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Uniwersytet Śląski w Katowicach

Wydział Sztuki i Nauk o Edukacji


full-text article

DOI: 10.34916/el.2019.11.24

Tatiana Noskova, Tatiana Pavlova, Olga Yakovleva Herzen State Pedagogical University of Russia (Russia)

Abstract: The paper describes how students’ reflection on their educational behaviour strategies changes within an e-course. The authors suggest that an e-course design and the organisation of students’ independent work can influence the development of the 21st century competences. Two profiles of students’ educational behaviour during the study process within an e-course can be distinguished: a profile of educational activity and a profile of professionalisation. The focus on professionalisation influences the increase of interest in the learning content, and induces mechanisms of self-regulation and self-management. A student perceives an individual activity as the most comfortable, and associates an e-portfolio with a modern way of professional self-presentation. The focus on educational activities determines the importance of feedback from the teacher, attention to the scores and ratings of educational achievements, as well as the preferences of a group work, where a learner can join in the exchange of experience and demonstrate a creative approach. When designing an e-course, it is advisable to foresee these profiles. The reinforcement of formative assessment techniques support students’ self-organisation and initiative as target markers for prospective competences.

Keywords: educational behaviour, reflection, 21st century competences, e-learning, digital environment, formative assessment


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