The Intelligent Platform of Autonomous Learning in Post-Secondary Education

The Intelligent Platform of Autonomous Learning in Post-Secondary Education

post-secondary education

mobile learning

autonomous learning

intelligent platforms

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.

Samusenkov, Vadim

Klyushin, Vladimir

Prasolov, Valeriy

Sokolovskiy, Konstantin

International Journal of Interactive Mobile Technologies (iJIM); Vol. 15 No. 10 (2021); pp. 49-65

1865-7923

International Association of Online Engineering (IAOE), Vienna, Austria

2021-05-25

Copyright (c) 2021 Vadim Samusenkov, Vladimir Klyushin, Valeriy Prasolov, Konstantin Sokolovskiy

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eng

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info:eu-repo/semantics/publishedVersion

Peer-reviewed Article