Соотношение когнитивных стилей обучения и тьюторских подходов в контексте образовательной кросс-культуры

Abstract

Благодаря присутствию ИТ в нашей жизни процесс образования стал открытым и преимущественно общедоступным. Увеличивается количество программ академической мобильности и студенческих обменов. По сути это означает, что образовательное пространство становится поликультурным, то есть обучающийся имеет фактическую возможность учиться, используя образовательные ресурсы других культур. В данном контексте мы считаем целесообразным ввести понятие образовательной кросс-культуры. Однако, многие педагоги испытывают сложности, работая в поликультурной аудитории. Как правило, это связано с культурно-специфичными образовательными практиками. Безусловно, в данной ситуации просто необходимо развивать направление кросс-культурной дидактики, благодаря которому можно будет сделать процесс обучения в поликультурной среде более комфортным и эффективным как для обучающихся, так и для преподавателей. В первую очередь дискомфорт в контексте образовательной кросс-культуры обусловлен различными способами информационного обмена и, как следствие, дифференцированными когнитивными стилями обучения. Зная специфику когнитивных стилей, характерных для представителей той или иной культуры, можно подобрать наиболее адекватные методы обучения и сделать образовательный процесс более эффективным.

Widest network infrastructure absorbs more platforms of information consumption; moreover, an increasing proportion of communication today goes to the Internet. Educational process as a component of communication likewise endures a fundamental transformation. Every year the number of actual platforms for distance education is increasing rapidly, as well as portals and various resources to replenish the base of knowledge and memories that are quickly gaining popularity among the Internet users. Various platforms for distance education are presented plentifully on wide open spaces of the network, where necessary and sufficient condition for the start of the course is only the Internet connection. Obviously, the audience of such educational spaces is a product of people belonging to different educational cultures. In this case modern teachers and tutors frequently face with problems that are caused by different worldviews, intelligence structures, types of educational discourses, strategies of working with information and educational communication features. Today the question of effectiveness of a distance learning source is still open because a human being in the environment focused on another cultural group may cause discomfort. It is expressed in the provision of information resources and supply of educational material, where a person can experience possible misunderstanding of the cultural and contextual information regardless of the subject matter and so on. During this process we face with number of challenges — for example, the diversity of personal cultural characteristics, individual motivation level, self-directed learning space and the degree of communicational comfort in the online environment.The relevance of this topic is caused by the fact that since modern educational system is increasingly focused on the significant educational level of number of countries, which are often located at a long distance from potential listeners, where using of distance learning can solve the formed problem.The modern educational tendency towards destruction of different types of barriers, such as language, geographical and temporal, contributes to the formation of a single international society through accessible, open and continuous education. The openness and availability of information in the online environment contribute to the creation of multicultural education system, which is also an issue of great current importance. However, the elaboration of such a system is not an easy task, because it is supposed to be based on the dichotomy of preserving national identity on the one hand, and of cultural and educational integration on the other. Cognitive learning styles are the information processing habits of an individual. Unlike individual differences in abilities, cognition describes a person's typical mode of thinking, perceiving, remembering, or problem solving. Cognitive style is usually described as a personality dimension which influences attitudes, values, and social interaction.