European International Journal of Pedagogics
99
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TYPE
Original Research
PAGE NO.
99-102
DOI
OPEN ACCESS
SUBMITED
20 January 2025
ACCEPTED
21 February 2025
PUBLISHED
23 March 2025
VOLUME
Vol.05 Issue03 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Methodological Factors in
The Use of Information
Technologies in
Independent Learning
Irkabaev Djumanali Usmanovich
Doctor of Philosophy (PhD) in Pedagogical Sciences, Head of the
Department of Exact and Technical Sciences at Angren University,
Uzbekistan
Abstract:
The study explores the possibilities of using
modern educational technologies in organizing
independent student learning (ISL) in physics in higher
education institutions. It examines the characteristics,
structure, and didactic support of technologies aimed at
encouraging students to independently complete
educational tasks, fostering interest in learning, and
deepening knowledge in specific subject areas. The
content of ISL involves performing practical tasks that
contribute to the development of logical thinking,
creative activity, and a research-oriented approach to
mastering academic material. Relevant issues have been
analyzed and conclusions drawn.
Keywords:
Digitalization,
empirical
knowledge,
academic impulse, feedback, technology, multimedia,
method.
Introduction:
Independent Student Learning (ISL) is a
specific type of student educational activity aimed at
independently completing didactic tasks, fostering
interest in learning, and deepening knowledge in a
particular subject area. The content of ISL involves
practical tasks that help develop logical thinking,
creative activity, and a research-oriented approach to
assimilating educational material [1].
Typically, ISL includes both fully independent student
activities and guided independent learning outside the
classroom under the supervision of a teacher (GISL).
In full-time undergraduate programs, ISL accounts for
half of the total subject hours, with about 14% allocated
to GISL. In part-time education, ISL is recommended to
comprise four-fifths of the total subject hours.
The GISL workload is not fully included in the teacher’s
overall workload. However, separate workload
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European International Journal of Pedagogics
allocations are specified for contact sessions (e.g.,
drawing assignments, coursework, course projects,
graduation papers, master's theses, mentoring of
researchers and PhD candidates, etc.).
The organization of ISL is carried out in accordance
with the core regulatory documents of the higher
education institution, including working curricula
(syllabi) and requirements for independent study of
subject modules.
ISL can be implemented in the following forms:
- Independent activities carried out directly by
students using their mobile devices;
- Traditional teacher-supervised independent student
work;
- Electronic teacher-supervised independent student
work.
Independent activities carried out directly by students
via mobile devices may include [1,2]:
- Preparing for lessons: studying lecture notes, video
materials,
practical
and
laboratory
session
explanations;
- Information search: using digests tailored to personal
interests to explore internet resources;
- FAQ (frequently asked questions): searching for
answers to relevant issues using educational software;
- Forums: discussing topics via Telegram channels or
distance learning platforms;
- Solving tests: reinforcing module content by
practicing on educational testing platforms;
- Preparing for assessments: getting ready for midterm
and final tests in the subject;
- Participating in competitions: engaging in contests
under the academic guidance of instructors;
- Taking part in subject olympiads: participating in
academic competitions between HEIs (physics, IT,
etc.);
- Presenting at scientific conferences: giving
presentations on research topics at institutional,
national,
and
international
scientific-technical
conferences;
- Publishing theses and articles: submitting theses to
conference proceedings and research articles to
scientific journals based on their research topics;
- Contributing to the development of educational
materials: participating in the preparation of
textbooks,
manuals,
methodological
guides,
instructional materials, and other educational
resources.
Electronic forms of TLMs are impossible to implement
without modern information tools. These include:
TLMs, including their descriptions, topics, assignments,
methods of delivery, and the number of hours, are
presented in the course syllabus according to subject
modules.
TLMs must be based on innovative technologies. The in-
class form of TLMs involves students performing tasks
using textbooks and primary sources, engaging in group
work, and conducting individual analytical activities
within the framework of given assignments.
TLMs are conducted according to a schedule that
specifies the date, time, classroom, and tutor for each
subject throughout the academic period.
Lessons within the framework of TLMs are conducted in
advisory and interactive formats. The ratio of these
formats depends on the complexity of the subject, the
number of classroom hours allocated, the availability of
didactic electronic resources, and the students'
preparedness.
During physical experiments, students must be taught
how to measure, perform tasks, obtain results, and
make final conclusions.
Thus, electronic educational-methodical support aimed
at developing students' professional competencies and
creative abilities ensures empirical knowledge
acquisition in physics education.
The educational process in higher education is a
complex system that encompasses various aspects such
as organizational, managerial, and cognitive activities in
preparing highly qualified specialists.
The educational process mainly consists of academic
sessions and assessment procedures. Academic sessions
include all types of academic activities, students’
independent
learning,
and
practical
training.
Assessment procedures indicate the extent to which
students have mastered the educational program.
In today's environment of globalization and educational
reforms, several factors determining the ranking of
higher education institutions are being prioritized.
Therefore, it is advisable for each higher education
institution to consider these factors, improve its
ranking, and modernize the educational process,
including making adjustments to the pedagogical
workload standards.
Granting such opportunities to universities by the
Ministry of Higher and Secondary Specialized Education
creates a strong foundation for increasing the
effectiveness of educators' work and improving the
ranking of higher education institutions.
The Role of Digitalized Independent Learning in
Enhancing the Quality of Education
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The role of digitalized independent learning in
improving the quality of education is significant.
Knowledge gained through independent activity tends
to be more effectively absorbed than information
directly provided by a teacher.
To fulfill the tasks currently set before the education
system
—
suc
h as promoting students’ independent
learning of materials, encouraging their professional
development, and fostering creative engagement
—
it
is necessary to increase the responsibility of teachers.
Both students and teachers must understand that
independent learning is conducted for the benefit of
the student. The student must realize that
independent work is not done for the teacher, but for
themselves, and it is a key factor in ensuring their
future success.
According to modern pedagogical technologies,
learners should study independently as much as
possible during the learning process, while the teacher
should manage this independent work by providing the
necessary materials.
Organizing TLMs is hardly conceivable without modern
information technology, multimedia and animation
environments, and software tools.
Teachers create their own module, i.e., an electronic
collection, containing presentations, handouts, syllabi,
case studies, situational problems, and similar tasks
related to their subject. This collection is then
uploaded to a specialized educational portal.
Students, with the teacher's permission, can access
this blog, download necessary materials in advance,
and engage in independent learning.
Teachers and students communicate online via a news
forum
—
teachers post assignments, announcements,
news, and other subject-related information in this
forum.
Communication between the teacher and the student
can also be carried out through modern messengers
such as WhatsApp, Facebook Messenger, WeChat,
Instagram Direct, Telegram, Snapchat, Viber, Line,
KakaoTalk, Discord, and Skype. The communication
time is specified in the teacher's syllabus.
The electronic module provides broader opportunities
for teachers to demonstrate their pedagogical
methods and allows them to modify certain parts of
the information it contains. It also creates great
opportunities for students to complete independent
work in the subject, both with and without the
teacher's involvement.
Taking into account the achievements in this field, it is
important to note that the effective use of modern
information tools and computer technologies in the
overall activities of educational institutions can be
realized through the following aspects:
Organizing the institution’s operations more efficien
tly
via interactive teleconferences, virtual consultations,
and the rapid transfer of important information to the
personal or group computers of professors and
instructors;
Creating the conditions for communication with
education management bodies or other responsible
organizations through modern messengers;
Establishing
creative
collaboration
with
other
educational institutions, including foreign universities;
Searching for and effectively using information through
the internet.
The following directions are considered relevant and
promising in the development and implementation of
informational resources and their software and
methodological support:
Developing and improving systems that control the
quality of e-learning programs and methodological
support,
establishing
requirements
and
legal
frameworks for them;
Developing, improving, and implementing software for
distance learning courses aimed at independent
learning;
Strengthening the material and technical base for
implementing e-learning in higher, secondary special,
and vocational education institutions;
Establishing the exchange of educational information
with the global educational environment.
As in developed countries, the use of computer
technologies in educational institutions in our country
also allows for the implementation of a wide range of
tasks. That is, in institutions with the opportunity for
active use, computer technologies perform the
following main functions:
Increasing student interest in learning through the use
of multimedia technologies;
Enhancing students' thinking abilities and increasing the
effectiveness of mastering educational material due to
the interactive nature of education;
Providing the possibility to model and observe
microscopic processes that are difficult or impossible to
demonstrate in real-life conditions;
Having a positive impact not only on the level of mastery
of the material but also on the students’ levels of logical
reasoning and perception;
Providing the opportunity for distance learning for
students who missed lessons for valid reasons;
Enabling students to independently search for materials
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and find solutions to problem-based tasks, thus
conducting certain research work;
Creating conditions for quickly completing tasks such
as writing term papers, graduation theses, and
master's dissertations, searching and reviewing
learning materials independently, making selections,
and analyzing information and data.
Hozirgi davrda ta’lim mazmunini takomillashtirishning
bosh xususiyatlaridan biri
–
kompyuter bilan muloqot
jarayonida uning doimiy murojaat qilinadigan «qo‘llab
quvvatlovchi axboroti»ni ko‘paytirish, kompyuter
axborot muhiti va hozirgi zamon talablariga javob bera
oladigan darajadagi axborot bazasining yaratilganligi,
gipermatn va multimedia, o‘qitishd
a imitatsiya,
kommunikatsiya tizimlari qabul qilinganligidir.
Nowadays,
information
and
communication
technologies are increasingly becoming a key factor in
the development of all sectors of society and branches
of technology.
CONCLUSION
The recommended didactic principles for using
modern teaching tools are closely interrelated and
complement each other. Therefore, applying all the
considered didactic principles in a comprehensive
manner is logical. The goal of all scientific and
methodological research in higher education pedagogy
and didactics is to meet the knowledge requirements
for graduates as defined by state educational
standards and the standards of higher education
institutions.
In teaching the laws and principles of physical
processes and phenomena, it is necessary to prioritize
educational technologies that align with students'
cognitive abilities and to apply virtual animation tasks
within a feedback-based visual environment at a
productive level.
In physics education, the use of electronic software
—
especially in laboratory classes through various types
of models
—helps develop students’ creative thinking
and professional competencies.
The use of virtual (computer-based) experiments in
this research, both as a teaching tool and as a method
of learning, contributes to the development of
students’ creative abilities. It is expedient to
implement
electronic
educational-methodical
resources that facilitate empirical knowledge
acquisition in physics (such as measurement, task
performance, and obtaining results).
By utilizing electronic software tools, a technological
structure and schematic design for the animated
teaching
method
has
been
developed and
implemented in practice. This contributes to the
formation of students’ academic motivation.
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