The organization of e-learning in the context of the leading ideas of constructivism, cognitivism and the realization of independence, self-regulated and self-efficacy

Шкуренко, Олександра Вікторівна and Сухопара, Ірина Геннадіївна and Прошкуратова, Тамара Сергіївна and Шпіца, Роксолана Ігорівна and Стецик, С.П. and Хижна, О.П. and Гончар, Л. (2024) The organization of e-learning in the context of the leading ideas of constructivism, cognitivism and the realization of independence, self-regulated and self-efficacy AD ALTA. Journal of Interdisciplinary Research (14(1)). pp. 14-19. ISSN 1804-7890

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Abstract

The article discloses the theoretical and empirical results of research on the organization of e-learning. Based on the analysis of scientific works, the organization of e-learning is represented in such theories as: 1) constructivism (the process of active construction by students of their own understanding of new information, which is carried out on the basis of the guiding actions of the lecturer in the direction of the formation of objective knowledge by students on the basis of operating with facts and reflective thinking about previously acquired educational (professional, life) experience); 2) cognitivism (organization of e-learning with an emphasis on students setting their own goals, promoting their self-efficacy and self-regulation in the learning process). Scientific data on students' manifestations of independence, self-regulated and self-efficacy during e-learning and lecturer's actions contributing to these manifestations are also summarized. Self-efficacy is considered as an important component of success in e-learning, and self-regulated as a prerequisite for this success. Self-efficacy was analyzed in the context of direct and indirect interaction and interaction of students with e-learning content. The pedagogical experiment was implemented in order to clarify the educational requests of students on the content of independent work during e-learning; determining the types of tasks that, according to students, are the most effective during e-learning; summarizing data on the methods of independent work during e-learning, which students prefer. Students studying at Borys Grinchenko Kyiv University and Dragomanov Ukrainian State University on full-time and part-time forms of education took part in the pedagogical experiment. According to the results of experimental work, it was established that tasks for independent work in e-learning should provide a level of complexity sufficient for professional and personal development, take into account the experience of students, contribute to the formation of an intellectual difficulty that students will want to overcome. And also, be characterized by creativity, ensure consistency between intellectual and time costs, take into account technical capabilities and ensure the variability of educational tasks. It was established that students prefer such ways of performing independent work during e-learning, such as: a differentiated way of performing independent work; work in groups chosen by students; work in groups, the members of which are determined taking into account the complexity of the task; independent work with feedback from the lecturer.

Item Type:	Article
Uncontrolled Keywords:	e-learning; constructivism and cognitivism; independence; independent work; self-efficacy; self-regulation; self-regulated e-learning; students; lecturers.
Subjects:	Статті у базах даних > Erih Plus Статті у базах даних > Web of Science
Divisions:	Факультет педагогічної освіти > Кафедра початкової освіти
Depositing User:	Олена Іванівна Агоста
Date Deposited:	19 Jun 2024 09:21
Last Modified:	19 Jun 2024 09:21
URI:	https://elibrary.kubg.edu.ua/id/eprint/49233

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