Abstract
The aim of the study was to develop and test the effectiveness of an autonomous learning intelligent platform in post-secondary education. It was conducted on the basis of the Institute of Dentistry named after E.V. Borovsky in I.M. Sechenov First Moscow State Medical University (Moscow, Russia) and Humanitarian and technical academy (Kokshetau, Kazakhstan). This research involved 59 teachers and 390 students, who comprised the total sample of 449 respondents. The experiment consisted of three stages – introductory, experimental, and final. The introductory stage included the distribution of enrolled students into the experimental and control groups. Besides, at the introductory stage, the development of questionnaires directed at identifying students’ and teachers’ readiness to implement autonomous learning was performed. Apart from this, the involved educators were required to fill the learning platform with predetermined training content. The considered intelligent learning platform was developed by programmers by prior agreement with educational institutions under study. The experimental stage was aimed at introducing the designed model of autonomous learning based on the created intelligent platform. The final stage implied surveying of all study participants according to the developed questionnaires. After the introduction of the created autonomous learning model, it was revealed that 51.5% of enrolled teachers were ready for self-directed education at a high level, 20.4% – at a satisfactory level, 18.4% – at a moderate level, and 9.7% – at a low level. Among the students of Sechenov University, 21% of respondents had a high level of readiness for autonomous learning based on intelligent platforms, 27% of students had a sufficient level, 35% – moderate, and 17% – low. Among the Humanitarian and technical academy students, 29% had a high readiness for autonomous learning, 30% were ready at a sufficient level, 25% at a moderate, and 16% at a low level. This study provided an opportunity to use the developed questionnaires and the model of autonomous learning in post-secondary education for further research on the implementation of self-directed training.
Highlights
In this day and age, the educational sector undergoes multiple transformations that lead to drastic changes in the teacher's and student's roles
The research hypothesis assumed that intelligent platforms for autonomous learning in post-secondary education contribute to an increase in teachers' and students' readiness to work in autonomous learning mode
The study hypothesis assumed that intelligent platforms for self-directed training in post-secondary education contribute to the enhancement of teachers' and students' readiness to work autonomously
Summary
In this day and age, the educational sector undergoes multiple transformations that lead to drastic changes in the teacher's and student's roles. In addition to active participation in the educational process, today's students can choose learning methods for their post-secondary education and manage their own educational trajectory, i.e., studying in the so-called autonomous mode. Though, for this process to be successful, several factors must be taken into consideration. The transition process is the most difficult and is best ensured if electronic devices are used in teaching already at the very early stages of education and school preparation [1]
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