Opción, Año 33, No. 85 (2018): 290-307
ISSN 1012-1587 / ISSNe: 2477-9385
Revisiting the role of independence formation and organizing individual work of the student in
the educational process of
HEI
Murshida Nurgaliyeva
S. Toraighyrov Pavlodar State University, Pavlodar,
Kazakhstan
murshida80@mail.ru
Amina Auyezova
auezova-amina@mail.ru
Aitkul Kosmuratova
auezova-amina@mail.ru
L.N.Gumilyov Eurasian National University, Astana, Kazakhstan
Abstract
This article considers one
of the
key
problems of modern
education, namely the formation of independence as a necessary quality of the student. The very organization of educational process should be built
on
the principles of independent student activity. It is necessary
to reinforce an
integral
complex of independence in student's mind. To accomplish this, it is important to organize HEI educational process in
such a way that independent work becomes a determining condition for the
formation of student's independence as
a
subject of learning and
activity. Independent work involves digestion, reinforcement
and application of knowledge.
Keywords: Student, Independence, Activation of Independent Work, Competency-Based
Approach, Higher Education Institutes (HEI).
Recibido: 10-01-2018 Aceptado: 09-03-2018
Revisando el papel de la formación independiente y organizando el trabajo individual del estudiante
en
el proceso educativo de la HEI
Resumen
Este artículo considera
uno
de los problemas clave de la educación moderna, a saber, la formación de la independencia
como una cualidad
necesaria del estudiante. La misma organización
del
proceso educativo debe construirse
sobre los principios de la actividad estudiantil
independiente. Es necesario
reforzar
un complejo integral de
independencia
en la mente del estudiante. Para lograr esto, es importante
organizar el
proceso educativo
de
HEI de tal manera que el trabajo
independiente se convierta en una condición determinante
para la formación de la
independencia
del estudiante
como un tema
de aprendizaje y actividad. El trabajo independiente implica la digestión, el refuerzo y la aplicación del conocimiento.
Palabras clave: Estudiante, Independencia, Activación del Trabajo Independiente,
Enfoque basado en la Competencia, Institutos de Educación Superior (HEI).
1.
INTRODUCTION
It is unfortunate, but
true, that some academics teach students
without having much formal knowledge of how students learn. Many lecturers know how they learnt/learn best, but do not necessarily consider how their
students
learn and if the
way
they teach
is
predicated on enabling learning to happen. Nor do they necessarily have the concepts to understand, explain
and articulate
the process they sense
is
happening in their students.
The ongoing reform of higher education is essentially related to the transition from learning paradigm to education
paradigm. In the new educational
paradigm, a student from a passive
consumer
of knowledge must become an active subject who can properly
formulate
the
problem, analyze possible solutions,
find an optimal result
and prove its correctness. In this
perspective, independent work of
students becomes
not just an important form of the educational process, it becomes its
basis (SKOBLYAKOVA and
SEMENOVA, 2010).
The
realias of modern life are such that the graduate students
in any field of training should be ready for regular independent professional educational activity. Dynamic change in the labor market, appearance of new information technologies, accumulation
of
huge databases requires not only knowledge, but an ability
to respond to professional risks, operate
large amounts of information, study related fields, and so on. In addition,
a modern
professional should be able to work in temporary project teams,
collectives, one
should be
ready
to
the
professional discussions
and solving complex problems and issues (SEMENOVA,
2013). The modern world is characterized by a high rate
of changes, which
requires
flexibility, mobility, ability to adapt to new conditions, work
with
different sources of information, and constant improvement of one's
professional level. In connection with this, one of the goals of higher education is the formation of an active, creative, professionally
trained personality
whose mindset and style of thinking not only meet modern
conditions but are also perspective-oriented. The correct organization of this activity stimulates students for active search, conscious overcoming
of
difficulties, that
stand in the way of solving the tasks, and the formation
of
competencies necessary in their professional activities.
2. METHODOLOGY
The strength and success of the university to some extent depends
on
the extent to which it can benefit from all its members
through the appropriate culture of joint participation and decision-making. Long-term
innovative planning and forward-thinking
leaders are required to make
changes. This research was conducted with the aim of studying a structure called "academic development" and identifying
the factors and categories
in it
by qualitative method of exploratory type. To do this, at first glance,
the
knowledge of the university system and its examination from the point of view of system thinking and The complexity
of
the university system
and
different perspectives
of
development were considered, and with this
approach, deep and exploratory interviews with
knowledgeable and expert experts who have had profound experiences in the management, planning and policy of higher education and universities have been analyzed and analyzed. In the context of education development,
independence as an
integrative quality of the future specialist personality becomes very important. Independence
is defined as one of the leading qualities of the
individual, expressed in the ability to set certain goals and achieve them by using one's own resources. Philosophical
approaches to independence
were developed in the works of major psychologists such as (BOZHOVICH, 1968, PALINSCAR and BROWN, 1984, SOKAL, 2010). These scientists considered the issues of independence through the lens of
the
pivotal psychological problems such as personality, activity, work.
They stressed that the social value of independence as a person's quality is
determined
by its orientation and person's activity level as a subject of
activity and relations.
BOZHOVICH (1968) and
LURIA (1973) and
others studied the formation and development features of the personality
of children and teenagers. Today the study of the independence problem is
conducted in various aspects. The essence of independence and its nature are studied (ALEKSEEV
and YUDIN, 1971, ALEKSEEV, 2002);
structure and correlation of independence components;
stages, conditions
and
methods of independence development,
the relationship of independence with various mental. Analysis of the literature shows that the problem of independence
has attracted attention of philosophers, psychologists
and educators for a long time.
The importance of practical solution of the independence development problem, its insufficient theoretical study, the importance for personal development and the need to
develop a justified technology for organizing independent work in the current conditions of education have determined its
relevance and
determined
the choice of the research topic devoted to the organization of students independent work in educational process of Higher Education Institutions (HEI). The situation in the education system shows that
psychological and pedagogical support for this problem is not fully understood. The goal of
independence fo rmation is
declared in
the
programs of education
and higher education,
but in practice, students
have no knowledge and practical skills for its formation. Therefore,
the importance of creating pedagogical conditions for the independent work of students
acquires
great importance.
The problem
of the study was the search for ways of forming students' independence at HEI stage of professional training.
The goal of our study was the development
of the system and
diagnosis of the independence formation for a fut ure specialist through
the organization of independent work in HEI.
-The Main Part: Independence
provides person's responsible attitude to his behavior, an ability to act consciously
and
proactively not only in familiar surroundings, but also in new conditions, including those
requiring non-standard solutions. Considering independence as a person's quality, modern researchers emphasize that
its
integrative
role
is expressed in unification of other personal manifestations by a general
orientation towards
internal mobilization of all forces, resources
and
means for implementation of the chosen program without exterior help. It should be noted that the attitude of psychologists
to the "independence"
phenomenon
is ambiguous.
On the one hand, almost all researchers who
study developmental features of children emphasize an enormous role of
independence in the development
of personality
as a
whole, on the other
hand, in many cases they do not provide either a meaningful or semantic
description of this concept. The term
"independence"
is given in four
different meanings in the dictionary of (OZHEGOV, 1964):
Existing apart from others, autonomous;
Beyond control of
the
others, chief;
decisive, capable of
independent action, with initiative; free
from extraneous
influences, help;
Produced by one's own efforts;
Original.
Such an
interpretation
of
independence,
in our opinion,
is legitimate because each of them emphasizes
a certain degree of independence from other people,
from extraneous influences. Content analysis allows us to discover the presence of independence
scientific characteristics:
Table 1. Analysis of theoretical approaches to the concept of "independence"
|
Author
|
Definition of independence
|
|
L.V. Zharova
|
Independence is a remarkable human ability; the result of education
and self-education. It is also the most important condition for self- realization of any individual and its creative possibilities (OMELYAN-SKYRTA, 2014).
|
|
D.N. Bogoyavlenskaya,
P.Ya. Galperin, L.S.
Vygotsky,
E.N. Kabanova-Meller, N.A.
Menchinskaya,
S.L.
Rubinstein
and
others
|
The necessity of involving students in a creative search in education
process is justified in the works of
these scientists. The works also revealed the decisive role of independent cognitive activity in the development of the children thinking.
In addition,
psychologists note
that teacher should take into account the increasing sensitive periods to certain influences. It is right to talk about
the age-related prerequisites for the development of cognitive
independence (ALEKSEEV,
2002).
|
|
V.
Kudryvtsev,
Ya.A.
Ponomarev
|
The staged
formation theories of
mental actions,
education
of
students to the methods of
mental activity, organization of cognitive activity management, the idea of studying creativity as a mechanism for the development of personality
are justified.
|
|
M.A. Danilov,
I.Ya.
Lerner,
M.I. Makhmutov,
I.T. Ogorodnikov, P.I.
Pikdasisty, M.N. Skatkin and others
|
Independence
is a
method
of increasing the
awareness
and
effectiveness of the studied material, the result of an
effective organization of the learning process, an indicator of mental development of students.
|
|
N.G. Alekseev
|
Independence as a human ability, characterized
by the following
interrelated factors: the totality of the methods, knowledge, skills and abilities that a
person possesses, and its relation to the process of activity, its results and conditions of implementation, as well as to the developing connections with other people. Thus, in the tasks of
the independence formation,
the researcher includes not only the improvement of
knowledge, skills and abilities, but also the development of appropriate motives.
|
|
S.Yu. Golovin
|
Independence as a "generalized personality ability, manifested in
initiative, criticality, adequate self-esteem and a sense of personal responsibility for
one's
activity and
behavior" is
associated
with
active work of
thought, feelings and the will of
students. In this bilateral
process, the
development
of mental and emotional-
volitional
processes
is a
prerequisite
for
the
formation of
independent judgments and actions of the student. The judgments and actions that develop in the course of independent activity strengthen and
form
the ability
not only
to
take consciously motivated actions, but also to achieve successful implementation of the decisions taken despite the difficulties.
|
|
I.S. Kon
|
Includes
three interrelated
qualities in the
concept of
"independence": 1)
independence as
an ability
to make and implement decisions without external advice, 2) responsibility, readiness to face the consequences of one's actions and 3) belief in real social possibility and moral
correctness of such behavior.
|
|
K.K. Platonov
|
The phenomenon of
independence
is related
with
the
volitional
powers that manifest themselves in an ability to "systematize, plan,
regulate and
actively carry
out
their activities without constant guidance and practical assistance from the outside".
|
|
M.V. Gamazo,
I. A. Domashenko
|
The main qualities that characterize independence are the orienting
and evaluative actions of a person, which stipulate "an ability not
to be influenced by various factors that can distract from the goal,
critically evaluate the advice and suggestions of
others, act on the basis of their
views and beliefs.
|
|
I.V. Grebennikov and
L.V. Kovinko
|
The activity side of independence is
emphasized, defining it as "one
of the leading qualities of the individual, expressed in the ability to
set a specific goal; persistently seek its fulfillment by using
one's own resources;
responsibly treat one's activities.
|
|
E. Ilyenkov,
L. I. Antsyferova
|
Human
as a person, knows
how to
"independently determine the
path of his life,
his
place in
it,
his business, interesting and important for everyone, including himself." Human "always independently ploughs
a unique individual way".
|
|
L.I. Bozhkovich
|
Children's independence is most often understood as an ability to act
without the
help of adult. The child becomes
independent, after mastering certain content, methods and ways of action. A distinctive feature of the children independence in primary school is organization. The initiative of the students is already directed to act in their
own way, i.e.
contrary
to the requirements of
adults. Children of this age are able to direct their initiative to
better and
faster perform the task entrusted to them or conceived by
them in accordance with the requirements of the adults. According
to psychologists, children in primary
school show independence in imitative activities.
|
Independence
is the student's ability to independent actions,
judgments, possession of initiative, determination.
In pedagogy this is a volition personality.
This ability
allows to avoid the influence of various factors, act on the basis of their views and motivations.
Table 2. Pedagogical conditions for the formation of independence among HEI
students
|
|
Pedagogical conditions
|
Stimulating effect
|
|
1
|
Constructing of
situations that
motivate
students to make
independent decisions and actions: to
free choice of tasks, to
search for various ways of solving tasks,
to creative
activity, to
self-examination
and self-analysis, to possibility of
expressing
one's judgments.
|
Development
of staged independent
activity and independence as an attribute of
an individual.
|
|
2
|
The use of role-play games in educational
and independent activities of
students, writing of start-up
projects, reports on
practice, term projects, diploma works,
scientific articles and theses,
|
Encourage
the solution of practical
problems, contribute
to the accumulation
of life and professional
experience,
stimulate
activity.
|
|
3
|
Creation
of case-studies, where student
determines the
goals of his actions: "Why
am I doing it? What do I want to know?
What should happen? etc.".
|
Increase
the level of aspiration, stimulate
the process
of understanding
of its
activities.
|
|
4
|
Various instructions, reminders, schemes,
samples of reasoning in the organization of
students' independent activity.
|
Contribute to the ability
to carry out
goal-setting, to plan its activities
by mastering
a new method of obtaining
knowledge, and stimulating independent
actions.
|
|
5
|
Inclusion
of students
in productive
independent activity through
the use of
the following
techniques:
group structure of education, system
of differentiated tasks, analysis of
practical problems,
actualization
of experience, joint
resolution of
problem situations.
|
Forms an ability to control the activities;
such qualities of
independent activity as
Responsibility and organization.
|
Taking into account the above mentioned it is necessary
to create
conditions in HEI
for
a
full-fledged educational activity,
in which
a
complex of various competences
of the future specialist is formed. We
shall emphasize only the main groups of skills that students, through
the
formation of independence, must systematically master during the entire
period of study at HEI:
The future specialist should do the following:
- master an ability to integrate knowledge in various and related areas of
scientific research and
solve
problems that
require abstract, creative thinking and originality in the development of
conceptual aspects of research projects.
- work effectively and independently as a team member on interdisciplinary subjects, to be a leader in a team, to advise on the design of scientific research, and also to be ready for pedagogical activity;
- use the creative approach for development
of
new original ideas
and
methods of research in the field of computer science; - have the skills to acquire new knowledge
that is necessary for daily professional work and continue education
in doctoral studies; -
understand the need for self-study and professional development during the entire period of professional activity;
- show profound natural-science, mathematical
professional knowledge
in conducting research in promising
areas of professional activity;
- process, analyze and summarize scientific
and technical information,
advanced local and foreign experience in professional activities, present results of scientific research;
As
is known in recent years, the problem
of
integrating scientific
knowledge in the learning process, teaching students to common methods of independent
activity, became very urgent. There is a good reason that
close
attention of scientists and teachers is
taken by interdisciplinary
skills. These are
computational, graphic
skills, an ability
to establish cause-effect relationships, use knowledge from different academic disciplines to solve the learning problem.
Students in the process of education and independent work must master the following special competencies in the field of:
1. Ethical and professional standards, including questions of
world and national standards on information
technologies, information protection,
scientific
ethics, copyright, risk
management, problems of studying the subject field of computer
science;
2. Software
engineering is the structure
of software
life cycle,
processes and tasks solved at different stages of life cycle,
adaptation of software to possible changes in operating conditions,
software upgrading and development;
3. Fundamentals
of
intelligent programming (knowledge base, built-in knowledge, intellectual programming
tools, logical equation, knowledge debugging, synthesis of programs).
4. Modeling of information processes (methods and means for
implementing
modeling and processing results of computational experiments, working with modern modeling tools);
5.1 IT-management (Service Strategy, Service Design, Service
Transition, Service Operation, Continual Service Improvement.)
5.2 System
analysis (system analysis of structural links between software elements, programming principles, etc.);
6. Methodology
of
graduate preparation (Knowledge and in- depth understanding of the
methodology for summarizing the results obtained in the context of previously
accumulated
knowledge.)
Student's cooperation with teachers (SCT) is a necessary
condition
for mastering skills as the most important component of independence.
The
availability of knowledge and skills determines students' readiness for
independent action, as well as emotional state when performing tasks.
Many students experience
anxiety and discomfort because they are
lacking knowledge and skills.
In psychology and pedagogy, the following skills, formed through independent work are distinguished:
1. General educational skills
(correctly read the text, find an answer to the question, plan of the text, theses, abstract, tables,
plan
the activities and monitor the performed actions).
2. General knowledge (highlight the main thing, make a
comparison, prove, draw conclusions and formulate
questions).
3. Subject (special) skills, reflecting the specificity of
individual academic disciplines
(read a map, perform exercises, write essays, solve problems, etc.).
4. Communicative skills (conduct a dialogue with
a teacher, with friends, take part in
joint activities, establish contacts for performing tasks outside the school, etc.).
Underestimation of independence as an attribute of an individual leads to the fact that in difficult life situations, students do not know how to use the knowledge they have gained. They do not possess basic but
extremely important skills: set goals and strive to achieve them, plan work, own modern means of labor, establish cooperation,
etc. With the purpose of
revealing
the
value
orientations and
self-understanding structure as a structural element of students' independence, an
ascertaining
experiment with the first year students has been conducted.
The method
of direct ranking of values (M. Rokich method) was used to reveal the individual
hierarchical system of value orientations.
The respondents
filled two lists of values (terminal and instrumental, with 18 points in each
list) on sheets of paper in alphabetical order (AMINOV, et al., 2010). In
these lists, an experiment subject assigned each value with a rank
number. The experiment subjects had been acquainted with the instructions before the experiment. We compiled a table of criteria distribution for the attractiveness of the future profession.
Table 3. Distribution of students' choice criteria for the attractiveness of the profession
|
№
|
Criteria
|
%
|
|
1.
|
High financial security
|
75.0
|
|
2.
|
Contacts with people
|
58.3
|
|
3.
|
An ability to make a career quickly
|
58.3
|
|
4.
|
The process of work activity
|
50.0
|
|
5.
|
Usefulness of the
results
|
41.7
|
|
6.
|
Independency
|
33.3
|
|
7.
|
High degree
of
responsibility
|
33.3
|
|
8.
|
Working conditions
|
25.0
|
|
9.
|
Independent decision-making
|
25.0
|
|
10.
|
The complexity of the
profession
|
16.7
|
|
11.
|
Work with a lot of moving
|
16.7
|
|
12.
|
Quiet work
|
16.7
|
|
13.
|
Frequent business trips
|
8.3
|
|
14.
|
Proximity to the
place of living
|
8.3
|
|
15.
|
An ability to create
something with your own hands
|
0
|
|
16.
|
Working outside
|
0
|
|
17.
|
Romanticism
|
0
|
As it turned out from the interview
with the students, all
respondents are oriented to study at the university for the purpose of further employment. However, this is not "any university
in a local city", but an institution
that prepares specialists for a particular profession.
60% of the respondents indicated independence of choice, 20% indicated
parents' help, 20% indicated the help of friends and acquaintances. For the
students of low self-understanding level the high value of such notions as "high demands", "independence",
"material well-being" was usual. The beauty of nature and art, entertainment, happiness of others, creativity were included in the value list of the lowest status. For the students
belonging to the second group (an average level of self-understanding) priority was given to "sense of duty", "honesty", "efficiency in matters", "criticality." Among the
values of
the average
status, there were life
wisdom, cognition, productive life, development. For the third group
students (high level) , priority was given to "discipline", "independence", "criticality", "sense of duty", "self-control", "productive life", "active life
position". As we see, independence is one of the characteristics
of
self- understanding. Thus, according to the results of our study, all participants
in the experiment were divided into three levels of independence. In total,
100 students participated in the experiment (50 in the experimental
and control groups).
Table 4. Table of the independence level in the process of ascertaining
experiment
|
№
|
Group
|
Level of independence %
|
|
High
|
Average
|
Low
|
|
1
|
Experimental group
|
52 %
|
25 %
|
23 %
|
|
2
|
Control group
|
50 %
|
23 %
|
26 %
|
Students with a high
level of independence have a high intensity of independent activity in the process of which the self-monitoring is constantly
carried out. Students with a high level of independence have such traits as "discipline",
"independence",
"criticality", "sense of duty", "self-control", "productive life", "active
life position". They are
self- confident, independent of external opinions; they have a tendency to rely
on
oneself in difficult situations.
They are students with high self-esteem. The average level of independence was assigned to those students who
have rationality in everything. The
teacher puts the goal
of
the work or the teaching task forward, but the student can plan its decision independently.
These students are successfully carrying out mutual control, and self- control, but mostly after the completion
of
work. The very process of
activity is poorly controlled. For such students the priority
is given to
"sense of duty", "honesty", "and efficiency in matters criticality." These students are free and independent in the choice of activities to realize their capabilities.
Such qualities as excitability and equanimity and an ability
to make independent decisions are strongly expressed. Students who had a superficial understanding of themselves were assigned to a low level. These students have an emotional
attitude toward themselves. This group of students is dependent on the opinions of others; they have no freedom
in expressing
their feelings. They lack the ability to manage themselves and their time.
For such students the priority
is given to "high demands", "independence", "and material well-being". Students of this group are not able to make decisions
independently and be responsible for their actions. They are waiting for the help from others, because they cannot rely only
on
their own strength. In the monograph by V. M. Bayluk "The systemic
nature of the student's independent activity is the basis of professional self-realization" it is indicated that HEI teachers have a determining role
in creating
conditions for
the
formation of professional
and personal subjectivity of students. The author gives a decisive role to the
independent
activity of students
in the process of creation, the production
of
subjectivity. AMINOV
et
al. (2010) believes that today independent
activity of students in higher educational institutes is one of the weak points in the practice of higher education
and one of the least studied problems of pedagogical theory, especially
in relation to the current educational situation. Thus, independence is defined as one of the leading
qualities of the individual, expressed in the ability to set certain goals and
achieve them by using one's own resources. Therefore, it is necessary
to study and develop more thoroughly the problems of independent activity
in HEI as conditions for the formation of future specialists' independence.
3. CONCLUSION
The change
and transformation in
the dynamic
system of the
university and its balanced and systematic development
require planning and management
thinking and adaptation to the internal environment
and the external environment
of
the university in order to meet the needs of society
in
various
social,
economic and cultural
dimensions.
From different points of view, one can talk about "university
development" and
excellent education. Therefore, the study of factors affecting the process
of
academic development can illustrate
an explanation of these
explanations. Independence
provides responsible attitude to the person's
behavior, the ability to act consciously and proactively not only in familiar
surroundings,
but also in new conditions, including those requiring non- standard solutions.
The
desire to act
independently is more often
expressed in those children who have skills, motivational
force mobilizes
the
volition; on the other hand, if a student shows volition and perseverance,
the quality of knowledge and skills increases. It is not a coincidence that psychologists
and
educators see independence as a core
property of a person. This property is closely related to such qualities as
activity and responsibility. It
is the interrelation of all
these qualities determines
the
attitude of a person to oneself, to his own labor, to other
people, to
spiritual values. Our research will
continue with the
development of a holistic methodology and a
program for the formation of students' independence in HEI. Nevertheless, we express our gratitude to the faculty and the first-year
students of Pavlodar State University
named after AMINOV et al. (2010),
as well as to academic adviser. The results showed a positive and significant
relationship between metacognitive
strategies with self-directed learning
and
its subscales. Based on research
findings, a higher education
system is suggested escaping from banking education and parrot learning and institutionalizing the process of learning
to meaningful learning and educating thought-provoking,
self-reflective
and
self-evaluating learners should consider the mechanisms by which
learners learn how to learn so that the rate Undoubtedly, one of the most
important of these mechanisms lies in metacognitive strategies. It is also
recommended
that professors, using formal and informal education, take
active teaching methods to improve metacognitive
strategies of students. And in addition, in developing their own skills, being guided by students, they should strive to enable learners to become help lifelong learners.
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NG and
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