ʺIndependent learning activities and readiness of higher education students for themʺ.

Abstract

The article deals with the independent learning activity of students, which is important in the process
of mastering their professional knowledge and skills and in the formation of their personalities while
studying at a higher education institution.
Independent learning activity is considered as a specific type of learning activity, which is a complex
process of competence formation. The effectiveness of the process of forming competencies in students is
substantiated in view of their inclusion in independent learning activities; the target benchmarks determined
by the competence approach to continuous professional self-improvement and self-development of students
in the learning process and beyond are presented. The reflection of independent learning activities of
students in the description of qualification levels of the National Qualifications Framework is shown.

The tasks of the education system that ensure the effective formation of competencies in students are
defined: development of professional self-awareness, acquisition of knowledge on the organization of
independent cognitive activity, development of skills and abilities of independent cognitive activity.
The concept of "independent learning activity" is analyzed on the basis of the analysis of
terminological, psychological and pedagogical literature and scientific works. The common and distinctive
features between the concepts of "independent work", "independent study", "independent learning activity",
which are used in information sources on the topic of our work, are shown. The list of individual issues that
are the subject of consideration by scientists in the context of solving the problem of independent learning
activities of students is determined.
Different approaches to independent learning activities of students are considered in terms of
knowledge-oriented and personality-oriented learning paradigms.
The structural elements of independent learning activity are characterized: the purpose and subject of
activity, means and methods of its implementation, means of control and correction of the results of activity.
It is noted that the effectiveness of independent learning activities depends on the readiness of students
to implement it. The approaches to the definition of "readiness" in the scientific and pedagogical literature
are analyzed.
Based on the results of the analysis of scientific sources, the cognitive, motivational and value,
evaluative and reflective components that determine the degree of readiness for independent learning
activities in students are identified and characterized.