| Abstract [eng] |
The doctoral dissertation is designed to evaluate the peculiarities of the usage of interactive technologies in the study process for fostering students’ self-directed learning. Theoretically defined and justified levels of self-directed learning allows to evaluate student’s initial and achieved level of self-directed learning while using interactive technologies; an interactive learning environment, students used during the studies, was created; the model and research methodology for the application of interactive technologies in the learning process for fostering students’ self-directed learning was justified which allows to evaluate the peculiarities of the environment for students’ self-directed learning. This research determined different expressions of factors fostering the change in students’ self-directed learning levels. The most influencing factors in group of infrastructure: interactivity, user’s responsibility and mobility; in group of teacher preparation: teacher’s ability to create environments receptive for self-directed learning, to plan properly and integrate IT into the educational content; in a group of student preparation: motivation, and independency; in a group of collaboration and support: the possibility to communicate while using interactive technologies, to share information with the help of interactive technologies, to disseminate information and to accumulate information in the shared environment. |
