http://socictopen.socict.org/files/original/b71a3fc073e2b19f5dd5dbc82b334296.pdf 341dc7732e841b01bb52dd8a788720c0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Coronavirus Description An account of the resource Dominio científico: Coronavirus Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Self-Organisation in Lifelong Learning: Theory, Practice and Implementation Experience Involving Social Networks and a Remote Format Creator An entity primarily responsible for making the resource Iosif Sandor, Mario De Martino, Yulia Sh. Gushchina, Zlata V. Boyko, Angela Magnanini, Berta Alicia Guerrero Perez, Emanuele Isidori Description An account of the resource Currently, in the context of the global transition of the world education system to the remote format, it has become vitally important for a person to be able and ready to independently organise his/her educational and professional activities. The article considers methodological approaches to self-education in the context of its use in the process of lifelong learning/ continuous education. The authors discuss the existing concepts of self-education and ways of its organisation, taking into account age-specific features, forms and types of learning. The concepts of ‘self-organisation’ and ‘self-education’ are analysed. The essence of the scientific categories ‘self-learning’ and ‘self-organisation in education’ is revealed in relation to the system of higher education. The role of tutors as mediators in student self-organisation is shown and their main functions in this process are described. Based on a theoretical analysis of existing forms of self-organisation in education and the experience of using self-organisation, various directions and possibilities of their application in practice are delineated. Careful consideration is given to criticism of the use of self-organisation in learning and its advantages. The authors also discuss the prospects of using self-organisation in higher education, emphasising the importance and relevance of developing self-organisation as a student’s personality trait. A description is made of learning models based on self-organisation of students. Finally, the experience of implementing the self-organisation approach to the educational process is analysed. As a result of the study, the authors conclude that self-learning can be successful if it seems socially significant for students. The use of advanced digital technologies and Internet resources can also contribute to effective self-learning. The results of the study indicate that students should develop the ability to independently organise their educational activities as well as self-control/self-assessment skills, which is especially important in connection with the increase in independent work in curricula and the massive transition to the remote format in higher education during the COVID-19 pandemic. Date A point or period of time associated with an event in the lifecycle of the resource 2020 Subject The topic of the resource lifelong learning, remote education, social network, Continuing Education, self-education, self-organisation of students Identifier An unambiguous reference to the resource within a given context 10.22363/2313-1683-2020-17-3-373-389 Source A related resource from which the described resource is derived RUDN Journal of Psychology and Pedagogics Publisher An entity responsible for making the resource available Peoples’ Friendship University of Russia (RUDN University) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Psychology, Education