Self-organisation in lifelong learning: theory, practice and implementation experience involving social networks and a remote format

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'Peoples' Friendship University of Russia (RUDN University)

2Foro Italico University of Rome

3Babes-Bolyai University

4De la Cruz & Associates, Attorneys at Law

Self-organisation in lifelong learning: theory, practice and implementation experience involving social networks and a remote format

Mario De Martino, Yulia Sh. Gushchina, Zlata V. Boyko,

Angela Magnanini, Iosif Sandor, Berta Alicia Guerrero Perez,

Emanuele Isidori

Abstract

Currently, in the context of the global transition of the world education system to the remote format, it has become vitally important for a person to be able and ready to independently organise his/her educational and professional activities. The article considers methodological approaches to self-education in the context of its use in the process of lifelong learning/ continuous education. The authors discuss the existing concepts of self-education and ways of its organisation, taking into account age-specific features, forms and types of learning. The concepts of `self-organisation' and `self-education' are analysed. The essence of the scientific categories `self-learning' and `self-organisation in education' is revealed in relation to the system of higher education. The role of tutors as mediators in student self-organisation is shown and their main functions in this process are described. Based on a theoretical analysis of existing forms of self-organisation in education and the experience of using self-organisation, various directions and possibilities of their application in practice are delineated. Careful consideration is given to criticism of the use of self-organisation in learning and its advantages. The authors also discuss the prospects of using self-organisation in higher education, emphasising the importance and relevance of developing self-organisation as a student's personality trait. A description is made of learning models based on self-organisation of students. Finally, the experience of implementing the self-organisation approach to the educational process is analysed. As a result of the study, the authors conclude that self-learning can be successful if it seems socially significant for students. The use of advanced digital technologies and Internet resources can also contribute to effective self-learning. The results of the study indicate that students should develop the ability to independently organise well as self-control/self-assessment skills, which is especially important in connection with the increase in independent work in curricula and the massive transition to the remote format in higher education during the COVID-19 pandemic.

Key words: lifelong learning, self-education, self-organisation of students, continuing education, remote education, social network

Аннотация

Самоорганизация в непрерывном образовании: теория, практика и опыт реализации с использованием социальных сетей и дистанционного формата

М. Де Мартино1, Ю.Ш. Гущина1, З.В. Бойко1, А. Маньянини2,

И. Сандор3, Б.А. Герреро Перес4, Э. Исидори2

'Российский университет дружбы народов 2Римский университет «Форо Италико»

3Университет Бабеша - Бойяи 4Юридическая фирма «Де ла Круз и партнеры»

В настоящее время в условиях глобального перехода мировой системы образования в дистанционный формат существенно актуализируются способность и готовность личности к самоорганизации учебной и профессиональной деятельности. В статье рассматриваются методологические подходы к самообразованию в контексте его использования в процессе непрерывного обучения, или обучения в течение всей жизни. Обсуждаются существующие концепции самообучения и формы его организации с учетом возрастных особенностей, форм и видов обучения. Анализируются понятия «самоорганизация» и «самообразование». Раскрывается сущность научных категорий «самообучение» и «самоорганизация в образовании» применительно к системе высшего образования. Показана роль тьютора как посредника в самоорганизации студента, описаны его основные функции в этом процессе. На основе теоретического анализа существующих форм самоорганизации в образовании и опыта ее использования описаны различные направления и возможности их применения на практике. Рассматривается критика использования самоорганизации в обучении и ее преимущества. Обсуждаются перспективы использования самоорганизации в высшем образовании. Подчеркивается важность и актуальность формирования самоорганизации как черты личности обучающихся. Описаны модели обучения, основывающиеся на самоорганизации обучающихся. Анализируется опыт реализации подхода самоорганизации к образовательному процессу. Делается вывод об успешности самообучения в случае социальной значимости обучения для субъекта, возможности применения новых технологий в обучении, основанных на цифровых методах и использовании интернет-ресурсов. Результаты исследования свидетельствуют о необходимости развития способностей к самоорганизации учебной деятельности, а также навыков самоконтроля и самооценки студентов, что особенно актуально в связи с увеличением доли самостоятельной работы в учебных программах и массовым переходом на дистантные формы обучения в высшем образовании в период пандемии COVID-19.

Ключевые слова: непрерывное образование, самообразование, самообучение, самоорганизация в образовании, непрерывное обучение, дистанционное образование, социальные сети

Introduction

distance educational study

The globalisation and modernisation of modern society requires new approaches to education. Individuals who are able to ensure their competitiveness throughout their lives are very much in demand today. The constant influx of new knowledge accompanied by increasing volumes of information and emerging new technologies lead to the need to improve skills and develop the creative capacities of individuals. Therefore, learning activities should be focused not so much on increasing quantitative indicators of knowledge but on developing certain skills to solve specific problems and tasks.

The concept of lifelong education involves the acquisition of new knowledge throughout life, using both formal and informal learning models (Boyko et al., 2014; Belovol et al., 2019). The formal learning model is implemented in educational institutions at various levels and is confirmed by official documents (certificates, diplomas). Informal learning takes place in the process of everyday life, often without a special educational task. In recent years, due to the significant development of the science of education and the concept of lifelong learning, the importance of the educational process has been identified, in which it is necessary to help students to understand the process of their own learning and make them able to assess their own experience.

Consequently, the internal and external aspects of the individual learning process, such as the motivation for acquiring certain skills, the decision-making system necessary to optimise the learning process, the ability to manage it and direct it towards achieving goals related to the needs and interests of students, become the most important factors that determine the success or failure of learning itself (Knyazkova, 2014).

The idea of self-education and self-learning throughout one's life originates in the philosophies of Socrates, Plato and Aristotle, who linked the process of self-education with the possibility of personal self-improvement and self-development (Aristotle, Plato). Later, R. Descartes proposed the hypothesis of self-organisation, which was further developed by I. Kant (Descartes, Kant). These ideas were further elaborated in pedagogy and psychology. In the context of the concept of lifelong education, which became popular in the 70s of the twentieth century, the ideas of self-education, self-learning and self-organisation gained particular relevance.

In 1996, the Organisation for Economic Co-operation and Development (OECD) emphasised the importance of helping people, starting at the initial level of education, to develop skills and acquire knowledge that would enable them to self- develop constantly and throughout their lives, to retain the ability to learn and actively monitor the dynamics of their own learning (OECD-OCSE, 1996).

Later, in the 2013 message, revised in 2017 and addressed to the European Parliament, the European Economic and Social Committee and the Committee of the Regions, on technology and educational resources, the European Commission emphasised the importance of promoting the conditions and rules of an open educational process based on `self-directed' learning, aimed at the formation of thinking and responsibility among students who can independently plan their educational process, find resources and, therefore, consciously participate in the learning process and achieve results. This approach, according to the European Commission, should also be encouraged by the use of open educational resources (Cfr. Com- missione Europea, 2013). Self-directed learning is currently an indicator that reflects how a person is able to determine what, when and how to teach, as well as an integral part of the need that must be met through the constant search for new educational opportunities. The conceptual transition from education to self-education is a promising direction in the development of higher education. Self-organisation is a prerequisite and part of the process of self-education.

1. Self-organisation in learning: a comprehensive concept

The aim of our study is to consider the existing pedagogical and psychological approaches to the organisation of self-education, which is one of the leading forms of lifelong learning, as well as to make a comparative analysis of various forms of self-organisation in higher education.

Due to the increased relevance of self-education in recent years, a number of questions have arisen related to the process of organising self-education, such as selforganisation, self-motivation, self-learning and some others. `Self-education' and `selforganisation' as scientific categories are considered in philosophy, pedagogy, psychology, sociology and cultural studies due to the interdisciplinary content of these concepts. M. Knowles emphasised that self-education is not only a basic, specifically human ability but also the cornerstone of the lifelong learning process (Knowles, 1975).

The ability to `manage oneself, `self-control' and `self-organisation' in many ways allows us to assess the level of personal development. Self-organisation is a fundamental indicator for assessing the development level achieved by an individual, both in terms of personal maturity and intellectual and professional development; it also determines the degree of active participation of students in planning, conducting, assessing and understanding the learning option selected and implemented by them based on their interests and needs (Brockett, Hiemstra, 1991).

M. Narvaez and A. Prada believe that self-organisation in learning can be identified with the concept of `self-directed learning', which, in turn, is synonymous to `self-regulated', `autonomous' and `programmed' learning, since in all these forms of learning the key element will be personal initiative, which is described as the basis or rather the `starting point' from which individuals begins to set goals and manage their resources in order to achieve the set goals (Narvaez, Prada, 2005. Pp. 115-146). Self-organisation is manifested in the ability to take on growing responsibility in the process of self-learning, set specific goals, allocate the necessary resources for learning, plan educational activities, choose strategies, monitor the development of actions, constantly assess learning outcomes and reflect on one's own actions.

An analysis of Russian psychological and pedagogical studies of self-organisation showed that there are many different approaches to understanding this phenomenon. Some authors consider self-organisation as self-direction of their own actions sorted in order of importance and aimed at achieving a goal (Mandrikova,

2010) ; others believe that self-organisation is an integrated system-forming complex of personality traits that affects the effectiveness of activities (Smolyar, Knyaz- kova, 2016); A.M. Pavlova understands self-organisation as the ability to create a system of independent self-directive actions that ensure the productivity of activities (Pavlova, 2017).

Self-organisation in self-education is actually a starting point for lifelong learning, understood as a state of constant search for opportunities to acquire new knowledge. Moreover, it is `self-organisation' (which includes the process of selfcontrol and self-motivation) that allows individuals to start the processes associated with lifelong learning, that is, to perceive themselves as `students' and `researchers' throughout their existence (Belovol et al., 2016). Education in a university is an important factor affecting the formation of personalities; self-organisation as a personality trait is developed in the process of self-education.

Therefore, it can be said that self-organisation depends on the level of personal predisposition to lifelong learning and on the `quality' of learning in terms of knowledge acquisition, ability to change and develop skills (Merrian, Caffarella, 1991). It is obvious that individuals who have developed the ability to control themselves can manifest themselves as personalities focused on lifelong learning (Artelt et al., 2003. P. 10). The desire and capacity for continuing learning are manifested in an individual due to the appearance of `specific signs' associated with internal motivation, personal interest and independence in the organisation and management of self-directed learning. As a matter of fact, self-organisation helps to determine the level of understanding of the importance and value that an individual attaches to the educational process and learning as a whole, as a set of actions aimed at achieving personal independence in various spheres of life.

Self-organisation is a prerequisite for self-learning, which must be started and completed; and, in this sense, we can assume that self-organisation is not identified with self-learning, since it exists for the latter in the framework of the individual's state, which we can define as `the internal human nature' (in interiore homine). Despite the fact that self-organisation is related to the internal human nature and predisposition to learning values, the trend towards independence in learning can be predicted and assessed using specific methods and tools obtained thanks to them (Olivares, Lopez, 2014).

Experimental studies show that the trend towards personal self-organisation arises almost naturally, and then turns into the ability to independently plan and manage enthusiasm, trust in learning strategies and educational values along with responsibility. The study conducted by R.T. Owen shows that the learning process of an individual focused on self-education always proceeds freely and without a sense of restriction, regardless of whether it occurs in an informal environment or in formal areas, in which, however, there are obstacles to the free study of the curriculum content (Owen, 1999. Pp. 739-743).

However, some authors believe that it is precisely because of the limitations associated with certain requirements and standards that self-directed learning (as a consequence of self-organisation) cannot be successfully developed within the formal, traditional educational context (Brookfield, 2001). At the same time, adult education in most cases can be very successful using a model of informal education, which involves self-learning (Belovol et al., 2018; Candy, 1991). In fact, one of the fundamental concepts related to self-organisation and learning is the ability to learn independently and, therefore, also become `self-educated'.

Traditionally, students were perceived as subjects in an `inactive' learning environment, that is, as passive receivers of content taught in a non-emotional and non- personalised format; the use of their own approaches and personal resources by themselves, as it should be in the context of self-learning, was not encouraged (Mer- rian, Caffarella, 1991). At the same time, the modern reform of the education system, which is based on the model of lifelong learning, requires the introduction of new learning methods.

The most effective educational model, consistent with the principles of democratic values and highly-demanded in modern society, is manifested in the fact that it is perceived as an environment, not isolated but acting in symbiosis with all other educational contexts and with society as a whole, in order to promote the development of students' independence. In this environment, students, as active subjects, can find, for example, just that component of freedom that will be available thanks to new Internet technologies and remote learning formats that allow students to find resources and tools for developing and conducting self-directed learning outside the formal educational content provided by the institution (Kop, Fournier, 2010. Pp. 2-19).

The educational model, based on the self-organisation development principles, assumes that teachers act rather as learning assistants, which allows students to use the knowledge and skills that they personally acquired, consciously choosing various cognitive strategies in accordance with their tasks, as well as to develop a constant motivation to learn using the resources that society and new technologies provide for them (Cazares, 2009. Pp. 1-4).

The current trend towards self-organisation in learning makes it possible to develop and implement an integrated learning model that includes different learning strategies (cognitive, metacognitive and motivational ones). This model involves the development of the ability to control emotions (understood as the ability to create and control the desire and enthusiasm for learning), as well as continuous self-improvement and personal growth, which involves the development of the ability to reflect, the ability to rethink the acquired experience and set new learning goals (Smolyar, Knyazkova, 2016).

The modern concept of self-education as a result of self-organisation in education is a complex of key provisions based on experimental data obtained using specific educational models and theories of personality formation. There is no doubt that in the context of adult education, where the goal and the means to achieve it are more easily defined, self-education is the very essence of lifelong learning. Selforganisation, as the starting point and essence of adult education, reflects the nature of self-education, which, according to M. Gibbons and G. Phillips, can really be implemented only when some people are not forced to study, and others are not obliged to teach the content of a particular educational programme (Gibbons, Phillips, 1982. Pp. 67-86). In fact, self-learning is implementable only when students independently decide what to learn and what not to learn.

M. Knowles notes that self-organisation in learning involves the direct participation of students in the educational process, their taking the initiative, with or without someone else's help, in diagnosing their learning needs, formulating learning goals, identifying learning resources, choosing and implementing appropriate learning approaches and assessing subsequent results (Knowles, 1970).

At present, educational theorists consider self-organisation in learning as a lifestyle that underlies independent learning (i.e. self-directed learning). Self-learning allows each student to take more responsibility for learning-related decisions. Selforganisation in learning can be considered as a characteristic that, to one degree or another, exists at all stages of human education. Self-learning can include various activities and involve various resources, such as reading self-selected literature, participating in learning circles and discussions, internships, or simple self-description of material (Brockett, Hiemstra, 1991). A teacher or tutor can contribute to the autonomous and free development of self-education of students by maintaining a constant dialogue with them, providing them with resources, assessing their results and promoting the development of their critical and abstract thinking. Educational institutions can support self-organisation in learning by providing open learning programmes, individual learning options or other innovative programmes (Morris, 2019. Pp. 56-66).