DIFFERENTIATING TASKS BASED ON INDIVIDUAL DIAGNOSTIC ASSESSMENT TO DEVELOP UNIVERSITY STUDENTS' COMMUNICATIVE CULTURE IN ONLINE NETWORKS

This thesiz develops a methodological approach to identifying students' individual needs in online communication and differentiating tasks accordingly. The study is based on theoretical analysis and instructional design. Communicative culture is interpreted as an integration of knowledge, attitudes, practical communication, and reflection. The proposed approach considers students' component profiles alongside their overall scores; task content, the amount of support, and situational complexity are adjusted separately. Diagnostic questions, three task variants based on one situation, and a procedure for evaluating outcomes are presented. The study does not claim to establish empirical effectiveness; it specifies testable hypotheses and the practical limits of the proposed model.