Volume 04 Issue 11-2024
210
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
210-219
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article explores the current state of the issue of developing students' competence in independent learning in the
context of educational digitalization. Based on research findings, suggestions have been developed to enhance
students' competence in independent learning.
KEYWORDS
Independent work, independent learning, student, teacher, competence in independent learning.
INTRODUCTION
In global educational development, the significance of
fostering a culture of independent thinking for
determining a country's progress and its socio-
economic, national cultural position, and prospects is
invaluable. The success of higher education systems in
developed countries (such as Harvard University in the
USA, Cambridge University in the UK, The Australian
National University in Australia, Tsinghua University in
China, and others) is fundamentally determined by the
development of independent activity competence in
graduates. Competence in independent learning helps
students engage in self-development and enhances
the efficiency of professional activities. Developing
effective technologies for teaching "specialty"
subjects with a professional orientation and fostering
independent cognitive activity in students is of urgent
importance.
Currently, students' independent work is recognized as
the primary form of organizing practical educational
Research Article
THE CURRENT STATE OF THE ISSUE OF DEVELOPING STUDENTS'
COMPETENCE IN INDEPENDENT LEARNING IN THE CONTEXT OF
EDUCATIONAL DIGITALIZATION
Submission Date:
November 11, 2024,
Accepted Date:
November 16, 2024,
Published Date:
November 21, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue11-41
Abdumannopov Muhammadsohib
Associate Professor at Fergana State University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 11-2024
211
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
210-219
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
processes. Thus, enhancing its effectiveness remains
one of the pressing issues. This urgent task
necessitates integrating a strategy for independent
learning into the practical education structure.
Independent learning plays a vital role in developing
students' competence in independent learning.
According to R.Kh. Djurayev, "Independent learning is
a personal process directed at studying the
experiences of ancestors and the achievements of
science and technology through chosen methods and
resources. In this process, a person's inner world,
emotions, and ability to think independently play a key
role" [4; pp. 43-47].
B.R.
Muqimov's
studies
emphasize
aligning
independent work with the development of
competencies, designing activities, utilizing ICTs and
the internet for educational purposes, role-playing
games, practical exercises, computer games, and other
interactive methods and techniques to improve the
effectiveness of students' professional-pedagogical
competence development [3].
N.A. Muslimov, M. Usmonboyeva, and M. Mirsoliyeva,
in their research, discussed the organizers of
independent learning in the classroom (collaborative
independent learning) and beyond the classroom
(individual independent learning). "The successful
implementation of independent learning largely
depends on the development of self-management
skills. Didactic principles, as well as theoretical and
pedagogical technologies, play a key role in
independent learning" [1].
According to N.A. Muslimov, "Independent learning is
an organized process of subjective, regular,
independent, and autonomous activity aimed at
acquiring knowledge, developing concepts, and
forming skills and abilities" [2; p. 85].
Students' independent work can be implemented in
the following forms:
-Independent work directly carried out by the student
(via a mobile device);
-Independent work under the guidance of a teacher in
a traditional format;
-Independent work in electronic form (via a mobile
device) under the guidance of a teacher.
Table 1
Independent work under the guidance of a teacher in a traditional format:
№
Forms of Independent
Work
Content of Independent Work
1
Problem-solving
Solving tasks provided based on the topic of
practical lessons and presenting the solutions in
written form.
Volume 04 Issue 11-2024
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International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
210-219
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
2
Essay
Written explanation of a problem, including a
review of literary sources or analytical
presentation of scientific works and books.
3
Colloquium
Organizing a discussion to assess the
understanding of the theoretical part of the
educational module.
4
Personal essay
Expressing personal thoughts on a relevant topic
in written form, using critical, journalistic, or
other genres.
5
Presentation
Delivering a presentation using slides or video
materials on a given topic.
6
Case study
Analyzing and finding solutions to tasks related
to problematic situations encountered in real-life
or professional contexts.
7
Role-playing games
Gaining professional skills by simulating
professional processes, staging scenarios, and
performing roles.
8
Glossary
Brief explanation of terms related to a given
topic.
9
Group project
Collaborative project work conducted by a group
of 3-5 students.
10
Calculation and graphic
tasks
Preparing graphic and calculation tasks, typically
in technical subjects such as engineering
graphics, electrotechnics, and information
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OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
technologies, following specified methodological
guidelines.
11
Course paper
Writing assignments based on the problems of a
subject or a group of subjects (e.g., preschool
education, general secondary education) as
outlined in specified methodological guidelines.
12
Course project
Preparing a project in technical or professional
subjects (e.g., technical mechanics, technological
processes, and devices) involving calculations
and graphic drawings, based on specified
methodological guidelines.
13
Diploma project
Creating a project related to a specific
professional subject, aimed at designing a
production facility or its component, including
graphical and calculated tasks as outlined in
specified methodological guidelines.
14
Internship report
Writing a report based on internship activities
(introductory, production, pre-graduation),
following specified methodological guidelines.
15
Participation in subject
circles
Preparing visual materials such as models, slides,
and samples in academic circles.
16
Participation in
competitions
Engaging in competitions under the scientific
supervision of a teacher (e.g., "Young Inventor,"
student startup projects, etc.).
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OCLC
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Publisher:
Oscar Publishing Services
Servi
17
Participation in subject
Olympiads
Competing in subject Olympiads organized
among higher education institutions (e.g.,
pedagogy, etc.).
18
Delivering reports at
scientific conferences
Presenting scientific research topics at
institutional, national, and international scientific
and technical conferences.
19
Publishing scientific
theses and articles
Publishing theses in conference proceedings and
articles in scientific journals related to research
topics.
20
Participation in the
preparation of
educational materials
Contributing to the preparation of textbooks,
study guides, methodological guides,
instructional manuals, and other educational
resources.
Independent Work of Students under the Guidance of a Teacher in Electronic Format
Table 2
№
Forms of Independent
Work
Content of Independent Work
1
Virtual problem-solving Solving tasks provided through electronic
platforms or applications, and submitting written
solutions online.
2
Digital essays
Preparing and submitting essays on assigned
topics via online platforms, incorporating digital
resources and references.
3
Online colloquium
Participating in virtual discussions or
assessments organized to evaluate theoretical
knowledge of an educational module.
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
4
E-portfolios
Developing an electronic portfolio of completed
tasks, projects, and assignments using digital
tools.
5
Multimedia
presentations
Creating and presenting slides, videos, or other
multimedia materials on given topics through
virtual platforms.
6
Online case studies
Analyzing and solving case study tasks provided
in digital format, often using collaborative online
tools.
7
Virtual simulations
Engaging in professional activity simulations
using software or web-based interactive modules.
8
Glossary building
Using online tools to create a glossary of terms
related to the subject, including multimedia
enhancements.
9
Collaborative e-projects Conducting group projects using collaborative
digital platforms, such as shared documents or
virtual meeting tools.
Independent Work Conducted Directly by Students Using Mobile Devices
Table 3
№
Type of Independent
Work
Content of Independent Work
1. Preparation for lessons
Studying lecture texts, vodcasts, video materials,
and descriptions of practical and laboratory work.
2. Information search
Exploring internet resources through provided
digests based on individual interests.
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OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
3. FAQ (Frequently Asked
Questions)
Searching for answers to personal inquiries using
educational programs or applications.
4. Forum participation
Exchanging opinions on subject topics via
Telegram channels or distance learning
platforms.
5. Solving tests
Reinforcing subject module materials through
exercises in educational test programs.
6. Preparation for
assessments
Preparing for upcoming midterm and final
assessments in the subject.
In the credit-module system, the volume of
independent work types for students increases to 50-
60%, while in the current education system, this
indicator constitutes approximately 40%. Therefore,
without paying sufficient attention to independent
learning and developing its methodological types, it is
impossible to fully implement the credit-module
system.
The time norms for students' participation in scientific
circles,
competitions,
scientific
conferences,
presenting papers, publishing theses, and articles are
not considered, and performing these tasks is
accounted for in the educational, methodological,
scientific-research, and "mentor-student" activities of
university professors and teachers.
Independent work types that can be carried out by
students in distance learning, such as Link, Chart, Q/A,
Review, SWOT, Interview, Google Apps, Digest, and
Report, can be performed with the guidance of
instructors using the time allocated from contact hours
(classroom sessions).
Organizing students’ independent work in a distance
format and achieving educational outcomes (based on
Bloom's taxonomy) is considered the most optimal
option for students motivated to learn. This method
allows students to acquire 21st-century skills by
offering various programs and applications, potentially
surpassing even classroom lessons in effectiveness.
Currently, interactive teaching methods widely used in
language learning and economics education are
becoming popular. Many of these methods can also be
effectively applied in teaching technical knowledge.
To organize independent work in a remote system, it is
necessary to define learning outcomes through
Bloom's taxonomy and select an appropriate
educational application within the Android system
using "Bloom’s verbs" for forming knowledge and
skills. For instance, activities such as marking a
document, making copies, defining, identifying
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Publisher:
Oscar Publishing Services
Servi
relevance, approving, explaining, recording, recalling,
recognizing, reporting, asking, re-asking, searching,
identifying, naming, repeating, extracting, searching,
marking, referencing, recalling, imagining, describing,
locating, positioning, and other activities related to the
*KNOWLEDGE* category can be organized through
Android applications like Notepad+, Mental Note,
Word, Google, Excel, PowerPoint, Polaris Office,
ShowMe, Quick Sketch, Blogpress, SmartOffice2,
Show of Hands, Zoho Docs, Prezi, and Flashcards+.
Activities like classifying, categorizing, presenting,
searching for information, connecting, providing
evidence,
explaining,
summarizing,
discussing,
identifying new aspects, interpreting, evaluating,
extending, demonstrating, grouping, differentiating,
collecting
information,
drawing
conclusions,
annotating,
expressing
differently,
translating,
comparing, defining features, predicting, generalizing,
and
confirming,
which
belong
to
the
*COMPREHENSION* category, can be organized
through Android applications like Twitter, Google
Docs, PhatPad, Categorize App, Story Planner,
Quickvoice, Photocard, Google Photos, Debate Champ,
iTranslate, Errands To-do, YouTube Capture, and
eBook Magic.
Activities such as performing, managing, presenting,
applying, executing, mapping, assembling, calculating,
selecting, modifying, summarizing, demonstrating,
constructing,
implementing,
proving,
forming,
conducting surveys, discussing topics, conducting
experiments, formalizing, influencing, inquiring,
sending, downloading, sketching, exchanging ideas,
drawing, activating, completing, and utilizing, which
belong to the *APPLICATION* category, can be
organized using Android applications like Interview
Assistant, Ann’s Flash Cards, ScrapPad, Keynote,
Picture Collage, Flashcard Machine, Things, Inspiration
Maps, OneNote, Wolfram Alpha, WunderList,
Presentation Timer, Revision Quiz Maker, Pages, iWish,
FlipBoard, PaperHelper, Flashcards Deluxe, iDesign,
and 2Screens.
Activities like identifying characteristics, linking via
references,
ranking,
determining
relevance,
comparing, explaining, categorizing, determining
levels, making conclusions, classifying, identifying
reasons, establishing connections, providing ratios,
showcasing
examples,
isolating,
evaluating,
distinguishing, organizing, investigating, critically
annotating, breaking down, planning, highlighting,
announcing, segmenting, creating questionnaires,
defining
boundaries,
determining
structure,
emphasizing, and analyzing, which fall under the
*ANALYSIS* category, can be organized through
Android applications such as Simpleminds+, NotesPlus,
Numbers, Use Your Writing, Dropbox, BigWorld,
Dragon Dictation, Data Analysis, Easy Chart, Quick
Graph, Simple Note, myHomework, Priority Matrix,
Course
Notes,
Ideament,
Educreations,
and
Assignments.
For activities such as creating video materials on a
topic, managing ideas, performing, expressing ideas in
new forms, collaborating, simulating, blending,
developing, building, constructing, programming,
creating,
inventing,
combining,
generalizing,
modifying, synthesizing, initiating, refining, writing
theses and articles, adapting, resolving, solving,
delivering lectures, directing, providing assistance,
writing, accelerating, publishing, creating designs,
negotiating, holding discussions, and planning, which
belong to the *SYNTHESIS* category, Android
applications like iMovie, Flipbook, Do Ink, Explain
Everything, Drawing Pad, Creative Book, Padlet, Story
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International Journal of Pedagogics
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OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Creator, Audio Boom, Video Shop, Shadow Puppet,
WebAlbums, EasyStudio, Book Creator, and iStop
Motion can be used.
For
activities
like
confirming,
controlling,
differentiating by levels, systematizing, re-expressing,
reflecting,
forecasting,
convincing,
measuring,
justifying,
predicting,
supporting,
criticizing,
investigating and clarifying, defending, approving,
debating,
reviewing,
concluding,
correcting,
managing, evaluating, recommending, testing in
practice, and proving, which belong to the
*EVALUATION* category, Android applications like
WhatsApp, Facebook, iBrainstorm, Skype, YouTube, FB
Messenger, Google+, Roambi Analytics, Strip Designer,
Moodle Mobile, Clear Sea, Group Board, PressReader,
Green Screen, Edublogs, Tools 4 Students, and
Blogpad can be used.
When organizing students' independent work
remotely, it is advisable to adapt to the student's
device capabilities. Since many students currently have
Android-based mobile devices, using compatible
applications in the m-learning system is highly
convenient for them.
It should be noted that the issue of students'
independent learning is widely discussed among
psychologists, educators, didactics specialists, and
methodologists. Their research helps shape the
general didactic goals of independent learning in the
educational process.
When forming knowledge and skills, students
independently plan and implement the tasks they need
to perform, adhering to the principle: "I know why I
need to learn what I am learning, and I know where and
how to apply it." This indicates that independent
learning is the foundation for developing intellectual
independence skills in students.
The "Primary Education" and "Primary Education and
Sports Educational Work" educational programs
approved by Fergana State University on August 30,
2023, were analyzed. According to the analysis, the
maximum workload for undergraduate programs in
4th-year courses is set at 54 hours per week, while for
1st, 2nd, and 3rd-year courses, it is 60 hours per week.
Of this, 32 hours are allocated to classroom learning for
4th-year students and 26 hours for 1st, 2nd, and 3rd-
year students. The remaining hours
—
22 hours for 4th-
year students and 34 hours for 1st, 2nd, and 3rd-year
students
—
are designated for independent learning
outside the classroom, with 12
–
24 hours specifically for
independent work. The total workload amounts to
6,588 hours for 4th-year students, with 3,348 hours
allocated to independent learning, constituting 50.8%
of the total workload. For 1st, 2nd, and 3rd-year
students, the total workload is 6,120 hours, with 3,240
hours allocated to independent learning, accounting
for 52.9% of the total workload.
For instance, the "Pedagogical Skills" course for 4th-
year students has a total workload of 120 hours, with
60 hours (50%) allocated for independent learning. The
"Primary Education Pedagogy" course for 2nd and 3rd-
year students has a total workload of 360 hours, with
194 hours (53.8%) allocated for independent learning.
The "Innovation and Integration in Primary Education"
course for 3rd and 4th-year students has a total
workload of 300 hours, with 180 hours (60%) allocated
for independent learning.
This demonstrates that across all undergraduate
programs, the hours allocated for independent
learning constitute an average of 50
–
55% of the total
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:
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OCLC
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Publisher:
Oscar Publishing Services
Servi
academic
workload,
providing
significant
opportunities for students to independently master
their knowledge.
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