills is a mandatory part of education in Russian schools. The skills of self-organization and self-control are included in the Russian federal state educational standards requirements. A considerable number of scientific publications are devoted to the formation of assessment skills in school children. At the same time, the problem of training self-directed learning skills in online classes has not been sufficiently studied. This article examines the results of an independent assessment of self-directed learning skills and training in online classes for both primary school students and primary school teachers. As a result of the study, the following skills were identified as important for teaching primary school online learners: Planning, Self-Monitoring, Self-assessment, and selecting effective approaches for online learning. Empirical data were collected as part of the study. From this, the following points can be made: Primary school teachers are not prepared for online teaching; time demands on teachers have increased due to the specifics of teacher self-monitoring under the new conditions. Consequently, students need to learn the following skills during online teaching: self-monitoring, use of automated assessment and monitoring tools, self- and peer-assessment in the digital educational environment, and planning. The empirical data obtained show the importance of training self-monitoring skills for online teaching. Therefore, the proposed recommendations for improving teacher training education programs in pedagogical universities and in the teacher professional development system have practical relevance and can be implemented through appropriate educational programs.
Ключевые слова: self-direction, self-control, planning skills, independent assessment in teaching, online learning, online teaching, online education, teacher education, primary school, functional literacy
Библиография:
1. Belaya T.I. Е-learning: advantages and disadvantages in the modern world. Colloquium-journal, 2020, no. 2–5 (54), pp. 45–46 (in Russian). URL: https://elibrary.ru/item.asp?id=42359802 (accessed 5 December 2021).
2. Asmaeva E.O., Rinkevich M.A. Innovacionnye tekhnologii kak uslovie povysheniya kachestva obrazovaniy. In: Novejshie dostizheniya v nauke i obrazovanii. Sbornik nauchnyh trudov po materialam II Mezhdunarodnoj nauchno-prakticheskoj konferencii. 2020. рр. 17–21 (in Russian). URL: https://www.elibrary.ru/item.asp?id=42407304 (accessed 5 December 2021).
3. Nazarov V.L., Zherdev D.V., Averbukh N.V. Shokovaya tsifrovizatsiya obrazovaniya: vospriyatiye uchastnikov obrazovatel’nogo protsessa [Shock digitalisation of education: The perception of participants of the educational process]. The Education and Science Journal, 2021, no. 23(1), pp. 156–201 (in Russian). DOI: 10.17853/1994-5639-2021-1-156-201 URL: https://www.researchgate.net/publication/348553367_Shock_digitalisation_of_education_The_perception_of_participants_of_the_educational_process (accessed 5 December 2021).
4. How Did the World’s Highest Performing Education Systems Approach Distance Learning? National Center on Education and the Economy. Washington. NCEE. 2020. 7 p. URL: https://ncee.org/wp-content/uploads/2020/06/NCEE-Top-Performers-Distance-Learning-June-2020Final.docx.pdf (accessed 5 December 2021).
5. Sara Willermark. Who’s There? Characterizing Interaction in Virtual Classrooms. Journal of Educational Computing Research, 2021, no. 0(0), pp. 1–20. DOI: 10.1177/0735633120988530 URL: https://doi.org/10.1177/0735633120988530 (accessed 5 December 2021).
6. Nelly Savelyeva, Alexander Kabanov, Natalya Uvarina, Savchenkov Alexey, Natalie Nevraeva, Ekaterina Bozhko, Mihail Kozhevnikov, Irina Lapchinskaia. Pedagogical features of the organization of competence-oriented work and interaction of students with the use of google-doc tools. ALRJournal, 2021, vol. 5(1), pp. 49–53. URL: https://www.alrjournal.com/jvi.aspx?un=ALRJ-53824&volume=5&issue=1/ (accessed 5 December 2021).
7. Lisandra da Trindade Alfaro, Caroline Tavares de Souza Clesar, Lucia Maria Martins Giraffa. The challenges and possibilities of emergent remote classes in the K-12 system: A case study with teachers at Alegrete city (Brazil). Dialogia, 2020, no. 36, pp. 7–21. URL: https://periodicos.uninove.br/dialogia/article/view/18337/ (accessed 5 December 2021).
8. Leia Raquel Almeida, Carla Spagnolo. Inventiveness in Basic Education during pandemic times: learning from the virtual (actual) classroom. Dialogia, 2020, no. 36, pp. 22–34. DOI: 10.5585/dialogia.n36.18338 URL: https://periodicos.uninove.br/dialogia/article/view/18338 (accessed 5 December 2021).
9. Jingxian Wang, Dineke E. H. Tigelaar, Wilfried Admiraal, Rural teachers’ sharing of digital educational resources: From motivation to behavior. Computers & Education, 2021, vol. 161, 104055. ISSN 0360-1315. DOI: 10.1016/j.compedu.2020.104055 URL: https://doi.org/10.1016/j.compedu.2020.104055 (accessed 5 December 2021).
10. Cassandra R. Davis, Jevay Grooms, Alberto Ortega, Joaquin Alfredo-Angel Rubalcaba, and Edward Vargas. Distance Learning and Parental Mental Health During COVID-19. Educational Researcher, vol. 50, no. 1, pp. 61–64. DOI: 10.3102/0013189X20978806. URL: http://journals.sagepub.com/doi/10.3102/0013189X20978806 (accessed 5 December 2021).
11. Nuh Yavuzalp, Yunus Цzdemir. Adaptation of the Self-Regulated Online Learning Questionnaire (SOL-Q). Yьksekц¤retim Dergisi. Journal of Higher Education (Turkey). URL: http://www.yuksekogretim.org/ozet_2020003003.asp (accessed 5 December 2021).
12. Khaleel Bader Bataineh, Mohammed Salem Atoum. A Silver Lining of Coronavirus: Jordanian Universities Turn to Online Education. International Journal of Information and Communication Technology Education, 2021 April–June, vol. 17, issue 2, pp. 138–148. URL: https://www.igi-global.com/article/a-silver-lining-of-coronavirus/260754 (accessed 5 December 2021).
13. Medwell J, Cooker L, Bailey L, Winchip E. The impact of the PYP exhibition on the development of internationalmindedness, critical thinking and attributes of the IB learner profile. Bethesda, MD, USA. International Baccalaureate Organization, 2017 (accessed 5 December 2021).
14. Mzokova L.A. Formirovaniye gotovnosti budushchikh uchiteley nachal’nykh klassov k razvitiyu regulyativnykh UUD [Formation of readiness of future primary school teachers to the development of the regulatory OOD]. In: Sbornik izbrannykh statey po materialam nauchnykh konferentsiy GNII “Natsrazvitiye” [Сollection of selected articles on the materials of scientific conferences of STI “Natsrazvitie”]. Saint Petersburg, 2019, pp. 199–205 (in Russian). URL: https://elibrary.ru/item.asp?id=37118458 (accessed 5 December 2021).
15. Skripova Yu.Yu., Shabalina O.V. Osobennosti primeneniya formiruyushchego otsenivaniya v korrektsionnorazvivayushchey deyatel’nosti uchitelya nachal’nykh klassov [Features of the use of formative assessment in the correctional and developmental activities of a primary school teacher]. Gumanitarnye issledovaniya. Pedagogika i psikhologiya, 2020, no 3, pp. 36–48 (in Russian). DOI: 10.24412/2712-827X-2020-3-36-48 URL: https://elibrary.ru/item.asp?id=44310778 (accessed 5 December 2021).
16. Mosina M.A. Instrumenty formiruyushchego otsenivaniya v praktike raboty sovremennoy shkoly [Tools for formative assessment in the practice of a modern school]. Gumanitarnye issledovaniya. Pedagogika i psikhologiya, 2020, no 1, pp. 18–27 (in Russian). DOI: 10.24411/2712-827X-2020-10102 URL: https://elibrary.ru/item.asp?id=44261054 (accessed 5 December 2021).
17. Prikaz Minobrnauki Rossii ot 06.10.2009 N 373 (red. ot 31.12.2015) “Ob utverzhdenii i vvedenii v deystviye federal’nogo gosudarstvennogo obrazovatel’nogo standarta nachal’nogo obshchego obrazovaniya” [Order of the Ministry of Education and Science of Russia of 06.10.2009 no 373 “On the approval and implementation of the federal state educational standard of primary general education”] (in Russian). URL: http://www.consultant.ru/document/cons_doc_LAW_96801/ea5d7777caea0f829ef088881c72c46bf592482c/ (accessed 5 December 2021).
18. Proekt novoy redaktsii federal’nogo gosudarstvennogo obrazovatel’nogo standarta nachal’nogo obshchego obrazovaniya [Draft of the new edition of the federal state educational standard for primary general education] (in Russian). URL: https://regulation.gov.ru/projects#npa=94553 (accessed 5 December 2021).
19. Prikaz Minprosveshcheniya Rossii ot 31.05.2021 No. 286 “Ob utverzhdenii federal’nogo gosudarstvennogo obrazovatel’nogo standarta nachal’nogo obshchego obrazovaniya”. URL: http://publication.pravo.gov.ru/Document/View/0001202107050028 (accessed 5 December 2021).
20. Vinogradova N.F., Kochurova E.E., Kuznecova M.I., Petrashko O.O., Romanova V.Yu., Rydze O.A., Homyakova I.S. Funkcional’naya gramotnost’ mladshego shkol’nika. Didakticheskoe soprovozhdenie. Kniga dlya uchitelya [Functional literacy of a younger student. Didactic accompaniment. Teacher’s book]. Moscow, Rossijskij uchebnik publ, 2018, 288 p. (in Russian).
21. Basyuk V.S., Kovaleva G.S. Innovacionnyj proekt Ministerstva prosveshcheniya “monitoring formirovaniya funkcional’noj gramotnosti”: osnovnye napravleniya i pervye rezul’taty [Innovative project of the ministry of education “monitoring of functional literacy development”: the main directions and the first results]. Otechestvennaya i zarubezhnaya pedagogika, 2019, vol. 1, no. 4 (61), pp. 13–33 (in Russian).
22. Efremova N.F. Motivatsionnyy aspekt nezavisimogo otsenivaniya dostizheniy obuchayushchikhsya [The motivational aspect of the independent assessment of academic achievement]. Rossiyskiy psikhologicheskiy zhurnal – Russian Psychological Journal, 2017, vol. 14, no. 2, pp. 227–244 (in Russian). DOI: 10.21702/rpj.2017.2.13 URL: https://www.elibrary.ru/item.asp?id=29461341 (accessed 5 December 2021).
23. Egorov K.B., Zakharova V.A. Klasternoye vzaimodeystviye shkol i vuza kak innovatsionnyy mekhanizm upravleniya kachestvom obshchego obrazovaniya [Cluster interaction of schools and universities as an innovative mechanism for managing the quality of school education]. Innovatsii v obrazovanii – Innovation in Education, 2018, no. 11, pp. 48–56 (in Russian). URL: https://elibrary.ru/item.asp?id=35670746 (accessed 5 December 2021).
( 798.6 kB ) 
( 771.08 kB )
Выпуск: 1, 2022
Серия выпуска: Issue 1
Рубрика:
Страницы: 41 — 55
Скачиваний: 687