Вовлеченность в онлайн-обучение через призму образовательного опыта взрослых
Аннотация
Вовлеченность в обучение дает исследователю возможность судить об образовательном опыте обучающегося. Авторы указывают на несостоятельность оценивания вовлеченности исключительно на основании поведенческих маркеров и подчеркивают комплексность данного конструкта. В качестве теоретической рамки исследования используется модель Community of Inquiry (CoI) для изучения образовательного опыта обучающихся в цифровой среде, согласно которой обучение имеет социально сконструированную природу. Представление о непрерывном обучении как о формировании новой профессиональной идентичности взрослого согласуется с идеей онтологического поворота в обучении. Осмысляя образовательный опыт взрослых как активных участников процесса обучения, авторы предлагают рассматривать вовлеченность как характеристику этого опыта и обсуждают внешние и внутренние по отношению к обучающемуся факторы учебной вовлеченности. В качестве внутренних факторов выступают предыдущий опыт, представление о себе в будущем и личные цели обучающегося. Внешние факторы определяются исходя из теории самодетерминации, при этом наиболее значимыми для вовлеченности в онлайн-формате являются чувство компетентности и принадлежности.
Статья призвана запустить новый виток дискуссии об исследовании вовлеченности в образовании, в частности о сборе релевантных данных, их интерпретации и использовании для блага обучающихся.
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