Перегляд за Автор "Volkova Nataliia"

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  • Ескіз
    Документ
    Blended learning technologies as a factor in developing self-education competence of medical college students
    (Alfred Nobel University, 2024-12-19) Volkova Nataliia; Lovyanova Iryna
    This study substantiates the peculiarities of developing the self-education competence of medical college students through blended learning technologies. The purpose of this publication is to define the effectiveness of integrating traditional and online learning formats to enhance students’ independent and self-directed learning. The research employs methods such as analysis, synthesis, and specification of scientific-pedagogical and methodological sources on the application of blended learning technologies and the development of self-education competence. Additionally, content analysis of regulatory documents, curricula, and methodological materials of medical colleges, along with surveys and questionnaires, was conducted. It has been established that blended learning, which integrates traditional teaching methods with online components, provides new opportunities for fostering students’ independent learning. The study explores leading approaches to organising such learning, including the use of electronic platforms, video materials, interactive tasks, and discussion forums to encourage active student engagement. Particular emphasis is placed on the importance of self-education competence for medical students, who must develop the ability to independently acquire and apply knowledge and skills relevant to professional practice. The study highlights the advantages of blended learning in enhancing critical thinking, fostering self-education competence, and structuring individual learning pathways. Special attention is given to digital platforms, which enable interactive engagement with learning materials and facilitate access to up-to-date scientific research, clinical case studies, and medical databases. The findings of this research substantiate the critical role of self-education competence in the professional training of medical students and demonstrate the relevance of blended learning technologies in optimising this process. To ensure effective development of this competence, an electronic educational and methodological complex, comprising “Patient Care” and “Propaedeutics of Internal Medicine”, has been developed and integrated into the educational information environment of the medical college. This complex implements blended learning technology, combining traditional and distance learning formats, providing students with flexibility, personalised learning pathways, and the ability to study autonomously. The course is structured on a modular basis, ensuring logical interconnections between topics and forming a comprehensive learning system that includes theoretical preparation, practical training, and continuous knowledge assessment. The study confirms that the proposed methodological framework facilitates the development of self-directed learning skills, information analysis, and application, which are fundamental to the lifelong learning process of future medical professionals. The research concludes that blended learning technologies hold significant potential for further development. In the future, this educational model will enable deeper integration of advanced technologies into the training of medical professionals. The application of virtual reality and artificial intelligence for medical data analysis will further expand self-education opportunities, enhance students’ autonomy in the learning process, and support personalised pathways for professional development.
  • Ескіз
    Документ
    Development of social skills of Doctors of Philosophy in professional education: conceptual approaches, methodological toolkit
    (Alfred Nobel University, 2024-12-19) Volkova Nataliia; Lebid Olha; Korobeinikova Tetiana
    The article addresses the issue of developing social skills of doctoral candidates in professional education. The purpose of the study is to substantiate the set of social skills of doctors of philosophy in professional education and outline approaches to their development, which are implemented at Alfred Nobel University. The study used methods of comparative, retrospective and definitional analysis, categorization and modelling of the set of social skills of doctors of philosophy in vocational education, and conceptualization of advanced pedagogical experience in their formation in professional training. Based on a study of domestic and foreign scientific literature, the authors demonstrate the diversity of approaches to both the interpretation of social skills and the identification of their list. The article substantiates the groups of social skills that are important for doctors of philosophy in professional education: effective social communication and behaviour skills (ability to actively listen to the interlocutor, persuade and argue, present themselves and their ideas; mastery of nonverbal communication tools); collaboration and teamwork skills (ability to work effectively in a team and consider other points of view; establish and maintain contacts; model relationships with various subjects of the educational process, namely students, parents, teachers, university management, social partners, and stakeholders; ability to effectively resolve conflicts and achieve goals collaboratively); cognitive skills (critical thinking, creativity, positive thinking, self-education skills, and digital skills); self-organization skills (ability to set and achieve goals, self-management skills, self-organization, volitional self-regulation, self-assessment, self-reflection, self-development, identification and production of an internal resource base); personal skills (self-confidence, empathy, responsibility, emotional intelligence, resilience, time management, criticality, stress resistance, tolerance, honesty, optimism, flexibility, entrepreneurship, active position and leadership, and adaptability). The methodological foundations for the development of social skills of postgraduate students who are obtaining the third (educational and scientific) level of higher education in specialty 015 Professional Education (by specialization) in the field of knowledge 01 Education/ Pedagogy at Alfred Nobel University are determined including: systemic, competency-based, axiological, personality-oriented, andragogical, participatory, and resource approaches; principles (the ones of social partnership, acmeological psychological and pedagogical support for the activities of subjects of the educational process, and internal freedom of the individual). The article shows the expediency of using a set of teaching and learning methods in each academic discipline of the educational and scientific program, including both mandatory and elective courses, which would maximally contribute to the development of social skills in postgraduate students. The educational potential of facilitation and coaching methods as an effective tool for developing social skills in PhD candidates in professional education is determined. It has been concluded that the development of social skills by doctors of philosophy in professional education is the basis for their successful careers as effective teachers, researchers, and leaders in their field. Their formation in the process of professional training will allow future doctors of philosophy to adapt to the challenges of the modern educational space.