INSTITUTIONALIZED LEARNING AND DIALOGICAL INTERACTION BETWEEN STUDENTS AS A FACTOR OF IMPROVING ACADEMIC PERFORMANCE
Modern educational programs have priority among outdated programs, since they are based on the transfer and reproduction of canonical knowledge. These programs also emphasize a Dialogic approach to learning, in which students are given the opportunity to Express their personal opinions and improve their understanding, increasing their involvement in the learning process. The purpose of this research is to analyze the effectiveness of institutionalized learning and dialogical interaction between students. In the course of the study, a questionnaire was conducted and the data of 40 graduate students of the faculty of dentistry were evaluated on the Likert scale after the introduction of the Dialogic interaction program. The results of the study show that dialogical interactions between students can improve their academic performance, as well as the level of control over the authority of learning. Students were shown the practical significance of theoretical training in the course of simple lexical interaction with the use of simulated situations. Students, following the recommendations of the teacher, increase their level of academic performance, as well as cope with negative emotions in affective-meaningful ways, in which feedback is available. The data obtained in the course of the study indicate an increase in the academic performance of students through the introduction of dialogical and institutionalized learning.