• Irina V. Abakumova Academy of Psychology and Educational of Southern Federal University, Rostov-on-Don
  • Irina Al.Bakaeva Academy of Psychology and Educational of Southern Federal University, Rostov-on-Don
  • Karina Yu. Kolesina Institute of Languages and Literature, Journalism and Intercultural Communication of Southern Federal University, Rostov-on-Don



distance learning, meaning-making, technology, competence, cognitive motivation


The research in question investigates the technologies of initiating independent activity within the framework of distance learning and their psychological aspects. The authors’ classification of educational technologies of initiating students into independent cognitive activity is presented. Such technologies utilize various psychological mechanisms of exciting students’ cognitive interest, intensifying cognitive processes, developing independent activity skills, and, as a result, increase motivation for independent activity and learning on the whole. These include such types of technologies as developmental technologies, interactive technologies, technologies of information transfer, technologies of meaning-making initiation. The research of the attitude of distance learning educators to independent activity of students and the content of the academic courses were done at Moodle-based education programs. The findings show the differences in retention rate among distance learning educators whose competence in terms of initiating students into independent (self-guided) activity varies. It’s emphasized that interactive lectures, videoconferences, audio-visual aids, interactive seminars, glossaries, interactive tests are considered the most efficient technologies in initiating students into independent (self-guided) activity. The obtained results have made it possible to stress the developmental effect of distance learning technologies and the technologies of initiating students into independent (self-guided) activity in various psychic spheres of students: cognitive, individual, emotional. We mention the changes in motivational sphere of students and their meaning-making activity. In the course of correct development of distance learning we notice the development of voluntary and nonvoluntary cognitive activity. A student starts actively participating in educational process, he becomes the creator of his own world.



Download data is not yet available.


Abakumova I. V, Ermakov P. N., Fomenko V. T. (2013). Novodidaktika. Kniga 1. Metodologiya i Tekhnologii obucheniya: v poiskakh razvivayuschego resursa [New Didactics. Book 1. Methodology and Teaching Technologies: in search of developing resource]. T. M.: CREDO Publishers, 162.

Abakumova I. V. (2011). Smyslodidaktika. [The didactics of meaning]: Uchebnik dlja magistrov psihologii i pedagogiki [A textbook for masters of psychology and pedagogy] [Text].2-d ed. M.: CREDO Publishers, 449.

Anson W. (2004). Effects of teaching self-monitoring in a distance learning course. Doctoral thesis, University of Southern California, USA.

Asmolov A. G. (1999). Psihologija XXI veka i rozhdenie variativnogo obrazova-tel’nogo prostranstva Rossii [Psychology of XXI century and advent of variable educational environment]. Mir psihologii [The World of Psychology], 1, 198-208.

Asmolov A. G. (2014). Dopolnitel’noe personal’noe obrazovanie v ‘epohu peremen: sotrudnichestvo, sotvorchestvo, samotvorenie [Supplementary personal education in the time of change: co-operation, co-creativity, self-making]. Obrazovatel’naja politika [Educational policy], 2(64), 2-6.

Asmolov, A. G., & Asmolov, G. A. (2009). From we-media to I-media: Identity transformations in the virtual world. Psychology in Russia: State of the art, 2(1).

Azarova E. A., Mozgovaja N. N., Novokhatko E. N. (2015). Representation of students on the modern Russian teacher. Mediterranean Journal of Social Sciences. 6(5), 1. MCSER Publishing, Rome-Italy.

Bakaeva I. A. (2015). Tekhnologii initsiatsii samostoyatelnoj deyatelnosti uchaschikhsya v sisteme distantsionnogo obrazovaniya [Technologies of initiating students into independent (self-guided) activity in the system of distance learning ]. I. V. Abakumova, I. A. Bakaeva, V. M. Golubova, A. Y. Moskalenko. Izvestiyay uzhnogo federalnogo universiteta. Pedagogicheskie nauki [Proceedings of Southern Federal University. Pedagogic Sciences], 12. 139-147.

Bakaeva I. A., Vanzha L. N. (2015). The Study of Personality Profile of Distance Education Teacher. Russian psychological journal. 12(3), 16-33.

Belousova A., G. Kozhukhar, L. Ryumshina. (2015). Innovative Teaching Methods in Adult Education. 8th International Conference of Education, Research and Innovation. Seville, Spain. IATED. P. 4046-4050.

Kazakova T. V. Basalaeva N. V. Hramova L. N. Zaharova T. V. Jakovleva E. N. (2015). Specifika pedagogicheskogo vzaimodejstvija v kontexte ontopedagogicheskoj obrazovatel’noj modeli [Unique features of pedagogic interaction in the context of onto-pedagogic educational model]. Sovremennye problemy nauki i obrazovanija [Contemporary issues of science and education], 3, 480.

Rjumshina, L. I. (2000). Empirical study of pedagogical activity styles. Voprosy psikhologii, 1, 142-149.




How to Cite

V. Abakumova, I., Al.Bakaeva, I., & Yu. Kolesina, K. (2016). TECHNOLOGIES OF INITIATING STUDENTS INTO INDEPENDENT (SELF-GUIDED) ACTIVITY IN SUPPLEMENTARY DISTANCE LEARNING. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 4(2), 1–7.