Features of Academic Information Perception by Contemporary Higher School Students

Abstract

Higher school teachers universally face the problems of students’ perception of academic information. Multi-tasking, “smartphone addiction”, high speed of informational perception and clip thinking as attributes of modern times require studying them in pedagogical practice. This research aims to identify the features of academic information perception by contemporary higher school students. Research methods – the comprehensive approach to studying the human, the phenomenon of remembering uncompleted actions, the bio-social approach to studying the human and the medical & pedagogical approach to a comprehensive study of human – helped identify the features of academic information perception. The findings are: students glance at their smartphones a couple of times during the seminar in 51,1 % cases; they glanceat them every five minutes in 10,3 % cases, and only in 0,4 % do students never get distracted in classes. The conclusion is: young people’s linear thinking needs to be actively developed as a tool enabling an individual to go through the periods of their formation successfully, and use this thinking as the basis for developing academic knowledge, so educational technologies used in pedagogical practice need to be adapted to reflect educational digitization and the spreading clip thinking.