Изучение эволюции и компонентов культуры учения в университетском образовании: Систематический обзор предметного поля
Аннотация
Введение: Термин «культура учения» часто встречается в исследованиях по развитию и реформированию образования, однако его точное определение остается сложным. Учитывая его различные толкования в различных научных областях, крайне важно рассмотреть, как авторы используют «культуру учения» в контексте современных образовательных сред.
Цель: Целью данного исследования является всестороннее изучение и картирование существующей литературы по концепции «культуры учения» в образовательных средах.
Метод: Стратегия исследования этого систематического обзора предметного поля была структурирована вокруг теоретической рамки «проблема, концепция и контекст (PCC)», чтобы обеспечить всестороннее и логическое исследование литературы. Этот подход способствовал систематической идентификации и выбору соответствующих материалов, которые дают обоснование для каждого выбранного критерия. До начала исследования был разработан подробный протокол исследования, в котором были изложены цели, критерии включения и методологический подход. Отчетность этого систематического обзора предметного поля соответствует рекомендациям PRISMA-ScR (Предпочтительные элементы отчетности для систематических обзоров и метаанализов, расширение для обзоров предметного поля), обеспечивая прозрачность, строгость и воспроизводимость в процессе обзора. Эта методология была выбрана для обеспечения четкого и структурированного пути для картирования существующей литературы по культуре учения, выделяя ключевые темы, тенденции и пробелы в этой области.
Результаты: После обзора 74 статей мы определили и сгруппировали наиболее часто встречающиеся термины в заголовках, что привело к формированию пяти отдельных кластеров областей. Эти кластеры охватывают: эффективность процессов преподавания и учения (и их компонентов); тенденции преподавания/учения; стили и процессы учения (и их компоненты); компоненты модели учения; и акцент на академической грамотности как неотъемлемой части культуры учения. Кроме того, были определены компоненты архитектуры культуры учения: учебная среда, учебные группы, учебные субкультуры, подходы и методы учения, а также ценности и традиции учения. Этот всесторонний анализ позволил определить и структурировать компоненты культуры учения.
Заключение: Данный обзор предметного поля способствует углубленному пониманию концепции «культуры учения», предлагая всесторонние определения и анализируя ее потенциальные компоненты. Полученные результаты дают педагогам и ответственным за принятие решений в сфере образования более чёткое представление о сущности культуры учения, что позволяет им разрабатывать и внедрять более эффективные образовательные стратегии и политику. Эти выводы могут быть использованы для создания учебных программ, которые лучше учитывают разнообразие культур учения, что, в свою очередь, повышает качество образовательного опыта студентов. Выявляя ключевые тенденции и элементы культуры учения, обзор закладывает основу для будущих исследований, направленных на изучение новых методик и подходов в образовании, что в конечном итоге может привести к улучшению результатов учения и созданию более динамичной образовательной среды.
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