INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
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USING INFORMATION TECHNOLOGIES TO FOSTER INDEPENDENT LEARNING
IN UNIVERSITY STUDENTS: A METHODOLOGICAL APPROACH
Turobova Ziyoda Shuhrat qizi
Annotation:
This study explores the methodological approach to integrating information
technologies (IT) in higher education with the aim of fostering independent learning among
university students. Conducted across three universities in Uzbekistan during the 2023–2024
academic year, the research employed a mixed-method design combining pedagogical
experimentation with qualitative analysis. A total of 120 undergraduate students participated in
a semester-long intervention that utilized tools such as Moodle, Google Scholar, interactive e-
books, and video lectures. Prior to the intervention, students received training in digital literacy.
The findings demonstrate that IT tools significantly enhance students' ability to search, evaluate,
and synthesize academic information independently. Post-intervention assessments revealed
improved digital competence, increased motivation for self-directed learning, and a greater
sense of academic autonomy. The study concludes that carefully structured integration of IT
into the learning process supports the development of critical thinking and research skills,
essential for 21st-century education.
Annotatsiya:
Ushbu tadqiqot axborot texnologiyalarini oliy ta’lim jarayoniga integratsiyalash
orqali talabalarda mustaqil ta’lim ko‘nikmalarini shakllantirish metodikasini o‘rganishga
bag‘ishlangan. Tadqiqot 2023–2024 o‘quv yili davomida O‘zbekistonning uchta oliy ta’lim
muassasasida olib borildi va aralash metod (mixed-method) asosida — pedagogik eksperiment
hamda sifatli tahlil (qualitative analysis) orqali amalga oshirildi. 120 nafar bakalavriat talabalari
ishtirok etgan ushbu eksperiment davomida Moodle, Google Scholar, interaktiv elektron
darsliklar va video ma’ruzalar kabi raqamli vositalardan foydalanildi. Dastlab talabalar raqamli
savodxonlik bo‘yicha tayyorlov kursidan o‘tkazildi. Tadqiqot natijalari shuni ko‘rsatdiki,
axborot texnologiyalaridan foydalanish talabalar tomonidan ilmiy axborotni mustaqil izlash,
baholash va umumlashtirish qobiliyatini sezilarli darajada oshiradi. Eksperiment yakunida
talabalarning raqamli ko‘nikmalari, o‘z-o‘zini o‘rgatish motivatsiyasi va o‘quvdagi mustaqilligi
yuqori darajada oshgani aniqlandi. Tadqiqotdan xulosa qilinishicha, axborot texnologiyalarini
puxta rejalashtirilgan metodika asosida ta’lim jarayoniga joriy etish mustaqil fikrlash va
tadqiqotchilik salohiyatini rivojlantirishda muhim omil hisoblanadi.
Keywords:
Independent learning, information technology, digital tools, higher education,
student autonomy.
Kalit so’zlar:
Mustaqil ta’lim, axborot texnologiyalari, raqamli vositalar, oliy ta’lim, talaba
mustaqilligi.
Introduction
In the 21st century, independent learning has become a cornerstone of modern higher
education. With the rapid development of digital technologies, students are expected not only to
consume information but also to search, evaluate, and apply it independently. This shift
demands pedagogical strategies that integrate information technologies (IT) into teaching and
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 12, issue 1, June 2025
https://wordlyknowledge.uz/index.php/IJSR
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Index:
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133
learning processes. This article explores methodological approaches to using IT for guiding
students toward independent learning in university settings. The main goal is to increase student
autonomy, critical thinking, and research skills through technology-enhanced learning
environments.
Methods
This study employed a
mixed-method approach
, integrating both
quantitative and
qualitative research methodologies
to provide a comprehensive understanding of how
information technologies (IT) support the development of independent learning among
university students. The research was conducted during the
2023–2024 academic year
across
three higher education institutions in Uzbekistan
: Tashkent State Pedagogical University,
Samarkand State University, and Fergana Polytechnic Institute. These institutions were selected
based on their diverse student populations and varying levels of technological infrastructure,
ensuring a more generalized understanding of the problem.
A total of
120 undergraduate students
, primarily from education, engineering, and
humanities faculties, were involved in the study. The selection process was based on voluntary
participation and included both male and female students from different academic years. To
ensure inclusivity, students with different levels of digital literacy were included.
The core of the study was a
pedagogical intervention
that lasted one full semester. It
consisted of the
integration of various digital tools
into the students’ regular curriculum.
These tools included:
Moodle
– used as a central platform for managing course content, assignments, and
communication;
Google Scholar
– introduced as a tool for independent academic research and source
evaluation;
Interactive e-books and open educational resources (OER)
– provided students with
dynamic learning materials outside the standard curriculum;
Video lectures and YouTube academic channels
– offered supplemental content
aligned with the subjects taught.
Before the intervention began, students underwent a
training module on digital literacy
,
which included topics such as effective search strategies, evaluating online sources, avoiding
plagiarism, and organizing digital content. This training aimed to establish a baseline of skills
necessary for independent information gathering and application.
During the course of the semester, students were given assignments and projects that
explicitly required independent work
, such as:
Conducting online research on academic topics;
Preparing literature reviews using digital databases;
Creating multimedia presentations with integrated digital content;
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 12, issue 1, June 2025
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Index:
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134
Participating in discussion forums and online peer review activities.
To evaluate the effectiveness of the intervention, data were collected through
multiple
instruments
:
1.
Pre- and post-tests
: Used to assess changes in students’ information-seeking behavior,
critical thinking, and self-regulated learning abilities;
2.
Structured surveys
: Administered at the beginning and end of the semester to gauge
student attitudes, digital competence, and perceived autonomy in learning;
3.
Focus group interviews
: Conducted with randomly selected students and instructors to
gain deeper insights into the experiences, challenges, and outcomes associated with the
use of IT in independent learning;
4.
Instructor observation protocols
: Teachers recorded weekly reflections on student
engagement, task performance, and participation in digital platforms.
All qualitative data (interviews and observations) were transcribed and analyzed using
thematic analysis
, while quantitative data (test scores and survey responses) were statistically
evaluated using
descriptive and inferential methods
, including paired t-tests and correlation
analysis.
Ethical considerations were upheld throughout the study: informed consent was obtained
from all participants, data anonymity was ensured, and participants were allowed to withdraw
from the study at any time.
Results
Quantitative results indicated a significant improvement in students’ ability to search and
evaluate academic sources. After the intervention, 78% of students reported increased
confidence in conducting independent research, compared to 35% at the beginning of the
semester. Pre- and post-tests revealed a 26% average improvement in critical thinking and
information synthesis skills. Qualitative findings from focus groups suggested that students
appreciated the flexibility of IT tools and felt more motivated when given control over their
learning process. Teachers observed increased participation, creativity, and self-discipline
among students.
Discussion
The findings support the hypothesis that integrating IT into higher education facilitates
the development of independent learning skills. Tools such as LMS platforms, academic
databases, and online collaboration environments promote not only access to information but
also the formation of digital literacy and metacognitive strategies. However, successful
implementation requires teacher preparedness, institutional support, and students’ digital
competence. It is crucial to align IT usage with clear pedagogical objectives, ensure access to
resources, and foster a culture of autonomy and inquiry in academic settings.
Conclusion
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 12, issue 1, June 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
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135
The use of information technologies in fostering independent learning proves to be
effective when supported by structured methodology and digital competence training. As higher
education evolves, equipping students with the skills to manage their own learning through IT
is essential. Future research should focus on scalable models, interdisciplinary applications, and
long-term impacts of digital learning strategies.
References:
1. Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy.
International Review of Research in Open and Distributed Learning, 12(3), 80–97.
https://doi.org/10.19173/irrodl.v12i3.890
2. Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education:
Framework, principles, and guidelines. San Francisco, CA: Jossey-Bass.
3. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International
Journal of Instructional Technology and Distance Learning, 2(1), 3–10.
4. Selwyn, N. (2016). Education and technology: Key issues and debates (2nd ed.).
Bloomsbury Publishing.
