TYPOLOGICAL GROUPS OF FIRST-YEAR STUDENTS BY EDUCATIONAL STRATEGIES IN CONDITIONS OF INDIVIDUAL LEARNING TRAJECTORIES

The typological analysis of the first-year students' educational strategies in the conditions of experimental learning within individual learning pathways have been considered in the article. Using the heuristic potential of the typological approach in relation to the data of a mass questionnaire survey of first-year students at the Tyumen State University, two parts of type-forming features were identified and the corresponding empirical indicators were formed. Using the methods of factorial and cluster analysis, three modal typological groups of first-year students have been discerned, and each of them has its own educational strategy at the university. Conclusions have been drawn about the expediency of building such a typology at the beginning of the student's educational pathway, as this enables to make timely management decisions on the development of desirable and correction of undesirable learning strategies, as well as the possibility of further monitoring measurements.