Methods for activating the personal potential of students in the context of digitalization of university education

Abstract

Problem and objective. In the current situation of intensive and forced use of information technologies and teaching tools in higher education, there is a problem of developing personality-developing forms and methods of using these technologies in the practice of university training. The aim of the study is to present and implement the methods of applying information technology, activating the personal potential of students. Research methods. The conceptual design of the study was based on person-centered didactic and psychological approaches and methods. The experimental work involved 58 students and 10 teachers of the Belgorod National Research University and the Belgorod State Technological University named after V.G. Shukhov. Diagnostic monitoring used methods of psychological testing: Questionnaire of motivational orientation (T. Amabile scale), Hardiness Survey (adaptation of S. Maddi test), General Self-Efficacy Scale (GSE), Self-organization Questionnaire, Purpose-in-Life Test (PIL). Statistical data processing included methods of parametric statistics and analysis of the significance of differences (Student's t-test). Results of the study. The authors have developed and put into practice a set of methods for stimulating the personal potential of students using information technology. The corpus of these methods included author's innovations (method of microsocial learning network), as well as modifications of a number of developing methods: dialogue, imaginative, case, game, quest, command-network. The application of these methods in practice has shown their sufficient promise. According to psychological monitoring data, the students of the experimental group have an increase in intrinsic motivation (tEMP = 2,7); there is an increase hardiness (tEMP = 4,7) due to higher involvement in the life process (tEMP = 2,8) and readiness for risk (tEMP = 3,3); confidence in self-efficacy grows (tEMP = 1,2), indicators of self-organization of activity increase: purposefulness (tEMP = 5,2), perseverance (tEMP = 4,6), ability to plan (tEMP = 2,7); there is a higher sense of meaningfulness of life (tEMP = 4,5) due to an increase in interest in life as a process (tEMP = 5,1) and life productivity in terms of self-realization (tEMP = 3,2). Conclusion. The methods of using information technologies in education presented in the study have no exact analogues in contemporary researches. Their uniqueness lies in the indirect use of these technologies as tools of personalizing educational communications. The complex application of the proposed methods makes it possible to introduce information technologies to stimulate students' activity as subjects of full-fledged learning activities in the context of digitalization, which is the practical significance of the work done.