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BACHELORS’ INDEPENDENT WORK: STAGES OF ORGANIZATION THROUGH THE APPLICATION OF SIMULATION TECHNOLOGY
Corresponding Author(s) : N. V. Streneva
Humanities & Social Sciences Reviews,
Vol. 8 No. 2 (2020): March
Abstract
Purpose of the study: The article analyses the problem of the students’ independent work organization within the framework of simulation technology. We placed the main emphasis on the stages of the organization of University students’ self-study of a foreign language. Moreover, we assess how the application of simulation technology raises the efficiency of students’ independent work.
Methodology: We wrote the article on data collected from surveys in 2018. Students from the Orenburg State University participated in this research. This study used the quantitative approach of experimental research by dividing students into two groups, experimental and control ones. We collected the data through questionnaires, interviews, and documentation. We used statistical methods of survey data processing for analysis, among them descriptive analysis, correlation, and factor analyses.
Main Findings: Simulation technology is an active and innovative tool in education. The organization of students’ independent work within the frame of the simulation technology promotes the development of initiative and self-sufficient students. It contributes to the improvement of the subjective bachelors’ qualities such as strength of linguistic knowledge, linguistic and reflexive skills. Besides, students understood the importance of independent work in the educational process.
Applications of this study: The material of the study can be useful for university teachers and students and a wide range of readers interested in a new developing and innovative way of learning in the education of students.
Novelty/Originality of this study: In this article, we described the organization of students’ independent work within the frame of the simulation technology. The results can be used by university teachers as an innovative tool for students learning. This method of intensification of learning activity can lead to the creation of an own model of teaching the students.
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- Aldrich, C. (2009). Simulations and the Future of Learning: An Innovative Approach to E-Learning. UK: Pfeifer & Company.
- Egorushkina, T. D. (2005). Independent academic work in a university as a condition for the development of the abilities of a future specialist. Retrieved from Bryansk.
- Gladkikh, V. G. (2011). Independent work as a valuable component of the formation of professional competence of a bachelor. Axiology and Innovation of Education, 2, 86-94.
- Jones, K. (2002). Simulations in Language Teaching. Cambridge University Press.
- Kirkpatrick, D. L. (1998). Evaluating Training Programs: The Four Levels. UK: Berett-Koehler.
- Kreiger, H. (2006). Simulation-based learning content.: How might simulation-based learning contribute to performance-based, meaningful employee learning?New York: Harper House.
- Lukinova, N. G. (2003). Independent work as a means and condition for the development of student cognitive activity. Retrieved from Stavropol.
- Mikhaylova, N. V. (2012). Moodle e-learning environment as a means of organizing asynchronous independent work of university students. Retrieved from Orenburg.
- Myasichshev, V. N. (2004). Relationships in psychology. Selected psychological works. Voronezh: Modek; Moscow: Publ.: MPSI.
- Novikov, A. M. (2011). The development of the "self" of the student (categorical aspect). Higher education in Russia,11, 130-136.
- Oskina, S. D. (2017). Simulation as a method of an interactive approach to teaching English in a non-linguistic university. Psychopedagogy in Law Enforcement,1(68), 75-78.
- Pidkasistui, P. I. (2005). Organization of students’ cognitive and training activity. Moscow: Pedagogics.
- Radugin, A. A. (2002). Pedagogics: tutorial paper for higher educational establishments. Moscow: Center.
- Rogozin, S. A. (2008). Algorithms. Basic algorithmic constructions: a collection of tasks. Chelyabinsk: ChSPU.
- Rubinstein, S. L. (2002). Fundamentals of General Psychology. St. Petersburg.
- Semushina, L. G. (1999). Creation of new teaching technologies as a social, psychological, pedagogical and methodical problem. Moscow.
- Simulation as a form of digital form of teaching http://old.surgpu.ru/news/kompyuternaya-simulyatsiya-kak-interaktivnaya-forma-obucheniya. Accessed 15 February 2015.
- Slastenin, V. A. (2007). Pedagogy: study guide. Moscow: Academy.
- Zagvyazinsky, V. I. (2007). Learning theory. Modern Interpretation: tutorial paper. Moscow: Academy.
- Zelib, T.I. (2011). To the question of ways to increase motivation when studying a foreign language. Collection of scientific papers “special courses on Romance philologyâ€. Saratov.
References
Aldrich, C. (2009). Simulations and the Future of Learning: An Innovative Approach to E-Learning. UK: Pfeifer & Company.
Egorushkina, T. D. (2005). Independent academic work in a university as a condition for the development of the abilities of a future specialist. Retrieved from Bryansk.
Gladkikh, V. G. (2011). Independent work as a valuable component of the formation of professional competence of a bachelor. Axiology and Innovation of Education, 2, 86-94.
Jones, K. (2002). Simulations in Language Teaching. Cambridge University Press.
Kirkpatrick, D. L. (1998). Evaluating Training Programs: The Four Levels. UK: Berett-Koehler.
Kreiger, H. (2006). Simulation-based learning content.: How might simulation-based learning contribute to performance-based, meaningful employee learning?New York: Harper House.
Lukinova, N. G. (2003). Independent work as a means and condition for the development of student cognitive activity. Retrieved from Stavropol.
Mikhaylova, N. V. (2012). Moodle e-learning environment as a means of organizing asynchronous independent work of university students. Retrieved from Orenburg.
Myasichshev, V. N. (2004). Relationships in psychology. Selected psychological works. Voronezh: Modek; Moscow: Publ.: MPSI.
Novikov, A. M. (2011). The development of the "self" of the student (categorical aspect). Higher education in Russia,11, 130-136.
Oskina, S. D. (2017). Simulation as a method of an interactive approach to teaching English in a non-linguistic university. Psychopedagogy in Law Enforcement,1(68), 75-78.
Pidkasistui, P. I. (2005). Organization of students’ cognitive and training activity. Moscow: Pedagogics.
Radugin, A. A. (2002). Pedagogics: tutorial paper for higher educational establishments. Moscow: Center.
Rogozin, S. A. (2008). Algorithms. Basic algorithmic constructions: a collection of tasks. Chelyabinsk: ChSPU.
Rubinstein, S. L. (2002). Fundamentals of General Psychology. St. Petersburg.
Semushina, L. G. (1999). Creation of new teaching technologies as a social, psychological, pedagogical and methodical problem. Moscow.
Simulation as a form of digital form of teaching http://old.surgpu.ru/news/kompyuternaya-simulyatsiya-kak-interaktivnaya-forma-obucheniya. Accessed 15 February 2015.
Slastenin, V. A. (2007). Pedagogy: study guide. Moscow: Academy.
Zagvyazinsky, V. I. (2007). Learning theory. Modern Interpretation: tutorial paper. Moscow: Academy.
Zelib, T.I. (2011). To the question of ways to increase motivation when studying a foreign language. Collection of scientific papers “special courses on Romance philologyâ€. Saratov.