vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2024-33-1-106-127vovr-4750Research ArticleСтатьиКомбинированная online-дискуссия как инструмент формирования рефлексии будущих инженеров в условиях цифровизации образованияCombined Online-Discussion as a Tool for Formation of Future Engineers’ Reflexion under Conditions of Education Digitalization.МихеевС. А.MikheevS. A.

Михеев Сергей Александрович – старший преподаватель кафедры физического воспитания

630008, г. Новосибирск, ул. Ленинградская, д. 113

Sergey A. Mikheev – Senior Lecturer of Physical Training Department

113 Leningradskaya str., Novosibirsk, 630008

omega1978@yandex.ruНовосибирский государственный архитектурно-строительный университетРоссияNovosibirsk State University of Architecture and Civil EngineeringRussian Federation202430012024331106127Copyright © Михеев С.А., 20242024Михеев С.А.Mikheev S.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/4750

В статье анализируется влияние обучения на основе комбинированных (сочетающих асинхронных и синхронные формы в одной педагогической технологии) online-дискуссий (ОД) на формирование рефлексии будущих инженеров. Раскрыта актуальность проблемы. Она обусловлена ужесточением требований к рефлексивным способностям и сетевым коммуникативным компетенциям современных технических специалистов в условиях цифровизации образования, сетевизации и социотехнической трансформации инженерной деятельности. Представлен алгоритм реализации и этапно-ролевая структура асинхронных и синхронных ОД. Описана четырёхэтапная технология педагогического применения комбинированных ОД, сочетающая online-дискуссии с очными рефлексивными занятиями, учитывающая опосредованный характер обучения в цифровой среде и психологические особенности будущих инженеров, связанные со спецификой технического мышления. Выделены методические особенности (сочетание ОД с аудиторными занятиями; этапно-ролевая дифференциация ОД (структурирование) на основе сценарного плана; использование модели фасилитации с частично симметричным взаимодействием участников ОД; проведение ОД в микрогруппах по 4–6 человек) и описаны механизмы их влияния на результативность комбинированных online-дискуссий в формировании рефлексии будущих инженеров. С учётом перечисленных методических особенностей были сформулированы рекомендации преподавателем по эффективной организации образовательного процесса в технических вузах на основе разработанной технологии. Показана корреляция применения разработанной технологии с улучшением рефлексивных навыков испытуемых на 19,67– 32,79% и сделан вывод о её значимой роли в формировании целостного представления студентов технических вузов о дискуссии, как о комплексной многоаспектной категории, в которой важную роль играет выстраивание социального взаимодействия с оппонентами, понимание их позиции и достижение компромиссных решений.

The article analyzes the influence of training based on combined (combining asynchronous and synchronous forms in one pedagogical technology) online discussions (OD) on the formation of reflexion of future engineers. The relevance of the problem is revealed. It is conditioned by toughening requirements to reflexive abilities and network communicative competences of modern technical specialists in the conditions of digitalization of education, networking and socio-technical transformation of engineering activity. The algorithm of realization and stage-role structure of asynchronous and synchronous OD are presented. The four-stage technology of pedagogical application of combined OD combining online-discussions with face-to-face reflexive classes is described, taking into account the mediated nature of learning in the digital environment and psychological features of future engineers related to the specifics of technical thinking. The methodological peculiarities (combination of online discussions with classroom training; stage-role differentiation of online discussions (structuring) on the basis of a scenario plan; use of a facilitation model with partially symmetric interaction of online discussions participants; conducting online discussions in microgroups of 4-6 hours) were identified and the mechanisms of their influence on the effectiveness of combined online discussions in the formation of future engineers’ reflexion were described. Taking into account the above mentioned methodological features, the teacher’s recommendations on the effective organization of the educational process in technical universities on the basis of the developed technology have been formulated. The correlation between the application of the developed technology and the improvement of the subjects’ reflexive skills by 19.67-32.79% was shown and a conclusion was made about its significant role in the formation of a holistic view of the students of technical universities about the discussion as a complex multidimensional category, in which an important role is played by building social interaction with opponents, understanding their position and reaching compromise solutions.

дискуссионная компетенцияинженерная деятельностькомбинированная online-дискуссиярефлексияцифровизацияdiscussion competenceengineering activitycombined online discussionreflexiondigitalizationReferencesЛатур Б. Наука в действии: следуя за учёными и инженерами внутри общества / Пер. с англ. К. Федоровой; науч. ред. С. Миляева. СПб.: Изд-во Европейского ун-та в Санкт-Петербурге, 2013. 414 с. URL: https://www.calameo.com/read/003049750a11c30cf7581 (дата обращения: 19.08.2023).Latour, B. (1987). Science in Action, How to Follow Scientists and Engineers through Society. Cambridge, Harvard University Press, 288 p. ISBN-10: 0674792912. ISBN-13: 978-0674792913. (Russian Translation: Ed. K. Fedorova, Moscow: Logos Publ., 2005, 390 p. St. Petersburg: Publishing house of the European University in St. Petersburg, 2013, 414 p.).Гаврилина Е.А. Инженер в современном мире: Homo Faber Vs Homo Mechanicus // Ведомости прикладной этики. 2014. № 44. C. 107–119. URL: https://www.tyuiu.ru/media/files/2014/07_09/vedomosti-44i-2.pdf (дата обращения: 19.08.2023).Gavrilina, E.A. (2014). [Engineer in the Modern World: Homo Faber Vs Homo Mechanicus]. Vedomosti Podkladnoy Ethiki = Statements of Applied Ethics. No. 44, pp. 107-119. Available at: https://www.tyuiu.ru/media/files/2014/07_09/vedomosti-44i-2.pdf (accessed 19.08.2023). (In Russ., abstract in Eng.)Панина Г.В. Социотехническое проектирование в инженерном образовании // Ведомости прикладной этики. 2015. № 47. С. 139–151. URL: https://www.tyuiu.ru/wp-content/uploads/2016/02/Vedomosti-prikladnoj-etiki.-Vypusk-47..pdf (дата обращения: 19.08.2023).Panina, G.V. (2015). [Sociotechnical Design in Engineering Education]. Vedomosti prikladnoj jetiki = Statement of Applied Ethics. No. 47, pp. 139-151. Available at: https://www.tyuiu.ru/wp-content/uploads/2016/02/Vedomosti-prikladnoj-etiki.-Vypusk-47..pdf (accessed 19.08.2023). (In Russ., abstract in Eng.).Белоновская И.Д. Формирование инженерной компетенции специалиста: предпосылки, тенденции и закономерности // Вестник ОГУ. 2006. № 1. С. 95–100. URL: http://vestnik.osu.ru/2006_1/13.pdf (дата обращения: 19.08.2023).Belonovskaya, I.D. (2006). [Engineering Competence Formation of Specialist: Preconditions, Tendencies and Regularities]. Vestnik OGU = Bulletin of the Orenburg State University. Vol. 13, no. 1, pp. 95-100. Available at: http://vestnik.osu.ru/2006_1/13.pdf (accessed 19.08.2023). (In Russ., abstract in Eng.).Хохлова М.В., Плескачева О.Ю. Интегративный подход к формированию технологической компетентности будущих инженеров. Брянск: БГИТА, 2011. 104 с. EDN: YUGYRL.Khokhlova, M.V., Pleskacheva, O.Yu. (2011). Integrativnyi podkhod k formirovaniyu tekhnologicheskoi kompetentnosti budushchikh inzhenerov [Integrative Approach to the Formation of Technological Competence of Future Engineers]. Bryansk: BGITA, 2011. 104p. Available at: https://www.elibrary.ru/download/elibrary_32712742_24465920.pdf (accessed 19.08.2023). (In Russ.).Бирюкова И.П., Бакланов И.О. Диагностика рефлексивного компонента исследовательских компетенций // Современные наукоёмкие технологии. 2021. № 7. С. 85–91. DOI: 10.17513/snt.38757Birukova, I.P., Baklanov, I.O. (2021). Diagnostics of the Research Competences Reflexive Component. Sovremennye naukoemkie tekhnologii = Modern Problems of Science and Education. Surgery. No. 7, pp. 85-91, doi: 10.17513/snt.38757 (In Russ., abstract in Eng.).Цыгулева М.В., Федорова М.А. Рефлексивная среда как условие гуманитаризации профессионального образования (научный обзор) // Современные проблемы науки и образования. 2015. № 5. URL: https://science-education.ru/ru/article/view?id=21852 (дата обращения: 19.08.2023).Tsyguleva, M.V., Fedorova, M.A. (2015). Reflexive Environment as a Condition for Professional Education Humanitarisation. Sovremennye naukoemkie tekhnologii = Modern Problems of Science and Education. Surgery. No. 5. Available at: https://science-education.ru/ru/article/view?id=21852 (accessed: 19.08.2023). (In Russ., abstract in Eng.).Чупина В.А., Федоренко О.А. Теория и практика профессиональной педагогической рефлексии: монография. Екатеринбург: Изд-во Рос. гос. проф.-пед. ун-та, 2019. 200 с. EDN: ZCXTYD.Chupina, V.A., Fedorenko, O.A. (2019). Teoriya i praktika professional’noi pedagogicheskoi refleksii: monografiya [Theory and Practice of Professional Pedagogical Reflexion: Monograph]. Yekaterinburg: Izd-vo Ros. gos. prof.-ped. un-ta. 200 p. Available at: https://www.elibrary.ru/download/elibrary_37295759_75460336.pdf (accessed: 19.08.2023). (In Russ.).Буденкова Е.А. Онлайн-дискуссии: преимущества и методика проведения // Образовательные технологии. 2012. № 3. С. 113–127. URL: https://www.iedtech.ru/files/journal/2012/3/online-discussion-methods.pdf (дата обращения: 19.08.2023).Budenkova, E.A. (2012). [Online-discussions: Advantages and Methodology]. Obrazovatel’nye tehnologii = Educational Technologies. No. 3, pp. 113-127. Available at: https://www.iedtech.ru/files/journal/2012/3/online-discussion-methods.pdf (accessed: 19.08.2023). (In Russ., abstract in Eng.).Кларин М.В. Инновационные модели обучения: Исследование мирового опыта. Монография. 2-е издание. М.: Луч, 2018. 640 с. ISBN: 978-5-88915-093-0.Klarin, M.V. (2018). Innovacionnye modeli obuchenija: Issledovanie mirovogo opyta [Innovative Models of Learning: A Study of World Experience]. Moscow: Luch, 640 p. ISBN: 978-5-88915-093-0. (In Russ.).Garrison D., Anderson T., Archer W. Critical thinking, cognitive presence, and computer conferencing in distance education // American Journal of Distance Education. 2001. Vol. 15. No. 1. P. 7–23. DOI: 10.1080/08923640109527071Garrison, D., Anderson, T., Archer, W. (2001). Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education. American Journal of Distance Education. Vol. 15, no. 1, pp. 7-23, doi: 10.1080/08923640109527071Rodriguez M. Content Analysis as a Method to Assess Online Discussions for Learning // SAGE Open. 2014. Vol. 1. No. 13. DOI: 10.1177/2158244014559019Rodriguez, M. (2014). Content Analysis as a Method to Assess Online Discussions for Learning. SAGE Open. Vol. 1, no. 13, doi: 10.1177/2158244014559019Bye L., Smith S., Rallis H.M. Reflection Using an Online Discussion Forum: Impact on Student Learning and Satisfaction // Social Work Education: The International Journal. 2009. Vol. 28. No. 8. P. 841–855. DOI: 10.1080/02615470802641322Bye, L., Smith, S., Rallis, H.M. (2009). Reflection Using an Online Discussion Forum: Impact on Student Learning and Satisfaction. Social Work Education: The International Journal. Vol. 28, no. 8, pp. 841-855, doi: 10.1080/02615470802641322Lin H.-S., Hong Z.-R., Wang H.-H., Lee S.-T. Using Reflective Peer Assessment to Promote Students’ Conceptual Understanding through Asynchronous Discussions // Educational Technology & Society. 2011. Vol. 14. No. 3. P. 178–189. URL: http://www.jstor.org/stable/jeductechsoci.14.3.178 (дата обращения: 19.08.2023).Lin, H.-S., Hong, Z.-R., Wang, H.-H., Lee S.-T. (2011). Using Reflective Peer Assessment to Promote Students’ Conceptual Understanding through Asynchronous Discussions. Educational Technology & Society. Vol. 14, no. 3, pp. 178-189. Available at: http://www.jstor.org/stable/jeductechsoci.14.3.178 (accessed: 19.08.2023).Chen N.S., Wei C.W., Wu K.T., Uden L. Effects of high-level prompts and peer assessment on online learners’ reflection levels // Computers & Education. 2009. Vol. 52. No. 2. P. 283–291. DOI: 10.1016/j.compedu.2008.08.007Chen, N.S., Wei, C.W., Wu, K.T., Uden, L. (2009). Effects of High-Level Prompts and Peer Assessment on Online Learners’ Reflection Levels. Computers & Education. Vol. 52, no. 2, pp. 283-291, doi:10.1016/j.compedu.2008.08.007Iyamuremye A., Nsabayezu E., Mukiza J. Web-Based Discussion in Teaching and Learning Organic Chemistry: Student’s Conception and Reflection. Int. J. Emerg. Technol. Learn. 2022. Vol. 17. No. 12. P. 252–257. DOI: 10.3991/ijet.v17i12.30129Iyamuremye, A, Nsabayezu, E, Mukiza, J. (2022). Web-Based Discussion in Teaching and Learning Organic Chemistry: Student’s Conception and Reflection. Int. J. Emerg. Technol. Learn. Vol. 17, no. 12, pp. 252–257, doi: 10.3991/ijet.v17i12.30129Liu Yu. Using reflections and questioning to engage and challenge online graduate learners in education. Research and Practice in Technology Enhanced Learning. 2019. Vol. 14. No. 3. P. 1–10. DOI: 10.1186/s41039-019-0098-zLiu, Yu. (2019). Using Reflections and Questioning to Engage and Challenge Online Graduate Learners in Education. Research and Practice in Technology Enhanced Learning. Vol. 14, no. 3, pp. 1-10, doi: 10.1186/s41039-019-0098-zLiu C.-J., Yang S.C. Using the Community of Inquiry Model to Investigate Students’ Knowledge Construction in Asynchronous Online Discussions // Journal of Educational Computing Research. 2014. Vol. 51. No. 3. P. 327–354. DOI: 10.2190/EC.51.3.dLiu, C.-J., Yang, S.C. (2014). Using the Community of Inquiry Model to Investigate Students’ Knowledge Construction in Asynchronous Online Discussions. Journal of Educational Computing Research. Vol. 51, no. 3, pp. 327-354, doi: 10.2190/EC.51.3.dMoallem M. The Impact Of Synchronous And Asynchronous Communication Tools On Learner Self-Regulation, Social Presence, Immediacy, Intimacy And Satisfaction In Collaborative Online Learning // The Online Journal of Distance Education and e-Learning. 2015. Vol. 3. No. 3. P. 55–57. URL: http://tojdel.net/journals/tojdel/articles/v03i03/v03i03-08.pdf (дата обращения: 19.08.2023).Moallem, M. (2015). The Impact of Synchronous And Asynchronous Communication Tools On Learner Self-Regulation, Social Presence, Immediacy, Intimacy And Satisfaction In Collaborative Online Learning. The Online Journal of Distance Education and e-Learning. Vol. 3, no. 3, pp. 55-57. Available at: http://tojdel.net/journals/tojdel/articles/v03i03/v03i03-08.pdf (accessed: 19.08.2023).Plesec Gasparic R., Pecar M. Analysis of an asynchronous online discussion as a supportive model for peer collaboration and reflection in teacher education. Journal of Information Technology Education: Research. 2016. Vol. 15. P. 377–401. DOI: 10.28945/3538Plesec Gasparic, R., Pecar, M. (2016). Analysis of an Asynchronous Online Discussion as a Supportive Model for Peer Collaboration and Reflection in Teacher Education. Journal of Information Technology Education: Research. Vol. 15, pp. 377-401, doi: 10.28945/3538Ribas F.C., Perine C.M. Online discussion forums: a tool for stimulating language teachers’ interaction and reflection. Formamente. 2016. Vol. 11. No. 1-2. P. 87–106. URL: https://www.academia.edu/30445614/Online_discussion_forums_a_tool_for_stimulating_language_teachers_interaction_and_reflection (дата обращения: 19.08.2023).Ribas, F.C., Perine, C.M. (2016). Online Discussion Forums: A Tool for Stimulating Language Teachers’ Interaction and Reflection. Formamente. Vol. 11, no. 1-2, pp. 87-106. Available at: https://www.academia.edu/30445614/Online_discussion_forums_a_tool_for_stimulating_language_teachers_interaction_and_reflection (accessed: 19.08.2023).Enochsson A.B. Reflective discussions in teacher training: A comparison between online and offline discussions of course literature in a class of pre-service teachers. Educ Inf Technol. 2018. No. 23. P. 303–319. DOI: 10.1007/s10639-017-9602-5Enochsson, A.B. (2018). Reflective Discussions in Teacher Training: A Comparison Between Online and Offline Discussions of Course Literature in a Class of Pre-Service Teachers. Educ. Inf. Technol, no. 23, pp. 303-319, doi: 10.1007/s10639-017-9602-5Chadha A. Comparing Student Reflectiveness in Online Discussion Forums across Modes of Instruction and Levels of Courses. Journal of Educators Online. 2017. Vol. 14. No. 2. DOI: 10.9743/jeo.2017.14.2.8Chadha, A. (2017). Comparing Student Reflectiveness in Online Discussion Forums across Modes of Instruction and Levels of Courses. Journal of Educators Online. Vol. 14, no. 2, doi: 10.9743/jeo.2017.14.2.8Lord A.Y.Z., Chen M.-P., Cheng Y.-Y., Tai K.-C., Pan W.-H., Enhancing nutrition-majored students’ reflective judgment through online collective reflection. Computers & Education. 2017. Vol. 114. P. 298–308. DOI: 10.1016/j.compedu.2017.07.010Lord, A.Y.Z., Chen, M.-P., Cheng, Y.-Y., Tai, K.-C., Pan W.-H. (2017). Enhancing Nutrition-majored Students’ Reflective Judgment through Online Collective Reflection. Computers & Education. Vol. 114, pp. 298-308, doi: 10.1016/j.compedu.2017.07.010Taylor E.W. Critical reflection and transformative learning: a critical review. PAACE Journal of Lifelong Learning. 2017. Vol. 26. P. 77–95. URL: https://www.iup.edu/pse/files/programs/graduate_programs_r/instructional_design_and_technology_ma/paace_journal_of_life-long_learning/volume_26,_2017/taylor.pdf (дата обращения: 19.08.2023).Taylor, E.W. (2017). Critical Reflection and Transformative Learning: A Critical Review. PAACE Journal of Lifelong Learning. Vol. 26, pp. 77-95. Available at: https://www.iup.edu/pse/files/programs/graduate_programs_r/instructional_design_and_technology_ma/paace_journal_of_lifelong_learning/volume_26,_2017/taylor.pdf (accessed: 19.08.2023).Schön D.A. Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass, 1987. 355 p.Schön, D.A. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass, 355 p.Farrell T. Reflecting on Reflective Practice: (Re) Visiting Dewey and Schon. TESOL. 2012. Vol. 3. No. 1. P. 7–16. DOI: 10.1002/tesj.10Farrell, T. (2012). Reflecting on Reflective Practice: (Re)Visiting Dewey and Schon. TESOL. Vol. 3, no. 1, pp. 7-16, doi: 10.1002/tesj.10Совместная учебная деятельность и развитие детей / Коллективная монография. Под ред. В.В. Рубцова, И.М. Улановской. М.: ФГБОУ ВО МГППУ, 2021. 352 с. ISBN 978-5-94051-232-5.Rubtsov, V.V., Vysotskaya, E.V., Zak, A.Z., Kritskii, A.G., Polivanova, N.I., et. al. (2021). Sovmestnaya uchebnaya deyatel’nost’ i razvitie detei. Kollektivnaya monografiya [Cooperative Learning Activities and Children’s Development. Collective Monograph]. Moscow: FGBOU VO MGPPU, 352 p. ISBN: 978-5-94051-232-5.Шаров А.С. Принципы и методы рефлексивного обучения в вузе // Высшее образование в России. 2008. № 6. С. 110–114. EDN: JJRPJZ.Sharov, A.S. (2008). [Principles and Methods of Reflexive Learning in Higher Education]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 6, pp. 110-114. Available at: https://www.elibrary.ru/download/elibrary_11135436_33561227.pdf (accessed 19.08.2023). (In Russ.).Щедровицкий Г.П. Мышление. Понимание. Рефлексия. М.: Наследие ММК, 2005. 798 с. ISBN: 5-98808-003-0.Shchedrovitskii, G.P. (2006). Myshlenie. Ponimanie. Refleksiya [Thinking. Understanding. Reflexion.]. Moscow: Naslediye MMK, 798 p. ISBN: 5-98808-003-0. (In Russ.).Карпов А.В. Рефлексивность как психическое свойство и методика её диагностики // Психологический журнал. 2003. Т. 24. № 5. С. 45–57. URL: https://studfile.net/preview/2429374/page:5/ (дата обращения: 19.08.2023).Karpov, A.V. (2003). [Reflexivity as a Mental Property and the Methodology of Its Diagnostics]. Psihologicheskij zhurnal = Psychological Journal. Vol. 24, no. 5, pp. 45-57. Available at: https://studfile.net/preview/2429374/page:5/ (accessed 19.08.2023). (In Russ.).Анисимов О.С. Рефлексия и методология. М.: [Б. и.], 2007. 502 с.Anisimov O.S. (2007). Refleksija i metodologija = [Reflexion and Methodology]. Moscow, 2007. 502 p. (In Russ.).Boostrom R. Developing Creative and Critical Thinking. Lincolnwood: Glencoe/McGraw-Hill, 2001. 320 p. ISBN 10: 0844256803. ISBN 13: 9780844256801.Boostrom, R. (2001). Developing Creative and Critical Thinking Lincolnwood: Glencoe/ McGraw-Hill, 320 p. ISBN 10: 0844256803. ISBN 13: 9780844256801.Dewey J. Experience and education. New York: The Macmillan Company, 1938. 116 p.Dewey, J. (1938). Experience and education. New York: The Macmillan Company, 116 p.Михеев С.А. Модель формирования дискуссионной компетенции студентов технических вузов с использованием средств информатизации // Педагогика и психология образования. 2022. № 3. С. 129–148. DOI: 10.31862/2500-297X-2022-3-129-148Mikheev, S.A. (2022). Model for Developing Discussion Competence of Technical University Students Using Informatization Tools. Pedagogika i psikhologiya obrazovaniya = Pedagogy and Psychology of Education. No. 3, pp. 129-148, doi: 10.31862/2500-297X-2022-3-129-148 (In Russ., abstract in Eng.).Ruan J., Griffith P.L. (2011). Supporting Teacher Reflection through Online Discussion. Knowledge Management & E-Learning: An International Journal. Vol. 3. No. 4. P. 548-562. DOI: 10.34105/j.kmel.2011.03.037Ruan J., Griffith, P.L. (2011). Supporting Teacher Reflection through Online Discussion. Knowledge Management & E-Learning: An International Journal. Vol. 3, no. 4, pp. 548-562, doi: 10.34105/j.kmel.2011.03.037Moore M., Kearsley G. Distance education: A systems view. Belmont, CA: Wadsworth, 1996. 290 p.Moore, M., Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth, 290 p.Garrison D.R., Martha C.-I. Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough // American Journal of Distance Education. 2005. Vol. 19. No. 3. P. 133–148. DOI: 10.1207/s15389286ajde19032Garrison, D.R., Martha, C.-I. (2005). Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough. American Journal of Distance Education. Vol. 19, no. 3, pp. 133-148, doi: 10.1207/s15389286ajde19032Olesova L., Slavin M., Lim J. Exploring the Effect of Scripted Roles on Cognitive Presence in Asynchronous Online Discussions // Online Learning. 2016. Vol. 20. No. 4. P. 34–53. DOI: 10.24059/olj.v20i4.1058Olesova, L., Slavin M., Lim J. (2016). Exploring the Effect of Scripted Roles on Cognitive Presence in Asynchronous Online Discussions. Online Learning. Vol. 20, no. 4, pp. 34-53, doi: 10.24059/olj.v20i4.1058King A. Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal. 1994. Vol. 31. No. 2. P. 338–368. DOI: 10.3102/00028312031002338King, A. (1994). Guiding Knowledge Construction in The Classroom: Effects of Teaching Children How to Question and How to Explain. American Educational Research Journal. Vol. 31, no. 2, pp. 338-368, doi: 10.2307/1163313Михеев С.А. Технология формирования дискуссионной компетенции студентов технических вузов на основе современных средств информатизации // Учёные записки Крымского федерального университета имени В. И. Вернадского. Социология. Педагогика. Психология. 2023. Т. 9 (75). № 1. С. 76–91. EDN: WBMXDJ.Mikheev, S.A. (2023). Technology of Discussion Competence Formation of Students of Technical Higher Education Institutions on the Basis of Modern Information Tools. Uchenye zapiski Krymskogo federal’nogo universiteta imeni V. I. Vernadskogo. Sociologija. Pedagogika. Psihologija [Scientific Notes of V.I. Vernadsky Crimean Federal University. Sociology. Pedagogy. Psychology]. Vol. 9 (75), no. 1, pp. 76-91. Available at: https://elibrary.ru/download/elibrary_50751153_93067300.pdf (accessed 19.08.2023).Clark C., Strudler N., Grove K. Comparing Asynchronous and Synchronous Video versus Text Based Discussions in an Online Teacher Education Course // Online Learning. 2015. Vol. 19. No. 3. P. 48–69. DOI: 10.24059/olj.v19i3.668Clark, C., Strudler, N., Grove, K. (2015). Comparing Asynchronous and Synchronous Video versus Text Based Discussions in an Online Teacher Education Course. Online Learning. Vol. 19, no. 3, pp. 48-69, doi: 10.24059/olj.v19i3.668Wise A., Saghafian M., Padmanabhan P. Towards more precise design guidance: specifying and testing the functions of assigned student roles in online discussions // Educational Technology Research & Development. 2012. Vol. 60. No. 1. P. 55–82. DOI: 10.1007/s11423-011-9212-7Wise, A., Saghafian, M., Padmanabhan, P. (2012). Towards More Precise Design Guidance: Specifying and Testing the Functions of Assigned Student Roles in Online Discussions. Educational Technology Research & Development. Vol. 60, no. 1, pp. 55-82, doi: 10.1007/s11423-011-9212-7Dysthe O. The asynchronous webmediated discussion as a learning genre: Materials of the conference “Genres and Discourses in Education, Work and Life”. Oslo: Oslo Universtity College, 2001. URL: https://www.researchgate.net/publication/237124356 (дата обращения: 25.02.2023).Dysthe, O. (2001). The Asynchronous Webmediated Discussion as a Learning Genre: Materials of the Conference “Genres And Discourses In Education, Work And Life”. Oslo: Oslo Universtity College. Available at: https://www.researchgate.net/publication/237124356 (accessed: 11.01.2023).Douglas T., James A., Earwarker L., Mather C., Murray S. Online discussion boards: Improving practice and student engagement by harnessing facilitator perceptions // Journal of University Teaching & Learning Practice. 2020. Vol. 17. No. 3. P. 86–100. DOI: 10.53761/1.17.3.7Douglas, T., James, A., Earwarker, L., Mather, C., Murray, S. (2020). Online Discussion Boards: Improving Practice and Student Engagement by Harnessing Facilitator Perceptions. Journal of University Teaching & Learning Practice. Vol. 17, no. 3, pp. 86-100, doi: 10.53761/1.17.3.7Du J., Durrington V.A., Matthews J.G. Online collaborative discussion: Myth or valuable learning tool // Journal of Online Learning and Teaching. 2007. Vol. 3. No. 2. P. 94–104. URL: https://libres.uncg.edu/ir/uncw/f/durringtonv2007-1.pdf (дата обращения: 25.02.2023).Du, J., Durrington, V.A., Matthews, J.G. (2007). Online Collaborative Discussion: Myth or Valuable Learning Tool. Journal of Online Learning and Teaching. Vol. 3, no. 2, pp. 94-104. Available at: https://libres.uncg.edu/ir/uncw/f/durringtonv2007-1.pdf (accessed: 25.02.2023).Schellens T., Valcke M. Fostering knowledge construction in university students through asynchronous discussion groups // Computers and Education. 2006. Vol. 46. No. 4. P. 349–370. DOI: 10.1016/j.compedu.2004.07.010.Schellens, T., Valcke, M. (2006). Fostering Knowledge Construction in University Students Through Asynchronous Discussion Groups. Computers and Education. Vol. 46, no. 4, pp. 349-370, doi: 10.1016/j.compedu.2004.07.010Fisher M., Thompson G.S., Silverberg D.A. Effective group dynamics in e-learning: Case study // Journal of Educational Technology Systems. 2005. Vol. 33. No. 3 P. 205–222. DOI: 10.2190/YTJ7-PLQB-VNDV-71UUFisher, M., Thompson, G.S., Silverberg, D.A. (2005). Effective Group Dynamics in E-Learning: Case Study. Journal of Educational Technology Systems. Vol. 33, no. 3, pp. 205-222, doi: 10.2190/YTJ7-PLQB-VNDV-71UUFernöndez M.L. Communication and Instruction in an Online Graduate Education Course // Teaching Education. 2007. Vol. 18. No. 2. P. 137–150. DOI: 10.1080/10476210701325176Fernández, M.L. (2007). Communication and Instruction in an Online Graduate Education Course. Teaching Education. Vol. 18, no. 2, pp. 137-150, doi: 10.1080/10476210701325176

The authors declare that there are no conflicts of interest present.