Self-regulating in higher education: a psychological and pedagogical framework

Self-regulating in higher education: a psychological and pedagogical framework

Bibliographic Details
Parent link:SHS Web of Conferences
Vol. 28 : Research Paradigms Transformation in Social Sciences (RPTSS 2015).— 2016.— [01043, 5 p.]
Main Author: Gil L. B. Ludmila Boleslavna
Corporate Author: Национальный исследовательский Томский политехнический университет (ТПУ) Юргинский технологический институт (филиал) (ЮТИ) Кафедра естественного научного образования (ЕНО)
Other Authors: Borovikov I. Ivan, Toktomambet A. Altynbek
Summary:Title screen
This paper describes the psychological and pedagogical (methodological, motivating, organizational, and content-related) conditions for developing the students’ ability to self-regulate, within the framework applied to the mathematics education designed for students at the technical university. The paper gives the results of the experiment indicating the efficacy of these conditions. Groups of students studying at Tomsk Polytechnic University participated in the educational experiment. Tests, observations, questionnaires, techniques of mathematical statistics were used for assessment. The experiment makes it possible to conclude that the self-regulated learning of students on the basis of the Modular Object-Oriented Dynamic Learning Environment ‘Moodle’ together with the project–related activities, performed by students in the existing production environments, leads to a higher level of the students’ ability to self-management.
Published: 2016
Subjects:
электронный ресурс
труды учёных ТПУ
саморегулирование
высшее образование
психолого-педагогические условия
студенты
математика
Moodle
обучение
самоконтроль
Online Access:http://dx.doi.org/10.1051/shsconf/20162801043
http://earchive.tpu.ru/handle/11683/33081
Format: Electronic Book Chapter
KOHA link:https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=649575

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