scholarly journals Student-centered learning: concepts, requirements, ways of implementation

2021 ◽  
Vol 10 ◽  
pp. 55-63
Author(s):  
Liliia RIABOVOL ◽  
Keyword(s):  
Higher Education ◽  
Cognitive Activity ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Legislation ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teachers And Students ◽  
Innovative Learning ◽  
The Creation

The article establishes that the student-centered approach is a requirement of time, a response to the educational needs of higher education seekers, as well as employers. The purpose of the article is to generalize the concepts, determine the basic properties and requirements of student-centered education on the basis of the analysis of the national legislation and scientific works of domestic scientists. It was found that the essence of the corresponding paradigm is that the applicant for higher education is a conscious, active, full-fledged, responsible subject of his studies and his own life. It is revealed that the main requirements of the student-centered approach are the creation of an educational environment that takes into account the needs, interests, abilities, general characteristics of applicants, focused on them, as well as establishing between teachers and students as the main subjects of the educational process. mutual respect and trust. It is stated that the full implementation of the student-centered approach is possible only by providing a set of organizational and normative (relevant provisions of educational legislation and local regulations) and psychological and pedagogical, including methodological, (forms, methods and technologies of teaching) to enhance cognitive activity VO, therefore, should provide for solving problems, discussing them in a group, forming and justifying their position) conditions. Emphasis is placed on the fact that student-centered learning is learning that requires the creation of opportunities for higher education to build an individual educational trajectory. As a result of the analysis of the domestic educational legislation it is revealed that ways of realization of an individual educational trajectory are a choice by applicants of educational disciplines of not less than 25% of volume of ECTS credits on OP, and also a possibility of a choice of forms, methods, technologies of training. research, etc. Key words: human-centeredness, academic freedom, higher education, educational program, subject of study, innovative learning technologies, individual educational trajectory.

scholarly journals Application of modern educational technologies when teaching economic disciplines

2018 ◽  
pp. 124-131
Author(s):  
T. V. Kreps
Keyword(s):  
Cognitive Activity ◽  
Economic Education ◽  
Learning Technologies ◽  
Educational Process ◽  
Interactive Methods ◽  
Educational Technologies ◽  
Innovative Learning ◽  
Modern Learning ◽  
Methodological Aspects

Modern methods of active learning are reflected in one of the most successful ways to develop the training of future specialists. The urgency of the need to improve the quality of teaching economic disciplines is not in doubt. The use of active methods of teaching economic disciplines stimulates the cognitive activity of students, respectively, forms important practical skills of researching situations, problem solving, improves the ability of reasoning and a clear statement of students’ thoughts. In general, today there is a need for non-standard-minded individuals. The need for the developed thinking of specialists in the field of economics, the ability to assess, design and rationalize knowledge and skills is also rapidly growing. The solution of these problems largely depends on the technology and content of economic education. This article reflects the main directions of application of modern educational technologies in the process of teaching economic disciplines. It also outlines the main theoretical and methodological aspects of the modern teaching of economic disciplines using various innovative learning technologies. Reflects the most successful ways of interactive methods of implementing education in the system of higher economic education. The article establishes that the modern learning process can open up a large number of new opportunities for students, thus, the information technology tools for teaching are reflected in an important part of the educational process. 

scholarly journals FEATURES OF TRAINING SPECIALISTS IN EDUCATION MANAGEMENT IN UKRAINE: CURRENT STATE AND PROSPECTS

2021 ◽  
pp. 405-409
Author(s):  
Oksana Tovkanets
Keyword(s):  
Higher Education ◽  
Global Education ◽  
Professional Training ◽  
Organizational Design ◽  
Process Development ◽  
Healthy Lifestyle ◽  
Learning Technologies ◽  
Educational Process ◽  
Education Management ◽  
Innovative Learning

The article substantiates the training of specialists in education management in Ukraine. The Standard of Higher Education of Ukraine in the field of knowledge 07 «Management and Administration», specialty: 073 «Management» of the second (master's) level, which partially regulates professional training in the field of management, in particular in the field of education management, is analyzed. It is emphasized that socio-economic changes in Ukraine, the processes of globalization and integration of the world community, Ukraine’s intentions to enter the European educational space have necessitated the modernization of the system of professional training of future professionals. The principles of providing the educational labor market with highly qualified specialists in education management are highlighted: the national idea of higher education, focusing on filling the content of vocational training with the latest materials, the introduction of modern innovative learning technologies based on a high level of informatization of the educational process; development of professional training of specialists in education management in the context of development trends in global education systems, in particular European ones. Professional competencies in many educational programs are defined as the preservation of moral, cultural, scientific values and increase the achievements of society, the use of various types and forms of physical activity to lead a healthy lifestyle, demonstration of knowledge of theories, methods and functions of management, modern concepts of leadership, skills to identify problems and justify management decisions, organizational design, interaction, leadership, teamwork, situation analysis and communication in various areas of the organization, independent work, flexible thinking, openness to new knowledge, critical thinking and self-criticism. It is concluded that the conceptual ideas for the training of specialists in education management are the ideas of humanistic education, which reflect the recognition of personal rights of educational entities, focusing on the personification of their relationships and interactions based on the acceptance of mutual responsibility for the modeling the educational context.

scholarly journals Higher Education under the Conditions of Complexity and Uncertainty of the World: Post-non-classical Development Strategies and Personal Dimension

2020 ◽  
pp. 62-77
Author(s):  
Iurii Mielkov
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Cultural Development ◽  
Educational Process ◽  
Classical Type ◽  
Student Centered ◽  
Student Centered Learning ◽  
Knowledge And Skills ◽  
Contemporary World ◽  
Educational Trajectories

The situation of the contemporary world possesses such features that can be denoted by the acronym VUCA: volatility, uncertainty, complexity and ambiguity. The fundamental nonlinearity of the development of both nature and society turns into the inconsistency of the future with the usual and anticipated ideas of the humankind – and into changes in the philosophical understanding of the essence and strategies of higher education. Under the conditions of instability and unpredictability, any «ready-made» knowledge is irrelevant, it is quickly becoming obsolete; subsequently, the knowledge and skills acquired by a graduate of a higher education institution are no longer decisive for his or her competence: their place is rather being taken by the ability to create new forms of knowledge and skills in accordance with rapidly changing circumstances. In other words, in obedience to the human-dimensionality of the post-classical type of rationality, in a situation of uncertainty and risk, the human personality, the level of his or her general cultural development becomes especially valuable, – and the task of higher education becomes to educate a person capable of living in a world of complexity and uncertainty, capable of evaluating all the risks in a much wider perspective than any one single discipline or professional field. An important factor in this task is the transition to student-centered learning, i.e., focusing the educational process on student personality, but on teacher personality as well – contrary to the linear-modern orientation on the formality of learning, on standard, stable and constant educational trajectories. And it is philosophy that now possesses particular importance in the structure of the educational process, as a factor of successful formation of a full-fledged personality of a HEI graduate, able to deal with new, unusual things and phenomena - in other words, able to think creatively, critically and independently.

scholarly journals MONITORING THE QUALITY OF STUDENTS' LEARNING RESULTS IN HIGHER EDUCATION INSTITUTIONS AS A PROBLEM OF RESEARCH

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Larysa Kovalchuk ◽  
◽  
Tetiana Kravchuk ◽  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Student Learning Outcomes ◽  
Learning Technologies ◽  
Educational Process ◽  
Quality Of Higher Education ◽  
Innovative Learning

The article analyzes different approaches to the interpretation of the concept of "monitoring", clarifies the essence of the concept of monitoring the quality of student learning outcomes in higher education institutions. The Ukrainian laws for monitoring the quality of higher education learning outcomes is analyzed. The essence of the concept of "pedagogical factor" from the standpoint of modern scientists is considered, its main types (external and internal) are revealed. Three main pedagogical factors for organizing and conducting monitoring of the quality of student learning outcomes in higher education institutions have been identified and substantiated, namely: readiness of subjects of the educational process to monitor student learning outcomes in higher education institutions; phases monitoring of the quality of student learning outcomes in higher education institutions; development of educational and methodological support for monitoring the quality of student learning outcomes in higher education institutions. The essence and three main types of readiness of the subjects of the educational process to monitor the quality of student learning outcomes in higher education institutions are outlined, namely: psychological, logistical, documentary. Emphasis is placed on three main criteria for the readiness of students to monitor the quality of student learning outcomes in higher education institutions, namely: cognitive, practical-logical, value-motivational. The step-by-step organization of monitoring of the quality of student learning outcomes in higher education institutions by highlighting the main six successive stages of its implementation is revealed. It has been determined who has the right to organize pedagogical monitoring of the quality of students' learning outcomes in higher education institutions. Emphasized the importance of developing educational and methodological support for monitoring the quality of student learning outcomes in higher education institutions, introduction of innovative learning technologies based on the use of modern educational platforms and modification of the educational process by using elements of distance learning during teaching disciplines.

scholarly journals ШЛЯХИ ФОРМУВАННЯ STEM-КОМПЕТЕНТНОСТЕЙ ЗДОБУВАЧІВ ПРИРОДНИЧОЇ ОСВІТИ

2021 ◽  
Vol 1 (2) ◽  
pp. 247-254
Author(s):  
L. M. KRAVCHENKO ◽  
◽  
N. V. KRAVCHENKO ◽  
Keyword(s):  
Stem Education ◽  
Learning Technologies ◽  
Educational Process ◽  
High Tech ◽  
Education Students ◽  
Professional Programs ◽  
Teachers And Students ◽  
Innovative Learning ◽  
Radical Revision ◽  
Traditional Approaches

The urgency of the topic is due to the shortage of specialists in science-intensive and high-tech industries in the Ukrainian and world labor markets. It is emphasized that in the opinion of the world community the introduction of STEM education is a quick and effective way to solve the problem, but in the Ukrainian educational space, there is a problem of teacher training who is aware of his social responsibility and is able to achieve new pedagogical goals. The purpose of the work is to study and determine the ways of formation of STEM-competencies of natural education applicants. The paper considers the main directions of the strategy of building the educational process in order to implement the tasks of STEM-education and ways of forming STEM-competencies of natural education students, emphasizes the need to modernize scientific and methodological training of future teachers of natural education that provides for the change of traditional approaches to the organization of the educational process in institutions of higher pedagogical education to an innovative, radical revision of existing models of education, educational professional programs, methods of teaching. The stages of the introduction of the STEM-approach taking into account the sensitive periods of human development (“windows of opportunities”) are analyzed. The importance of interuniversity, regional and international contacts of teachers and students, regular exchange of experience at seminars, conferences and symposia, exchange of students, graduate students, teachers, implementation of joint projects, research programs are emphasized. Key words: STEM-education, STEM-competencies, natural education, soft skills, innovative learning technologies.

Principles and methods of student-centered learning (SCL)

2021 ◽  
Vol 69 (08) ◽  
pp. 16-19
Author(s):  
Кулаш Нурбергеновна Мамирова ◽  
Keyword(s):  
Learning Opportunities ◽  
Educational Process ◽  
Academic Disciplines ◽  
Student Centered ◽  
Student Centered Learning ◽  
Passive Learning ◽  
Teachers And Students ◽  
Personal Skills ◽  
Learning Principles ◽  
Analytical Learning

The concept of student-centered learning is based on the following provisions: student in the center of learning, emphasis on active rather than passive learning; emphasis on critical and analytical learning and understanding; interdependence of teacher and student; a reflective approach to the educational process on the part of both the teacher and the students. Student-centered learning requires an ongoing process of reflection (introspection and self-esteem). Teachers and students regularly review their teaching methods and assimilation of competence, thereby stimulating critical thinking and personal skills. Students are given the opportunity to control their own learning. They are given the opportunity to participate in the development of educational programs, academic disciplines and in their assessment. The point of student-centered learning is to create learning opportunities. The student-centered approach places a great responsibility on the student, encourages him to think, process materials, analyze and solve problems. Key words: student-centered learning, the concept of student-centered learning, principles and methods of student-centered learning, the system of expected learning outcomes, life skills and competencies

scholarly journals Student centered learning: The paradigm of modern higher education

Sinteze ◽  
2020 ◽  
pp. 83-99
Author(s):  
Marina Ćirić ◽  
Jelena Petrović ◽  
Dragana Jovanović
Keyword(s):  
Higher Education ◽  
Knowledge Society ◽  
Educational Process ◽  
Reform Process ◽  
Pedagogical Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Social Challenges ◽  
Higher Education System ◽  
Teaching Paradigm

Student centered learning implies the pedagogical approach based on constructivism and theories related to it, and it is characterized by the methods used to make a student actively contribute the learning process. It is recognized in the mindset and culture of the faculty, and focused on the needs and opinions of students. This paper presents the main elements of this approach in the context of higher education system. It starts with the perspective that placing the student at the center, the "heart" of the educational process, is a response to numerous social challenges and the reform process. The first part of the paper highlights a dichotomy resulting from the need to reconceptualize the traditional educational system in order to respond the needs of the knowledge society. It further points out the particularities and the differences between the teaching paradigm and the learning paradigm and elaborates the (im)possibility of combining them. The second part of the paper is dedicated to the analysis of the possibilities for implementing student-centered approach in higher education institutions and making it an integrative part of their climate and learning culture.

scholarly journals Fire training: Innovation vs. Traditions

2021 ◽  
Vol 1 (1) ◽  
pp. 23-28
Author(s):  
Oksana Mysliva ◽  
Dmytro Bodyryev
Keyword(s):  
Higher Education ◽  
Police Officer ◽  
Learning Technologies ◽  
Educational Process ◽  
Practical Training ◽  
Innovative Learning ◽  
Internal Affairs ◽  
Training Specialist ◽  
Negative Factors

The article investigated positive and negative factors that affect the quality of fire preparation of higher education at institutions of the Ministry of Internal Affairs of Ukraine, the effectiveness of the knowledge and skills of the future police officer, as well as formation as a specialist of the operating police officer. The process of modernization of fire training in Ukraine is considered, emphasis on practical training of policemen, in which innovative learning technologies play a significant role. The expediency of introduction into the educational process of higher education institutions of the Ministry of Internal Affairs of Innovative Electronic Tires, the sections of which allows students and listen to acquire and improve the technique of firing, increases their motivation to fire training, help to form and develop operational thinking, ability to effectively and quickly act. To accept responsible decisions during professional duties under normal conditions, conditions of time limit, and sometimes limited resources, in a dark day of day, critical situations, etc. The focusing on the fact that no best interactive simulator can be a method of fire training, but acts as an effective auxiliary agent, which will definitely be available to a relevant fire training specialist in specific shooting exercises.

scholarly journals Implementation of information technologies in the educational process

1970 ◽  
pp. 45-47
Author(s):  
A Rebrii ◽  
I Rybenko
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Computer Technology ◽  
Information Technologies ◽  
Cognitive Activity ◽  
Education Institution ◽  
Active Role ◽  
Learning Technologies ◽  
Educational Process ◽  
Teaching Aids

The article deals with the applying of information technologies in the educational process that imprave the quality of the educational process. Information technologies are introduced into education, which leads to improvement of graphic training of future specialists in engineering specialties. Implementation of information technology occurs in almost all sectors, but the most urgent solution of this issue the education system requires. It is hard to imagine a higher education institution that has been operating without the development of computer and information technology. Nowadays, the Internet and computer technology have become an integral part not only of daily life, but also of the educational process as a whole. Students perceive computer technology with much more interest and positives than regular textbooks and manuals. Information technologies in the educational process allows to change the character of educational and cognitive activity of students, to activate independent work of students with different electronic educational means. An important element of the educational and methodological complex is the applying of electronic publications, multimedia and interactive educational systems. The active role of information technology in education is due to the fact that, compared to traditional teaching aids, computer-based learning tools provide new opportunities, as well as enable the implementation of modern pedagogical learning technologies at a higher level, stimulate the development of didactics and teaching methods. Therefore, the use of educational information technologies in education today should be focused on the achievement of a strategic goal - training in higher education institutions not only specialist, but also creatively thinking and acting individual, capable of continuous self-improvement and self-development. Thus, it is advisable to apply information technologies: animation, presentations, interactive whiteboard, which allow the teacher to communicate with students at the modern technological level, to make the learning process more attractive and effective in order to increase the effectiveness of the perception of the lecture course in graphic disciplines. While the implementation of interactive methodology in the process of studying graphic disciplines the principles of didactics are implemented: scientific, systematic, consistent, accessible, durable knowledge and clarity. Interactive technologies make it possible to fully implement these principles in learning.

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