Students Independent Work in Credit Module System

Mirzayeva Zulkhumor

2023

Abstract

Improving students’ independent study skills within the credit-module system in higher education is crucial. This research identifies key problems and explores solutions to enhance autonomous learning. Through a review of existing literature, the study uncovers several challenges faced by students, such as lack of motivation, inadequate time management, and insufficient self-regulation skills. It also examines effective strategies for fostering independence, including structured guidance, use of technology, and development of critical thinking skills. Recommendations include integrating self-directed learning activities, providing targeted support, and promoting a culture of continuous improvement. By implementing these strategies, higher education institutions can better prepare students to become effective, independent learners. This research aims to contribute to the ongoing discourse on educational practices, offering insights into the development of autonomous learning skills in the context of the credit-module system.

Paper Citation

in Harvard Style

Zulkhumor M. (2023). Students Independent Work in Credit Module System. In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies - Volume 1: PAMIR-2; ISBN 978-989-758-723-8, SciTePress, pages 1121-1123. DOI: 10.5220/0012954400003882

in Bibtex Style

@conference{pamir-223,
author={Mirzayeva Zulkhumor},
title={Students Independent Work in Credit Module System},
booktitle={Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies - Volume 1: PAMIR-2},
year={2023},
pages={1121-1123},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0012954400003882},
isbn={978-989-758-723-8},
}

in EndNote Style

TY - CONF

JO - Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies - Volume 1: PAMIR-2
TI - Students Independent Work in Credit Module System
SN - 978-989-758-723-8
AU - Zulkhumor M.
PY - 2023
SP - 1121
EP - 1123
DO - 10.5220/0012954400003882
PB - SciTePress