One of the main factors of success of online learning is the formation of students' culture of self-education activity. The need for self-education is a personal property of a person and its development in each student in the online learning system is individual. Even with the same, as far as they can be, abilities, aptitudes, character qualities of students, the content and methods of their self-educational activity will be different. Motivation is determined by the direction of student's interests not only to the content, but also to the process of knowledge acquisition, as well as the level of development of student's self-control skills and culture of organization of independent learning and cognitive activity. Vocational education (including online vocational education) has not only a social nature (it is carried out in specially organized groups), but also a deeply personal nature (it is mastered individually). No matter how teachers would like to transfer knowledge, experience, skills, techniques of professional activity to students, this process can be successful only because of personal motivation to the goal - getting education, profession, and specialty. According to this, professional education acts as professional self-education, the readiness of a particular person to master and "appropriate" the world of profession, to make it his/her individual property.
The category "self-educational culture of a student" refers to systemic, integrative concepts. Self-educational culture can be interpreted as the most important component of spiritual and professional culture of a student, including culture of professional and cognitive activity, culture of dialog, information and computer culture of a specialist.
Self-educational culture of students in the system of education includes a relatively stable system of individual ways to meet their information needs, ways to achieve compliance of professional competence of a specialist with real conditions, requirements and functions of professional activity.
The process of improving the culture of students' self-educational activity in the system of education presupposes a lot of individual work of students. It should be emphasized that independent work has a great educational value: it forms independence as a character trait that plays an essential role in the personality structure of a modern specialist. The basis of the content base of individual work of students in the system of education is the educational material of the studied course, the complex of theoretical and professional-applied knowledge and skills. In the process of fulfilling the tasks of independent work, students learning online receive instructions, methodical guidelines, recommendations, manuals, and a list of necessary literature.
Criteria for determining the level of formation of the culture of self-educational activity of the student learning online are cognitive point and motivational point. The first is the presence of a system of knowledge about the forms, ways of scientific organization of work on self-education and implementation of research activities, possession of a variety of information retrieval technologies. The second includes interests of the student to the problem of self-educational activity, internal motivation of the personality to active professional and cognitive activity related to the satisfaction of educational needs.
Therefore, we can conclude that there are conditions that ensure the successful performance of independent work. They include motivation of the educational task (the purpose of education, the results) and clear statement of cognitive tasks. We should add method of work performance, student's knowledge of the ways of its implementation; clear definition by the teacher of the forms of reporting, the amount of work, deadlines for its submission; evaluation criteria, reporting; types and forms of control (workshop, test papers, tests, seminars).
Список використаних джерел
1. Deesri, A. Games in the ESL and EFL Class / A. Deesri // The Internet TESL Journal. – 2002. - Vol. VIII, #9.
2. Kolmos, Almos, Fleming Fink, and Lone Krogh. The Aalborg PBL model – Progress, Diversity and Challenges / Kolmos, Almos, Fleming Fink, and Lone Krogh // Aalborg University Press – 2004.
3. Palomba, Catherine A., and Trudy W. Banta. Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education / Palomba, Catherine A., and Trudy W. Banta // San Francosco, Jossey-Bass – 2013.
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