Savivaldaus mokymosi stiprybės ir silpnybės savarankiškai studijuojant socialinių mokslų magistrantūroje

LTŠiame straipsnyje atsakoma į išsikeltą tyrimo klausimą: „Kokie savivaldaus mokymosi (toliau – SM) realizavimo lygmenys ir jų komponentai aktualūs studijuojant savarankiškai socialinių mokslų magistrantūroje?“ Tyrimo (n = 327) rezultatai parodė, kad SM apima sąmoningą magistrantų mokymąsi, susijusį su besimokančiojo SM stiprybių ir silpnybių suvokimu bei įsisąmoninimu. SM stiprybės ir silpnybės magistrantams studijuojant socialinių mokslų srities studijų programose yra susijusios su savarankišku mokymusi, kuriame kertiniais momentais yra individualaus mokymosi planavimas ir organizavimas, asmeninės patirties reflektavimas, prisiimama atsakomybė už savarankiško mokymosi kokybę (mokymosi turinio įsisavinimą, konkrečių mokymosi tikslų suformulavimą, mokymosi apimtis ir trukmę, įsigalinimą motyvuotam studijavimui, mokymosi rezultatus bei pasiekimus). [Iš leidinio]Reikšminiai žodžiai: Aukštoji mokykla; Aukštoji mokykla, magistrantūros studijos, savarankiškas mokymasis, savivaldus mokymasis, statistika; Magistrantūros studijos; Savarankiškas mokymasis; Savivaldus mokymasis; Statistika; Higher education school; Higher education school, master degree studies, independent learning, statistics; Independent learning; Master degree studies; Statistics.

ENComponents regarding strengths and weaknesses of self-managed learning (SML) are focused on independent learning of the master student. Research issue in this article lies on the following research question: ‚What levels and their components of SML are relevant for master degree students, when they study the social sciences?’ The aim of research is to reveal the strengths and weaknesses of SML, when master degree students study independently the social sciences. IN research had participated 327 master degree students of social sciences from 11 higher education schools of Lithuania. For data collection were applied the Matrix method and questioning survey using the structured questionnaire with closed – ended questions. The data analysis with calculation of correlation was realized by using the SPSS 16.0 for Windows Statistical Package. Results showed that SML includes conscious learning of master degree students and is related to learner‘s perceptions, understanding and awareness about SML strengths and weaknesses. Findings highlight that students on master degree in social sciences are able to identify their personal learning needs and discuss with teachers / lecturers and colleagues about meaning of these needs in studying the concrete study subject. Also students have intentions to monitor the content of personal learning, which is related to concrete study subjects. But at the same time master degree students are oriented to deep independent studies and are focused of the concrete topics, which they liked in the study subject. Students learn methods of independent learning, which direct them to achieve the planned learning outcomes. Findings of the empirical research created premises to specify levels of SML for master degree students when they study independently in study programmes of social sciences.These levels are concurrent with master degree students‘ motivation to improve their learning and empower the self for meaningful independent learning and the satisfaction in life-long learning, which is not the same as their satisfaction with the master degree studies in concrete higher education institution. Conclusions summarize that strengths and weaknesses of SML for master degree students in study programmes of social sciences are related to independent learning, where the core moments are planning and organizing the independent / individual learning, reflecting the personal experience, taking responsibility for quality of independent learning (assimilation of learning content, formulation of concrete learning aims, scope and term of learning, self-empowerment for motivated studying, learning outcomes and achievements). [From the publication]