SELF-COGNITION AS A KEY FACTOR OF Е-LEARNING ONLINE

Abstract

Aim of the study: The article is devoted to the use of the psychological construct of self-cognition in the framework of traditional university education and e-learning online as a factor for increasing the effectiveness of student’s cognitive and personal development. Results: It emphasizes the relevance of self-cognition, which can be one of the main ways “to survive for the young generation in the situation of quick adaptation necessity within a fast changing society and interaction with it. Such situation is typical for the period of the dynamic social transformations. This is connected with the processes of globalization and informatization, which determine the mode of human existence in the modern world. The phenomenon of self-cognition has been studied for many years in philosophy, and also in cognitive and humanistic psychology. But in spite of the rich values of these studies, it was not possible to find methods of the self-cognition targeted application within students’ training as an effective means of their cognitive and personal development. Unfortunately the important role of the self-cognition has remained unnoticed within traditional university education. Self-development seems to be a spontaneous process, and so is self-cognition. At the same time, the latest information technologies, e-platforms and online learning methods are increasingly involved into modern life. They allow the creation of qualitatively new individual training e-environments and the development of individual computer training programmes, providing previously inaccessible opportunities for the effective personal development . The inclusion of the targeted self-cognition into the training process creates conditions which allow students to become the subject and the object of their own learning activities. In this regard, it is necessary to uncover the psychological mechanisms of the self-cognition, which are dictated by the need to overcome the imbalance between actual and necessary knowledge that implies the existence of knowledge about oneself. Conclusions: The article presents innovative methods and tools created for the implementation of self-cognition within the training as well as for a high-quality feedback system and evaluation of the results of the educational activities. Keywords: targeted self-cognition, meta-capacity to self-cognition, psychological mechanisms of the self-cognition, individual training e-environment, individual computer training programme, heuristic dynamic “Model of personality development factors interaction” (MDFI), feedback instruments, evaluation innovative technologies.