Теоретико-методологические подходы к изучению обучения в группе

Высшее образование в России. 2026. Т. 35. № 5. С. 120–142.

Сибирякова Ю. В.

In the context of the trend towards personalization in higher education and the spread of individual educational trajectories (IET), this article aims at a theoretical analysis of the value and mechanisms of group learning within a permanent student group. Based on a review of theoretical and methodological approaches (social constructivism, activity theory, the concept of transactive memory, social learning theory, etc.), an attempt is made to identify the functions and effects of a permanent student collective. These include the formation of a distributed cognitive system, the creation of conditions for educational collaboration and co-construction of knowledge, as well as ensuring psychological safety and group cohesion. It is hypothesized that the transition to an IET model, associated with the replacement of permanent groups with temporary collectives, creates a risk of losing these effects, which could negatively impact the depth of knowledge acquisition, the development of soft skills, and the socio-psychological adaptation of students. The study conceptualizes the key contradictions and forms a theoretical basis for further research into the social aspects of learning in the context of personalization.

Keywords: конструктивистский подход, совместная деятельность, трансактивная память, социально-когнитивная теория, индивидуальная образовательная траектория (ИОТ), групповое обучение, постоянная учебная группа, эффекты обучения в группе