Students' self-education in distance education: sociological research perspectives

Abstract

The article presents theoretical and empirical analysis of the significance of distance learning system in solving the problems of self-education of students' personality, reflecting the sociological aspects of the study. It substantiates the significance of DLS in the long term as a learning platform and as a component of a mixed model, which, in the long term, involves a combination of full-time and distance forms of higher education. The positive and negative aspects affecting the formation of self-developing personal attitudes in the process of using distance learning technology are revealed. The conceptual provisions of formation of methodological basis of sociological research processes of self-education of students are offered. The research problem focused on the use of distance form of higher education as a factor forming skills of self-development, through the implementation of procedures of self-education, which is considered through the totality of its three types: intellectual, spiritual, physical is concretized. The structural model of sociological research indicators developed on the basis of objective-subjective paradigm and structural-functional analysis, where the set of objective indicators is designed to identify external factors and substantiate their impact on the self-development of students' personality, is presented. Subjective indicators, within the framework of the research model, diagnose the existing trends and form promising directions of development of self-education processes and its motivations in the context of distance learning. Recommendations are formulated, which will contribute to the formation of systematized scientific and methodological positions in the development of programs of complex sociological research, collection, processing, analysis and use of the obtained information.