Author, Institution: Mindaugas Dubosas, Kaunas University of Technology
Science Area, Field of Science: Social Sciences, Education – 07S
Scientific Supervisor: Assoc. Prof. Dr. Gintarė TAUTKEVIČIENĖ (Kaunas University of Technology, Social Sciences, Education – 07S)
Dissertation Defence Board of Education Science Field:
Prof. Dr. Brigita JANIŪNAITĖ (Kaunas University of Technology, Social Sciences, Education, 07S) – chairwoman;
Prof. Dr. Habil. Marijona BARKAUSKAITĖ (Lithuanian University of Educational Sciences, Social Sciences, Education, 07S);
Prof. Dr. Aušra KAZLAUSKIENĖ (Šiauliai University, Social Sciences, Education, 07S);
Prof. Dr. Velta LUBKINA (Rezekne University of Applied Sciences, Latvija), Social Sciences, Education, 07S);
Prof. Dr. Romualdas MALINAUSKAS (Lithuanian Sports University, Social Sciences, Education, 07S).
The doctoral dissertation is available at the library of Kaunas University of Technology (K. Donelaičio g. 20,Kaunas)
Annotation:
The doctoral dissertation is designed to evaluate the peculiarities of the usage of interactive technologies in the study process for fostering students’ self-directed learning. Theoretically defined and justified levels of self-directed learning allows to evaluate student’s initial and achieved level of self-directed learning while using interactive technologies; an interactive learning environment, students used during the studies, was created; the model and research methodology for the application of interactive technologies in the learning process for fostering students’ self-directed learning was justified which allows to evaluate the peculiarities of the environment for students’ self-directed learning. This research determined different expressions of factors fostering the change in students’ self-directed learning levels. The most influencing factors in group of infrastructure: interactivity, user’s responsibility and mobility; in group of teacher preparation: teacher’s ability to create environments receptive for self-directed learning, to plan properly and integrate IT into the educational content; in a group of student preparation: motivation, and independency; in a group of collaboration and support: the possibility to communicate while using interactive technologies, to share information with the help of interactive technologies, to disseminate information and to accumulate information in the shared environment.
