Abstract
The digital learning environment comprises various resources - didactically transformed and untransformed information, and mediated communication. Students’ information behaviour combines both actions characteristic of the traditional educational process and specific for the digital environment, based on digital tools and user interactions. Students’ information behaviour in the digital environment is considered as an indicator of their engagement in various educational activities that contribute to the personalisation of learning. The results of a survey on students’ preferences of information resources in the digital environment show that learners use a variety of information sources, but they mainly apply the methods of work in the “traditional” learning paradigm. They insufficiently use the digital environment potential of collaboration, knowledge exchange, and knowledge extraction from authentic sources. Obtained data indicates problems in students’ information culture and shortcomings in the methodological support of students’ autonomous work. Based on the results, recommendations on creating conditions for developing students’ prospective strategies of interaction with digital resources are proposed. These recommendations include a gradual increase of the authentic digital learning resources, an account of students’ information preferences, and a particular attention to the management issues in the digital learning environment.
Highlights
Modern education prepares students for effective activities in the knowledge society, based on the possession of knowledge and the ability to use it. Drucker (2017: 298) emphasised the importance of ‘universal skills to use and systematically acquire knowledge as the basis for efficiency, qualifications, and achievements...’
Students gave a low evaluation of the “hard” methods of pedagogical support, feeling that these methods are discrepant from the information behaviour freedom in the digital learning environment
We propose five directions to reveal students’ understanding of various strategies to interact with digital learning resources and to assess their preferences in digital tools - knowledge acquisition, knowledge application, designing a personal information environment, joint network activities with digital learning content, and pedagogical support of learners’ information behaviour
Summary
Modern education prepares students for effective activities in the knowledge society, based on the possession of knowledge and the ability to use it. Drucker (2017: 298) emphasised the importance of ‘universal skills to use and systematically acquire knowledge as the basis for efficiency, qualifications, and achievements...’. One of the most important educational goals is shaping students’ active learning position concerning available information resources Such a position presumes perception of educational, cultural, and professional information sources from the sight of assimilation for solving particular learning problems, and as a means of self-development that ensures success and competitiveness in the contemporary labour market. Important become such learning skills as a selfdirected information search and knowledge extraction, an acquisition of prospective ways to apply knowledge in various situations, creative and research activities in the extensive digital environment. The following issues of the design of the digital resources are problematic:
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