Individual Learning Paths Research Articles

An exclusive phonological method of teaching a foreign language with a professionally oriented approach

The relevance of the topic of the article is due to the reassessment of the goals and objectives of professionally oriented language education at the undergraduate level in the light of UNESCO initiatives. The hypothesis: use of the proposed methodology in the course of teaching English with the indicated approach at a technical university can significantly improve pronunciation. The purpose is to determine the effectiveness of the phonological methodology in teaching a foreign language based on a professionally oriented approach. Methodology: pilot experiment, comparison, observation, description, Wilcoxon's T-test, induction. The experiment in 2019-2020 involved 60 students of the Moscow Aviation Institute (National Research University). Most relevant results: repeated control testing revealed an increase in the level of foreign language proficiency. The Wilcoxon t-test confirmed the significance of differences in the results: Temp=0< Tcr (n=4; p≤0.01)=1. Practical testing of this study showed that the vocalism technique provides effective opportunities for implementing an individual learning path. Thus, future research suggested by the results will continue to improve the phonology of pronunciation. The novelty of the study lies in the fact that this experiment was conducted for the first time at an aerospace non-linguistic university.

Adaptive personalized learning: Implementation of emerging technologies in higher education

The fourth industrial revolution determined the increase of active research on redesigning universities’ educational programs to modern technological advancement. Thus, the education system is faced with the challenge of applying an adaptive self-sufficient learning environment that meets labor market’s demands and students’ needs. The importance of adaptive personalized learning in the electronic information and educational environment is to create conditions that provide each student with possibilities to choose and compose learning content, methods and means. Moreover, students can manage their own learning and pace, and obtain interdisciplinary knowledge, professional and soft skills. The aim of this study was to design an adaptive personalized learning model in electronic information and educational environment for Russian higher education institution. This study examined US and Russian higher education institutions’ successful models of individual educational path, adaptive and/or personalized learning. The comparative and content analyses revealed various possibilities for using this model in an electronic information and educational environment. For instance, the model would be able to propose students individual learning path, analyze their level of educational materials’ assimilation and adapt learning programs to improve their performance.

Precision, Personalization, and Progress: Traditional and Adaptive Assessment in Undergraduate Medical Education

Medical education is a continuously evolving field, shaped by centuries of innovation and transformation. This article explores the integration of adaptive and traditional assessments in medical education, highlighting their significance in fostering competent, adaptable, and resilient future healthcare professionals. The ongoing evolution of medical education requires adaptive, flexible methodologies capable of assessing a wide range of competencies, from clinical skills to ethical conduct and the ability to drive changes in healthcare delivery. Adaptive assessments are at the forefront of reshaping medical education. Adaptive assessments provide personalized evaluation, bridging the gap between theory and practice, enhancing effectiveness and empathy in medical education. They ensure precision in evaluation, individualized learning paths, and optimized learning efficiency. Real-time feedback, minimized bias, and data-driven insights further enrich the learning experience. This collaborative approach fosters an environment where students and educators work together toward academic excellence. By continuously refining assessment methods, medical education equips students with the adaptability needed in modern healthcare. As medical education advances, the integration of adaptive and traditional assessments remains at the vanguard, shaping the future of medical education and the quality of patient care. This comprehensive review serves as a valuable resource for educators and learners, sparking constructive dialogues and motivating individuals to enhance their learning processes, ultimately contributing to the delivery of high-quality healthcare services. It underlines the importance of embracing adaptive assessments and their pivotal role in the future of medical education.

The prototype of the system for the formation of an individual learning path

Objective. The purpose of the study is to identify the dependence of the quality of education in a general educational organization on the educational environment.Method. To determine the influence of various factors on the quality of education, an artificial neural network was trained, for which statistical data were previously collected on the participants in the educational process in the ANEO “Knowledge House”.Result. An artificial neural network has been implemented, which makes it possible to identify the dependence of individual elements of the educational environment on the quality of education in a general educational organization. The training of the artificial neural network showed an insignificant error in the assessment on a ten-point scale, which, when converted to a five-point system, was about 0.5 points.Conclusion. The proposed method makes it possible to qualitatively and quantitatively assess the progress of students using an artificial neural network according to data that correlates with the progress of a student in an educational organization.

Transitioning to Individual Learning Paths in the Opinions of Students and Teachers: the Case of the University of Tyumen

The aim of this study is to measure and evaluate the application of personalized learning technology based on the system of individual educational paths at the University of Tyumen. In order to collect and analyze the data, the strategy of mix-methods was applied, which allows both for identifying the most common trends in the opinions of the subjects of educational space, and for obtaining detailed interpretations of the ongoing changes. The purpose of the study is to identify the opinions held by the key subjects of education when it comes to educational activity content and technologies, the benefits and risks of individual learning paths and the traditional way of teaching. Interviews with teachers demonstrate that in assessing the positive aspects of the transition to individual learning paths, such aspects have been taken note of as the possibility of focusing on one’s own interests, increased motivation and desire for professional development in a competitive environment, as well as simplification of reporting as a result of digitization. What teachers are apprehensive about is a decline in the fundamental nature of training and the de-professionalization of students, the collapse of stable social ties and identities of teachers, subpar living conditions due to continuous spatial mobility, and uncertainty when it comes to workload. The study showed that a fifth of students are not satisfied with the learning outcomes under new conditions and experience difficulty adapting in mixed groups with other students of different specialties. The variability and individualization of education is not yet a priority for students enrolled in traditional programs. Students pursuing individual study paths do not realize the many advantages the new system provides when it comes to forming the personal qualities necessary for successful selfrealization, due to them lacking the opportunity to compare their form of education to what is considered traditional.

Contemporary Mindfulness and Transreligious Learning Paths of Mental Health Professionals

In this article, we apply and assess the concept of transreligiosity in the study of formally educated and licensed psychologists and psychotherapists in Finland who integrate mindfulness practices in their professional toolkit. Our analytical focus complements the discussion on the use of religious and spiritual traditions as therapeutic resources by turning scholarly attention from individual coping tools to the professional skills of therapeutic work and from complementary and alternative medicine (CAM) practices to mainstream health care and education. In the field of mindfulness research, we add to the cumulative body of ethnographic approaches by analyzing the mindfulness-related individual learning paths of mental health professionals through qualitative interview data. Based on our analysis, we conclude that the professional skills of using mindfulness practices in secular health care and education can result from transreligious learning trajectories, in which psychologists and psychotherapists supplement science-based academic education with learning in Buddhist communities and training with Buddhist teachers. This role of Buddhist environments and resources points to a blind spot in the current understanding of adult and professional learning, in which the value and position of religious traditions as possible complementary sources of professional knowledge and skills are not sufficiently recognized.

Two Essentials for Fostering Agency in Virtual Education

Learner agency, premised on making education meaningful and relevant, involves fostering two critical aspects in online classrooms: voice and choice. By providing students with a say in the teaching-learning dynamics (such as setting course policies or assignment deadlines) and offering them decision-making capacity in mastering course content (like choosing individual learning paths or formats to demonstrate understanding) educators can create a personalized learning experience that enhances student motivation, engagement, and investment.

DEVELOPMENT OF A DIGITAL EDUCATIONAL ENVIRONMENT IN CHINA

Current model design research in the field of personalized learning mainly includes three categories: personalized learner model, personalized learning resource recommendation model, and personalized learning path model. The development of a personalized student model mainly depends on the basic information of the student, his interests and preferences, learning style, behavioral characteristics, etc.; and all learner information and data are also used to develop and implement a personalized learning resource recommendation model and an individualized learning path model Essential framework. The learner model is developed through an in-depth analysis of the learner's main attributes, learning process and learning outcomes, and on this basis, a model of the learning path that fits the learner is planned and personalized learning resources are presented. Among the various developed models, the student model occupies the largest share. In the study of personalized learning, different models can be developed that correspond to the individual characteristics and actual needs of students, so as to be more in line with the concept of respecting the individual characteristics of students, thereby contributing to the high-quality development of individualized learning and the overall development of students. We also described the model with tables that are given in the article.

Тьюторское сопровождение образовательного процесса студентов-инвалидов в освоении компетенций

This article examines the issue of tutoring in the educational process for students with disabilities. In recent years, the number of students with disabilities has tended to increase, so it is important to develop tutoring support for mastering not only professional, but also supraprofessional (general cultural) competences for this category of students. The role of a tutor in an educational institution can be either a teacher, a group supervisor or a specially trained specialist working in an inclusive education department. The authors consider the topical issue related to the support of the educational process for students with disabilities and it is not only the construction of an individual learning path, but also the formation of universal culture, spiritual and moral relationships, the development of cultural space and in general the socialization of the student with disabilities. These determinants will be optimally absorbed and anchored by the study population in the HEI’s educational space, accompanied by a tutor.

Формирование индивидуальной траектории онлайн-обучения на основе кластерного анализа

Justification for the relevance of developing an individual learning path in the field of online learning. The problems of forming an individual learning trajectory are analyzed. The main problem of personalization of learning from the point of view of the student is highlighted – the difficulty in finding the most appropriate sequence of studying educational objects that best suit their skills and preferences. It is concluded that the existing practices and methods of organizing a personalized educational process of courses in online learning are focused on the statistical characteristics of students that do not change during the study of an online course. Therefore, there is a need to develop a methodology for the formation of an individual learning path. The proposed approach allows us to consider the formation of recommendations as a dynamic process. An algorithm for the formation of an individual learning trajectory has been developed, which consists of a multi-criteria choice of a sequence of online courses at each moment of decision-making according to a given set of criteria and sequential mastering of skills. The choice of online courses is carried out using the cluster analysis method – k-means. Groups of clusters that meet the criteria of online courses have been identified. Each cluster consists of the closest objects – online courses. Based on these results, a sequential selection of online courses is made, using the available information about the user»s requirements and the skills that the learner needs to acquire. The purpose of developing for the formation of an individual learning trajectory is to provide students with the most appropriate sequence of learning objects in accordance with their skills and preferences.

Модель индивидуальной образовательной траектории студента с ограниченными возможностями здоровья и инвалидностью в условиях модульного обучения

Universities have created conditions for organizing an integral system that provides high-quality professional training and social integration of people with limited health opportunities. However, the development of inclusive vocational education requires a systematic solution to a number of problems, which include the problem of the existing deficit in universities of innovative educational programs and forms of education focused on inclusive vocational education. The purpose of the study is to develop the structure of a model of an individual educational trajectory for a student with disabilities and to test its effectiveness experimentally. An individual learning path allows each student, including those with disabilities, to develop a creative individuality, personal and professional qualities. Methods used in the study: generalization, analysis and synthesis of information, comparison, pedagogical experiment. For the experiment, a comparison was made of the performance of two groups of students, divided by the criterion of the presence or absence of health limitations. The author has developed a model of an individual trajectory of a student with health limitations, which is based on modules that are professionally significant actions (learning elements). The theoretical and practical significance of the work is presented by the developed model of an individual educational trajectory for teaching students using modular technology, which can be applied in the practice of teaching universities in order to improve the quality of training students with disabilities.

РЕАЛИЗАЦИЯ ИНДИВИДУАЛЬНОЙ ОБРАЗОВАТЕЛЬНОЙ ТРАЕКТОРИИ КАК ФАКТОР ПРОФЕССИОНАЛЬНОГО САМООПРЕДЕЛЕНИЯ ОБУЧАЮЩИХСЯ В СИСТЕМЕ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ

Successful professional self-determination of students is of high importance, because it allows young people to reveal the scope of their professional interests, needs and values, which in the future gives more opportunities for self-realization and achieving greater satisfaction with their lives. Organizations of additional education have a great potential for designing and implementing individual educational trajectories of students in order to ensure their successful professional self-determination and further choice of ways to obtain professional education. The article reveals some aspects of modeling the technology of implementing individual educational trajectories on the basis of an interactive scientific and technical center focused on improving the efficiency of the process of professional self-determination of high school students and students. In relation to the system of additional education, an individual educational trajectory is an individual learning path that is developed for each student taking into account his needs, abilities, interests and goals. The construction and implementation of an individual educational trajectory is the main way to individualize the educational process, which allows you to receive an education directed on achieving the goals of professional development and comprehensive self-realization of the individual. The model of technology for constructing and implementing an individual educational trajectory in an interactive scientific and technical center developed within the framework of the study is a block-modular system consisting of four blocks: diagnostic, strategic, technological and procedural. The results of a survey conducted among high school students enrolled in the programs of the interactive science and technology center suggest that this technology has a positive impact on the professional self-determination of students.

Model of Adaptive System for Mathematical Training of Students within eLearning Environment

The article discusses issues related to the design, development and implementation of the model of adaptive system for mathematical training of students within eLearning environment. It proposes a systematic set of scientific, theoretical and methodological provisions and approaches that determine the design of the model. The research objective of the paper is designing, developing and implementing a model of the adaptive e-learning system for students to improve their mathematical skills. The article gives the definition of the adaptive system for mathematical training of students. It describes the algorithm of adaptive learning of students within the system in the form of a sequence of operations and actions focused on achieving the learning outcomes, including diagnostics and detailing of personal student’s characteristics; designing a student model based on personal student’s characteristics and preferences; differentiation and selection of educational technologies, resources and teaching methods depending on personal student’s characteristics and preferences; formation and provision of an individual learning path to a student; assessment and analysis of student’ performance. In the work the authors used theoretical, empirical and mathematical research methods. The article gives the results of a pedagogical experiment on the use of the adaptive system for mathematical training of students within eLearning environment in the educational process of the higher educational institution, which proves a positive dynamics in the level of mathematical preparedness of students studying within the proposed adaptive system.

Individual educational trajectories of teaching a foreign language at a university

In todays changing developing the personalized higher education which takes into account the characteristics and educational needs of the student is an increasingly relevant task. Its importance is reflected in the legislative acts and requirements of the Ministry of Science and Higher Education of the Russian Federation. This study discusses the implementation of the individual learning path in teaching a foreign language at the university. The purpose of the individual learning path is to improve the system of modern Russian higher education and expand the individual needs of students necessary for mastering the profession, for future professional activity and, accordingly, competitiveness in the labor market. In this study, the individual learning path is interpreted as a way of organizing educational activities which provides for the formation of an individual curriculum for the student in cooperation with the teacher as well as considers students current and necessary levels of training in the discipline (disciplines), their personal potential, and abilities to achieve the goals of the educational process and to complete the curriculum or its part. The implementation of the individual learning path involves identifying the features of structuring the learning process, identifying the advantages and problems in the implementation of the individual learning path, creating a resource base for its implementation, identifying of the specifics and creating pedagogical conditions for building of the individual learning path at a university to meet the needs of students, improve the quality of their education and career growth. During the transition from the traditional educational model to the individual learning path model, conditions should be created for its implementation, and participants in the educational process need to know its positive aspects and possible difficulties. An important element of the individual learning path model in teaching a foreign language is the interaction in the employer-student-university triad

Constructivist pedagogy in E-learning: Solving problems of interaction with a student

The study focuses on improving e-learning effectiveness and its implementation during the COVID-19-induced lockdown. The study involved 328 students aged 20 to 24 years with an equal number of males and females. Research shows that e-learning is mostly used together with embedded pedagogical tools and technologies rather than single training programs to improve the quality of teaching based on a unified method. Constructivism is an effective approach for this purpose. The research results can be used in programs with embedded learning elements based on constructivist pedagogy in online and blended learning at higher educational institutions.
 Keywords: e-learning; constructivism; student-teacher interaction; problem-based learning; student-centered learning; individual learning path

Target-Oriented Teaching Path Planning with Deep Reinforcement Learning for Cloud Computing-Assisted Instructions

In recent years, individual learning path planning has become prevalent in online learning systems, while few studies have focused on teaching path planning for traditional classroom teaching. This paper proposes a target-oriented teaching path optimization scheme for cloud computing-assisted instructions, in which a sequence of learning contents is arranged to ensure the maximum benefit for a given group of students. First, to evaluate the teaching performance, we investigate various student models and define some teaching objectives, including the pass rate, the excellence rate, the average score, and related constraints. Second, a new Deep Reinforcement Learning (DRL)-based teaching path planning method is proposed to tackle the learning path by maximizing a multi-objective target while satisfying all teaching constraints. It adopts a Proximal Policy Optimization (PPO) framework to find a model-free solution for achieving fast convergence and better optimality. Finally, extensive simulations with a variety of commonly used teaching methods show that our scheme provides nice performance and versatility over commonly used student models.

Analysis of Students’ Motivation Formation to Study Physics in Modern Conditions

The purpose of the study. In the context of blended learning with a predominant distance learning format in the period of 2020-2022, the reorganization of the educational process, carried out through the use of distance learning technologies and the Blackboard e-learning platform, made it necessary to evaluate the effectiveness of such forced restructuring and make the necessary adjustments in teaching physics to first- and second-year undergraduate students. The research objectives: to find out students’ attitude to the use of various forms of active learning in studying physics, to assess the degree of their academic motivation, to conduct a comparative analysis of the effectiveness of the educational process restructuring in a forced predominantly distance-learning environment from the perspectives of professors and students.Materials and methods. Within the conditions of predominant dis tance learning, in order to improve the educational process organized with distance learning technologies and to make the necessary adjustments, a survey was conducted among students upon completion of the physics course. The sample of respondents was carried out among bachelors studying in engineering and technical areas and studying the course “physics” in the first year of the Institute of Physics and Technology of Petrozavodsk State University. The survey itself and survey data analysis were conducted using the functional features of the e-learning platform Blackboard Learn. The survey questions were aimed at identifying students’ attitude to various aspects of the learning process and evaluating the effectiveness of the methods used by the authors to increase students’ academic motivation. The questions offered for self-analysis referred to the organization of the learning process (including distance learning format), academic motivation; personal competence and communication skills of students and professors; reflection. As part of the survey, students were also asked to formulate their opinions on the results of studying the course of physics and to give recommendations for improving teaching.Results. The research findings indicated that it worked out well to organize systematic students’ activities in all proposed educational areas, to ensure fairly balanced out-of-class students’ work, to motivate undergraduates to study physics and to minimize the number of students not making satisfactory progress in studying physics. Students highly appreciated the efficiency of electronic educational resources. Both professors and students noted the efficiency of modular rating system of learning. The use of modular rating system of learning gave the opportunity to implement a student-centered approach to teaching, which combined motivation, the possibility to choose an individual learning path, and reflection. The survey data showed that in order to strengthen motivation, it is reasonable to involve students in research activities in one form or other starting from the first year of university studies. When performing the survey, the role of personal and professional qualities of a lecturer of physics was analyzed.Conclusion. The research findings indicated that within a predominantly distance-learning environment, it worked out well to organize systematic students’ activities in all proposed educational areas, to ensure fairly balanced self-directed students’ work, and to motivate undergraduates to study physics. The integrated use of modular rating system of learning and electronic educational resources was highly appreciated by students and made it possible to implement a student-centered approach to teaching. The survey data analysis provided feedback between the subjects of the innovative educational process, thus allowing us to evaluate its organization considering the opinions of both students and professors. The results obtained suggest that the work on the organization of education delivery should be continued within the motivation and activity concept of active learning, taking into account the introduction of distance learning into the educational environment of all Bachelor programmes.

Development of an Expert System for Determining the Status of a Trained Intelligent System Based on the Algorithm of Fuzzy Output Mamdani

Currently, e-learning systems are widely used in the higher education system, leading among which are intelligent learning systems (IOS). A distinctive feature of using such systems is their ability to adapt the educational process to the individual characteristics of students. The article describes the development of an intellectual system that implements the selection of appropriate theoretical material for each student based on an analysis of his status ("expert," "professional," "master," "novice," "trainee"). The status of the trainee is a fuzzy characteristic, reflecting the degree of possession of the course material and consisting of two components: the level of assimilation of the discipline and the formation of the student's personal qualities. As a tool for determining status, it is proposed to use a fuzzy expert system, the core of which is the production rule base. When forming the database of fuzzy products, a description of each linguistic variable specified on the basis of the values of the student's reference model was used. This model includes dominant indicators for each quality, characterizing possible student statuses. During operation of the software, the results of evaluation of trainees "qualities are read from the database and compared with the rules of the expert system. The Mamdani method was used as the fuzzy inference algorithm. As a result, the student is offered a theoretical material of the discipline adapted to his current status. In the course of working with the system, students will be able to study the material of the discipline, building their own learning trajectory. The introduction of the developed IOS, which implements adaptive individual learning paths for each student, will significantly increase the efficiency and quality of training of specialists [1].

Pedagogical design of a digital teaching assistant in massive professional training for the digital economy

Objectives. The active digitalization of the Russian economy has resulted in a shortage of IT personnel; this is particularly true of software developers. Thus, the Russian university education is faced with the task of undertaking the large-scale professional training of such specialists. The purpose of the present work was to support the largescale (“massive”) professional training of programmers through the creation and implementation of Digital Teaching Assistant (DTA) computer system, allowing teachers working under stressful conditions to concentrate on functions that require a creative approach, namely, drawing up and discussing nontrivial programming tasks.Methods. Pedagogical methods for the personification of learning processes were employed. The general approach was based on satisfying the constraints for creating programming task generators. Tasks were generated using methods for generating random programs and data based on probabilistic context-sensitive grammars, along with translation methods using an abstract syntax tree. The declarative representation of the task generator was performed using functional programming methods, allowing the creation of a domain-specific language using combinators. The solutions were checked using automated testing methods.Results. The developed structure of the proposed DTA system was presented. Considering the automatic generation of programming tasks, classes of practical tasks that reflected the modern specifics of software development were identified along with examples of their generation. A diagram of the programming task generator was provided along with a description of the procedure for automatically checking the solutions of the tasks using a set of program tests generated by the task generator. The presented procedure for comprehensive assessment of a student’s solution included verification of the correctness of the result and plagiarism checks in the case of tasks created manually by the teacher; this also involved validation for compliance with coding style standards, along with metrics for assessing program complexity, etc. The means for recording of statistics of academic achievement of students was characterized along with the interface of interaction between students and teachers.Conclusions. The experience of introducing a DTA into the learning process of teaching programming in Python confirmed the possibility of personifying the learning process in the form of individual learning paths.

Индивидуальный подход к формированию иноязычной коммуникативной компетенции

The article focuses on the strategies for the individual path of the communicative competence development. The aim of the analysis is to figure out the patterns of the process. To fulfill the goal the author dwells upon the new descriptors of the communicative competence as well as undertakes the theoretical basis for the individual learning path.