Introduction. Traditional education is often opposed to other approaches as some kind of unacceptable extreme. Meanwhile, traditional education represents the nature of a person’s creative potential, where both reproductive and creative aspects are significant. The task of innovation-oriented education is due to the balance of the noted aspects of creativity in the context of the content of education, its temporal and other limitations, and, most importantly, the actual as opposed to the declared demand of society for the creative qualities of a citizen, primarily his or her capacity for breakthrough innovations. The purpose of the study is to substantiate the theoretical and practical foundations of innovation-oriented education.
Methods. The legacy of John Amos Comenius, the «flipped learning» paradigm in its evolutionary development according to the creative and co-creative methodological foundations of the author’s technology and the «adapting learning» paradigm, a model of education in the discourse of an elitist socio-cultural reality are used herein as a methodological basis for the training of an innovative specialist.
Results. The author’s technology of «adaptive learning» is revealed. It provides for the organization of training in the form of an unconventional sequence of classes. At the same time, practical or seminar classes held before the lecture are aimed at self-actualization of the educational material problems by the trainee. Adaptive learning can be perceived as a modern version of the «flipped classroom» technology («flipped learning»), which, under conditions of blended learning, becomes the dominant paradigm of education. It is recommended to widely introduce the adaptive learning technology (paradigm) based on the creativity and co-creation methodology.
Conclusion. In the future, the academic lecture inherent in traditional education will act in the system of higher education as a significant feature of an advanced educational institution. The key features of innovation-oriented educational activity are associated with harmoniously combined reproductive and creative manifestations of the learning process, being determined by the coordinated change of the teacher and student. They are conditioned by the search, self-actualized, «problematically matured» cognitive activity of the student. These features characterize a promising technology (paradigm) of «adaptive learning».
Keywords: digitalization, distance education, blended learning, John Amos Comenius, B. Bloom’s classification, student-centered education, creativity, adaptive learning, flipped classroom, flipped learning, proactive learning, national education, elitism, lecture
For Reference: Kochetkov, M. V. (2022). Traditional and adaptive learning paradigms as integral components of the innovation-oriented education of the future. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 58 (4), 24-41. doi: 10.32744/pse.2022.4.2
Information about the authors:
Maksim V. Kochetkov (Russia, Norilsk) - Associate Professor, Cand. Sci. (Tech.), Department of Electric Power Engineering and Automation. N.M. Fedorovsky Polar State University | Department of Information Technologies of Training and Continuing Education. Siberian Federal University. E-mail: email@example.com. ORCID ID: 0000-0001-9882-6000. Scopus Author ID: 57213873871