Situational Tasks in Adult Education: Design and Diagnostics Algorithms

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 3, Pages: 467-473

J. Environ. Treat. Tech.

ISSN: 2309-1185

Journal web link: http://www.jett.dormaj.com

Situational Tasks in Adult Education: Design and

Diagnostics Algorithms

Sergey G. Nikulin *, Natalya A. Solovyeva , Andrew A. Akhayan , Rashad A. Kurbanov , Asiya M. Belyalova ,

Ramin A. Gurbanov , Bika B. Dzhamalova , Maryam S. Abdurakhmanova

Kazan Law Institute of the Ministry of Internal Affairs of Russia, Department of Tactical-Special and Fire Training, Kazan, Russia.

E-mail: kazanreds@gmail.com

Volgograd State University, Department of Criminal Procedure and Criminalistics, Volgograd, Russia. E-mail: upik@volsu.ru

Herzen State Pedagogical University of Russia, Department of Didactics, Saint Petersburg, Russia. E-mail: dr-akhayan@mail.ru

Institute of Legislation and Comparative Law under the Government of the Russian Federation, Department of Legal Basis of the

Economic Activity, Moscow, Russia. E-mail: mos-ssp@mail.ru

Institute of Legislation and Comparative Law under the Government of the Russian Federation, International Cooperation

Department, Moscow, Russia. E-mail: asyulya@mail.ru

Plekhanov Russian University of Economics, Department of Civil Legal Disciplines, Moscow, Russia. E-mail:

ramingurbanov@yahoo.com

North-Caucasus Institute (Branch) All-Russian State University of Justice (RLA of the Ministry of Justice of Russia), Law College,

Makhachkala, Russia. E-mail: bika.dzhamalova.85@mail.ru

North-Caucasus Institute (Branch) All-Russian State University of Justice (RLA of the Ministry of Justice of Russia), Faculty of

Law, Makhachkala, Russia. E-mail: maruam1978@mail.ru

Received: 22/05/2019

Accepted: 16/08/2019

Published: 20/08/2019

Abstract

Purpose: The purpose of the article is to develop algorithms based on the specifics of adult education in modern conditions for

the design and diagnosis of situational problems that contribute to the productivity of learning in the system of continuing education.

Methodology: The methodological basis is the theory of contextual learning, formally limiting the subject and social content of

occupational activity and clearly defining the real professional tasks. Result: The results of the study allow using the obtained

technological algorithms in the organization of adult education in the design of didactic materials – tasks, projects and diagnostic

toolkit. Applications: This research can be used for the universities, teachers and students. Novelty/Originality: In this research, the

model of the Situational Tasks in Adult Education: Design and Diagnostics Algorithms is presented in a comprehensive and complete

manner.

Keywords: Adult education, Design and diagnostics algorithms, Situational tasks, Increasing the productivity, Teaching and training

profession – a system of certification and /or training in a

Introduction

fixed period, confirming compliance with the current position

or required for the next career step. An important initiating

factor in adult education are the personal factors of each

person – motivation to learn, the desire for career growth and

development, changing the field of activity that requires

retraining and/ or advanced training, etc. That is why the

ability to effectively and successfully teach adults is

becoming increasingly important in continuous professional

education.

A sufficient attention in psychological and pedagogical

research is paid to the issues of adults’ education and

development of andragogy in particular the purpose and

mission of adults’ education; value aspects of adult

education; the content of adults’ education; quality

assessment of adults’ education (3,10,13,17,18,19,27,28,29)

are examined.

The appeal to the theme of mechanisms’ development of

adult education is due to modern trends in education,

especially the paradigm of continuous education throughout

occupational life activity. Indeed, the current situation in the

labor market is such that the competitiveness of the

professional is constantly in need of increasing due to the

acquisition of new unique qualities that determine

compliance (even better advance) with respect to

occupational tasks. The external working environment is

subject to continuous updating, so the basic occupational and

personal competencies must be continuously updated and

improved through the expansion of knowledge, skills and the

formation of a professional’s readiness for conditionally

creative non-standard solutions that contribute to the

development of commodity-money relations. In addition to

the external properties, there are internal qualities of the

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2019, Volume 7, Issue 3, Pages: 467-473

The specificity of adults’ education, according to the

researchers (10,11,15,20,21,22,24,25), consists in the

following positions that have both conditionally positive and

conditionally negative impact on the essential characteristics

of the process and require a fundamental change in the

approach to learning:

Thus,

significant increase in the motivational

characteristics of adult learners contributes to the formation

of new mechanisms of educational information’s perception

and increase its educational opportunities. Therefore, the use

of the mechanisms of contextual learning theory is promising

in the didactic design of adults’ education. However, there is

also a difficulty that arises under the circumstances - the

existing images of activity in the minds of an adult can be

negative. For example, stereotypes of actions and ideas,

developed technologies for obtaining, memorizing

information algorithms for solving problems can complicate

the assimilation of new material, preventing new images,

adequate to the modern realities of the profession, to become

examples of occupational activity. This conclusion leads us

to the need to expand the methodology of modern adults’

education by addressing the cognitive mechanisms of

education.

Cognition, as a deeply developed psychological term, is

generally explained from the standpoint of thinking, memory,

consciousness and perception, acting as the ability to process

new information. Since in conditions of high information

saturation, the principal factor is the acquisition of

knowledge through the screening of information, the

cognitive nature becomes the leading characteristic and the

basic resource of the individual.

) The existing system of education and self-government;

) The presence of life and occupational experience and the

persistent stereotypes;

) Willingness to learn, due to explicit motives and abilities;

) Practical orientation in the analysis of new information as

a search for grounds for its occupational implementation;

) Multiple nature of learning conditions – temporary,

personal, occupational, social, etc.

Thus, the leading role of the adult learner fundamentally

changes the approach to learning and puts forward didactic

tasks of designing the educational process based on the

design of special relationships and the nature of the

interaction between the teacher and the learner. It is

necessary to develop universal mechanisms, technologies and

algorithms for designing the content and didactic

organization of adults’ education, contributing to the increase

of learning productivity.

Methodological Framework

At the same time, many pedagogical characteristics have

cognitive nature, based on regularities in the processes of

cognition – pedagogical models, technologies, components of

competencies, diagnostic materials. The variety of

possibilities of cognitive approach’s application to learning

has generated a plurality of its interpretations in pedagogical

and linguistic studies: communicative-cognitive autonomy;

The theory of contextual learning of A.A. Verbitsky (30,31)

in the simplified version can be stated in the following theses:



The context is presented as a unit of measurement of the

person – internal features and the environment, which

determines his/her perception and actions in the framework

of training;



the gap between the fundamental difference between

cognitive

competence;

cognitive

skills;

cognitive-

educational and occupational activities is significantly

reduced in the modelling of the subject, social and moral

content of education (semiotic, simulation and social

models), contributing to the unity of the theory and practice

of education and the formation of real readiness for the

occupation;

communicative skills, cognitive management (5,12). Thus,

there is a certain instrumental base, reflecting the subjective

essence of the learning process, which fully meets modern

ideas about the intellectualization and individualization of

education, transforming didactic relations.

Any occupational sphere continuously recreates a number

of occupational situations, the synthesis and analysis of

which, built on the basis of human cognitive resources,

determines the level of professionalism of the employee's

actions and his/her social responsibility for the

implementation of occupational actions. This implies the

existence of a certain ideal (pattern of actions, image), taking

into account personal abilities, opportunities for personal,

intellectual and physical development, necessary for modern

society. The established target qualities become the

educational reference point, being realized in educational

programs, the content of education, educational and

methodical maintenance of educational process.

Moreover, here there is a natural question – how in

modern conditions to provide effective occupational training

of adults, taking into account social needs of society and

cognitive features of the personality? Obviously, it requires a

fundamentally new organization of the pedagogical process

and the creation of conditions for the development of

personal cognitive mechanisms, the formation of universal

social qualities, the totality of which will determine the

solution of occupational problems. The methodological basis

for the resolution of the existing contradiction can be socio-

cognitive approach, interpreted by us from the point of view



Unification of pedagogical management and self-

management of the student through a joint system of goal-

setting and gradual achievement of each goal by learners;



Emphasis on the functionality of training through the

continuous resolution of ambiguous subject situations, as

close as possible to a holistic occupational activity.

This psychological and pedagogical theory, created more

than 40 years ago, firmly occupies its place in the Russian

pedagogical practice. The introduction of the competence

paradigm in all levels of education, to some extent caused a

new round of actualization of the theory due to its functional

activity of the student through the maximum approximation

to future practice. At the same time, the theory of contextual

learning allows us to preserve the Russian traditions of

formation through the formation of moral experience of not

only subject-technological, but also social and moral

competencies, that is, training and education within the

educational process (32).

The pedagogical potential of this theory in adults’ education

is obvious: 1) there is an activity of students, acting because

of motivation to learn; 2) there is a space-time context past–

present–future, when there is a past experience, mastered

new material and a model of future activity; 3) there is a clear

understanding of their place in the occupation and its social

role, determining the process and results of learning.

the

processes

occupational

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2019, Volume 7, Issue 3, Pages: 467-473

socialization/individualization and interpersonal interaction

conditions) with constant verification of the accuracy of this

approximation. In this context, the implementation of the

iteration principle provides support for the balance (internal

balance of the person, the balance of the educational

organization, the balance of the education system as a whole)

in achieving the planned goals, compliance with training

standards and labor market requirements in the event of

significant changes of external and/or internal conditions of

existence. With each iterative cycle, there is a movement to

achieve the target results on the chosen trajectory of

professional development, which allows the projection of the

established mission of professional development.

(4,23). One of the main provisions of this approach is that the

person acquires meanings in the above-mentioned realities of

the objective world, culture and speech through social

interaction, understanding the sociality as a system that forms

its life -many effective manifestations in a variety of life

situations, including occupational. Thus, the base of activity

is the initial social attitudes that determine the boundaries of

action – there is a transfer of established forms of behavior,

adaptation and development of the individual. The initial

context of training influences semantic formations,

developing them, and determines any transformations of the

personality, formation of its new qualities. No less important

in the design of the pedagogical process is the understanding

of the conditional interval to achieve the goal – cognitive

abilities determine the upper limit of possibilities, and

properly organized conditions of educational and

occupational activity – the lower limit.

Since adults’ education is a mass phenomenon and not an

individual one, it is important to rely on stable pedagogical

regularities and connections when designing the content of

education taking into account cognitive mechanisms.

Differentiation and individual approach should be present

when students independently choose educational trajectories,

scaling and interpretation of learning outcomes for

pedagogical diagnosis and correction. The influence of

society and the necessary return from the profession has a

significant impact on the cognitive development of the

individual. Subjectivity, thus, will refer only to the internal,

personal environment of professional’s formation, and will

determine the conditional rank of its success in occupational

activity based on cognitive characteristics.



The principle of integration, which involves the

interconnection and interdependence of the components of

the adult learning system and personal cognitive

characteristics of learning. Integration is considered by us,

firstly, as the degree of connection between the components

of the adults’ education system and the system of

occupational growth of the student; secondly, as the process

of formation of professional growth integrity in the unity of

personal, occupational, economic, educational and other

needs of the student, initiating professional growth; thirdly,

as a way of designing the content of occupational training in

the integration of subject (branch), pedagogical and personal-

developing training. At the same time, the development of

the system is reproduced by the duality of structures – from

the level of totality to individuals and from the level of

individuality to the level of totality, that is, cyclically from

differentiation to integration and back.



The principle of activity, involving the positioning of the

adult learner as an equal subject of the learning process and,

consequently, determining its full involvement in the

education process. This principle is reflected both in the

method of choice of forms of training and in the nature of

training: the content and methods of work. The main

characteristics of such training is the leading role of the

student in the construction and implementation of the training

program within their own cognitive styles, and at the same

time the joint activities of the student and the educator in the

preparation and implementation of the educational process.

Defining in this process are the relationship and the nature of

the interaction between the teacher and the learner expressed

in practice in the justification and selection of productive

educational technologies.

Contextual theory of education and socio-cognitive

orientation set the following principles for the design of

adults’ education:



The principle of continuity based on the active role of the

adult learner in the educational process and the possible

diverse trajectories of his/her career. Continuity determines

the integrity of the system, consisting of separate discrete

stages of professional growth, and is completed only at the

end of employment, emphasizing the lack of discreteness

between the points of professional growth of the teacher.

Thus, continuity is considered as the prevention of empty

spaces between coming knowledge, formed competencies

and potential development of the educational process, which

determine the interconnection of transitions from one point of

professional growth to another;

The formulated methodological position and didactic

conditions of the institution of adults’ education determined

by these principles form the boundaries of productive

learning technologies’ design. An important measure of

interaction is the educational and occupational experience

that determines the projection of social interaction on the

cognitive development of the student, which allows the use of

individual reserves and mechanisms of self-organization in

the educational activities of adults.



The principle of self-development, focusing on

personality-oriented positions and the ratio of cognitive

activity of the adult learner, its self-development and

overcoming internal barriers. Self-educational need not only

meets the needs of human creative development, but also

works on the ideology of the modern world, when the

intensity of obsolescence of knowledge and methods of

action is proportional to its information content. In these

conditions, nothing can be compared with the speed of self-

education, taking place here and now, and requiring only an

internal personal organization, becoming the most important

source of professional growth;

Results

The applied methodology assumes that the active

interaction of the student and new educational material for

the formation of new competencies is more productive, the

more involved the cognitive capabilities of each participant

instrumental and content-based components of the psyche

involved in the processes of organization and self-

organization of human knowledge. It is this position that led

to the introduction of situational occupationally oriented



The principle of iteration, contributing to the formation

of promising mechanisms of modern life activity in a rapidly

changing socio-cultural environment. Iteration acts as a

progressive movement towards the goal (within the existing

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2019, Volume 7, Issue 3, Pages: 467-473

tasks as the main practical educational technology in adult

education. Here all the mentioned methodological positions

are actualized: external context as subject, socio-cultural,

spatial-temporal and other characteristics of the situation, and

internal context as individual psychological features,

cognitive style and the presence of the image (ideal) of goals

and professional actions. This determines the implementation

of the basic idea of contextual learning and socio-cognitive

approach – assignment of new competencies through the

images of mastered occupationally practical practice.

Stage 2. Construction or choice of a situation model that

reflects the studied activity. Here, the drama of the situation

and the plot of the problem are fundamental, the formulation

with mutually exclusive conditions requiring moral or

occupationally significant choice is possible.

Stage 3. Analysis of information in the subject area regarding

the model of the situation. The reality of the situation is

necessary, it is important that the number of conditions was

necessary and sufficient to describe the situation or leave a

variety of choice for the student. In addition, the position of

the task is fundamental – the search for new knowledge or

development of existing skills, which affects the typology of

the task, its characteristics, consequences, ways of solving.

Stage 4. Diagnostics of validity of a situational problem. We

are talking about conducting a methodical educational

experiment, built on a particular scheme, to determine the

effectiveness of the situational problem, which allows

determining the characteristics of the structure of the

situation, its functions, interaction with the surrounding and

the internal environment. In the presence of multiple

solutions to the problem, it is important to clarify the

conditions that define the limitations of the context of the

solution, the choice of the most optimal way out of the

situation.

Situational tasks in the most General case are

problematic occupational meta-subject situation, close to

professional practice, characterizing its functional

dependencies, resource conditions, requirements for decision-

making or possible limitations (1,2,16,26). The solution of

this problem is to develop an occupationally value solution

that optimizes the proposed situation.

Pedagogical potential of situational problems is the need

to compare the requirements, conditions, known-unknown,

multifactorial occupationally significant and moral choice,

reproductive, productive, intensive creative activity of the

student. In the most General case, the formulation of

situational objectives should include the following

components:



The presence of the target;

Stage 6. Preparation of the final version of the situational

problem and the introduction of situational tasks in the

practice of training. This stage requires the preparation of

didactic materials and development of recommendations on

the forms of interaction between students and the teacher

known conditions and/or limitations;

the presence of an unknown variable factors;

the possibility of several solutions to the problem;

solution and limitations.

(experts) in the course of solving situational problems.

Situational problem is the result of reflexing of

We give examples of the developed situational tasks for

occupational experience. The plot and facts of the situational

problem should be as close as possible to real life, to involve

not only real working situations, but also extra-working

moments (especially for socially important professions). It is

extremely important to have many options for action due to

the level of professionalism, morals, requirements of the

profession, maintaining security, etc. The educational

purpose of the situational problem can be reduced to the

consolidation of knowledge, skills and behavior (decision-

making) of students in this situation or be a model for

obtaining new occupationally-oriented knowledge and

behavior in the situation.

different areas of additional training of adults, taking into

account their little experience in each profession (less than 1

year).

) Pedagogical direction.

School student (13 years - condition 1) is not satisfied with

his mark and as a protest climbs during a lesson on the table

the situation). In the classroom there was laughter and

(

comments from other children (condition 2), which obviously

led to a disruption of the working environment (situation).

The lesson was impossible to continue (state). How to return

the working environment to the lesson, if such an event has

already occurred? (purpose.)

It is obvious that the construction of situational problems

requires some training a teacher in the pedagogical sphere

) Medical direction.

Medical worker (condition) after a hard day's work

(taking into account all pedagogical, social and didactic

(condition) goes by public transport (condition), suddenly,

positions), and a deep knowledge of the subject area (it is

also possible to involve in the preparation of tasks

practitioners). We present an algorithm for constructing

situational tasks that contributes to the technologization of

the process of developing didactic materials for adult

education, taking into account their experience.

Stage 1. The formation of educational goals. This stage

includes determining the place of the situational problem in

the structure of the training course (mini-problem, individual

or group project, direct solution or solution in the preliminary

preparation, the level of complexity). It is recommended to

solve problems at the first stages of training in the presence

of a teacher to develop skills to solve them. It is also

important to analyze the experience in the analyzed area, the

level of occupational skills and corporate culture. It is useful

to solve the same problems (or solve the same situation with

the replacement of conditions) at different stages of training.

standing next to a person loses consciousness (situation).

What actions does he have to do? (Purpose.)

(3) Police Officer.

On one of the city streets in the city center (condition), a

police officer pursues several persons (condition) who have

just committed a robbery (situation). The employee has a

service weapon (condition). After repeated demands to stop,

the criminals continue to flee (situation). What are the lawful

actions of the employee? (purpose)

When formulating tasks based on the theory of contextual

learning (setting occupational boundaries), socio-cognitive

approach (taking into account the ideal images and cognitive

style of the adult learner) and the selected principles of

learning (forming the subject activity of the teacher and the

student), it is important to check the situational problem of

pedagogical modeling (resolution of the situation). It seems

efficient to use the cyclic model of D.A. Kolb, R.E. Boyatzis

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Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 3, Pages: 467-473

and Ch. Mainemelis (2001) as a method of testing the

hypothesis of the legitimacy of the development of the

situation (9). Positive answers to each of the questions will

determine the accuracy of the formulation of the situational

problem:

(diligence, competitiveness), moral (feeling like a person,

mastering the skills of cooperation and partnership), mental

(ability to listen, memorize, analyze the situation, to

comprehend a large amount of information), motivational-

volitional (strengthening the will, mobilization of their forces

and capabilities, defending their point of view, recognition of

others’ opinion).

. Getting direct experience.

. An observation in which the student ponders what he/she

has just learned.

. Comprehension of new knowledge, their theoretical

generalization.

Experimental testing of new knowledge and their

independent application in practice.

We propose a universal algorithm for step-by-step

diagnosis of solving situational problems, based on

pedagogical experience and expert ranking of the stages’

importance and effectiveness for students’ solving problems

(table 3). Each of the components of the situational task is

aimed at the actualization, formation or development of

. The presence of many hypotheses to resolve the situation.

Active experiment (real, simulated) and reflexive

certain

occupational

and

personal

characteristics,

observation.

. Deducing of output knowledge.

Thus, the starting point of adult education is the acquisition

of specific experience, which provides material for cyclic

occupational and personal development.

From the pedagogical point of view, the principle is not only

the conditional correctness of situational problems’ solution,

but also the mechanism of its solution, creative approach,

non-standard answers. No less important is the motivation of

moral choice, isolating the system of values of the adult

learner and demonstrating the full range of his/her

occupational and cultural competencies in the context of

occupational difficulties. Therefore, pedagogical diagnosis of

solving situational problems’ course is an important element

of training, bearing it and self-reflective nature, contributing

to the main directions of personal development: occupational

respectively, the implementation of each of the stages should

be evaluated. The basis of the diagnosis is necessary point

scaling; the resulting sum is the result of situational tasks’

decision.

An important factor in the productivity of the presented

diagnostic system is the analysis of each step and its

importance for training. Thus, even if the result of solving a

situational problem is not conditionally correct, it is possible

to diagnose many occupational and personal characteristics

of the student. It should also be noted that the diagnosis of

solving situational problems carried out in this way can be

applied to specific actions of students (during game and/or

simulation tasks), oral answers, group or individual forms,

developed projects with written argumentation, etc.

Table 3: Algorithm of situational tasks’ diagnostics

Structure of the

situational task

Stages of solving the

problem to students

Assessment

(points)

Diagnostics

Immersion in the profession. A clear

understanding of the occupational

difficulties, the wording

The presence of the target

Understanding, goal setting

Known conditions and/or

limitations

The synthesis of known

interdisciplinary knowledge

The level of meta-subject competences

Determination of variability of conditions

The ability to listen, to memorize , to

generalize

Reflexion of difficulties

and search for new subject

knowledge through the

inclusion of their own

mechanisms, techniques

and methods of cognition

The dynamics of the search for new

adequate information and check for

relevance

The presence of an

unknown variable factors

Cognitive skills of comprehension of new

information and its transformation into

knowledge

(cognitive style)

Mobilization of own forces and capabilities

Actualization of life attitudes in the presence

of moral choice

The adequacy of options for a possible plan

of action

Selection of a productive

solution taking into account

legal occupational and

ethical standards

The possibility of several

solutions to the problem

Criteria to optimize the solution

Formulation of the answer

Defending your own point of view,

argumentation

–

description of the planned

Solution and limitations

actions, taking into account

their own limitations

Reflexion new knowledge

Cooperation and partnership skills

Formulation of the decision

Totally, competitiveness

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2019, Volume 7, Issue 3, Pages: 467-473

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the necessary human skills, knowledge, qualities, personal

orientations as the need arises in them. According to the basic

assumptions of adult education (self-direction, experience,

readiness for learning, the rapid implementation of acquired

competencies, the specific learning environment) the content

of their training should initiate its unique characteristics as a

person and a professional, consider the experience of the

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potential for continuous development and self-realization,

using their own creative and evaluative mechanisms

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

Training, involving the improvement of knowledge and

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

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

Developing, providing structural complication of subject

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

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techniques and methods of cognition and the development of

their own cognitive style of the student.

The positive experience of the authors in the

implementation of situational tasks in the process of adult

education in the framework of retraining and advanced

training allows us to recommend the proposed algorithms for

the design and evaluation of situational problems in the

practice of education.

22. Selomo, M. R., & Govender, K. K. Procurement and Supply

Chain Management in Government Institutions: A Case Study of

Select Departments in the Limpopo Province, South Africa.

016.

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education of adults. Bulletin of the North-Eastern Federal

University. 2016; 3: 30-35.

Knowledgment

The author confirms that the data do not contain any

conflict of interest.

24. Shirvani, M., Mohammadi, A., & Shirvani, F. Comparative

study of cultural and social factors affecting urban and rural

women's Burnout in Shahrekord Township. UCT Journal of

Management and Accounting Studies. 2015; 3(1), 1-4.

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