Pub Date : 2023-05-07DOI: 10.21686/1818-4243-2023-2-49-60
P. V. Terelyansky, S. M. Malkarova
Purpose of the study. The inability to avoid digital segregation in access to educational technologies and content at the level of individuals, families, communities, and states plunges entire nations and peoples into an institutional trap (lock-in effect) of the reproduction of intellectual capital. To understand the degree of immersion in such an institutional trap, it is necessary to search for appropriate indicators and develop a new index based on them, which would increase the ability of the UN Human Development Index to reflect the level of development of society, considering the realities of the fourth technological revolution.Materials and methods. One of the essential parts of the Human Development Index is the composite index “Education for universal development”, which includes such quantitative indexes as the average duration of education and the expected duration of education of the population. Unfortunately, these indexes do not give an idea of the quality of the education provided: the availability of modern educational technologies, the accessibility to the latest educational content, the ability to interactively change national educational content, the possibility of using information and communication technologies for education, and more. The “Digital segregation of access to education” index, proposed by the authors, is closely related to the “Education for all development index” and expands its scope by including individuals with higher education who can form the core of research in the future specific country.Results. The insignificant fact of uncontrolled migration of an individual as a carrier of some particle of national intellectual capital creates a problem much more systemic than a simple “brain drain”. The countries from which the brain drain occurs not only lose specific gifted individuals and the individual intellectual capital associated with them but also lose the ability to reproduce the joint intellectual capital of the nation within the country. In the conditions of open borders and general globalization, there are one-sided transfer funnels that allow the holder of individual intellectual capital to leave the donor country and be integrated into the scientific and production structure and the general national capital of the recipient country without any obstacles. At the same time, the reverse movement of intellectual capital, as a rule, is impossible. The authors describe the mechanism of a one-sided funnel during the migration of intellectual capital (individual and national), which triggers positive feedback that prevents the donor country from increasing national intellectual capital and forms an institutional trap for the reproduction of intellectual capital.Conclusion. The authors continue to work on optimizing and supplementing a set of indicators for inclusion in the composite index “Digital segregation of access to education” and establish the weight of indicators in the index. The open questions are
{"title":"The Institutional Trap of the Reproduction of Intellectual Capital","authors":"P. V. Terelyansky, S. M. Malkarova","doi":"10.21686/1818-4243-2023-2-49-60","DOIUrl":"https://doi.org/10.21686/1818-4243-2023-2-49-60","url":null,"abstract":"Purpose of the study. The inability to avoid digital segregation in access to educational technologies and content at the level of individuals, families, communities, and states plunges entire nations and peoples into an institutional trap (lock-in effect) of the reproduction of intellectual capital. To understand the degree of immersion in such an institutional trap, it is necessary to search for appropriate indicators and develop a new index based on them, which would increase the ability of the UN Human Development Index to reflect the level of development of society, considering the realities of the fourth technological revolution.Materials and methods. One of the essential parts of the Human Development Index is the composite index “Education for universal development”, which includes such quantitative indexes as the average duration of education and the expected duration of education of the population. Unfortunately, these indexes do not give an idea of the quality of the education provided: the availability of modern educational technologies, the accessibility to the latest educational content, the ability to interactively change national educational content, the possibility of using information and communication technologies for education, and more. The “Digital segregation of access to education” index, proposed by the authors, is closely related to the “Education for all development index” and expands its scope by including individuals with higher education who can form the core of research in the future specific country.Results. The insignificant fact of uncontrolled migration of an individual as a carrier of some particle of national intellectual capital creates a problem much more systemic than a simple “brain drain”. The countries from which the brain drain occurs not only lose specific gifted individuals and the individual intellectual capital associated with them but also lose the ability to reproduce the joint intellectual capital of the nation within the country. In the conditions of open borders and general globalization, there are one-sided transfer funnels that allow the holder of individual intellectual capital to leave the donor country and be integrated into the scientific and production structure and the general national capital of the recipient country without any obstacles. At the same time, the reverse movement of intellectual capital, as a rule, is impossible. The authors describe the mechanism of a one-sided funnel during the migration of intellectual capital (individual and national), which triggers positive feedback that prevents the donor country from increasing national intellectual capital and forms an institutional trap for the reproduction of intellectual capital.Conclusion. The authors continue to work on optimizing and supplementing a set of indicators for inclusion in the composite index “Digital segregation of access to education” and establish the weight of indicators in the index. The open questions are ","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78139001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-26DOI: 10.21686/1818-4243-2023-2-36-48
L. Konstantinova, V. Vorozhikhin, A. Petrov, E. S. Titova, D. Shtykhno
The purpose of the study is to predict possible trends in the impact of generative artificial intelligence, in particular ChatGPT technologies, on education. Predictive estimates are formed on the basis of expert discussions of the consequences of using these digital technologies in education, which are currently going on in the public space and in the scientific community. The main groups of expert opinions and scientific approaches are being identified and compared, which makes it possible to present a perspective vision of the processes of integrating generative artificial intelligence into education. Analysis and forecasting are mostly carried out on the example of the practice by using generative artificial intelligence in higher education, however, the main provisions and conclusions can be extrapolated to other levels of education.Materials and methods. In the course of the study, methods of qualitative analysis of expert opinions presented in the public space (in the media, social networks, on the websites of educational organizations and analytical agencies, in public speeches), as well as methods of meaningful analysis of scientific publications, were used. Grouping and classification of expert opinions and scientific approaches were carried out. The analysis also used the results of a sociological study conducted by means of online survey of students from the Plekhanov Russian University of Economics on a sample of more than 3 thousand people. Methods of social forecasting were used to form predictive estimates.Results. The analysis made it possible to conclude that public discourse on employing generative artificial intelligence in education is controversial. Five groups of expert opinions were identified regarding the impact of generative artificial intelligence on education, which differ as to the need for its use in educational organizations and the scope of educational transformations that can occur under its influence. The analysis of scientific discussions showed that scientific community has not finally determined the consequences of the practical impact of generative artificial intelligence on the field of education. At the same time, possible promising areas and problem areas of its use are being identified, as well as its potential to initiate new reforms in education. The following possible trends in the integration of generative artificial intelligence into education are predicted: gradual change in the paradigm of education towards creativity-oriented education; increase of the share and scope of using artificial intelligence technologies in education; formation of new legal and ethical standards governing the use of generative artificial intelligence in education; increasing the importance and changing the role of the lecturer.Conclusions. Generative artificial intelligence has all the potential for solving long-term tasks of developing education. However, rapid technological development is inevitably associated with num
{"title":"Generative Artificial Intelligence in Education: Discussions and Forecasts","authors":"L. Konstantinova, V. Vorozhikhin, A. Petrov, E. S. Titova, D. Shtykhno","doi":"10.21686/1818-4243-2023-2-36-48","DOIUrl":"https://doi.org/10.21686/1818-4243-2023-2-36-48","url":null,"abstract":"The purpose of the study is to predict possible trends in the impact of generative artificial intelligence, in particular ChatGPT technologies, on education. Predictive estimates are formed on the basis of expert discussions of the consequences of using these digital technologies in education, which are currently going on in the public space and in the scientific community. The main groups of expert opinions and scientific approaches are being identified and compared, which makes it possible to present a perspective vision of the processes of integrating generative artificial intelligence into education. Analysis and forecasting are mostly carried out on the example of the practice by using generative artificial intelligence in higher education, however, the main provisions and conclusions can be extrapolated to other levels of education.Materials and methods. In the course of the study, methods of qualitative analysis of expert opinions presented in the public space (in the media, social networks, on the websites of educational organizations and analytical agencies, in public speeches), as well as methods of meaningful analysis of scientific publications, were used. Grouping and classification of expert opinions and scientific approaches were carried out. The analysis also used the results of a sociological study conducted by means of online survey of students from the Plekhanov Russian University of Economics on a sample of more than 3 thousand people. Methods of social forecasting were used to form predictive estimates.Results. The analysis made it possible to conclude that public discourse on employing generative artificial intelligence in education is controversial. Five groups of expert opinions were identified regarding the impact of generative artificial intelligence on education, which differ as to the need for its use in educational organizations and the scope of educational transformations that can occur under its influence. The analysis of scientific discussions showed that scientific community has not finally determined the consequences of the practical impact of generative artificial intelligence on the field of education. At the same time, possible promising areas and problem areas of its use are being identified, as well as its potential to initiate new reforms in education. The following possible trends in the integration of generative artificial intelligence into education are predicted: gradual change in the paradigm of education towards creativity-oriented education; increase of the share and scope of using artificial intelligence technologies in education; formation of new legal and ethical standards governing the use of generative artificial intelligence in education; increasing the importance and changing the role of the lecturer.Conclusions. Generative artificial intelligence has all the potential for solving long-term tasks of developing education. However, rapid technological development is inevitably associated with num","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88702839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-26DOI: 10.21686/1818-4243-2023-2-4-15
N. I. Gorodetskaya, I. E. Belotserkovskaya, T. V. Tumanova, N. B. Sherbakova
Relevance. The creation and support of open online-schools for teaching foreign citizens in Russian is part of the complex of measures of the state program “Development of Education” implemented under the auspices of the Ministry of Education of the Russian Federation. The popularization of Russian higher education and the possibility of subsequent employment in Russia attract an increasing number of foreign students to Russian universities, who strive to learn the Russian language as quickly as possible, but also to join the cultural and spiritual values of our country. The use of technologies for the development and implementation of mass open online-courses, as an effective mechanism for increasing the openness and accessibility of education, makes it possible to create conditions for the promotion of the Russian language based on the organization of open education courses in the Russian language and Russian culture.Purpose of this paper is to develop and scientifically and pedagogically substantiate the effectiveness of an open online school of additional education in Russian for foreign citizens living both in Russia and abroad, with the ability of self-registration for courses and choosing an individual training route.Materials and methods. The concepts of continuing education, the principles of adult education, approaches to the use of e-learning, distance learning technologies, principles and approaches to the development and implementation of mass online-courses are the theoretical basis of our paper. The relevance and practical significance of creating an online school were substantiated at the initial stage, the concept of this resource and its content component were developed, and an educational platform project was created. The design development of the technological platform was carried out at the second stage. The educational content of online-courses was created using the maximum variety of forms of presentation of educational material and taking into account the principles of ergonomics of the user’s work with electronic content. At the third stage, based on surveys and processing of statistical data, an assessment of the effectiveness of the created resource was determined in the context of the openness and accessibility of the educational content provided its relevance and demand by foreign citizens.Results. The results of the design, development and testing of the functionality of the open online school “Russia. Vector of possibilities” are presented in the article. The concept, principles and formats of the organization of this virtual space are considered. The results of testing the created package of online courses are presented. It is possible to judge the relevance of this resource on the basis of the statistical data obtained about the participants of online courses and the analysis of their reflexive reviews.Conclusion. The free and open nature of online school courses, the opportunity to study at a convenient time and
{"title":"Design and Development of Information Content of an Open Online School for Foreign Citizens in Russian","authors":"N. I. Gorodetskaya, I. E. Belotserkovskaya, T. V. Tumanova, N. B. Sherbakova","doi":"10.21686/1818-4243-2023-2-4-15","DOIUrl":"https://doi.org/10.21686/1818-4243-2023-2-4-15","url":null,"abstract":"Relevance. The creation and support of open online-schools for teaching foreign citizens in Russian is part of the complex of measures of the state program “Development of Education” implemented under the auspices of the Ministry of Education of the Russian Federation. The popularization of Russian higher education and the possibility of subsequent employment in Russia attract an increasing number of foreign students to Russian universities, who strive to learn the Russian language as quickly as possible, but also to join the cultural and spiritual values of our country. The use of technologies for the development and implementation of mass open online-courses, as an effective mechanism for increasing the openness and accessibility of education, makes it possible to create conditions for the promotion of the Russian language based on the organization of open education courses in the Russian language and Russian culture.Purpose of this paper is to develop and scientifically and pedagogically substantiate the effectiveness of an open online school of additional education in Russian for foreign citizens living both in Russia and abroad, with the ability of self-registration for courses and choosing an individual training route.Materials and methods. The concepts of continuing education, the principles of adult education, approaches to the use of e-learning, distance learning technologies, principles and approaches to the development and implementation of mass online-courses are the theoretical basis of our paper. The relevance and practical significance of creating an online school were substantiated at the initial stage, the concept of this resource and its content component were developed, and an educational platform project was created. The design development of the technological platform was carried out at the second stage. The educational content of online-courses was created using the maximum variety of forms of presentation of educational material and taking into account the principles of ergonomics of the user’s work with electronic content. At the third stage, based on surveys and processing of statistical data, an assessment of the effectiveness of the created resource was determined in the context of the openness and accessibility of the educational content provided its relevance and demand by foreign citizens.Results. The results of the design, development and testing of the functionality of the open online school “Russia. Vector of possibilities” are presented in the article. The concept, principles and formats of the organization of this virtual space are considered. The results of testing the created package of online courses are presented. It is possible to judge the relevance of this resource on the basis of the statistical data obtained about the participants of online courses and the analysis of their reflexive reviews.Conclusion. The free and open nature of online school courses, the opportunity to study at a convenient time and ","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74980151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-26DOI: 10.21686/1818-4243-2023-2-27-35
A. V. Churakova
The purpose of the study. With the transition of higher education to modernized federal state educational standards of higher education, the concept of “universal competencies” was introduced in the theory of competency-based approach and in pedagogical practice. Later on, this notion was uniformly fixed by the levels of education for all areas of higher education in the Russian Federation. Federal state educational standards of higher education are focused on the norms of professional standards, and universal competencies supplement professional qualifications and reflect the peculiarities of educational training of future teachers. Today in Russia there is a stable social order for professional educators and formation of universal competences imposes new requirements to the quality of their training. According to the requirements of the federal state educational standards of higher education, the result of training is not only a competent specialist who is able to perform certain operations within his/her professional business, but also a specialist with a set of universal competences. However, the theory and practice of higher education currently lacks a unified approach to assessing the universal competencies of future teachers. The aim of the presented work is to identify modern approaches to the assessment of universal competencies in higher education institutions on the example of communicative and regulatory component of the universal competencies of future teachers.Materials and methods of research. The presented study comprehensively used such methods of research as study and analysis of scientific and pedagogical literature, normative and program documents of educational organizations of higher education, which form the basis of pedagogical activity, generalization of articles of major scientific and educational communities and their comparative analysis. The methodological basis of the study are integrated and activity-based approaches associated with the activity-based nature of the formation of universal competencies of future teachers.Results. As a result of the study, the theoretical foundations of evaluating universal competences are considered, the domestic and international experience of evaluating universal competences is analyzed and the evaluation of universal competences of future teachers is proposed on the example of the communicative and regulatory component.Conclusion. The federal state educational standards of higher education have a very detailed description of indicators of achieving universal competencies, but the present study highlights the problems of their assessment. The comparative analysis of domestic and international experience in assessing universal competencies showed that the results of individual research projects, as well as the opinions of employers and experts are a source of information on their formation. This indicates different approaches to assessing competencies. In order to assess universal co
{"title":"Modern Approaches to Assessing the Universal Competencies of Future Teachers on the Example of the Communicative and Regulatory Component","authors":"A. V. Churakova","doi":"10.21686/1818-4243-2023-2-27-35","DOIUrl":"https://doi.org/10.21686/1818-4243-2023-2-27-35","url":null,"abstract":"The purpose of the study. With the transition of higher education to modernized federal state educational standards of higher education, the concept of “universal competencies” was introduced in the theory of competency-based approach and in pedagogical practice. Later on, this notion was uniformly fixed by the levels of education for all areas of higher education in the Russian Federation. Federal state educational standards of higher education are focused on the norms of professional standards, and universal competencies supplement professional qualifications and reflect the peculiarities of educational training of future teachers. Today in Russia there is a stable social order for professional educators and formation of universal competences imposes new requirements to the quality of their training. According to the requirements of the federal state educational standards of higher education, the result of training is not only a competent specialist who is able to perform certain operations within his/her professional business, but also a specialist with a set of universal competences. However, the theory and practice of higher education currently lacks a unified approach to assessing the universal competencies of future teachers. The aim of the presented work is to identify modern approaches to the assessment of universal competencies in higher education institutions on the example of communicative and regulatory component of the universal competencies of future teachers.Materials and methods of research. The presented study comprehensively used such methods of research as study and analysis of scientific and pedagogical literature, normative and program documents of educational organizations of higher education, which form the basis of pedagogical activity, generalization of articles of major scientific and educational communities and their comparative analysis. The methodological basis of the study are integrated and activity-based approaches associated with the activity-based nature of the formation of universal competencies of future teachers.Results. As a result of the study, the theoretical foundations of evaluating universal competences are considered, the domestic and international experience of evaluating universal competences is analyzed and the evaluation of universal competences of future teachers is proposed on the example of the communicative and regulatory component.Conclusion. The federal state educational standards of higher education have a very detailed description of indicators of achieving universal competencies, but the present study highlights the problems of their assessment. The comparative analysis of domestic and international experience in assessing universal competencies showed that the results of individual research projects, as well as the opinions of employers and experts are a source of information on their formation. This indicates different approaches to assessing competencies. In order to assess universal co","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85725732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-09DOI: 10.21686/1818-4243-2023-1-25-35
A. N. Semiletova
The purpose of the study: to study the theory and practice of applying health-saving technologies in the work of a primary school teacher; development of a system of lessons using health-saving technologies. Materials and methods. The following general theoretical and empirical research methods are used: analysis, synthesis, definition, study of scientific and theoretical literature, survey and questionnaire methods, pedagogical diagnostics.Results. At the present stage of development of society, an increasing number of negative phenomena are found in the lives of not only adults, but also children, which is supported not only by high rates of incidence, but also by the prevailing indexes of passivity, sedentary lifestyle that modern children and adolescents lead. The former approaches and strategies in the organization of life activity, which were approved by society in the period of post-industrial society, now reveal their own inconsistency, since a qualitative transition from one type of society to another is taking place in the world space. Accordingly, the content and nature of the conditions for the formation of children’s health in an educational organization also change. The authors of the article describe the results of the study of the role of health-saving technologies in the work of a primary school teacher. The main directions of work on the use of health-saving technologies are presented. Summary of these technologies is given. To determine the effectiveness of health-saving technologies in the practice of a primary school teacher, stating, forming and control experiments were organized. To determine the level of knowledge of students about a healthy lifestyle and its key components, the author’s test “Healthy lifestyle” was used. The research results are presented in the form of tables and diagrams.Conclusion. At present, it is safe to say that it is the teacher who is able to do more for the health of the modern student than the doctor. This does not mean that he should perform the duties of a medical officer. It is just that the teacher should work in such a way that schooling does not harm the health of students.The results of the control experiment proved that health-saving technologies helped to maintain and improve the health of students.
{"title":"The Role of Health-Saving Technologies in the Work Practice of the Primary School Teacher","authors":"A. N. Semiletova","doi":"10.21686/1818-4243-2023-1-25-35","DOIUrl":"https://doi.org/10.21686/1818-4243-2023-1-25-35","url":null,"abstract":"The purpose of the study: to study the theory and practice of applying health-saving technologies in the work of a primary school teacher; development of a system of lessons using health-saving technologies. Materials and methods. The following general theoretical and empirical research methods are used: analysis, synthesis, definition, study of scientific and theoretical literature, survey and questionnaire methods, pedagogical diagnostics.Results. At the present stage of development of society, an increasing number of negative phenomena are found in the lives of not only adults, but also children, which is supported not only by high rates of incidence, but also by the prevailing indexes of passivity, sedentary lifestyle that modern children and adolescents lead. The former approaches and strategies in the organization of life activity, which were approved by society in the period of post-industrial society, now reveal their own inconsistency, since a qualitative transition from one type of society to another is taking place in the world space. Accordingly, the content and nature of the conditions for the formation of children’s health in an educational organization also change. The authors of the article describe the results of the study of the role of health-saving technologies in the work of a primary school teacher. The main directions of work on the use of health-saving technologies are presented. Summary of these technologies is given. To determine the effectiveness of health-saving technologies in the practice of a primary school teacher, stating, forming and control experiments were organized. To determine the level of knowledge of students about a healthy lifestyle and its key components, the author’s test “Healthy lifestyle” was used. The research results are presented in the form of tables and diagrams.Conclusion. At present, it is safe to say that it is the teacher who is able to do more for the health of the modern student than the doctor. This does not mean that he should perform the duties of a medical officer. It is just that the teacher should work in such a way that schooling does not harm the health of students.The results of the control experiment proved that health-saving technologies helped to maintain and improve the health of students.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89031394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-09DOI: 10.21686/1818-4243-2023-1-51-60
M. V. Romanova, Yu.A. Safronova
Purpose of the study. In modern society, the education system is undergoing global changes, both technical and methodological. What affects the organization of school education, the manifestation of social difficulties, such as overcrowded classes, lack of staff in schools, dif-ficulties for children to follow patterns in the learning process or program changes. More and more parents are transferring their children to home schooling. If a few years ago scientists con-sidered this direction of education as an alternative to public and private schools, now this direc-tion borders on the “mainstream” in educational practice both in Russia and abroad, especially in the USA, where it perhaps the fastest growing form of education (from 2% to 8% per year over the past few years). In different countries, various forms of home education, their own specifics and local laws regulate this format of education. In Russia, the Federal Law “On Education” of 1992 approved the choice for schoolchildren to study at school or outside its walls, and the Con-stitutional Court of the Russian Federation in 2000 guaranteed the availability of this form of education. It is envisaged to receive general education in full-time/part-time forms or extramural studies, as well as outside organizations engaged in educational activities. A combination of vari-ous forms of education and forms of training is allowed. The purpose of the presented work is to analyze the state of the problem of home education in pedagogical theory and practice.Materials and research methods. The basis of the study was foreign and domestic scien-tific and methodological literature, reflecting the historical analysis of the development of home education in Russia and abroad, as well as reflecting the modern formation of the essence of the concept of “home education”. When studying these sources on the problem under consideration, methods of theoretical analysis and synthesis, their abstraction and concretization were used.The methodological basis of the study was the historical and integrated approaches as the most important for understanding the essence and content of home education, identifying specif-ic forms of its implementation and common theoretical and methodological provisions for the identified forms.Results. As a result of the study, the historical aspect of the formation of the concept of “homeschooling” was studied and its wording was clarified, the differences between this con-cept and the concepts of “homeschooling”, “family education” and “distance learning” were re-vealed, and the characteristics of types of homeschooling were disclosed.Conclusion. The theoretical analysis carried out and the conclusions of the study on the problem under consideration can be used in scientific and pedagogical activities when consider-ing the organization of homeschooling. The general and distinctive features of the forms of home education are singled out, as well as the theoretical and methodological pro
{"title":"The Problem of Home Education of Schoolchildren in Pedagogical Theory and Practice","authors":"M. V. Romanova, Yu.A. Safronova","doi":"10.21686/1818-4243-2023-1-51-60","DOIUrl":"https://doi.org/10.21686/1818-4243-2023-1-51-60","url":null,"abstract":"Purpose of the study. In modern society, the education system is undergoing global changes, both technical and methodological. What affects the organization of school education, the manifestation of social difficulties, such as overcrowded classes, lack of staff in schools, dif-ficulties for children to follow patterns in the learning process or program changes. More and more parents are transferring their children to home schooling. If a few years ago scientists con-sidered this direction of education as an alternative to public and private schools, now this direc-tion borders on the “mainstream” in educational practice both in Russia and abroad, especially in the USA, where it perhaps the fastest growing form of education (from 2% to 8% per year over the past few years). In different countries, various forms of home education, their own specifics and local laws regulate this format of education. In Russia, the Federal Law “On Education” of 1992 approved the choice for schoolchildren to study at school or outside its walls, and the Con-stitutional Court of the Russian Federation in 2000 guaranteed the availability of this form of education. It is envisaged to receive general education in full-time/part-time forms or extramural studies, as well as outside organizations engaged in educational activities. A combination of vari-ous forms of education and forms of training is allowed. The purpose of the presented work is to analyze the state of the problem of home education in pedagogical theory and practice.Materials and research methods. The basis of the study was foreign and domestic scien-tific and methodological literature, reflecting the historical analysis of the development of home education in Russia and abroad, as well as reflecting the modern formation of the essence of the concept of “home education”. When studying these sources on the problem under consideration, methods of theoretical analysis and synthesis, their abstraction and concretization were used.The methodological basis of the study was the historical and integrated approaches as the most important for understanding the essence and content of home education, identifying specif-ic forms of its implementation and common theoretical and methodological provisions for the identified forms.Results. As a result of the study, the historical aspect of the formation of the concept of “homeschooling” was studied and its wording was clarified, the differences between this con-cept and the concepts of “homeschooling”, “family education” and “distance learning” were re-vealed, and the characteristics of types of homeschooling were disclosed.Conclusion. The theoretical analysis carried out and the conclusions of the study on the problem under consideration can be used in scientific and pedagogical activities when consider-ing the organization of homeschooling. The general and distinctive features of the forms of home education are singled out, as well as the theoretical and methodological pro","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87948724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-09DOI: 10.21686/1818-4243-2023-1-4-16
O. A. Gironkina, N. A. Medvedeva, E. Sokolova
Purpose. This article is devoted to the analysis of the issues of using digital technologies in foreign language classes in higher educational institutions. The relevance of the paper is explained by the fact that the issue of digitalization of the educational environment attracts the attention of researchers. Therefore, in 2019, the federal project “Digital Educational Environment” was developed, which proposed a plan of measures until 2024 aimed at “creating and implementing a digital educational environment in educational organizations, as well as ensuring the implementation of the digital transformation of the education system”.Materials and methods. New technologies require new approaches to learning, reworking of learning content and development of new principles. Despite the abundance of scientific papers written on this issue, the authors of the article contribute by making a critical review of the existing literature, as well as describing their experience of teaching a foreign language in the era of digitalization, answering the following research questions:1. What digital learning tools are best used in foreign language classes at a university?2. How can a teacher communicate with students in a digital network?3. How to carry out quality control and assessment of knowledge? Research results. The issues stated and solved by the authors are the problems of academic deceit, loss of concentration, adequate assessment of students’ work on digital platforms. Online classes cause difficulties of both organizational and methodological nature. The most common challenges faced by teachers are reduced student involvement in the learning process, increased temptation to academic cheating, and the difficulty of organizing pair and group work. The article provides a thorough analysis of the most popular digital learning tools, identifying their advantages and disadvantages. Also, an algorithm is proposed aimed at solving the main difficulties: methods for increasing students’ interest when working with digital technologies are described, the speech value of educational material is considered, methods for updating typical tasks, correcting each other, responding, and holding attention. This analysis was carried out on the basis of the principles formulated by E. Passov, namely: the speech value of the material, individualization of tasks and novelty. The above solutions allow the teacher to diversify the activities in the classroom and increase the motivation of students without the involvement of special additional means of education.Conclusion. The article also proposes additional platforms and applications that allow you to diversify the types of activities in the classroom and conduct knowledge control. A separate section of the article is devoted to the control of students’ knowledge in the digital environment. Recommendations are presented on how to use additional resources and applications that allow you to create tests and interactive tasks,
{"title":"The Role of Digital Technologies in Distance Learning","authors":"O. A. Gironkina, N. A. Medvedeva, E. Sokolova","doi":"10.21686/1818-4243-2023-1-4-16","DOIUrl":"https://doi.org/10.21686/1818-4243-2023-1-4-16","url":null,"abstract":"Purpose. This article is devoted to the analysis of the issues of using digital technologies in foreign language classes in higher educational institutions. The relevance of the paper is explained by the fact that the issue of digitalization of the educational environment attracts the attention of researchers. Therefore, in 2019, the federal project “Digital Educational Environment” was developed, which proposed a plan of measures until 2024 aimed at “creating and implementing a digital educational environment in educational organizations, as well as ensuring the implementation of the digital transformation of the education system”.Materials and methods. New technologies require new approaches to learning, reworking of learning content and development of new principles. Despite the abundance of scientific papers written on this issue, the authors of the article contribute by making a critical review of the existing literature, as well as describing their experience of teaching a foreign language in the era of digitalization, answering the following research questions:1. What digital learning tools are best used in foreign language classes at a university?2. How can a teacher communicate with students in a digital network?3. How to carry out quality control and assessment of knowledge? Research results. The issues stated and solved by the authors are the problems of academic deceit, loss of concentration, adequate assessment of students’ work on digital platforms. Online classes cause difficulties of both organizational and methodological nature. The most common challenges faced by teachers are reduced student involvement in the learning process, increased temptation to academic cheating, and the difficulty of organizing pair and group work. The article provides a thorough analysis of the most popular digital learning tools, identifying their advantages and disadvantages. Also, an algorithm is proposed aimed at solving the main difficulties: methods for increasing students’ interest when working with digital technologies are described, the speech value of educational material is considered, methods for updating typical tasks, correcting each other, responding, and holding attention. This analysis was carried out on the basis of the principles formulated by E. Passov, namely: the speech value of the material, individualization of tasks and novelty. The above solutions allow the teacher to diversify the activities in the classroom and increase the motivation of students without the involvement of special additional means of education.Conclusion. The article also proposes additional platforms and applications that allow you to diversify the types of activities in the classroom and conduct knowledge control. A separate section of the article is devoted to the control of students’ knowledge in the digital environment. Recommendations are presented on how to use additional resources and applications that allow you to create tests and interactive tasks, ","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78865455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-09DOI: 10.21686/1818-4243-2023-1-61-76
S. V. Marchuk
The purpose of the study. To describe a pedagogical experiment for the research work “Pedagogical conditions for the formation of communicative competencies in the digital educational environment of a Russian university (in the preparation of students from foreign countries)” on the example of the introduction of an interactive pedagogical website into the digital educational environment. The intended goal defined the tasks: 1) define the concept of pedagogical experiment; 2) state the essence of the subject of the experiment; 3) make a scientific description of the experiment. In pedagogical science, it is definitely not possible to conduct an experiment for a number of psychological and physiological reasons. To get a more accurate result, you need to use different methods. This research article presents two types of pedagogical experiment.Materials and methods. To define the concept of pedagogical experiment, we studied the works of A. Leontiev on active mind, O. Borovkova on the problem of experience in historical science, V. Zagvyazinsky and V. Slastenin on methodology, methods and the importance of didactic research. They turned to the philosophical encyclopedia and the vision of the modern philosopher E. Loone about the futility of conducting an experiment in the presence of a documentary source, although F. Bacon considers the pilot experiment to be extremely important and fundamental, and his thought served as an epigraph to the article. They turned to the psychological dictionary and noted that the experiment is defined as cognition. Having proved the effectiveness of teaching the introduction of information technologies in pedagogical conditions, we found out, analyzing the work of V. Krutetsky, what abilities a modern teacher should have. We stopped at the criteria of A. Sidenko’s pedagogical experiment. Using the methods of observation, description, analysis and survey, we described in the article a search and verification experiment using the method of concomitant changes. In addition, an experiment was conducted with two groups: experimental and control.Results. A pedagogical experiment cannot be as accurate as in fundamental science, so the value of the article lies in a detailed description of the pedagogical experiment. Different methods were used: concomitant changes, where the principle is causation, and a parallel method, where the effectiveness of the interactive pedagogical website was tested by comparing the results of the two groups. Conclusion. The author of the article proved that the pedagogical experiment must be carried out in different ways in order to bring its results closer to the most accurate ones. Our experiments, the results of which are reliable, have proved the effectiveness of using an interactive pedagogical website in preparing foreign students for studying at Russian universities.
{"title":"Description of The Experiment: The Effectiveness of the Use of an Interactive Pedagogical Website by a Teacher of Russian as a Foreign Language","authors":"S. V. Marchuk","doi":"10.21686/1818-4243-2023-1-61-76","DOIUrl":"https://doi.org/10.21686/1818-4243-2023-1-61-76","url":null,"abstract":"The purpose of the study. To describe a pedagogical experiment for the research work “Pedagogical conditions for the formation of communicative competencies in the digital educational environment of a Russian university (in the preparation of students from foreign countries)” on the example of the introduction of an interactive pedagogical website into the digital educational environment. The intended goal defined the tasks: 1) define the concept of pedagogical experiment; 2) state the essence of the subject of the experiment; 3) make a scientific description of the experiment. In pedagogical science, it is definitely not possible to conduct an experiment for a number of psychological and physiological reasons. To get a more accurate result, you need to use different methods. This research article presents two types of pedagogical experiment.Materials and methods. To define the concept of pedagogical experiment, we studied the works of A. Leontiev on active mind, O. Borovkova on the problem of experience in historical science, V. Zagvyazinsky and V. Slastenin on methodology, methods and the importance of didactic research. They turned to the philosophical encyclopedia and the vision of the modern philosopher E. Loone about the futility of conducting an experiment in the presence of a documentary source, although F. Bacon considers the pilot experiment to be extremely important and fundamental, and his thought served as an epigraph to the article. They turned to the psychological dictionary and noted that the experiment is defined as cognition. Having proved the effectiveness of teaching the introduction of information technologies in pedagogical conditions, we found out, analyzing the work of V. Krutetsky, what abilities a modern teacher should have. We stopped at the criteria of A. Sidenko’s pedagogical experiment. Using the methods of observation, description, analysis and survey, we described in the article a search and verification experiment using the method of concomitant changes. In addition, an experiment was conducted with two groups: experimental and control.Results. A pedagogical experiment cannot be as accurate as in fundamental science, so the value of the article lies in a detailed description of the pedagogical experiment. Different methods were used: concomitant changes, where the principle is causation, and a parallel method, where the effectiveness of the interactive pedagogical website was tested by comparing the results of the two groups. Conclusion. The author of the article proved that the pedagogical experiment must be carried out in different ways in order to bring its results closer to the most accurate ones. Our experiments, the results of which are reliable, have proved the effectiveness of using an interactive pedagogical website in preparing foreign students for studying at Russian universities.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"93 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75736276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-09DOI: 10.21686/1818-4243-2023-1-36-50
V. Kataeva, V. R. Masalkina, A. A. Ponomareva
The purpose of the study is to develop an algorithm for managing investments in preparation for entering a higher educational institution as an investment project.Materials and methods. The study includes a review of bibliographic sources on the existing methods and approaches to determining the economic efficiency of preparing for admission to a higher educational institution, as well as methods for assessing the effectiveness of investment projects. It also includes the collection and analysis of a statistical set of data and the development of a mechanism for choosing a training method with the available data about the applicant through neural network modeling.Results. A number of factors influencing the effectiveness of preparing an applicant for admission are considered. The effectiveness of the main trajectories of preparation for admission is evaluated by modeling the results of the collected statistical population, in particular: school preparation, tutoring, additional courses. Neural network models are created to determine the relationship between the factors influencing the result of preparation for admission and to make a choice to determine the significance of the applicant’s input parameters for various training trajectories. In accordance with the selected data, a neural network model is being developed to select the optimal trajectory for preparing for admission to a higher educational institution. As a result of creating a neural network model, a mathematical model is designed to determine the most optimal training method. Preparation for admission is considered as an investment project. By applying the method of evaluating the effectiveness of an investment project and the approach to managing it, based on the created model, an algorithm is described for choosing the best trajectory for preparing for admission to a higher educational institution, which allows applicants to independently evaluate investments in training as an investment project and choose the most cost-effective way of training. By adapting the method of assessing the economic efficiency of investments by discounting cash flows used in the business environment, a methodology was formulated for choosing the most optimal training trajectory.Conclusion. It can be argued that it makes sense to consider investments in additional preparation for a high school student to enter a higher educational institution as an investment project in which the parent acts as an investor, and the goal of the project is to enter a higher educational institution. To assess the effectiveness of investments in training and competent management of them, an algorithm has been developed for choosing the most cost-effective trajectory of preparation for entering a higher educational institution, using the example of admission to the Perm State National Research University. The algorithm is based on a neural network model that takes into account the input parameters of students: the duration o
{"title":"Preparation for Entering a Higher Educational Institution as an Investment Project","authors":"V. Kataeva, V. R. Masalkina, A. A. Ponomareva","doi":"10.21686/1818-4243-2023-1-36-50","DOIUrl":"https://doi.org/10.21686/1818-4243-2023-1-36-50","url":null,"abstract":"The purpose of the study is to develop an algorithm for managing investments in preparation for entering a higher educational institution as an investment project.Materials and methods. The study includes a review of bibliographic sources on the existing methods and approaches to determining the economic efficiency of preparing for admission to a higher educational institution, as well as methods for assessing the effectiveness of investment projects. It also includes the collection and analysis of a statistical set of data and the development of a mechanism for choosing a training method with the available data about the applicant through neural network modeling.Results. A number of factors influencing the effectiveness of preparing an applicant for admission are considered. The effectiveness of the main trajectories of preparation for admission is evaluated by modeling the results of the collected statistical population, in particular: school preparation, tutoring, additional courses. Neural network models are created to determine the relationship between the factors influencing the result of preparation for admission and to make a choice to determine the significance of the applicant’s input parameters for various training trajectories. In accordance with the selected data, a neural network model is being developed to select the optimal trajectory for preparing for admission to a higher educational institution. As a result of creating a neural network model, a mathematical model is designed to determine the most optimal training method. Preparation for admission is considered as an investment project. By applying the method of evaluating the effectiveness of an investment project and the approach to managing it, based on the created model, an algorithm is described for choosing the best trajectory for preparing for admission to a higher educational institution, which allows applicants to independently evaluate investments in training as an investment project and choose the most cost-effective way of training. By adapting the method of assessing the economic efficiency of investments by discounting cash flows used in the business environment, a methodology was formulated for choosing the most optimal training trajectory.Conclusion. It can be argued that it makes sense to consider investments in additional preparation for a high school student to enter a higher educational institution as an investment project in which the parent acts as an investor, and the goal of the project is to enter a higher educational institution. To assess the effectiveness of investments in training and competent management of them, an algorithm has been developed for choosing the most cost-effective trajectory of preparation for entering a higher educational institution, using the example of admission to the Perm State National Research University. The algorithm is based on a neural network model that takes into account the input parameters of students: the duration o","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75607359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-19DOI: 10.21686/1818-4243-2023-1-4-17-24
M. Kuzmenko
The purpose of the study. The article deals with the issue of graduates’ (future teachers) preparation for the solution of professional tasks related to the organization of distance learning for schoolchildren. The analysis of current approaches to the organization of professional training of students of pedagogical universities for the implementation of distance learning is carried out. The results of students’ survey in order to identify professional deficits of graduates in the context of the implementation of distance learning technologies are presented. The main directions of improving the graduates’ professional skills in the framework of the discipline “Distance learning technologies” and work program structure are given.Materials and methods. Analysis of scientific and methodological literature on the preparation of graduates of pedagogical universities for the implementation of distance learning. The students’ survey to identify competencies and professional deficiencies in the field of application of distance learning technologies.Research results. The main competencies based on the analysis of scientific and methodological literature are identified and characterized. The formation of these competencies is aimed at further successful, effective and safe implementation by future teachers of activities in the field of schoolchildren’s distance learning. A number of competencies such as personal, professional and pedagogical, psychological, technical and extreme (ability and readiness to work in sudden complicated conditions) that are particularly in demand from the perspective problem under this study are highlighted. The students’ survey revealed professional deficits in the field of application of distance learning technologies. Methodological aspects of the organization of the distance learning process prevailed. Meanwhile, a significant number of students noted the lack of the formation of specific digital skills, which are necessary for the implementation of distance learning. It is important to highlight such professional deficits as a group work organization in a remote format (both in methodological and technical aspects); the organization of work with parents; the teacher’s time management.All these aspects determine the importance of purposeful work on the formation of appropriate skills of future teachers within the discipline “Distance learning technologies”. The content of this discipline is formed according to the results of the study.The results of the study can be used to improve the system of training of future teachers and the adjustments to the content of academic discipline programs.
{"title":"Preparing Future Teachers to Implement Distance Learning for Schoolchildren","authors":"M. Kuzmenko","doi":"10.21686/1818-4243-2023-1-4-17-24","DOIUrl":"https://doi.org/10.21686/1818-4243-2023-1-4-17-24","url":null,"abstract":"The purpose of the study. The article deals with the issue of graduates’ (future teachers) preparation for the solution of professional tasks related to the organization of distance learning for schoolchildren. The analysis of current approaches to the organization of professional training of students of pedagogical universities for the implementation of distance learning is carried out. The results of students’ survey in order to identify professional deficits of graduates in the context of the implementation of distance learning technologies are presented. The main directions of improving the graduates’ professional skills in the framework of the discipline “Distance learning technologies” and work program structure are given.Materials and methods. Analysis of scientific and methodological literature on the preparation of graduates of pedagogical universities for the implementation of distance learning. The students’ survey to identify competencies and professional deficiencies in the field of application of distance learning technologies.Research results. The main competencies based on the analysis of scientific and methodological literature are identified and characterized. The formation of these competencies is aimed at further successful, effective and safe implementation by future teachers of activities in the field of schoolchildren’s distance learning. A number of competencies such as personal, professional and pedagogical, psychological, technical and extreme (ability and readiness to work in sudden complicated conditions) that are particularly in demand from the perspective problem under this study are highlighted. The students’ survey revealed professional deficits in the field of application of distance learning technologies. Methodological aspects of the organization of the distance learning process prevailed. Meanwhile, a significant number of students noted the lack of the formation of specific digital skills, which are necessary for the implementation of distance learning. It is important to highlight such professional deficits as a group work organization in a remote format (both in methodological and technical aspects); the organization of work with parents; the teacher’s time management.All these aspects determine the importance of purposeful work on the formation of appropriate skills of future teachers within the discipline “Distance learning technologies”. The content of this discipline is formed according to the results of the study.The results of the study can be used to improve the system of training of future teachers and the adjustments to the content of academic discipline programs.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78362814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：