The specificity of activating the personal potential of students in the context of digitalization of university education

Abstract

Problem and objective. In the conditions of intensive implementation of information technologies in higher education, there is a problem of adequate application of these technologies for the development of students’ personal capacities and potential. The aim of the study is to determine the structural characteristics of personal potential, as well as the conditions and features of the manifestation this potential among students in different forms of digitalization university training. Research methods. The study involved 98 students and 10 teachers of the Belgorod National Research University and the Belgorod State Technological University named after V.G. Shukhov. The authors used methods of stimulating students’ personal activity in the information space of education. Methods of progress monitoring and psychological testing were used, such as: Method of study self-realization in higher education, Academic Motivation Scale, Hardiness Test, Self-organization Questionnaire, Self-actualization test (SAT) (version of POI Shostrom). For statistical processing of data the authors used the methods of percentage distribution and analysis of the significance of differences (Student's t-test). Results of the study. The authors presented a structural reconstruction of the phenomenon personal potential in the form of level and content structures of its psychological organization. A mechanism for personalization of educational communications was developed and applied in teaching a group of students of a blended (classroom-remote) form of training. In particular, the authors implemented the method of organizing an learning microsocial network, including a teacher and students for joint work. The application of this mechanism in practice has shown its sufficient effectiveness. Compared with the control group of students (remote learning), students of the experimental group showed higher academic performance, as well as signs of activation of their personal potential. Particularly significant differences were found in such parameters of this potential as: motivation of self-development (temp=10.9), cognitive motivation (temp=8.5), motivation of self-regard (temp=7.5), self-organization (temp=9.9), risk acceptance (temp=8.6), purposefulness (temp=6.5), inner-directed (temp=7.0), contact (temp=7.5), social integration into the university environment (temp=7.2). Conclusion. The mechanism of personalization of educational communications presented in the study has no exact analogues in contemporary innovations and can be used in providing personal development learning for students in the context of digitalization of education.