vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2024-33-7-100-123vovr-5071Research ArticleСЕМЬЯ КАК КЛЮЧЕВОЙ ОБЪЕКТ ДЕМОГРАФИЧЕСКОЙ ПОЛИТИКИ И НАУЧНЫХ ИССЛЕДОВАНИЙFAMILY AS A KEY OBJECT OF DEMOGRAPHIC POLICY AND SCIENTIFIC RESEARCHОпыт оценки компетенций в области саморегулируемого обучения в смешанной средеExperience in Assessing Competencies in Self-Regulted Learning in Blended Learning Environmentshttps://orcid.org/0000-0003-3532-5705БахишеваС. М.BakhishevaS. M.

Бахишева Светлана Мендыгалиевна – д-р пед. наук, ассоциированный профессор кафедры педагогики и психологии.

090000, Уральск, ул. Ихсанова, д. 44

Svetlana M. Bakhisheva – Dr. Sci., (Pedagogical Sciences), Associate Professor in the Department of Pedagogy and Psychology.

44 Ihsanova ster., Uralsk, 090000

sbakhish@gmail.comhttps://orcid.org/0000-0003-4435-5017ГолубГ. Б.GolubG. B.

Голуб Галина Борисовна – канд. истор. наук, ведущий научный сотрудник.

443068, Самара, ул. Ново-Садовая, д. 106Ж

Galina B. Golub – PhD (Historical Sciences), leading researcher.

106Ж Novo-Sadovaya str., Samara, 443068

lmor@mail.ruhttps://orcid.org/0000-0002-4800-3732КемешоваА. М.KemeshovaA. M.

Кемешова Аккумис Мендигалиевна – магистр педагогики и психологии, старший преподаватель кафедры «Специальной педагогики».

050010, Алматы, пр-кт Достык, д. 13

Akkumis M. Kemeshova – Master of Pedagogy and Psychology, Senior Lecturer in the Department of “Special Pedagogy”.

13 Dostyk ave., Almaty, 050010

a_kemeshova@mail.ruhttps://orcid.org/0000-0003-4129-3412МухтарЗ. Г.MukhtarZ. G.

Мухтар Зинур Гафурович – магистр пед. наук, старший преподаватель кафедры педагогики и психологии.

090000, Уральск, ул. Ихсанова, д. 44

Zinur G. Mukhtar – Master of Pedagogical Sciences, Senior Lecturer in the Department of Pedagogy and Psychology.

44 Ihsanova ster., Uralsk, 090000

zinuribngafur@gmail.comhttps://orcid.org/0000-0002-2347-911XКажиакпароваЖ. С.KazhiakparovaJ. S.

Кажиакпарова Жадыра Сериковна – канд. пед. наук, ассоциированный профессор кафедры общественных дисциплин и физической культуры.

090000, Уральск, пр-кт Н. Назарбаева, д. 194

Jadyra S. Kazhiakparova – PhD (Pedagogical Sciences), Associate Professor.

194 N.Nazarbayev ave., Uralsk, 090000

ghadira@rambler.ruЗападно-Казахстанский инновационно-технологический университетКазахстанWest Kazakhstan University of Innovation and Technology, Uralsk, the Republic of KazakhstanKazakhstanРоссийская Академия народного хозяйства и государственной службы при президенте Российской Федерации (РАНХИГС), Самарский филиалРоссияWest Kazakhstan University of Innovation and Technology, Uralsk, the Republic of KazakhstanRussian FederationКазахский национальный педагогический университет им. АбаяКазахстанAbai Kazakh National Pedagogical UniversityKazakhstanЗападно-Казахстанский инновационно-технологический университетКазахстанWest Kazakhstan University of Innovation and TechnologyKazakhstan202410082024337100123Copyright © Бахишева С.М., Голуб Г.Б., Кемешова А.М., Мухтар З.Г., Кажиакпарова Ж.С., 20242024Бахишева С.М., Голуб Г.Б., Кемешова А.М., Мухтар З.Г., Кажиакпарова Ж.С.Bakhisheva S.M., Golub G.B., Kemeshova A.M., Mukhtar Z.G., Kazhiakparova J.S.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/5071

В статье рассматриваются вопросы, связанные с определением компетенций студентов в области саморегулируемого обучения и их оценкой в условиях смешанной среды в контексте казахстанского вуза. Целью исследования является выработка подхода к оценке компетенций в области саморегулируемого обучения у студентов, обучающихся в смешанной среде. Сформированы дескрипторы компетенций, характеризующие присвоение студентами способов деятельности, необходимых для начала обучения и ожидаемых по завершении; с применением методики оценивания, разработанной Самарским филиалом РАНХиГС, подготовлены инструменты оценки компетенций в области саморегулируемого обучения. Проведён эксперимент с участием 51 студента 1-го курса образовательной программы «Педагогика и психология», с применением указанных оценочных средств. Результаты исследования позволили сделать следующие выводы: (1) внутренними ресурсами студентов для регулирования собственного обучения являются общие компетенции, включающие следующие аспекты деятельности: определение запроса на информацию, извлечение и первичная обработка (систематизация) информации, обработка информации, планирование процесса обучения, оценка продукта и результатов учебной деятельности, оценка и планирование собственного продвижения; (2) методы и оценочные средства представляют собой практико-ориентированные задания, стандартизированные по содержанию, процедуре и способам оценки и интерпретации результатов.

The article deals with the issues related to the definition of students’ competenc-es in the field of self-regulated learning and their assessment in a mixed environment in the con-text of Kazakhstani higher education institution. The aim of the study is to develop an approach to the assessment of self-regulated learning competences of students studying in a blended envi-ronment. The descriptors of competences characterising students’ appropriation of ways of activi-ty were formed; assessment tools have been developed in the form of practice-oriented tasks using the assessment methodology developed by the Samara branch of the RANEPA.The experiment was conducted with the participation of 51 students in the 1st year of the educational programme “Pedagogy and Psychology”. The results of the study allowed us to draw the following conclu-sions: students’ internal resources for regulating their own learning are general competences, which include the following aspects of activity: determining the request for information, extract-ing and primary processing (systematisation) of information, processing information, planning the learning process, evaluating the product and results of learning activities, evaluating and planning their own progression; methods and assessment tools are practice-oriented tasks.

саморегулируемое обучениекомпетенции в области саморегулируемого обучениясмешанная средаобщие компетенцииоценка компетенции в области саморегулируемого обученияаспекты деятельностиинструменты педагогической диагностикиself-regulated learningcompetences in self-regulated learningblended envi-ronmentgeneral competencesassessment of competence in self-regulated learningaspects of the activitypedagogical diagnostic toolsДанное исследование финансируется Комитетом науки Министерства науки и высшего образования Республики Казахстан (грант № AP14872099)This research is funded by the Science Committee of The Ministry of Science and Higher Education of the Republic of Kazakhstan (grant No. AP14872099)ReferencesLópez-Reyes L.J., Jiménez-Gutiérrez A.L., Costilla-López D. The Effects of Blended Learning on the Performance of Engineering Students in Mathematical Modeling // Education Sciences. 2022. Vol. 12. No. 12. Article no. 931. DOI: 10.3390/educsci12120931López-Reyes, L.J., Jiménez-Gutiérrez, A.L., Costilla-López, D. (2022). The Effects of Blended Learning on the Performance of Engineering Students in Mathematical Modeling. Education Sciences. Vol. 12, no. 12, article no. 931, doi: 10.3390/educsci12120931Ginestie J., Impedovo M.A. International Teachers Professional Developing: Blended Learning Between Europe and Asia // Voprosy Obrazovaniya / Educational Studies Moscow. 2020. No. 2. P. 114–27. DOI: 10.17323/1814-9545-2020-2-114-127Ginestie, J., Impedovo M.A. (2020). International Teachers Professional Developing: Blended Learning Between Europe and Asia. Voprosy Obrazovaniya = Educational Studies Moscow. No. 2. pp. 114-27, doi: 10.17323/1814-9545-2020-2-114-127Akbarov A., Gönen K., Aydoğan H. Students’ attitudes toward blended learning in EFL context // Acta Didactica Napocensia. 2018. Vol. 11. No. 1. P. 61–68. DOI: 10.24193/adn.11.1.5Akbarov, A., Gönen, K., Aydoğan, H. (2018). Students’ Attitudes toward Blended Learning in EFL Context. Acta Didactica Napocensia. Vol. 11, no. 1, pp. 61-68, doi: 10.24193/adn.11.1.5Rasheed R.A., Kamsin A., Abdullah N.A., Kakudi H.A., Ali A.S. et al. Self-Regulated learning in flipped classrooms: A systematic literature review // International Journal of Information and Education Technology. 2020. Vol. 10. No. 11. P. 848–853. DOI: 10.18178/ijiet.2020.10.11.1469Rasheed, R.A., Kamsin, A., Abdullah, N.A., Kakudi, H.A., Ali, A.S., Musa, A., Yahaya, A.S. (2020). Self Regulated Learning in Flipped Classrooms: A Systematic Literature Review. International Journal of Information and Education Technology. Vol. 10, no. 11, pp. 848-853, doi: 10.18178/ijiet.2020.10.11.1469Смирнов А.А., Калинина И.Ф. Онлайн-обучение в вузе в условиях пандемии COVID-19 // Социальные и гуманитарные технологии. 2021. № 1 (17). C. 115–122. EDN: VVSSIN.Smirnov, A.A.; Kalinina, I.F.(2021). Online Learning at a University at the COVID-19 Pandemic. Sotsial’nye i gumanitarnye tekhnologii = Social and humanitarian technologies. No. 1, pp. 115-122. Available at: https://www.elibrary.ru/download/elibrary_46198279_83837411. pdf (accessed 14.02.2023). (In Russ., abstract in Eng.).Берман Н.Д., Безматерных К.Л. Поддержка самостоятельного обучения в онлайн-среде // СИТИСЭ. 2023. № 2 (36). С. 335–344. DOI: 10.15350/2409-7616.2023.2.29Berman, N., Bezmaternykh, K. (2023). Support for Self-Regulated Learning in the Online Environment. CIT 2023. No. 2 (36), pp. 335-344, doi: 10.15350/2409-7616.2023.2.29 (In Russ., abstract in Eng.).Lai C.L., Hwang G.J. A self-regulated flipped classroom approach to improving student performance in a mathematics course // Computers and Education. 2016. Vol. 100. P. 126–140. DOI: 10.1016/j.compedu.2016.05.006Lai, C.L., Hwang, G.J. (2016). A Self-Regulated Flipped Classroom Approach to Improving Student Performance in a Mathematics Course. Computers and Education. Vol. 100, pp. 126-140, doi: 10.1016/j.compedu.2016.05.006Shabnam Ara S.J., Tanuja R. Exploring key parameters influencing student performance in a blended learning environment using learning analytics // Journal of Education and e-Learning Research. 2024. Vol. 11. No. 1. P. 77–89. DOI: 10.20448/jeelr.v11i1.5330Shabnam Ara, S.J., Tanuja, R. (2024). Exploring Key Parameters Influencing Student Performance in a Blended Learning Environment Using Learning Analytics. Journal of Education and e-Learning Research. Vol. 11, no. 1, pp. 77-89, doi: 10.20448/jeelr.v11i1.5330Zimmerman B.J. Attaining self-regulation: a social cognitive perspective in Handbook of SelfRegulation // eds M. Boekaerts, P.R. Pintrich, M. Zeidner (San Diego, CA: Academic Press). 2000. P. 13–40. DOI: 10.1016/b978-012109890-2/50031-7Zimmerman, B. J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective in Handbook of Self-Regulation. Eds M. Boekaerts, P.R. Pintrich, M. Zeidner (San Diego, CA: Academic Press). Pp. 13-40, doi: 10.1016/b978-012109890-2/50031-7Zimmerman, B.J. From cognitive modeling to self-regulation: a social cognitive career path // Educational Psychology. 2013. No. 48. P. 135–147. DOI: 10.1080/00461520.2013.794676Zimmerman, B.J. (2013). From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path. Educational Psychology. No. 48, pp. 135-147, doi: 10.1080/00461520.2013.794676Winne P.H., Hadwin A.F. The weave of motivation and self-regulated learning in Motivation and Self-Regulated Learning: Theory, Research and Applications, eds D.H. Schunk, B.J. Zimmerman // New York, NY: Lawrence Erlbaum Associates). 2008. P. 297–314.Winne, P.H., Hadwin, A.F. (2008). The Weave of Motivation and Self-Regulated Learning in Motivation and Self-Regulated Learning: Theory, Research and Applications. Eds D.H. Schunk, B.J. Zimmerman. New York, NY: Lawrence Erlbaum Associates). Pp. 297-314.Pintrich P.R. The role of goal orientation in selfregulated learning in Handbook of Self-Regulation, eds M. Boekaerts, P.R. Pintrich, M. Zeidner (San Diego, CA: Academic Press). 2000. P. 452–502. DOI: 10.1016/B978-012109890-2/50043-3Pintrich, P.R. (2000). The Role of Goal Orientation in Self-Regulated Learning in Handbook of Self-Regulation. Eds M. Boekaerts, P.R. Pintrich, M. Zeidner (San Diego, CA: Academic Press). Pp. 452-502, doi: 10.1016/B978-012109890-2/50043-3Efklides A. Interactions of metacognition with motivation and affect in self-regulated learning: the MASRL model // Educational Psychology. 2011. No. 46. P. 6–25. DOI: 10.1080/00461520.2011.538645Efklides, A. (2011). Interactions of Metacognition with Motivation and Affect in Self-Regulated Learning: The MASRL Model. Educational Psychology. No. 46, pp. 6-25, doi: 10.1080/00461520.2011.538645Boekaerts M. Emotions, emotion regulation, and self-regulation of learning in Handbook of SelfRegulation of Learning and Performance, eds B.J. Zimmerman, D.H. Schunk // New York, NY: Routledge. 2011. P. 408–425.Boekaerts, M. (2011). Emotions, Emotion Regulation, and Self-Regulation of Learning in Handbook of Self-Regulation of Learning and Performance. Eds B.J. Zimmerman, D.H. Schunk. New York, NY: Routledge. Pp. 408-425.Järvelä S., Kirschner P., Panadero E., Malmberg J., Phielix C., Jaspers J. et al. Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools // Educational technology. Research and Development. 2015. Res. Dev. Vol. 63. P. 125–142. DOI: 10.1007/s11423-014-9358-1Järvelä, S., Kirschner, P., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J. et al. (2015). Enhancing Socially Shared Regulation in Collaborative Learning Groups: Designing for CSCL Regulation Tools. Educational technology. Research and Development. No. 63, pp. 125-142, doi: 10.1007/s11423-014-9358-1Panadero E.A. Review of Self-regulated Learning: Six Models and Four Directions for Research // Frontiers in Psychology. 2017.Vol. 8. Article no. 422. DOI:10.3389/fpsyg.2017.00422Panadero, E.A. (2017). Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology. Vol. 8, article no. 422, doi: 10.3389/fpsyg.2017.00422De Corte E. Learning Design: Creating Powerful Learning Environments for Self-Regulation Skill // Voprosy Obrazovaniya / Educational Studies Moscow. 2019. No. 4 (December). P. 30–46. DOI: 10.17323/1814-9545-2019-4-30-46De Corte, E. (2019). Learning Design: Creating Powerful Learning Environments for SelfRegulation Skill. Voprosy Obrazovaniya. = Educational Studies Moscow. No. 4 (December), pp. 30-46, doi: 10.17323/1814-9545-2019-4-30-46Li J., Ye H., Tang Y., Zhou Z., Hu X. What Are the Effects of Self-Regulation Phases and Strategies for Chinese Students? A Meta-Analysis of Two Decades Research of the Association Between Self-Regulation and Academic Performance // Frontiers in Psychology. 2018. Vol. 9. Article no. 2434. DOI: 10.3389/fpsyg.2018.02434Li, J., Ye, H., Tang, Y., Zhou, Z., Hu, X. (2018). What Are the Effects of Self-Regulation Phases and Strategies for Chinese Students? A Meta-Analysis of Two Decades Research of the Association Between Self-Regulation and Academic Performance. Frontiers in Psychology. Vol. 9, article no. 2434, doi: 10.3389/fpsyg.2018.02434Вилкова К.А. Измерение саморегулируемого обучения: обзор инструментов. Современная зарубежная психология. 2020. Т. 9. № 2. С. 123–132. DOI: 10.17759/jmfp.2020090211Vilkova, K.A. (2020). Measuring Self-Regulated Learning: A Review of Questionnaires. Sovremennaya zarubezhnaya psikhologiya = Journal of Modern Foreign Psychology. Vol. 9, pp. 123-133, doi: 10.17759/jmfp.2020090211 (In Russ., abstract in Eng.).Марголис А.А., Сорокова М.Г., Шведовская А.А. Очный, смешанный или онлайн-формат: как предпочитают учиться студенты? // Психологическая наука и образование. 2022. Т. 27. № 5. С. 5–20. DOI: 10.17759/pse.2022270501Margolis, A.A., Sorokova, M.G., Shvedovskaya, A.A. (2022). Face-to-Face, Blended or Online: How Do Students Prefer to Study? Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education. Vol. 27, pp. 5-20, doi: 10.17759/pse.2022270501 (In Russ., abstract in Eng.).Еримпашева А.Т., Таракбаева Р.Е., Закирова А.А., Койлыбаева М.Т. Перспективы дистанционного обучения в казахстанских вузах в условиях активной цифровизации вследствие пандемии COVID–19 // Вестник университета «Туран». 2022. Т. 1. № 93. С. 276–283. DOI: 10.46914/1562-2959-2022-1-1-276-283Yerimpasheva, А.T., Tarakbaeva, R.E., Zakirova, А.А., Koilybaeva, M.T. (2022). Prospects for Distance Learning in Kazakhstani Universities in the Context of Active Digitalization Due to the COVID–19. Vestnik universiteta “Turan” = Bulletin of “Turan” University. Pp. 276-283, doi: 10.46914/1562-2959-2022-1-1-276-283 (In Russ., abstract in Eng.).Broadbent J. Comparing online and blended learner’s self-regulated learning strategies and academic performance // The Internet and Higher Education. 2017. Vol. 33. P. 24–32. DOI: 10.1016/j.iheduc.2017.01.004Broadbent, J. (2017). Comparing Online and Blended Learner’s Self-Regulated Learning Strategies and Academic Performance. The Internet and Higher Education. Vol. 33, pp. 24-32, doi: 10.1016/j.iheduc.2017.01.004Islam Md.K., Sarker Md.F.H., Islam M.S. Promoting student-centred blended learning in higher education: A model // E-Learning and Digital Media. 2022. Vol. 19. No. 1. P. 36–54. DOI: 10.1177/20427530211027721Islam Md.K., Sarker Md.F.H., Islam M.S. (2022). Promoting Student-Centred Blended Learning in Higher Education: A Model. E-Learning and Digital Media. Vol. 19, no. 1, pp. 36-54, doi: 10.1177/20427530211027721Tzimas D.E., Demetriadis S.N. Impact of Learning Analytics Guidance on Student Self-Regulated Learning Skills, Performance, and Satisfaction: A Mixed Methods Study // Education Sciences. 2024. Vol. 14. No. 1. article no. 92. DOI: 10.3390/educsci14010092Tzimas, D.E., Demetriadis, S.N. (2024). Impact of Learning Analytics Guidance on Student SelfRegulated Learning Skills, Performance, and Satisfaction: A Mixed Methods Study. Education Sciences. Vol. 14, no. 1, article no. 92, doi: 10.3390/educsci14010092Андреева Н.В. Педагогика эффективного смешанного обучения // Современная зарубежная психология. 2020. Т. 9. № 3. С. 8–20. DOI: 10.17759/jmfp.2020090301Andreyeva, N.V. (2020). Pedagogy of Effective Blended Learning. Sovremennaya zarubezhnaya psikhologiya = Journal of Modern Foreign Psychology. Vol. 9, pp. 8-20, doi: 10.17759/jmfp.2020090301 (In Russ., abstract in Eng.).Anthonysamy L., Koo A.C., Hew,S.H. Selfregulated learning strategies and non-academic outcomes in higher education blended learning environments: A one-decade review // Education and Information Technologies. 2020. Vol. 25. P. 3677–3704. DOI: 10.1007/s10639-020-10134-2Anthonysamy, L., Koo, A.C., Hew, S.H. (2020). Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one-decade review. Education and Information Technologies. Vol. 25, pp. 3677-3704, doi: 10.1007/s10639-020-10134-2Абдыхалыкова Ж.Е., Мәлік Y.Б. Метакогнитивная инструкция в смешанной среде обучения // Вестник Торайгыров университета. Педагогическая серия. 2022. № 1. C. 215–-227. DOI: 10.48081/NIUS7438Abdyhalykova, J.E., Malik, U.B. (2022). Metacognitive Instruction in A Blended Learning Environment. Vestnik Toraigyrov universiteta. Pedagogicheskaya seriya = Bulletin of Toraighyrov University Pedagogics Series. No. 1, pp. 215-227, doi: 10.48081/NIUS7438 (In Russ.).Фомина Т.Г. Концептуальные подходы к анализу саморегулируемого обучения в зарубежной психологии образования // Современная зарубежная психология. 2022. Т. 11. № 3. С. 27–37. DOI: 10.17759/jmfp.2022110303Fomina, T.G. (2022). Conceptual Approaches to the Analysis of Self-Regulated Learning in Foreign Psychology. Sovremennaya zarubezhnaya psikhologiya = Journal of Modern Foreign Psychology. No. 1, pp. 27-37,doi: 10.17759/jmfp.2022110303 (In Russ., abstract in Eng.).Корякина Я.В, Ломтева Т.Н., Каменский М.В. Саморегулируемое обучение в условиях цифровизации образования // Вестник Северо-Кавказского федерального университета. 2019. № 2. С. 141–148. URL: https://vestnikskfu.elpub.ru/jour/article/view/43 (дата обращения: 06.06.2024).Koryakina, Ya.V., Lomteva, T.N., Kamensky, M.V. (2019). Self-Regulated Learning in the Context of Digitalization of Education. Vestnik Severo-Kavkazskogo federal’nogo universiteta = Bulletin of the North Caucasus Federal University. No. 2, pp. 141-148, doi: 10.37493/2307-907X-2019-71-2-141-148 (In Russ., abstract in Eng.).Николаева Н.В. Информационно-образовательная среда вуза в контексте смешанного обучения. // Коллекция гуманитарных исследований. 2022. № 4. С. 24–30. DOI: 10.21626/j-chr/2022-4(33)/3Nikolaeva, N.V. (2022). Information and Educational Environment of the University in the Context of Blended Learning. Kollektsiya gumanitarnykh issledovanii = Humanities Research Collection. No. 4, pp. 24-30, doi: 10.21626/j-chr/2022-4(33)/3 (In Russ., abstract in Eng.).Radulović B., Dorocki M., Olić Ninković S., Stojanović M., Adamov J. The effects of blended learning approach on student motivation for learning physics // Journal of Baltic Science Education. 2023. Vol. 22. No. 1. P. 73–82. DOI: 10.33225/jbse/23.22.73Radulović, B., Dorocki, M., Olić Ninković, S., Stojanović, M., Adamov, J. (2023). The Effects of Blended Learning Approach on Student Motivation for Learning Physics. Journal of Baltic Science Education. Vol. 22, no. 1, pp. 73-82, doi: 10.33225/jbse/23.22.73Nwabueze A.I., Isilebo N.B. Modern trends in the development of education. // Y.M. Abdulrahman, R.O. Anyaogu, N.J. Izuagba, R. Osim (Eds.). International and comparative education: A cross-cultural approach. Port Harcourt: Celwil Publishing. 2022. P. 545–558. URL: https://www.researchgate.net/profile/AkachukwuNwabueze-2/publication/360108214 (дата обращения: 06.06.2024).Nwabueze, A.I., Isilebo, N.B. (2022). Modern Trends in the Development of Education. In: Y.M. Abdulrahman, R.O. Anyaogu, N.J., Izuagba, R. Osim (Eds.). International and comparative education: A cross-cultural approach. Pp. 545-558. Port Harcourt: Celwil Publishing. Available at: https://www.researchgate.net/profile/Akachukwu-Nwabueze-2/publication/360108214 (accessed 14.02.2023).Ко Ен Чоль, Ким Енсук. Теоретические аспекты и сущность самоуправляемого обучения. // Мир науки. Педагогика и психология. 2021. Т. 9. № 6. C. 1–19. URL: https://mir-nauki.com/PDF/35PDMN621.pdf (дата обращения: 06.06.2024).Ko Young Chul, Kim Young Suk (2021). Theoretical Aspects and Essence of Self-Directed Learning. Mir nauki. Pedagogika i psikhologiya = The World of Science. Pedagogy and Psychology. Vol. 9, no. 6, pp. 1-19. Available at: https://mir-nauki.com/35PDMN621.html (accessed 06.06.2024). (In Russ., abstract in Eng.).Голуб Г.Б., Коган Е.Я., Посталюк Н.Ю., Фишман И.С. Компетентностно-ориентированное образование. Методология и практика / под общ. ред. Е.Я. Когана. Самара: Издательский дом «Фёдоров», 2014. 128 с.Golub, G.B., Kogan, E.Ya., Postaluk, N.Yu., Fishman, I.S. et al. (2014). Competence-Oriented Education. Methodology and Practice. Publishing house “Fedorov”. 184 p. (In Russ.).Моросанова В.И. Осознанная саморегуляция как метаресурс достижения целей и разрешения проблем жизнедеятельности // Вестник Московского университета. Серия 14. Психология. 2021. № 1. С. 3–37. DOI: 10.11621/vsp.2021.01.01Morosanovа, V.I. (2021). Conscious Self-Regulation as a Metaresource for Achieving Goals and Solving the Problems of Human Activity. Vestnik Moskovskogo universiteta. Seriya 14. Psikhologiya = Bulletin of the Moscow University. Episode 14. Psychology. Pp. 4-37, doi: 10.11621/vsp.2021.01.01 (In Russ., abstract in Eng.).Лызь Н.А., Голубева Е.В., О.Н. Истратова О.Н. Образовательный опыт студентов: концептуализация и разработка инструмента оценки качества образования // Вопросы образования / Educational Studies Moscow. 2022. № 3. С. 67– 98. DOI: 10.17323/1814-9545-2022-3-67-98Lyz’, N.A., Golubeva, E.V., Istratova, O.N. Students’ Educational Experience: The Conceptualization and Development of a Tool for the Assessment of Education Quality. Voprosy obrazovaniya = Educational Studies Moscow. No. 3, pp. 67-98, doi: 10.17323/1814-9545-2022-3-67-98 (In Russ., abstract in Eng.).Бахишева С.М., Тихонюк Е.В., Мухтар З.Г., Кинжекова Р.С., Кемешова А.М. Единая среда смешанного обучения: казахстанский контекст. Образование и наука. 2024. Т. 26. № 6. С. 12–41. DOI: 10.17853/1994-5639-2024-3371Bakhisheva, S.M., Tikhonyuk, E.V., Mukhtar, Z.G., Kinzhekova, R.S., Kemeshova, A.M. (2024). Unified Blended Learning Environment: The Kazakh Context. Obrazovanie i nauka= Education and science. Vol. 26, no. 6, pp. 12-41, doi: 10.17853/1994-5639-2024-3371 (In Russ., abstract in Eng.).Байденко В.И. Болонский процесс: европейский и национальные структуры квалификаций (Кн. Приложение 2) / Под науч. ред. В.И. Байденко. М.: Исслед. центр проблем качества подготовки специалистов. 2009. 220 с. ISBN: 978-5-7563-0387-2.Baidenko, V.I. (2009). The Bologna Process: European and national qualifications frameworks. Under the scientific editorship of V.I. Baydenko. Moscow: Issledovatel’skii tsentr problem kachestva podgotovki spetsialistov. 220 p. (In Russ., abstract in Eng.).Голуб Г.Б., Фишман И.С. Планирование формирования общих компетенций в профессиональной об-разовательной программе СПО на основе уровневой дифференциации деятельности // Проблемы современного образования. 2019. № 1. С. 118–134. EDN: XMHOSR.Golub, G.B., Fishman, I.S. (2019). Planning the Formation of General Competences in the Professional Educational Program of the Spo on the Basis of Level Differentiation of Activity. Problemy sovremennogo obrazovaniya = Problems of Modern Education. No. 1, pp. 118-134. Available at: https://www.elibrary.ru/download/elibrary_37278392_77112405.pdf (accessed 06.06.2024). (In Russ., abstract in Eng.).Фишман И.С., Голуб Г.Б. Компетентностно-ориентированное образование: оценка результатов / под ред. проф. Е.Я. Когана. М.: Федеральный институт развития образования. 2015, 128 с.Fishman, I.S., Golub, G.B. (2015). Competence-Oriented Education: Evaluation of Results. Federal’nyi institut razvitiya obrazovaniya = Federal Institute for Education Development. 118 p. (In Russ., abstract in Eng.).Ewell P.T. “Can Assessment Serve Accountability? It Depends on the Question” in Achieving Accountability in Higher Education, edited by J.C. Burke and Associates, San Francisco, CA: Jossey-Bass. 2005. P. 1–24.Ewell, P.T. (2005). Can Assessment Serve Accountability? It Depends on the Question in Achieving Accountability in Higher Education. Edited by J.C. Burke and Associates, San Francisco, CA: Jossey-Bass. Pp. 1-24.Schoenfeld A.H. How we think: A theory of goal-oriented decision making and its educational appli-cations. New York, NY: 2010. Routledge. 264 p. DOI: 10.4324/9780203843000Schoenfeld, A.H. (2010). How We Think: A Theory of Goal-Oriented Decision Making and Its Educational Appli-Cations. New York, NY: Routledge. 264 p., doi: 10.4324/9780203843000Benjamin R. The principles and logic of competency testing in higher education. In S. Blцmeke, O. Zlatkin-Troitschanskaia, C. Kuhn, J. Fege (Eds.), Modeling and measuring competencies in higher education: Tasks andchallenges, Boston, MA: Sense. 2013. P. 127–136. DOI: 10.1007/978-94-6091-867-4_9Benjamin, R. (2013). The Principles and Logic of Competency Testing in Higher Education. In: S. Blцmeke, O. Zlatkin-Troitschanskaia, C. Kuhn, J. Fege. Eds. Modeling and Measuring Competencies in Higher Education: Tasks andchallenges, Boston, MA: Sense. Pp. 127-136, doi: 10.1007/978-94-6091-867-4_9Anayatova D., Kostaubayeva Z. Applying projectbased learning principles on blended learning classroom: students’perception. SDU Bulletin: Pedagogy and Teaching methods. 2020. Vol. 1 No. 52. P. 11–24. DOI: 10.47344/sduBulletin.v52i1.37Anayatova, D., Kostaubayeva, Z. (2020). Applying Project-Based Learning Principles on Blended Learning Classroom: Students’perception. SDU Bulletin: Pedagogy and Teaching methods. Vol. 1, no. 52, pp. 11-24, doi: 10.47344/sduBulletin.v52i1.37Wang C.H., Shannon D.M., Ross M.E. Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning // Distance education. 2013. Vol. 34 No. 3. P. 302–323. DOI: 10.1080/01587919.2013.835779Wang, C.H., Shannon, D.M., Ross, M.E. (2013). Students’ Characteristics, Self-Regulated Learning, Technology Self-Efficacy, and Course Outcomes in Online Learning. Distance Education. Vol. 34, no. 3, pp. 302-323, doi: 10.1080/01587919.2013.835779

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