Cognitive features and strategies for the meaning transfer of students in the process of online learning

Don State Technical University, Gagarina square, 1, Rostov-on-Don, 344000, Russia

^* Corresponding author: suroedova@mail.ru

Abstract

Solving the problem of finding new technologies and ways of teaching in the education system today has become a global topic. Undoubtedly, young people quickly adapted to the new conditions of learning through Internet technologies. However, it should be taken into account that some psychological qualities of students influence their preference for forms of learning: direct "live" communication and interaction in the "educator-student" system, or online learning. The study involved students of 1-2 years of study of bachelor's degree in technical and humanitarian areas. A total of 103 students participated, including 49 girls and 54 boys aged 18 to 24 (average age is 18.7). Methods used: survey - Cognitive Flexibility Inventory, CFI (CFI-R) (Dennis J.P., Vander Wal J.S. adapted by Kurginyan S.S., Osavolyuk E.Yu.), Questionnaire by S. Epstein “Rationality-Experience” (adapted on the Russian sample by T. V. Kornilova, A. Yu. Razvalyaeva), Analyticity-holisticity scale (Apanovich VV, Znakova VV, Alexandrov Yu.I.), Questionnaire “Meaning transfer strategies” (Suroedova E.A.), Questionnaire that made it possible to collect data on respondents; statistical methods.The study established differences in cognitive styles, ways of comprehending cognitive and social situations, cognitive flexibility and strategies for meaning transfer between groups of students with different preferences for the learning format. Research perspectives are aimed at studying shifts in the development of cognitive features and strategies for meaning transfer in the process of online learning.