Discursive learning of students in terms of polytasking: retrospective analysis

The article presents the results of the theoretical research of the issue of using the potential of discursive learning in the process of teaching students of the university in terms of specific polytasking. Possibilities of using discursive learning by structuring the educational material according to different forms of presentation (oral, written, problematic, non-verbal, indirect) have been emphasized. The model of hypothetical trajectories of discursive learning of a student of the university taking into account the features of polytasking has been developed based on the involvement of polytasking potential. The developed model specifies its target orientation (purpose, goal, expected result) and technological completeness. At the theoretical level, the stage-by-stage implementation of the model has been substantiated and the effects of its use in terms of the students’ classroom and extracurricular activities have been determined.