Atvirojo mokymosi proceso modeliavimas : dimensijos ir tyrimo kriterijai

LTStraipsnyje nagrinėjama mokymo proceso teorijos, kurių pagrindu yra grindžiama atvirojo mokymosi proceso koncepcija, teoriškai grindžiami tokio mokymosi proceso atpažinimo dimensijos ir jų tyrimo kriterijai, apibrėžiamos svarbiausios proceso charakteristikos - besimokančiojo autonomija, mokymasis bendradarbiaujant partnerystėje, mokymo turinio ir mokymosi sąlygų lankstumas. Žvalgomuoju tyrimu tikrinamos atvirojo mokymosi proceso diagnostinių parametrų nustatymo galimybės. [Iš leidinio]Reikšminiai žodžiai: Atvirasis mokymasis; Dimensija; Besimokančiojo autonomija; Kooperatyvus mokymasis; Mokymo turinio ir mokymosi sąlygų; Lankstumas; Open learning; Independence of a learner; Cooperative learner; The flexibility of learning content; And environment.

ENEvolution of information technologies influences aspiration to gain intelligence and higher qualification. Education institutions are actuated to care about learners skills, to take into consideration individuality, to adjust learners demand, to create specific learning environment. In this context education science underlines the individuality of learner and life-long learning. The personal initiative and self- learning is stressed. Self- learning process is related with learner internal characteristics, adoptable learning environment and flexible learning material. The conception of self- learning appraises the responsibility and engagement into learning, therefore it allows possibility to choose learning content, study means, progress and speed. How to develop the responsibility and self- learn skills of the learners? How to develop demand for learning and upgrading? Which learning techniques do foster the intelligence and abilities? Educators refer to different learning strategies: self- working, collaborative learning, upgrading of learning skills, and the change of teacher and student roles. The new open learning concept and importance of learning environment is stressed. Therefore is relevant to know the dimensions and possibilities for recognition and development of open learning process. The open learning idea is integral: as a mean of learning; as a framework of curriculum realisation; as a didactic system.The purpose of this article is to highlight the open learning as a research object of the teaching and learning process. The objectives are: to present an open learning concept, to isolate the characteristics and research dimensions of open learning process. Aiming to achieve the purpose, the scientific literature was analysed and findings were summarised. Conclusions: I. The analysis of scientific literature allows highlighting the main feature of open learning process - self- learning based collaborative learning, which assures reflective interaction and development of flexible learning environment. 2.The authors emphasise characteristics and research dimensions of open learning process: an independence of a learner, the cooperative learning, the flexibility of learning content and environment. The each dimension characterizes as a control of teaching- learning process - learner managed or teacher controlled. 3. The research technique for open learning process is presented, which allows identifying the research criteria and assessing the value of defined open learning characteristics. [From the publication]