Технології активного навчання у просторі хьютагогіки
Дата
2016
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Стаття присвячена сучасній концепції самоосвіти, яка має назву «хьютагогіка» та існує в межах неперервного навчання. У статті надані ключові принципи вчення; запропоновано порівняння умов і змісту традиційного навчання з навчанням у просторі хьютагогіки; наведені основні методи активного навчання дорослих. На відміну від традиційної педагогіки, хьютагогіка розвиває вміння навчатися, використовує всі універсальні можливості навчання, не обмежує вибір методів та форм, має нелінійний характер процесу навчання. Оскільки ключовим положенням хьютагогіки є повне орієнтування на потреби студента, який свідомо керує процесом навчання й бере на себе відповідальність за результати, визначено, що саме методи активного навчання забезпечують реалізацію положення.
The article presents the modern concept of self-directed learning "heutagogy" which exists within the life-long learning concept. Heutagogy is a concept of self-determined learning rooted in andragogy. The paper outlines key issues for research in heutagogy as a concept for guiding the use of new technologies in distance education. Heutagogical approach to teaching and learning implies autonomy and self-determination. The emphasis is to train adult students for complexities of today's work. The concept "heutagogy" arose due to the development of distance education new technologies, informatization of society and mobility of workforce. This concept suggests supporting development of learner-generated content and defining the learning outcomes. The author offers a literature review of current research where demonstrates a discussion of the concept meaning and its main principles. In the process of analyzing the scientific inquiry of the article, the author defines the main differences between the teacher - and student-oriented learning. The observation proves that in heutagogy there is no need the presence of a teacher, as students want to see a facilitator rather than a school teacher; the focus is on the process of information acquiring, not the content; supportive character of the concept in relation to adult students' wish to learn, which disappears during the formal learning. Key principles of the concept are outlined; the comparison of traditional learning concept and conditions with heutagogical is suggested; active learning methods are described. Examples of active methods learning elements are included into the article. Since the key issue of heutagogy is student-oriented content, where student is supposed to manage his educational process himself and to assume responsibility for results, active learning methods are considered to be providers of the issue realization. Active learning instructional strategies are developed and applied to undertake students in critical thinking process, development of communicative skills in a small group, or with the entire class, considering personal outlook and merits, giving and receiving feedback, and reflecting upon the learning process. There are a lot of ways to implement active learning instructional strategies: they can be fulfilled either in-class or out-of-class, be done by students working either as individuals or in group, and be done either with or without the use of technology tools. It should be noted that active learning demands clearly defined objectives and outcomes; on such conditions we will guide students towards their learning goals.
The article presents the modern concept of self-directed learning "heutagogy" which exists within the life-long learning concept. Heutagogy is a concept of self-determined learning rooted in andragogy. The paper outlines key issues for research in heutagogy as a concept for guiding the use of new technologies in distance education. Heutagogical approach to teaching and learning implies autonomy and self-determination. The emphasis is to train adult students for complexities of today's work. The concept "heutagogy" arose due to the development of distance education new technologies, informatization of society and mobility of workforce. This concept suggests supporting development of learner-generated content and defining the learning outcomes. The author offers a literature review of current research where demonstrates a discussion of the concept meaning and its main principles. In the process of analyzing the scientific inquiry of the article, the author defines the main differences between the teacher - and student-oriented learning. The observation proves that in heutagogy there is no need the presence of a teacher, as students want to see a facilitator rather than a school teacher; the focus is on the process of information acquiring, not the content; supportive character of the concept in relation to adult students' wish to learn, which disappears during the formal learning. Key principles of the concept are outlined; the comparison of traditional learning concept and conditions with heutagogical is suggested; active learning methods are described. Examples of active methods learning elements are included into the article. Since the key issue of heutagogy is student-oriented content, where student is supposed to manage his educational process himself and to assume responsibility for results, active learning methods are considered to be providers of the issue realization. Active learning instructional strategies are developed and applied to undertake students in critical thinking process, development of communicative skills in a small group, or with the entire class, considering personal outlook and merits, giving and receiving feedback, and reflecting upon the learning process. There are a lot of ways to implement active learning instructional strategies: they can be fulfilled either in-class or out-of-class, be done by students working either as individuals or in group, and be done either with or without the use of technology tools. It should be noted that active learning demands clearly defined objectives and outcomes; on such conditions we will guide students towards their learning goals.
Опис
Ключові слова
хьютагогіка, андрагогіка, самоосвіта, активне навчання, дистанційне навчання, рефлексія, освітні технології, дієве дослідження, heutagogy, andragogy, self-directed learning, active learning, distant learning, reflection, educational technologies, action research
Бібліографічний опис
Лавриш, Ю. Технології активного навчання у просторі хьютагогіки [Текст] / Ю. Лавриш // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп [та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2016. – № 8 (62). – С. 54–65.