The Bologna Process and Learner Autonomy: Russian Specifics
Abstract
The article deals with one of the problems that Russian higher education faces in the process of introducing credit-modular system as the implementation of one of the principles of Bologna Declaration. It is the problem of insufficient learner autonomy demonstrated by many Russian freshmen, which prevents them from being real subjects of their learning in general and of student-centered learning in particular. The author believes that the causes of this problem should be searched both in the specific features of the national way of thinking and in the peculiarities of the Russian traditional schooling. As the result of the research done, the author comes to the conclusion that the majority of Russian freshmen are not ready to study in the terms of credit-modular system because of the lack of necessary study skills and inability to work ndependently. Hence, the designers of new State educational standards of both secondary and higher education should focus their attention on the process of learner autonomy development
About the Author
M. A. Ivanova
Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University
Russian Federation
Cand. Sci. (Education), Assoc. Prof.
Russian Federation
Cand. Sci. (Education), Assoc. Prof.
References
1. Artamonova, Yu.D., Demchuk, A.L., Kamynina, N.R., Kotlobovskii, I.B. (2015). [Russian Higher Education System in the Bologna Process (On the Materials of the Russian Federation National Report for the EHEA Ministerial Conference]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 8/9, pp. 46-53. (In Russ., abstract in Eng.)
2. Gryazev, M.V., Rudnev, S.A., Anisimova, M.A., Blyakherov, I.S. (2014). [Modular Plans as a Means for Efficient Implementation of University Educational Programs on the Basis of FSES3+]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 11, pp. 5-17. (In Russ., abstract in Eng.)
3. Sazonov, B.A. (2011). [Individual Oriented Administration of Educational Process as a Condition of Modernization of Russian Universities]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 4, pp. 10-24. (In Russ., abstract in Eng.)
4. Yakunin, V.A. (1998). Pedagogicheskaya psikhologiya [Pedagogical Psychology]. St. Petersburg: V.A. Mikhailov Publ. Polius, 639 p. (In Russ.)
5. Chesnokova, G.S., Chesnokov, V.A. (2015). [The Problem of Studying Individual’s Subjectness in Higher School Pedagogy]. Vestnik KGU im. N.A. Nekrasova = Vestnik of Kostroma State University. Vol. 21, no. 3, pp. 94-99. (In Russ.)
6. Student-Centred Learning. Toolkit for Students, Staff and Higher Educational Institutions ESU. Brussels, October 2010. Available at: http://www.esib.org/documents/publications/SCL_toolkit_ESU_EI.pdf
7. Ivanova, M.A. (2009). Formirovanie uchebnykh umenij studentov vo vneauditornoj samostojatel’noj rabote [Formation of Students’ Study Skills in their Outclass Self-dependent Work]. Lipetsk: LSPU Publ., 158 p. (In Russ.)
8. Lezhneva, M.V., Solov’eva, N.A. (2007). [Theoretical Assumptions of Formation of Students’ Learning Autonomy in the Conditions of Credit System Implementation]. Vestnik Instituta pedagogicheskikh issledovanii ChGAKI. Ser.: Pedagogika i psikhologiya. [Proc. of Pedagogical Studies Institute of Chelyabinsk State Academy of Culture and Arts: Series: Pedagogy and Psychology]. No. 3, pp. 103-112. (In Russ.)
9. Abasov, Z. (2007). [Designing and Organization of Students’ Self-dependent Work]. Vysshee obrazovanie v Rossii [Higher Education in Russia]. No. 10, pp. 81-84. (In Russ.)
10. Pak, Yu.N., Shil’nikova, I.O., Pak, D. Yu. (2015). [Students’ Self-Educational Activity in Conditions of State Standards of New Generation]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 6, pp. 138-143. (In Russ., abstract in Eng.)
11. Petukhova, T.P., Belonovskaya, I.D., Glotova, M.I., Pashkevich, M.S. (2012). [Unassisted Work as Students and Professors See It: The Results of Monitoring]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 1, pp. 80-85. (In Russ., abstract in Eng.)
12. Solovova, E.N. (2010). Metodika obucheniya inostrannym yazykam: prodvinutyi kurs [Methods of Teaching Foreign Languages: Advanced Course]. Moscow: AST: Astrel’ Publ., 272 p. (In Russ.)
13. Babanskii, Yu.K. (1982). Optimizatsiya uchebno-vospitatel’nogo protsessa: metodicheskie osnovy [Optimization of Educational Process: Methodological Foundations]. Moscow: Prosveshchenie Publ., 192 p. (In Russ.)
14. Margaryan, T.D., Dikova, O.D. (2013). [The Bologna Process in Russia: Problems and Prospects]. Gumanitarnyj vestnik [Bulletin for Humanities]. No. 5. Available at: URL:http://hmbu.bmstu.ru/catalog/pedagog/ hidden/70.htm (In Russ.)
15. Solov’eva, N.A. (2007). [Pedagogical Conditions of Students’ Learning Autonomy Formation in the Credit System of Education]. Vestnik Instituta pedagogicheskikh issledovanii ChGAKI. Ser.: Pedagogika i psikhologiya [Proc. of Pedagogical Studies Institute of Chelyabinsk State Academy of Culture and Arts: Series: Pedagogy and Psychology]. No. 3, pp. 153-168. (In Russ.)
16. Baidenko, V.I., Selezneva, N.A. (2017). [Today’s Round of the Bologna Process: Continued Optimism. And a Little Bit about Russian… (Paper 1)]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 10 (216), pp. 94-108. (In Russ., abstract in Eng.)
17. Gorin, S.G. (2016). [How the Monitoring Results Influence the Growth of Bureaucratization and Dynamics of Teachers’ and Students’ Subjectness]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 1, pp. 69-74. (In Russ., abstract in Eng.)
18. Boguslavskii, M.V. (2016). [Conservative Strategy of Modernization of Russian Education at the Beginning of the XXI century]. In: Mezhdunarodnaya nauchno-prakticheskaya konferentsiya “Pedagogika XXI veka: standarty i praktiki” [Pedagogy of the 21st Century: Standards and Practice. Proc. Sci. and Pract. Conf.]. Lipetsk: LSPU n.a. P. Semenov-Tyan-Shanskii Publ., part 1, pp. 3-10. (In Russ., abstract in Eng.)
19.
20.
Review
Views:
581
Email this article 