|Published online: June 18, 2014||$US5.00|
The role of students’ self-education is being enhanced in Russian higher education as a result of the Bologna Process, which emphasizes independent cognitive activity among students. This process involves a paradigm shift in higher education from “teaching” (when the person is taught) to “learning” (when the person learns independently). We developed and tested a special course called “Learning to Learn,” which included twenty-eight hours of lecture-presentations and practical classes, as well as eight hours of individual tutorials. To make the process more effective, we designed special guidelines on self-education activities. The course included the study of three modules: theoretical aspects of self-education; the design of students’ individual educational routes and portfolio technology; and techniques for organizing students’ self-education. “Learning to Learn” was successful, as most of the students expressed their willingness to participate in self-education, and they learned how to do it. This course was the first step in helping students organize their self-education, a valuable practice that will allow students to continue to learn over the course of their lifetimes.
|Keywords:||Autonomous Learner, Self-education Activity, Lifelong Learning|
Lecturer, Division of International Relations, Department of Romano-Germanic Languages, Kazan Federal University, Kazan, Republic of Tatarstan, Russian Federation