Students Independent Work in Credit Module System

Mirzayeva Zulkhumor

Navoi Innovations University, Navoi, Uzbekistan

Keywords: Credit Module, Independent Skills, Autonomous Learner, Motivation, High Education.

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.

1 INTRODUCTION

Nowadays, the role of developing students’

independent study skills in credit –module system is

a very crucial issue in High education system. In the

credit- module system has especially two major

statements: working independently and assessing

according to credit module system. In 2019, the

President signed the Decree "On approval of the

Concept of development of the higher education

system of the Republic of Uzbekistan until 2030."

These states that "at least 10 higher education

institutions in the republic including the institution in

the list of higher education institutions in the first

1,000 places of the ranking of internationally

recognized organizations (Quacquarelli Symonds

World University Rankings, Times Higher Education

or Academic Ranking of World Universities) and

training in higher education institutions step-by-step

transfer of the process to the credit-module system.

2 RESEARCH AND ANALYSIS

The researcher Zaripov Lochin gave his definition

about the difference between the credit-module

system and the educational rating system in his

article. “A student who successfully completes a

subject will receives the number of credits allocated

for that subject. He will use these credits for further

studies (bachelor's or master's degrees). The

difference in a student's performance is determined

by the grade, the credit indicates the structure of the

subject. educational process but does not indicate the

student’s level of knowledge. In other words, credit

reflects only the time spent on a particular subject and

is not related to the understanding or difficulty of that

subject. The student receives only the corresponding

loan amount. if he successfully completes the course.

Graduated from science, that is, if he received a grade

lower than the specified one (this is a “satisfactory”

grade). The score in the documents (ultimately in the

annex to the diploma) is displayed in parallel with the

number of credits received. The credit module system

in higher education institutions was developed on the

basis of European Credit Transfer and Accumulation

System (ECTS). In all periods, the development of

science has its stages, history of creation, difficulties,

and shortcomings and, of course, achievements. Each

credit measure has its own role in imparting

knowledge. USCS, ECTS, UCTS, CATS credit

measurement units have been tested and are used in

many famous universities to provide quality

education to students.

The Law of the Republic of Uzbekistan "On

Education" and other legislative documents, as well

as the "International Standard Classification of

Zulkhumor, M.

Students Independent Work in Credit Module System.

DOI: 10.5220/0012954400003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 1121-1123

ISBN: 978-989-758-723-8

1121

Education" (TXSK 2011) and "TXSK: Education and

Professional" introduced by UNESCO The credit

hours of bachelor’s students are explained in the

tables in the State educational standards developed in

accordance with "fields of training" (TXSK-S 2013).

Table 1: Division of the standard period of study for the form of study, separated from production (daytime)

The period of study The number of weeks The amount of credit

The number of

academic hours

152 180 5400

204 240 7200

256 300 9000

308 360 10800

In order to systematize and optimize the catalogue

of subjects based on the international principles of the

credit system, it is recommended to determine the

distribution of credits by courses and semesters in the

curriculum as follows.

Table 2: The number of hours allocated to the academic subject. Credits distributed depending on whether the subject is

studied over one or two semesters.

Hours for academic subjects

Credits for depending on the passing of the subject for one or two

semesters

1-semest

2-semest

120 4 -

180 6 -

240 4 4

300 4 6

360 6 6

In Boltayeva’s research work the main tasks of the

credit module system are given: The main tasks of the

credit module system are as follows:

 Organization of educational processes on the

basis of modules.

 Determining the amount of one subject,

course (credit).

 Assessment of students' knowledge based on

the rating score.

 To give a chance students to create their own

study plans individually.

 Increasing the independent study in the

educational process.

 The convenience of educational programs

and the ability to change based on the demand

for a specialist in the labour market.

When moving to the credit-module system, higher

results can be achieved in the educational process

through the following important principles:

• Student orientation.

• Priority of independent education.

• Academic exchange.

• Modularity.

• transparency of assessment.

The system of higher education in Uzbekistan is

gradually moving to the credit module system. As a

result, not only students, but teachers also work

independently on the platform on the Internet. First of

all, we can see that there is not enough internet speed

in the territory of Uzbekistan to work on the Hemis

platform on the Internet. Sherzod Akhmatov, head of

the information service of the ICT Ministry, gave the

following information at the briefing held at AOKA.

"At the thirteenth plenary session of the Senate, the

Minister of Justice announced that 1 gigabyte of

mobile Internet in India - 950 sum, in Israel - 1.2

thousand sum, in Kyrgyzstan - 2.2 thousand sum, in

Italy - 4.5 thousand sum, in Ukraine - 4.9 thousand

sum, in Kazakhstan - 5 thousand sum, and in

Uzbekistan - 16 thousand sum, and the Internet

coverage in our country is 51 percent. Now the

population of our republic every month on average, it

consumes 4-5 Gigabytes of Internet. As of March

2021, the average price of 1 GB mobile internet

service is 6-7 thousand sums. As a solution to this

problem, the prime minister held live interviews and

it was planned to increase the Internet speed to at least

10 Mbit/s.

During the research, terms such as independent

education and competence are encountered. In the

above sections, the credit module system was mainly

explained with an explanation of some terms found in

it. In this section, the knowledge learned in the

research about the methodology of independent work,

PAMIR-2 2023 - The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR

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that is, the development of independent educational

competencies is described. What is independent

education? Independent education is the process of

independent learning of the necessary knowledge by

students in higher education institutions, studying

independently outside the classroom hours.

Independent education has been given different

names in the English language. They are: "self-access

work", "self-directed learning", "autonomous

learning", "independent work" and "learner-training".

They can also mean independent work, independent

education, independent study, independent study in

one's own way, and study training. R. A. Nizomov

defines independent work as follows “Different types

of individual and group cognitive activities

performed by students in and out of the classroom."

3 CONCLUSIONS

As a result of Isakova’s research, expressed the

opinions of scientists about independent work in her

article as follows: Danilov M.A., Nilson O.A., Usova

A.V. and others consider independent work to be a

type of educational activity aimed at developing

knowledge, skills and abilities. Ya. G. Gendler, B. P.

Esipov, A. S. Linda and others understand

independent work as the organization of individual,

group and frontal cognitive activities.

A. M. Lushnikov believes that the purpose of

independent work is the ability to deepen and

concretize one's knowledge with the help of

individual research, to creatively approach the studied

problem, to demonstrate the skills of working with

books, to analyse and systematize what one has read.

REFERENCES

Mirzayeva, Z. A. (2024). Kredit modul tizimida

talabalarning mustaqil ishlash kompetensiyasining

rivojlantirish jarayonida uchraydigan muammolar va

ularning yechimlari. Society and Innovations, 71-74.

Zaripov, L. (2023). Security methodological system of

modular training in the professional training of future

technology teachers in the credit-modular system.

International Bulletin of Applied Science and

Technology, 243.

Nizomov, R. A. (1985). Pedagogy of Higher Education: A

Study Guide. Kazan University Publishing House.

Isakova, T. B. (n.d.). Essence of the concept "independent

work".

Students Independent Work in Credit Module System

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