Pub Date : 2022-07-13DOI: 10.21686/1818-4243-2022-3-17-26
V. Sviridova
Purpose of the study. Digital transformation is the foundation of global and national economic growth. Currently, a strategic direction has been adopted in the field of digital transformation of education until 2030, which belongs to the field of activity of the Ministry of Education of the Russian Federation. In the process of implementing educational programs, the introduction of digital technologies for learning is of paramount importance, so the problem of assessing the degree of their integration in education is relevant. As part of the study, the existing approaches to monitoring the use of modern technologies in schools, lyceums and gymnasiums were analyzed. The purpose of this work is to develop criteria indexes and groupings of educational organizations for use in the methodology for assessing the level of digital transformation of education, improving the information base and increasing the accuracy of the results of a comparative analysis. To create a model for the process of assessing the level of digital transformation of education, it is necessary to identify the key stages in the monitoring system.Materials and methods. The study of approaches to monitoring digital transformation in the field of education was performed as a result of a review of the methods used to assess the degree of implementation of digital technologies in education. The methods of statistical, systemic and comparative analysis were used in the paper. The basis of the study is indexes of the development of specific technologies defined in regulations, official statistical reporting, and materials of the Unified Interdepartmental Statistical Information System. The methodology for assessing the level of digital transformation of education in the region is applicable in the framework of achieving the indexes of the national project “Education”. Modeling the process of monitoring the state of digitalization of education was performed considering the use of a methodology that includes indexes of the introduction of digital technologies and the grouping of educational institutions.Results. The main issues of monitoring the digital transformation of school education are viewed, considering the assessment of the degree of integration of end-to-end digital technologies. The main results of the study are improving the information base, supplementing the methodology for assessing the digital transformation of school education and building a model for the process of assessing the level of digital transformation of education in the region. Within the framework of the monitoring of the education system, criteria indexes for the introduction of end-to-end digital technologies are proposed. The developed model characterizes the stages of monitoring from data collection to decision-making, and shows the interrelation between the system functions. The modeling was performed to develop a system that determines the level of implementation of digital solutions in the field of educ
{"title":"Monitoring the Level of Digital Transformation in Education: Indexes and Technologies","authors":"V. Sviridova","doi":"10.21686/1818-4243-2022-3-17-26","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-3-17-26","url":null,"abstract":"Purpose of the study. Digital transformation is the foundation of global and national economic growth. Currently, a strategic direction has been adopted in the field of digital transformation of education until 2030, which belongs to the field of activity of the Ministry of Education of the Russian Federation. In the process of implementing educational programs, the introduction of digital technologies for learning is of paramount importance, so the problem of assessing the degree of their integration in education is relevant. As part of the study, the existing approaches to monitoring the use of modern technologies in schools, lyceums and gymnasiums were analyzed. The purpose of this work is to develop criteria indexes and groupings of educational organizations for use in the methodology for assessing the level of digital transformation of education, improving the information base and increasing the accuracy of the results of a comparative analysis. To create a model for the process of assessing the level of digital transformation of education, it is necessary to identify the key stages in the monitoring system.Materials and methods. The study of approaches to monitoring digital transformation in the field of education was performed as a result of a review of the methods used to assess the degree of implementation of digital technologies in education. The methods of statistical, systemic and comparative analysis were used in the paper. The basis of the study is indexes of the development of specific technologies defined in regulations, official statistical reporting, and materials of the Unified Interdepartmental Statistical Information System. The methodology for assessing the level of digital transformation of education in the region is applicable in the framework of achieving the indexes of the national project “Education”. Modeling the process of monitoring the state of digitalization of education was performed considering the use of a methodology that includes indexes of the introduction of digital technologies and the grouping of educational institutions.Results. The main issues of monitoring the digital transformation of school education are viewed, considering the assessment of the degree of integration of end-to-end digital technologies. The main results of the study are improving the information base, supplementing the methodology for assessing the digital transformation of school education and building a model for the process of assessing the level of digital transformation of education in the region. Within the framework of the monitoring of the education system, criteria indexes for the introduction of end-to-end digital technologies are proposed. The developed model characterizes the stages of monitoring from data collection to decision-making, and shows the interrelation between the system functions. The modeling was performed to develop a system that determines the level of implementation of digital solutions in the field of educ","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84892551","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 : 2022-07-13DOI: 10.21686/1818-4243-2022-3-46-55
M. V. Danilin, L. A. Milovanova
The purpose of the study is to describe the training program as a technological way to implement the methodology of skills’ formation and development of listening skills in the conditions of English-language multimodal communication at the level of secondary general education based on authentic audio-video materials and LMS Moodle distance learning technology. The relevance of the issue is underlined by the necessity of ensuring successful pupils’ interactions in the context of intercultural multimodal communication where verbal and non-verbal languages are used interdependently to produce meaning. From the point of view of methods of teaching it means a high school student must possess skills allowing to perceive (both aurally and visually) and understand social actions in English which are marked by the communicative indirectness resulted from the interdependency of verbal and non-verbal signals in producing multimodal meaning.Materials and methods. Theoretical justification of the development of the Moodle-based training program is established by the analysis of scientific works on the issue. The group of methods also included modeling, method of exercises, method of programmed learning, micro-learning method, HTML5 technology is used to develop interactive content in the form of a plugin H5P for distance learning technology LMS Moodle, the basic program for editing audio-video materials “Video Editor” (Windows 10).Results. The authors specified the term “audio-visual receptive activity” and described the results of the selection process of the educational content for teaching listening in the context of multimodal communication in English. The matrix of the training program is presented, a set of exercises is described, the use of which is designed to ensure the success of the formation of skills and the development of skills to ensure the effectiveness of perception and understanding in the context of multimodal communication, an example of the development of an interactive audio-visual exercise using basic and additional LMS Moodle plugins is given.Conclusion. The described training program acts as a technological core of a method of teaching listening in the context of multimodal communication in English and is aimed at ensuring a partial automatization of the developmental process of the specific receptive and interpretative skills that Russian high school students require to participate both actively and effectively in intercultural multimodal communication in English.
{"title":"Developing High School Students’ Listening Skills in The Context of Multimodal English Communication by Means of a Moodle-Based Training Program","authors":"M. V. Danilin, L. A. Milovanova","doi":"10.21686/1818-4243-2022-3-46-55","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-3-46-55","url":null,"abstract":"The purpose of the study is to describe the training program as a technological way to implement the methodology of skills’ formation and development of listening skills in the conditions of English-language multimodal communication at the level of secondary general education based on authentic audio-video materials and LMS Moodle distance learning technology. The relevance of the issue is underlined by the necessity of ensuring successful pupils’ interactions in the context of intercultural multimodal communication where verbal and non-verbal languages are used interdependently to produce meaning. From the point of view of methods of teaching it means a high school student must possess skills allowing to perceive (both aurally and visually) and understand social actions in English which are marked by the communicative indirectness resulted from the interdependency of verbal and non-verbal signals in producing multimodal meaning.Materials and methods. Theoretical justification of the development of the Moodle-based training program is established by the analysis of scientific works on the issue. The group of methods also included modeling, method of exercises, method of programmed learning, micro-learning method, HTML5 technology is used to develop interactive content in the form of a plugin H5P for distance learning technology LMS Moodle, the basic program for editing audio-video materials “Video Editor” (Windows 10).Results. The authors specified the term “audio-visual receptive activity” and described the results of the selection process of the educational content for teaching listening in the context of multimodal communication in English. The matrix of the training program is presented, a set of exercises is described, the use of which is designed to ensure the success of the formation of skills and the development of skills to ensure the effectiveness of perception and understanding in the context of multimodal communication, an example of the development of an interactive audio-visual exercise using basic and additional LMS Moodle plugins is given.Conclusion. The described training program acts as a technological core of a method of teaching listening in the context of multimodal communication in English and is aimed at ensuring a partial automatization of the developmental process of the specific receptive and interpretative skills that Russian high school students require to participate both actively and effectively in intercultural multimodal communication in English.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"107 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80789910","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 : 2022-07-13DOI: 10.21686/1818-4243-2022-3-56-64
D. Vlasov, P. Karasev, A. Sinchukov
The article presents the didactic potential of modern fractal theory and its financial applications related to modeling and forecasting of financial performance. The purpose of the study is to identify the main content and methodological features of the disclosure of fractal theory and its financial applications in the practice of professional training of students of economic universities. The results of the analysis of popular science and scientific literature on fractal theory and its applications allowed us to clarify its didactic potential in the system of higher economic education. The use of elements of the technological approach at the Higher School of Economics made it possible to construct the educational process on fractal theory and its financial applications in the form of a system of micro-goals of the basic level, which serves as a guideline for organizing and planning the results of educational and cognitive activity of students of the Bachelor of Economics. Involvement of various techniques and methods of the theory of pedagogical technologies based on the establishment and study of the laws of the educational process as the results of scientific knowledge of the process of human education, as well as financial faculties of the Plekhanov Russian University of Economics and the Financial University under the Government of the Russian Federation as the basis of experimental work allowed to identify the attitude of students to fractal theory and its applications, to conduct primary testing of fractal theory as a new element of the content of mathematical training, as well as directions for improving the educational process in applied mathematical disciplines. Special attention is paid to the mechanisms of development of students’ competencies in the field of decision-making in conditions of risk and uncertainty, a meaningful choice of methods for studying financial situations that require optimal decisions. A system of micro-goals of the basic level is presented, consisting of thirteen micro-goals and allowing a teacher of mathematical disciplines to design invariant content in the field of fractal theory and its applications for higher economic school. Attention is also focused on the need to update the methodological work of teachers of mathematical disciplines on the design and construction of the educational process. Including the base level set by the system of micro-goals presented in this article, which regulates the educational process in the language of educational and cognitive activity of a student of an economic bachelor’s degree. It is noted that the complex transformations taking place in modern society affect various aspects of social, financial and economic relations, increase the requirements for the methodological, design and technological culture of a teacher of mathematical disciplines. The prospects of the study include the development of criteria for the selection of digital tools to support fractal theory and i
{"title":"Fractal Theory and Its Financial Applications for Improving the Quality of Professional Training at The Higher School of Economics","authors":"D. Vlasov, P. Karasev, A. Sinchukov","doi":"10.21686/1818-4243-2022-3-56-64","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-3-56-64","url":null,"abstract":"The article presents the didactic potential of modern fractal theory and its financial applications related to modeling and forecasting of financial performance. The purpose of the study is to identify the main content and methodological features of the disclosure of fractal theory and its financial applications in the practice of professional training of students of economic universities. The results of the analysis of popular science and scientific literature on fractal theory and its applications allowed us to clarify its didactic potential in the system of higher economic education. The use of elements of the technological approach at the Higher School of Economics made it possible to construct the educational process on fractal theory and its financial applications in the form of a system of micro-goals of the basic level, which serves as a guideline for organizing and planning the results of educational and cognitive activity of students of the Bachelor of Economics. Involvement of various techniques and methods of the theory of pedagogical technologies based on the establishment and study of the laws of the educational process as the results of scientific knowledge of the process of human education, as well as financial faculties of the Plekhanov Russian University of Economics and the Financial University under the Government of the Russian Federation as the basis of experimental work allowed to identify the attitude of students to fractal theory and its applications, to conduct primary testing of fractal theory as a new element of the content of mathematical training, as well as directions for improving the educational process in applied mathematical disciplines. Special attention is paid to the mechanisms of development of students’ competencies in the field of decision-making in conditions of risk and uncertainty, a meaningful choice of methods for studying financial situations that require optimal decisions. A system of micro-goals of the basic level is presented, consisting of thirteen micro-goals and allowing a teacher of mathematical disciplines to design invariant content in the field of fractal theory and its applications for higher economic school. Attention is also focused on the need to update the methodological work of teachers of mathematical disciplines on the design and construction of the educational process. Including the base level set by the system of micro-goals presented in this article, which regulates the educational process in the language of educational and cognitive activity of a student of an economic bachelor’s degree. It is noted that the complex transformations taking place in modern society affect various aspects of social, financial and economic relations, increase the requirements for the methodological, design and technological culture of a teacher of mathematical disciplines. The prospects of the study include the development of criteria for the selection of digital tools to support fractal theory and i","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75357768","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 : 2022-07-13DOI: 10.21686/1818-4243-2022-3-35-45
O. V. Gryzunova, V. V. Gryzunov
There are many publications about the importance of emotions in the educational process. They prove that emotions are an effective management tool, including the attention of students. However, the practical application of this tool remains outside the scope of research, that is, there are no methods for managing emotions. This article offers the experience of transferring theoretical concepts into practice using all basic emotions in the context of the main forms of studies at the university.The aim of the research is to analyze the features of the use of emotions in the educational process in higher education and to offer practical tools for managing emotions.Research methods: content analysis of specialized literature, morphological analysis of all basic emotions and basic forms of employment, descriptive analysis for presenting emotion management tools, their main advantages and disadvantages.Results: correspondence of emotions to learning goals and forms of classes was obtained, a method for managing students’ emotions was developed, a test example of applying the method was given, the capabilities and limitations of the most common tools for managing emotions were analyzed: teaching metaphor, storytelling, facilitation, and gamification.Practical use. The results allow managing the students’ emotions in the context of solving educational and methodological problems. The proposed tools are universal and can be used in teaching technical and humanitarian disciplines to increase the emotional involvement of the audience in the educational process, as a motivating component, thereby increasing the quality of mastering the material.Discussion. Since excessive emotions can block the cognitive abilities of students, lead to emotional “sticking”, methods of harmonizing the cognitive and emotional components in the educational process are needed.
{"title":"Milovanova Developing High School Students’ Listening Skills in The Context of Multimodal English Communication by Means of a MoodleBased Training Program","authors":"O. V. Gryzunova, V. V. Gryzunov","doi":"10.21686/1818-4243-2022-3-35-45","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-3-35-45","url":null,"abstract":"There are many publications about the importance of emotions in the educational process. They prove that emotions are an effective management tool, including the attention of students. However, the practical application of this tool remains outside the scope of research, that is, there are no methods for managing emotions. This article offers the experience of transferring theoretical concepts into practice using all basic emotions in the context of the main forms of studies at the university.The aim of the research is to analyze the features of the use of emotions in the educational process in higher education and to offer practical tools for managing emotions.Research methods: content analysis of specialized literature, morphological analysis of all basic emotions and basic forms of employment, descriptive analysis for presenting emotion management tools, their main advantages and disadvantages.Results: correspondence of emotions to learning goals and forms of classes was obtained, a method for managing students’ emotions was developed, a test example of applying the method was given, the capabilities and limitations of the most common tools for managing emotions were analyzed: teaching metaphor, storytelling, facilitation, and gamification.Practical use. The results allow managing the students’ emotions in the context of solving educational and methodological problems. The proposed tools are universal and can be used in teaching technical and humanitarian disciplines to increase the emotional involvement of the audience in the educational process, as a motivating component, thereby increasing the quality of mastering the material.Discussion. Since excessive emotions can block the cognitive abilities of students, lead to emotional “sticking”, methods of harmonizing the cognitive and emotional components in the educational process are needed.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"173 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74870914","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 : 2022-03-29DOI: 10.21686/1818-4243-2022-2-37-51
P. Lomasko, O. Fadeeva
Purpose of research. The revision and updating of approaches to the development of conditions and means for the implementation of advanced training programs for teachers in digital technologies in distance learning mode seems today to be an urgent and significant direction of scientific and pedagogical activity for the modernization of the system of additional postgraduate education in the Russian Federation. Training in such programs, as a rule, takes place on the basis of learning management systems in the format of online courses. The focus of this work is the problem of developing complex online courses, and not separate sets of digital didactic tools.The purpose of the study is to present the essence of the cognitive-technological approach and describe the most significant features of online courses on digital technologies for teaching staff developed on its basis.Materials and methods. The study has been conducted since 2018 based on the Regional State Autonomous Institution of Additional Professional Education “Krasnoyarsk Regional Institute of Advanced Training and Professional Retraining of Educators” and is devoted to solving the problem of improving the effectiveness of online training of teaching staff within the framework of advanced training programs in digital technologies.The working hypothesis of the study is the assumption that improving the effectiveness, satisfaction and providing conditions for the personification of teaching staff at advanced training courses in digital technologies can be provided if they are designed and developed on the basis of a cognitive-technological approach.Based on the analysis of scientific and pedagogical sources and the subsequent synthesis of cognitive and technological approaches existing in the didactic theory, the authors identified the key and most significant features that should be present in modern online courses on digital technologies for educators.Results. From a theoretical point of view, the paper describes the key characteristics of the cognitive-technological approach that define consolidated requirements for the description of goals, content, structure and conditions for the implementation of additional professional educational programs for advanced training created on its basis. From the perspective of practice, the paper presents possible ways to implement these requirements in online courses hosted in learning management systems (using the example of Moodle capabilities). An example of an online course on key digital competencies of teaching staff developed in this way is shown.Conclusion. The provisions described in the paper substantiate the need to find ways to improve the design technologies of advanced training and retraining programs focused on personification, high performance and conditions of the digital environment. The proposed characteristics, features and an example of the application of the cognitive-technological approach allow the implementation of such program
{"title":"Application of The Cognitive-Technological Approach for Creating Online Courses on Digital Technologies for Teaching Staff","authors":"P. Lomasko, O. Fadeeva","doi":"10.21686/1818-4243-2022-2-37-51","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-2-37-51","url":null,"abstract":"Purpose of research. The revision and updating of approaches to the development of conditions and means for the implementation of advanced training programs for teachers in digital technologies in distance learning mode seems today to be an urgent and significant direction of scientific and pedagogical activity for the modernization of the system of additional postgraduate education in the Russian Federation. Training in such programs, as a rule, takes place on the basis of learning management systems in the format of online courses. The focus of this work is the problem of developing complex online courses, and not separate sets of digital didactic tools.The purpose of the study is to present the essence of the cognitive-technological approach and describe the most significant features of online courses on digital technologies for teaching staff developed on its basis.Materials and methods. The study has been conducted since 2018 based on the Regional State Autonomous Institution of Additional Professional Education “Krasnoyarsk Regional Institute of Advanced Training and Professional Retraining of Educators” and is devoted to solving the problem of improving the effectiveness of online training of teaching staff within the framework of advanced training programs in digital technologies.The working hypothesis of the study is the assumption that improving the effectiveness, satisfaction and providing conditions for the personification of teaching staff at advanced training courses in digital technologies can be provided if they are designed and developed on the basis of a cognitive-technological approach.Based on the analysis of scientific and pedagogical sources and the subsequent synthesis of cognitive and technological approaches existing in the didactic theory, the authors identified the key and most significant features that should be present in modern online courses on digital technologies for educators.Results. From a theoretical point of view, the paper describes the key characteristics of the cognitive-technological approach that define consolidated requirements for the description of goals, content, structure and conditions for the implementation of additional professional educational programs for advanced training created on its basis. From the perspective of practice, the paper presents possible ways to implement these requirements in online courses hosted in learning management systems (using the example of Moodle capabilities). An example of an online course on key digital competencies of teaching staff developed in this way is shown.Conclusion. The provisions described in the paper substantiate the need to find ways to improve the design technologies of advanced training and retraining programs focused on personification, high performance and conditions of the digital environment. The proposed characteristics, features and an example of the application of the cognitive-technological approach allow the implementation of such program","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89609279","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 : 2022-03-16DOI: 10.21686/1818-4243-2022-1-34-41
Oksana N. Goncharova, Milera Yu. Halilova
The purpose of the research is to study the quality of distance learning. The paper identifies the main problems that arose during the transition to distance learning due to the epidemiological situation in 2020-2021 in the Russian Federation.Materials and methods. To obtain data, a survey was conducted among students of the Crimean Federal University named after V.I. Vernadsky. Because of testing the quality of distance learning, an array of 187 records was obtained. The data were processed in the IBM SPSS Statistics 23.0 program using descriptive statistics methods. The following methods were used in the work: analysis of methodological, pedagogical, psychological, scientific, technical and methodological literature on the research problem; private methods - classification, systematization, comparison, analysis and generalization of pedagogical experience, modeling of the content of education. 60.9% of women and 39.1% of men took part in the survey, among them the majority of full-time students (96.2%), less – extramural studies (2.7%) and composite study mode (1.1%). Among the levels of higher education: undergraduate students – 86.8%, graduate students – 10.4% and postgraduate students – 2.7%.Results. The study showed that half of the students of higher educational institutions have adapted to the new conditions of distance learning. Half of them have decreased learning motivation, only a quarter of the respondents are completely satisfied with the quality of the learning process, half note an increase in the workload. When evaluating the quality of software, students noted inconveniences in using the Moodle platform: problems of poor presentation of lectures, technical interruptions in the process of playing back the material, and the absence of valid hyperlinks. More than half of the students believe that they are provided with the necessary amount of material for independent study. When analyzing the degree of social activity, students noted a decrease in communication with classmates and the need for “live” communication with lecturers. More than half of the students note an increase in the level of general anxiety. In the choice of works that lecturers used more often in their classes, students note issuing of tasks for independent performance, placement of educational respondents, half faced difficulties in solving practical tasks without the help of a lecturer and did not always cope with a large amount of given information. Most of the problems in the initial stages of implementation were quickly resolved.Conclusion. Based on the study, it was found that the number of advantages of distance learning prevails over the number of disadvantages. The potential for using training in this format is at a high level, thus providing prospects for its use. However, the study also showed that further work is needed to improve feedback between lecturers and students in the face of declining non-verbal communication. The study proposes ways to elim
{"title":"Features of Distance Learning in Higher Education Institutions in The Context of The Covid-19 Pandemic","authors":"Oksana N. Goncharova, Milera Yu. Halilova","doi":"10.21686/1818-4243-2022-1-34-41","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-1-34-41","url":null,"abstract":"The purpose of the research is to study the quality of distance learning. The paper identifies the main problems that arose during the transition to distance learning due to the epidemiological situation in 2020-2021 in the Russian Federation.Materials and methods. To obtain data, a survey was conducted among students of the Crimean Federal University named after V.I. Vernadsky. Because of testing the quality of distance learning, an array of 187 records was obtained. The data were processed in the IBM SPSS Statistics 23.0 program using descriptive statistics methods. The following methods were used in the work: analysis of methodological, pedagogical, psychological, scientific, technical and methodological literature on the research problem; private methods - classification, systematization, comparison, analysis and generalization of pedagogical experience, modeling of the content of education. 60.9% of women and 39.1% of men took part in the survey, among them the majority of full-time students (96.2%), less – extramural studies (2.7%) and composite study mode (1.1%). Among the levels of higher education: undergraduate students – 86.8%, graduate students – 10.4% and postgraduate students – 2.7%.Results. The study showed that half of the students of higher educational institutions have adapted to the new conditions of distance learning. Half of them have decreased learning motivation, only a quarter of the respondents are completely satisfied with the quality of the learning process, half note an increase in the workload. When evaluating the quality of software, students noted inconveniences in using the Moodle platform: problems of poor presentation of lectures, technical interruptions in the process of playing back the material, and the absence of valid hyperlinks. More than half of the students believe that they are provided with the necessary amount of material for independent study. When analyzing the degree of social activity, students noted a decrease in communication with classmates and the need for “live” communication with lecturers. More than half of the students note an increase in the level of general anxiety. In the choice of works that lecturers used more often in their classes, students note issuing of tasks for independent performance, placement of educational respondents, half faced difficulties in solving practical tasks without the help of a lecturer and did not always cope with a large amount of given information. Most of the problems in the initial stages of implementation were quickly resolved.Conclusion. Based on the study, it was found that the number of advantages of distance learning prevails over the number of disadvantages. The potential for using training in this format is at a high level, thus providing prospects for its use. However, the study also showed that further work is needed to improve feedback between lecturers and students in the face of declining non-verbal communication. The study proposes ways to elim","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88647614","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 : 2022-03-16DOI: 10.21686/1818-4243-2022-1-42-50
R. R. Mukhametshin, R. Khadiullina
Relevance. Online broadcasting and video recording of classes as a method of organizing e-learning and transferring knowledge using distance learning technologies today are of increasing interest to students and lecturers. However, most researchers distinguish the high labor intensity and the presence of additional skills on the part of the lecturer as a prerequisite for the implementation of a successful video lecture. At the same time, lecturers continue to conduct traditional classes in the “pre-pandemic” mode and the placement of additional material in the electronic information-educational environment (EIEE) for students on an individual schedule continues. Often, for remote participants in the educational process, an individual educational trajectory of learning is developed and the load on the lecturer increases, who is forced to use different methods and forms of education to ensure equal educational opportunities for all students. As an alternative for optimization, the authors propose the introduction of online broadcasting of classes as the most effective method and form of online learning.The purpose of the study is to develop a balanced model for the use of online broadcasting and video recording of classes in the organization of e-learning with the possibility of fixing the progress of the educational process and controlling knowledge.Materials and methods. Using a keyword search in the Russian Science Citation Index (RSCI) system, the authors found that researchers do not use the concept of “Online broadcasting of classes”. However, the analysis of publication activity in the RSCI system for 2017-2021 showed a positive trend in the use of the terms “Online lesson”, “Synchronous learning”, which are the closest in meaning to the concept of “Online broadcast of classes”. The publication proposes criteria for evaluating the effectiveness of the use of online broadcasting of classes in the organization of training at a university. As an example of the implementation of a solution for organizing online broadcasting, recording classes, the system “Information Resource Center” used in the Volga State University of Physical Culture, Sports and Tourism was described and compared with the proposed performance criteria.Results. As a result of the analysis, it was found that this type of systems (online broadcast systems) do not provide for the possibility of fixing the assimilation of the material and do not allow to fully fix the progress of the educational process and control knowledge when organizing e-learning.Conclusions. The authors propose the integration of online broadcast systems with the e-learning system as a working model for the use of online broadcast and video recording of classes in the organization of e-learning, which will satisfy all the criteria established in the study. The model designed in the course of the study is universal and can be used applying any methodological techniques, including the use of the “flipped clas
{"title":"Online Broadcasting and Video Recording of Classes as An Effective Tool for Organizing E-Learning","authors":"R. R. Mukhametshin, R. Khadiullina","doi":"10.21686/1818-4243-2022-1-42-50","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-1-42-50","url":null,"abstract":"Relevance. Online broadcasting and video recording of classes as a method of organizing e-learning and transferring knowledge using distance learning technologies today are of increasing interest to students and lecturers. However, most researchers distinguish the high labor intensity and the presence of additional skills on the part of the lecturer as a prerequisite for the implementation of a successful video lecture. At the same time, lecturers continue to conduct traditional classes in the “pre-pandemic” mode and the placement of additional material in the electronic information-educational environment (EIEE) for students on an individual schedule continues. Often, for remote participants in the educational process, an individual educational trajectory of learning is developed and the load on the lecturer increases, who is forced to use different methods and forms of education to ensure equal educational opportunities for all students. As an alternative for optimization, the authors propose the introduction of online broadcasting of classes as the most effective method and form of online learning.The purpose of the study is to develop a balanced model for the use of online broadcasting and video recording of classes in the organization of e-learning with the possibility of fixing the progress of the educational process and controlling knowledge.Materials and methods. Using a keyword search in the Russian Science Citation Index (RSCI) system, the authors found that researchers do not use the concept of “Online broadcasting of classes”. However, the analysis of publication activity in the RSCI system for 2017-2021 showed a positive trend in the use of the terms “Online lesson”, “Synchronous learning”, which are the closest in meaning to the concept of “Online broadcast of classes”. The publication proposes criteria for evaluating the effectiveness of the use of online broadcasting of classes in the organization of training at a university. As an example of the implementation of a solution for organizing online broadcasting, recording classes, the system “Information Resource Center” used in the Volga State University of Physical Culture, Sports and Tourism was described and compared with the proposed performance criteria.Results. As a result of the analysis, it was found that this type of systems (online broadcast systems) do not provide for the possibility of fixing the assimilation of the material and do not allow to fully fix the progress of the educational process and control knowledge when organizing e-learning.Conclusions. The authors propose the integration of online broadcast systems with the e-learning system as a working model for the use of online broadcast and video recording of classes in the organization of e-learning, which will satisfy all the criteria established in the study. The model designed in the course of the study is universal and can be used applying any methodological techniques, including the use of the “flipped clas","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91381954","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 : 2022-03-15DOI: 10.21686/1818-4243-2022-1-24-33
S. V. Marchuk
The purpose of the study. The author continues to investigate the effectiveness of using the website of a teacher of Russian as a foreign language and strives to show that a teaching website in the new didactics can serve as one of the main means of teaching Russian as a foreign language in the preparatory course of the university. In the course of the study, we should formulate the concept of “pedagogical website or teacher’s website” and determine the validity of the effectiveness of the teacher’s educational website www.russian-teacher.ru. The teacher’s website is considered in the format of pedagogical technology as a multimedia teaching tool, and its relevance is obvious. The quintessence of a pedagogical website, as well as any project in pedagogy, the author suggests considering a positive and effective approach that takes into account the psychology and physiology of a new linguistic personality. It is based on N. Bernstein’s idea of “modeling the future”. The research article presents some examples of the use of the pedagogical website at preparatory courses of Russian as a foreign language, at universities, as well as among Uzbek teachers in Uzbekistan.Materials and methods. For research and determination of expediency, a theoretical analysis of works on physiology by N. Bernstein, I. Sechenov, on psycholinguistics by A. Leontiev, G. Paul, on new didactics by V. Dyachenko and M. Mkrtchyan, on pedagogical modeling by A. Dokhin, on pedagogical technology by V. Slastyonin, on distance learning by A. Khutorsky and E. Polat was carried out. The research-teacherhas conducted an observation among different groups of students; in this regard, innovative teaching methods were supplemented. Surveys were conducted among international students who noted the need for a website, but when studying together with a teacher, the effectiveness of the website is more significant.Results. For the first time, a pedagogical model of the site was developed and described, including goals, objectives, principles, technologies, functions, invariant and variant content. A new concept of the “teacher’s website” was formulated. Pedagogical technologies are proposed and described: “Live dialogue”, “Rapid word learning”, “Teaching writing in Russian”, “From simple to complex”, which allow students to form and improve their communicative competence. The advantages of the site in teaching Russian as a foreign language are shown.Conclusion. Using scientifically based pedagogy, the teacher of Russian as a foreign language presents a website www.russian-teacher.ru as an expedient tool in modern education, it shows the effectiveness of working with it as a pedagogical system, where each of the elements is interconnected with others. Having carefully studied the idea of a scientist-physiologist about modeling the future, the teacher-researcher strongly recommends laying it in the basis of each pedagogical project. The criteria of the effective-positive aspect from the point
{"title":"Expedient Application of The Pedagogical Website of a Teacher of Russian As A Foreign Language in The New Didactics","authors":"S. V. Marchuk","doi":"10.21686/1818-4243-2022-1-24-33","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-1-24-33","url":null,"abstract":"The purpose of the study. The author continues to investigate the effectiveness of using the website of a teacher of Russian as a foreign language and strives to show that a teaching website in the new didactics can serve as one of the main means of teaching Russian as a foreign language in the preparatory course of the university. In the course of the study, we should formulate the concept of “pedagogical website or teacher’s website” and determine the validity of the effectiveness of the teacher’s educational website www.russian-teacher.ru. The teacher’s website is considered in the format of pedagogical technology as a multimedia teaching tool, and its relevance is obvious. The quintessence of a pedagogical website, as well as any project in pedagogy, the author suggests considering a positive and effective approach that takes into account the psychology and physiology of a new linguistic personality. It is based on N. Bernstein’s idea of “modeling the future”. The research article presents some examples of the use of the pedagogical website at preparatory courses of Russian as a foreign language, at universities, as well as among Uzbek teachers in Uzbekistan.Materials and methods. For research and determination of expediency, a theoretical analysis of works on physiology by N. Bernstein, I. Sechenov, on psycholinguistics by A. Leontiev, G. Paul, on new didactics by V. Dyachenko and M. Mkrtchyan, on pedagogical modeling by A. Dokhin, on pedagogical technology by V. Slastyonin, on distance learning by A. Khutorsky and E. Polat was carried out. The research-teacherhas conducted an observation among different groups of students; in this regard, innovative teaching methods were supplemented. Surveys were conducted among international students who noted the need for a website, but when studying together with a teacher, the effectiveness of the website is more significant.Results. For the first time, a pedagogical model of the site was developed and described, including goals, objectives, principles, technologies, functions, invariant and variant content. A new concept of the “teacher’s website” was formulated. Pedagogical technologies are proposed and described: “Live dialogue”, “Rapid word learning”, “Teaching writing in Russian”, “From simple to complex”, which allow students to form and improve their communicative competence. The advantages of the site in teaching Russian as a foreign language are shown.Conclusion. Using scientifically based pedagogy, the teacher of Russian as a foreign language presents a website www.russian-teacher.ru as an expedient tool in modern education, it shows the effectiveness of working with it as a pedagogical system, where each of the elements is interconnected with others. Having carefully studied the idea of a scientist-physiologist about modeling the future, the teacher-researcher strongly recommends laying it in the basis of each pedagogical project. The criteria of the effective-positive aspect from the point ","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72716215","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 : 2022-03-15DOI: 10.21686/1818-4243-2022-1-13-23
I. Zagoumennov
The purpose of the paper is to substantiate and test practical-oriented interactive information and pedagogical technology, which involves the active role of students in the formation and development of foreign-language communicative competence necessary for the use of a foreign language in scientific research activities. The relevance of this problem is due to the process of globalization of the economy, the transition of the national economy to an innovative path of development and the demand in this regard for specialists with both a system of professional knowledge and the ability to communicate in a foreign language and on this basis successfully solve research tasks.Materials and methods. To achieve the goal, methods of comparative analysis of existing approaches to solving the problem were used, the general scientific system approach was also used to investigate the process of interaction between subjects and objects of educational activity at a university and the possibility of increasing the effectiveness of the educational process based on the use of digital tools, as well as the Moodle distance learning system. The developed technology was tested at the Minsk branch of Plekhanov Russian University of Economics in working with the first year students within the framework of academic disciplines “Business Informatics: 38.03.05”, profile of the program –“Digital Business Transformation”; “Management: 38.03.02”, profile of the program – “Marketing” and “Economics: 38.03.01”, profile of the program – “Business Statistics and Analytics”.Results. Within the framework of the study, a practical-oriented interactive information and pedagogical technology was developed and tested, based on the use by students of digital tools and the Moodle distance learning system in the formation and development of foreign-language communicative competence necessary for conducting research activities. The proposed information and pedagogical technology allows involving students in research activities already in the first year of their studies at the university. A study of students’ opinions indicates that they are satisfied with the process and outcome of study. The effectiveness of technology is also evidenced by the results of students’ participation of Plekhanov University (Minsk branch) in foreign-language international scientific forums and competitions.Conclusion. The proposed technology, based on the use of digital tools by students, harmoniously combines the best that is in the “live” and “virtual” interaction of subjects of the educational process, activates the role of students in the formation and development of foreign-language communicative competence necessary for the use of a foreign language in scientific research activities and allows this activity to be carried out already at the first stages of study at the university. Within the framework of the considered technology, the potential of the content of education in a foreign language is used an
{"title":"Use of Information Technologies in the Development of Foreign Language Scientific Communication Competence of Students of a Non-Linguistic Higher Education Institution","authors":"I. Zagoumennov","doi":"10.21686/1818-4243-2022-1-13-23","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-1-13-23","url":null,"abstract":"The purpose of the paper is to substantiate and test practical-oriented interactive information and pedagogical technology, which involves the active role of students in the formation and development of foreign-language communicative competence necessary for the use of a foreign language in scientific research activities. The relevance of this problem is due to the process of globalization of the economy, the transition of the national economy to an innovative path of development and the demand in this regard for specialists with both a system of professional knowledge and the ability to communicate in a foreign language and on this basis successfully solve research tasks.Materials and methods. To achieve the goal, methods of comparative analysis of existing approaches to solving the problem were used, the general scientific system approach was also used to investigate the process of interaction between subjects and objects of educational activity at a university and the possibility of increasing the effectiveness of the educational process based on the use of digital tools, as well as the Moodle distance learning system. The developed technology was tested at the Minsk branch of Plekhanov Russian University of Economics in working with the first year students within the framework of academic disciplines “Business Informatics: 38.03.05”, profile of the program –“Digital Business Transformation”; “Management: 38.03.02”, profile of the program – “Marketing” and “Economics: 38.03.01”, profile of the program – “Business Statistics and Analytics”.Results. Within the framework of the study, a practical-oriented interactive information and pedagogical technology was developed and tested, based on the use by students of digital tools and the Moodle distance learning system in the formation and development of foreign-language communicative competence necessary for conducting research activities. The proposed information and pedagogical technology allows involving students in research activities already in the first year of their studies at the university. A study of students’ opinions indicates that they are satisfied with the process and outcome of study. The effectiveness of technology is also evidenced by the results of students’ participation of Plekhanov University (Minsk branch) in foreign-language international scientific forums and competitions.Conclusion. The proposed technology, based on the use of digital tools by students, harmoniously combines the best that is in the “live” and “virtual” interaction of subjects of the educational process, activates the role of students in the formation and development of foreign-language communicative competence necessary for the use of a foreign language in scientific research activities and allows this activity to be carried out already at the first stages of study at the university. Within the framework of the considered technology, the potential of the content of education in a foreign language is used an","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"79 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84784946","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 : 2022-03-15DOI: 10.21686/1818-4243-2022-2-52-68
L. Makhmutkhodjaeva
Purpose of the study. With the emergence of new requirements for higher education institutions in the educational market services and in the labor market, there is a need to find effective methods of managing education in the conditions of the development of market relations; universities and institutions are faced with the task of creating techniques for ensuring the quality of educational services. Particular relevance is the formation of a system for ensuring the quality of education for different categories of students, including persons with disabilities. The purpose of the study is to review the situation with the state of inclusive education, based on foreign experience as an attempt to analyze the situation in other countries, as well as provide recommendations for further improvement in order to make inclusive education a reality for a large number of children and their families. It is possible that these studies will help to create an inspirational climate more conducive to “education for all” in society and make it easier for children who may have been excluded from education in the past.Materials and methods. The methodological basis of the study was activity, personality-oriented, systemic, project and individually creative approaches. The volume of materials can be conditionally divided into several groups - decrees and resolutions of the government of the Republic of Uzbekistan, reports and studies of international organizations, works of scholars and researchers. An analysis of the historiography of the issue showed that despite of a significant number of studies in the field of education, including inclusive education, there are still no studies that analyze foreign experience and integrate that data on study in the field of inclusive education in the Republic of Uzbekistan. This article is an attempt to analyze the situation in Uzbekistan, consider the measures taken in the Republic of Uzbekistan to introduce inclusive education, analyze the experience of other countries and offer recommendations.Results. Significant work is being done in Uzbekistan to create living conditions; education for people with disabilities, a legislative framework has been created to make conditions for the further development of people with disabilities. The article explores the experience of foreign countries and Central Asian countries in the development of inclusive education. Especially, the situation with the education of persons with disabilities in Uzbekistan are being reviewed, besides, the access of children to get education, as well as receiving vocational and higher education is being studied in addition with the legislative framework in this specialty. It is noted that the problem of disabled people with education is one of the central issues for the republic.Conclusion. Thus, we conclude that the social inclusion of children and adults with disabilities requires broad systemic changes and a multisectoral approach that removes institutiona
{"title":"The Issues of Improving the Inclusive Education System in Uzbekistan","authors":"L. Makhmutkhodjaeva","doi":"10.21686/1818-4243-2022-2-52-68","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-2-52-68","url":null,"abstract":"Purpose of the study. With the emergence of new requirements for higher education institutions in the educational market services and in the labor market, there is a need to find effective methods of managing education in the conditions of the development of market relations; universities and institutions are faced with the task of creating techniques for ensuring the quality of educational services. Particular relevance is the formation of a system for ensuring the quality of education for different categories of students, including persons with disabilities. The purpose of the study is to review the situation with the state of inclusive education, based on foreign experience as an attempt to analyze the situation in other countries, as well as provide recommendations for further improvement in order to make inclusive education a reality for a large number of children and their families. It is possible that these studies will help to create an inspirational climate more conducive to “education for all” in society and make it easier for children who may have been excluded from education in the past.Materials and methods. The methodological basis of the study was activity, personality-oriented, systemic, project and individually creative approaches. The volume of materials can be conditionally divided into several groups - decrees and resolutions of the government of the Republic of Uzbekistan, reports and studies of international organizations, works of scholars and researchers. An analysis of the historiography of the issue showed that despite of a significant number of studies in the field of education, including inclusive education, there are still no studies that analyze foreign experience and integrate that data on study in the field of inclusive education in the Republic of Uzbekistan. This article is an attempt to analyze the situation in Uzbekistan, consider the measures taken in the Republic of Uzbekistan to introduce inclusive education, analyze the experience of other countries and offer recommendations.Results. Significant work is being done in Uzbekistan to create living conditions; education for people with disabilities, a legislative framework has been created to make conditions for the further development of people with disabilities. The article explores the experience of foreign countries and Central Asian countries in the development of inclusive education. Especially, the situation with the education of persons with disabilities in Uzbekistan are being reviewed, besides, the access of children to get education, as well as receiving vocational and higher education is being studied in addition with the legislative framework in this specialty. It is noted that the problem of disabled people with education is one of the central issues for the republic.Conclusion. Thus, we conclude that the social inclusion of children and adults with disabilities requires broad systemic changes and a multisectoral approach that removes institutiona","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86100138","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}
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