scholarly journals ORGANIZATION OF SELF-DIRECTED LEARNING OF NON-PHILOLOGICAL UNIVERSITY STUDENTS IN THE LINGUO-EDUCATIONAL PROCESS

2020 ◽  
Vol 1 ◽  
pp. 72-76
Author(s):  
Elizaveta V. Lavrent’eva
Keyword(s):  
University Students ◽  
Educational Process ◽  
Visual Aids ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Effective Organization

The effective organization of self-directed learning of non-philological university students using electronic educational platform Moodle3 is considered. The application of educational visual aids implementing controlling function in the linguo-educational process is justified.

scholarly journals Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19

2021 ◽  
Author(s):  
Līga Beļicka ◽  
◽  
Tatjana Bicjutko
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
Educational Process ◽  
Asynchronous Learning ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Challenges And Opportunities ◽  
Directed Learning ◽  
Professional Contexts

The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.

scholarly journals A Study of Self-Directed Learning Skills of University Students

2021 ◽  
Vol 7 (1) ◽  
pp. 169-176
Author(s):  
Muhammad Ahmed Qadri ◽  
Shaheen Pasha
Keyword(s):  
University Students ◽  
Performing Arts ◽  
Private Universities ◽  
University Graduates ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Public And Private ◽  
Postgraduate Level ◽  
Directed Learning ◽  
The Difference

The objective of the study was to find out difference in opinion of university graduates on self-directed learning skills (SDLS) on the base of their gender, sector (public & private), discipline and their program. The sample of the study comprised of 584 university students from the three public and three private universities of Lahore. These six universities were selected randomly from the district Lahore. All of the six universities were general universities. The data were assembled by adopting a Self-Developed questionnaire on SDLS. The mean difference of the above mentioned factors were found by using inferential statistics t-test and ANOVA. The findings showed no difference in concerning male and female university students’ application of self-directed learning skills. Both of them used different techniques to meet their academic needs. Same is the case with public and private universities. While there was found some difference on the base of their disciplines students of fine and performing arts are the individuals whom are more concerned with the self-directed learning skills. They are performing most of their work on the base of self-creativity, because they are the students whom are preparing their own trends. Lastly the difference on the base of program showed that the students of postgraduate level are more concerned with the SDLS.

scholarly journals Reshaping the University Curriculum through the Visiting Lectureship

2020 ◽  
Vol 19 (12) ◽  
pp. 70-85
Author(s):  
Valentyna I. Bobrytska ◽  
Hanna V. Krasylnykova ◽  
Nina G. Batechko ◽  
Nataliia А. Beseda ◽  
Yevheniy S. Spitsyn
Keyword(s):  
Educational Policy ◽  
Educational Process ◽  
Self Directed Learning ◽  
Research Skills ◽  
University Curriculum ◽  
Self Development ◽  
Directed Learning ◽  
Professional Self ◽  
The University ◽  
Professional Socialisation

The purpose of the study is to investigate how visiting lectureship is capable to reshape and improve the university curriculum for four different majors such as educational policy, instruction, healthcare, and technology. The research is significant because it addresses some current challenges forming a crisis of higher education such as an instructional challenge, a fiscal challenge, a birth rate-related challenge, and a graduate employment challenge. This study combines exploratory and quasi-experimental research methods, and Baseline Study Survey Questionnaires (BSSQ), Questionnaire to Measure Research Skills (QMRS), The students’ research activeness checklist, Professional Self-development Critical Reflection Scale (PSCRS), along with Self-directed Learning Skills Scale (SLSS) are the research instruments used in this study. The sample used are 184 (169 students and 15 lecturers), and key data are drawn from the assessment of students’ research skills and activeness, professional self-development, self-directed learning and self-education skills, and professional socialisation by students themselves and their teachers before and after the intervention. The stakeholders’ perceptions of visiting lectureship such as students, lecturers, and representatives of the host organisations are studied using the focus group interviews. It is found that visiting lectureship reshapes and improves the university curriculum of four different majors namely: educational policy, instruction, healthcare, and technology. Add to this, visiting lectureship positively influences students’ research activeness, professional self-development, self-directed learning & self-education skills, and professional socialisation, and it is positively perceived by students, lecturers, and representatives of the host organisations. Visiting lectureship also increases lecturers’ motivation to provide a higher quality of instruction. Besides, it benefits the potential employers as these are involved in the educational process at the early stage of the programme in its design and updating, which will result in a more competent and competitive staff for them to hire.

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