Pub Date : 2022-11-13DOI: 10.21686/1818-4243-2022-5-10-19
V. V. Volodchenkova, N. V. Peregudova, D. N. Kurkin, O. V. Chirko
The article is devoted to the issues of distance learning of the basics of fire safety of the able-bodied population (employees of organizations). Traditional forms of education do not fully meet modern demands for knowledge in this area. The use of distance learning makes it possible to realize the needs for acquiring and updating the necessary competencies in the field of fire safety with the indirect interaction of a training specialist and a lecturer. The demand for this form of education, the effectiveness of learning the educational material largely depends on the ratio of digital technologies used in the educational process.The purpose of the study is to analyze modern technologies for organizing the educational process of distance learning in the basics of fire safety to improve the quality of educational services and motivate employees of organizations to study in a distance format. The constant development of computer technologies leads to the improvement of the distance learning format, the search for new methodological solutions.Materials and methods. The results of the study were obtained as a result of the analysis of existing developments and approaches to distance learning. The work on the organization of distance learning in general and teaching the basics of fire safety in this format to Russian and English-speaking researchers is considered. The analysis of best practices and technological innovations in the field of distance learning is carried out. The legal basis of the study is the normative legal acts of the Russian Federation. The methodological basis of the research includes methods of theoretical research (analysis, synthesis, generalization, modeling), graphic and comparative method.Results. The authors conducted a comparison of full-time and distance learning. The general characteristic factors, as well as the features of the distance-learning format are considered.Modern distance education technologies use software, hardware and educational theories to facilitate the learning process and increase the assimilation of knowledge. Thus, the virtual learning environment is a complex of computer technologies and pedagogical design, which allows having a qualitative impact on the formation and actualization of competencies in the field of fire safety. The organization of training in this format is an effective solution not only for the employee of the organization (the listener) but also for the lecturer. Distance learn- ing in the field of fire safety, organized based on a virtual learning environment, can provide pre-certification training for employees of organizations, and the lecturer can use modern training tools for the educational interaction.The authors propose a scheme of the educational environment for the listener, as well as the algorithm of the lecturer’s work in the format of distance learning in the basics of fire safety. Recommendations are given on the organization and presentation of educational material,
{"title":"Some Aspects of Modern Distance Learning Technologies in the Field of Fire Safety","authors":"V. V. Volodchenkova, N. V. Peregudova, D. N. Kurkin, O. V. Chirko","doi":"10.21686/1818-4243-2022-5-10-19","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-5-10-19","url":null,"abstract":"The article is devoted to the issues of distance learning of the basics of fire safety of the able-bodied population (employees of organizations). Traditional forms of education do not fully meet modern demands for knowledge in this area. The use of distance learning makes it possible to realize the needs for acquiring and updating the necessary competencies in the field of fire safety with the indirect interaction of a training specialist and a lecturer. The demand for this form of education, the effectiveness of learning the educational material largely depends on the ratio of digital technologies used in the educational process.The purpose of the study is to analyze modern technologies for organizing the educational process of distance learning in the basics of fire safety to improve the quality of educational services and motivate employees of organizations to study in a distance format. The constant development of computer technologies leads to the improvement of the distance learning format, the search for new methodological solutions.Materials and methods. The results of the study were obtained as a result of the analysis of existing developments and approaches to distance learning. The work on the organization of distance learning in general and teaching the basics of fire safety in this format to Russian and English-speaking researchers is considered. The analysis of best practices and technological innovations in the field of distance learning is carried out. The legal basis of the study is the normative legal acts of the Russian Federation. The methodological basis of the research includes methods of theoretical research (analysis, synthesis, generalization, modeling), graphic and comparative method.Results. The authors conducted a comparison of full-time and distance learning. The general characteristic factors, as well as the features of the distance-learning format are considered.Modern distance education technologies use software, hardware and educational theories to facilitate the learning process and increase the assimilation of knowledge. Thus, the virtual learning environment is a complex of computer technologies and pedagogical design, which allows having a qualitative impact on the formation and actualization of competencies in the field of fire safety. The organization of training in this format is an effective solution not only for the employee of the organization (the listener) but also for the lecturer. Distance learn- ing in the field of fire safety, organized based on a virtual learning environment, can provide pre-certification training for employees of organizations, and the lecturer can use modern training tools for the educational interaction.The authors propose a scheme of the educational environment for the listener, as well as the algorithm of the lecturer’s work in the format of distance learning in the basics of fire safety. Recommendations are given on the organization and presentation of educational material,","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"159 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77899140","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 : 2022-09-13DOI: 10.21686/1818-4243-2022-4-31-40
I. Zhukovskaya
The purpose of the study is to identify the effectiveness of the functioning of digital platforms in the information systems of higher educational institutions in order to optimize the managerial, educational, methodological, research, and innovation activities of the University for the training of highly qualified specialists. This goal is especially relevant in an environment where modern higher education institutions strive to take the most advanced positions in world and domestic university rankings. This study shows that the transition of modern higher education institutions to the category of digital poses a variety of tasks for universities, academies and institutes. Such as the quality of the educational process, optimization of university management, scientific publications in the field of digital technologies, the number of open online courses, the amount of funding for grants in the field of information and digital technologies, academic mobility, the opinions of student respondents, graduates and employers who indicated areas of “digital technology”, etc. Digital platforms currently being implemented in higher education institutions are the basis for their transition to the category of digital universities and the quality of functioning in the economic market among competitors.Materials and methods. In the course of this study and in writing the article, methods such as analysis of empirical data, synthesis, methods of questionnaire survey, logical and contextual analysis, bibliographic search, SWOT analysis, methods of working with specialized software products and web services, matching method and method of comparison, induction, deduction, monographic study were used, etc.Results. This article proves that digital platforms are the basis for the development of an innovative strategy of the university in accordance with the requirements of the digital transformation of the world economic system. In addition, the author of the article shows that digital platforms are currently one of the important components for the university to achieve the status of a “digital university”, contribute to the development of the digital infrastructure of the university, increase the level of digital competence of all participants in the educational process at the university, the possibility of using digital technologies such as the Internet of things, blockchain, machine learning and artificial intelligence, Big Data, quantum technologies, robotization, etc., which ultimately contributes to the training of highly qualified specialists for industries and sectors of the country’s economy.Conclusion. This paper reviews modern digital platforms used in various universities, identifies positive and negative aspects when working with digital platforms in higher education institutions, on the basis of which it is concluded that digital platforms are an effective assistant in the individualization and personalization of education, can be used as a simulator fo
{"title":"Digital Platforms Are an Important Aspect of Digitalization of Higher Education","authors":"I. Zhukovskaya","doi":"10.21686/1818-4243-2022-4-31-40","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-4-31-40","url":null,"abstract":"The purpose of the study is to identify the effectiveness of the functioning of digital platforms in the information systems of higher educational institutions in order to optimize the managerial, educational, methodological, research, and innovation activities of the University for the training of highly qualified specialists. This goal is especially relevant in an environment where modern higher education institutions strive to take the most advanced positions in world and domestic university rankings. This study shows that the transition of modern higher education institutions to the category of digital poses a variety of tasks for universities, academies and institutes. Such as the quality of the educational process, optimization of university management, scientific publications in the field of digital technologies, the number of open online courses, the amount of funding for grants in the field of information and digital technologies, academic mobility, the opinions of student respondents, graduates and employers who indicated areas of “digital technology”, etc. Digital platforms currently being implemented in higher education institutions are the basis for their transition to the category of digital universities and the quality of functioning in the economic market among competitors.Materials and methods. In the course of this study and in writing the article, methods such as analysis of empirical data, synthesis, methods of questionnaire survey, logical and contextual analysis, bibliographic search, SWOT analysis, methods of working with specialized software products and web services, matching method and method of comparison, induction, deduction, monographic study were used, etc.Results. This article proves that digital platforms are the basis for the development of an innovative strategy of the university in accordance with the requirements of the digital transformation of the world economic system. In addition, the author of the article shows that digital platforms are currently one of the important components for the university to achieve the status of a “digital university”, contribute to the development of the digital infrastructure of the university, increase the level of digital competence of all participants in the educational process at the university, the possibility of using digital technologies such as the Internet of things, blockchain, machine learning and artificial intelligence, Big Data, quantum technologies, robotization, etc., which ultimately contributes to the training of highly qualified specialists for industries and sectors of the country’s economy.Conclusion. This paper reviews modern digital platforms used in various universities, identifies positive and negative aspects when working with digital platforms in higher education institutions, on the basis of which it is concluded that digital platforms are an effective assistant in the individualization and personalization of education, can be used as a simulator fo","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86872661","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 : 2022-08-08DOI: 10.21686/1818-4243-2022-4-4-18
E. Goryunova, A. Ivanova, A. Stepanenko, A. Feshchenko
The aim of the study was to analyze the use of assessment tools and the experience of managing the quality of education in the electronic information and educational environment of the university on the example of Tomsk State University in the context of the changes that occurred during the pandemic COVID-19. The relevance of the study is due to the fact that the system of higher education in Russia is developing in the context of a permanent change in the requirements for it, internal and external challenges, which determines the need for a consistent response while maintaining the fundamental foundations of this social institution.Materials and methods. The authors relied on a systematic approach to create a holistic review of the available tools for assessing and managing the quality of e-learning at Tomsk State University, an activity approach to identify the transformation of the range of tools used, depending on the increase in the subjectivity of participants in the educational process. The following methods were used in the work: analysis of pedagogical, scientific, technical and methodological literature on the research problem, systematization, generalization, analysis, observation, statistical methods for processing results.Results. The study summarizes and describes the experience of Tomsk State University in using assessment tools and quality management practices of e-learning at the university before the pandemic COVID-19, which made it possible to effectively switch to a forced remote format of student learning. These are the analysis of educational data obtained based on the learning management system MOODLE, the assessment of the quality of e-learning using feedback, and the expertise of e-learning courses. Also study systematized and described new tools for analyzing, evaluating, monitoring, improving and predicting the quality of e-learning, introduced at the university in the context of the pandemic COVID-19, which together made it possible to lay the foundation for the transition of the university to a blended learning model in the post-pandemic period. These were activity monitoring of the subjects of the educational process with the ranking of the measured index, changes in personnel policy, digital diploma supplement etc. The developed tools make it possible to manage the quality of e-learning based on data, and reach the management of the quality of education as a whole through the “balancing” of the structure and content of all components of the educational program.Conclusion. The system for the implementation of e-learning of Tomsk State University ensured the harmonious integration of educational activities using distance learning technologies into the experience of educational interaction between professors and students. It remains possible to maintain the stability and quality of lectures and practical classes, and often enrich them through the capabilities of digital tools. Further expansion of the set of applied to
{"title":"Experience in Using Assessment Tools and e-Learning Quality Management Practices (Case Study of Tomsk State University)","authors":"E. Goryunova, A. Ivanova, A. Stepanenko, A. Feshchenko","doi":"10.21686/1818-4243-2022-4-4-18","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-4-4-18","url":null,"abstract":"The aim of the study was to analyze the use of assessment tools and the experience of managing the quality of education in the electronic information and educational environment of the university on the example of Tomsk State University in the context of the changes that occurred during the pandemic COVID-19. The relevance of the study is due to the fact that the system of higher education in Russia is developing in the context of a permanent change in the requirements for it, internal and external challenges, which determines the need for a consistent response while maintaining the fundamental foundations of this social institution.Materials and methods. The authors relied on a systematic approach to create a holistic review of the available tools for assessing and managing the quality of e-learning at Tomsk State University, an activity approach to identify the transformation of the range of tools used, depending on the increase in the subjectivity of participants in the educational process. The following methods were used in the work: analysis of pedagogical, scientific, technical and methodological literature on the research problem, systematization, generalization, analysis, observation, statistical methods for processing results.Results. The study summarizes and describes the experience of Tomsk State University in using assessment tools and quality management practices of e-learning at the university before the pandemic COVID-19, which made it possible to effectively switch to a forced remote format of student learning. These are the analysis of educational data obtained based on the learning management system MOODLE, the assessment of the quality of e-learning using feedback, and the expertise of e-learning courses. Also study systematized and described new tools for analyzing, evaluating, monitoring, improving and predicting the quality of e-learning, introduced at the university in the context of the pandemic COVID-19, which together made it possible to lay the foundation for the transition of the university to a blended learning model in the post-pandemic period. These were activity monitoring of the subjects of the educational process with the ranking of the measured index, changes in personnel policy, digital diploma supplement etc. The developed tools make it possible to manage the quality of e-learning based on data, and reach the management of the quality of education as a whole through the “balancing” of the structure and content of all components of the educational program.Conclusion. The system for the implementation of e-learning of Tomsk State University ensured the harmonious integration of educational activities using distance learning technologies into the experience of educational interaction between professors and students. It remains possible to maintain the stability and quality of lectures and practical classes, and often enrich them through the capabilities of digital tools. Further expansion of the set of applied to","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74088786","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 : 2022-08-08DOI: 10.21686/1818-4243-2022-4-19-29
E. Kazakova, E. Moshkina, O. Sergeeva, E. Tikhomirova
The purpose of the study. In the context of blended learning with a predominant distance learning format in the period of 2020-2022, the reorganization of the educational process, carried out through the use of distance learning technologies and the Blackboard e-learning platform, made it necessary to evaluate the effectiveness of such forced restructuring and make the necessary adjustments in teaching physics to first- and second-year undergraduate students. The research objectives: to find out students’ attitude to the use of various forms of active learning in studying physics, to assess the degree of their academic motivation, to conduct a comparative analysis of the effectiveness of the educational process restructuring in a forced predominantly distance-learning environment from the perspectives of professors and students.Materials and methods. Within the conditions of predominant dis tance learning, in order to improve the educational process organized with distance learning technologies and to make the necessary adjustments, a survey was conducted among students upon completion of the physics course. The sample of respondents was carried out among bachelors studying in engineering and technical areas and studying the course “physics” in the first year of the Institute of Physics and Technology of Petrozavodsk State University. The survey itself and survey data analysis were conducted using the functional features of the e-learning platform Blackboard Learn. The survey questions were aimed at identifying students’ attitude to various aspects of the learning process and evaluating the effectiveness of the methods used by the authors to increase students’ academic motivation. The questions offered for self-analysis referred to the organization of the learning process (including distance learning format), academic motivation; personal competence and communication skills of students and professors; reflection. As part of the survey, students were also asked to formulate their opinions on the results of studying the course of physics and to give recommendations for improving teaching.Results. The research findings indicated that it worked out well to organize systematic students’ activities in all proposed educational areas, to ensure fairly balanced out-of-class students’ work, to motivate undergraduates to study physics and to minimize the number of students not making satisfactory progress in studying physics. Students highly appreciated the efficiency of electronic educational resources. Both professors and students noted the efficiency of modular rating system of learning. The use of modular rating system of learning gave the opportunity to implement a student-centered approach to teaching, which combined motivation, the possibility to choose an individual learning path, and reflection. The survey data showed that in order to strengthen motivation, it is reasonable to involve students in research activities in one form or other starting fr
{"title":"Analysis of Students’ Motivation Formation to Study Physics in Modern Conditions","authors":"E. Kazakova, E. Moshkina, O. Sergeeva, E. Tikhomirova","doi":"10.21686/1818-4243-2022-4-19-29","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-4-19-29","url":null,"abstract":"The purpose of the study. In the context of blended learning with a predominant distance learning format in the period of 2020-2022, the reorganization of the educational process, carried out through the use of distance learning technologies and the Blackboard e-learning platform, made it necessary to evaluate the effectiveness of such forced restructuring and make the necessary adjustments in teaching physics to first- and second-year undergraduate students. The research objectives: to find out students’ attitude to the use of various forms of active learning in studying physics, to assess the degree of their academic motivation, to conduct a comparative analysis of the effectiveness of the educational process restructuring in a forced predominantly distance-learning environment from the perspectives of professors and students.Materials and methods. Within the conditions of predominant dis tance learning, in order to improve the educational process organized with distance learning technologies and to make the necessary adjustments, a survey was conducted among students upon completion of the physics course. The sample of respondents was carried out among bachelors studying in engineering and technical areas and studying the course “physics” in the first year of the Institute of Physics and Technology of Petrozavodsk State University. The survey itself and survey data analysis were conducted using the functional features of the e-learning platform Blackboard Learn. The survey questions were aimed at identifying students’ attitude to various aspects of the learning process and evaluating the effectiveness of the methods used by the authors to increase students’ academic motivation. The questions offered for self-analysis referred to the organization of the learning process (including distance learning format), academic motivation; personal competence and communication skills of students and professors; reflection. As part of the survey, students were also asked to formulate their opinions on the results of studying the course of physics and to give recommendations for improving teaching.Results. The research findings indicated that it worked out well to organize systematic students’ activities in all proposed educational areas, to ensure fairly balanced out-of-class students’ work, to motivate undergraduates to study physics and to minimize the number of students not making satisfactory progress in studying physics. Students highly appreciated the efficiency of electronic educational resources. Both professors and students noted the efficiency of modular rating system of learning. The use of modular rating system of learning gave the opportunity to implement a student-centered approach to teaching, which combined motivation, the possibility to choose an individual learning path, and reflection. The survey data showed that in order to strengthen motivation, it is reasonable to involve students in research activities in one form or other starting fr","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89398389","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 : 2022-08-08DOI: 10.21686/1818-4243-2022-4-41-54
A. Vasilieva
The purpose of the article is to develop a comprehensive model of an interactive educational environment at the university that allows to create and develop conditions for the effective interactive learning system functioning and development and, in general, for the formation of a creative future specialist personality capable for further self-learning and self-improvement throughout life. It is assumed that a scientific understanding of the interactive educational environment can be obtained if it is based on the study of intra-system contradictions, the formation and resolution of which will contribute to the emergence and development of interactive learning.Materials and methods. To achieve this goal, the categorical-symbolic method “Celtic Cross”, methods of analysis and synthesis of scientific and methodological literature, survey method and statistical method of data processing were used in this work. The “Celtic Cross” method allows you to form a detailed idea of the contradictions that determine the functioning and development of the object, to form mechanisms for managing them in order to achieve the desired states of the object. The survey method in the study was used as an auxiliary one. The survey form was generated using a Google form and distributed via the VKontakte social network. 108 lecturers of Russian universities in various scientific specialties took part in the survey. The survey was open and its purpose was to identify the understanding of the essence and content of the components of the interactive educational environment of the university. The responses received were processed using statistical data processing methods and presented in the form of a diagram. The information obtained during the survey supplemented the information of the content analysis of literature and was used during the application of the “Celtic Cross” method.Research results: 1) two contradictory aspects are identified in the formation of the interactive educational environment; 2) the components of the interactive educational environment are identified and the specifics of their content are described; 3) model of the interactive educational environment based on intra-system contradictions is developed; 4) the interconnectedness and interdependence of the model elements are comprehended, the impact of the selected elements on the object is comprehended; 5) the dynamic aspect of the model is described, reflecting the mechanism of functioning of the interactive educational environment, based on the formation of intra-system contradictions, the resolution of which contributes to the emergence and development of interactive learning.Conclusion. The developed model organizes the theoretical knowledge available about interactive learning at a qualitatively new level. The developed model will contribute to a more effective implementation of interactive learning at the university. The results obtained can be used in the development and description of practic
{"title":"Model of the Interactive Educational Environment at the University","authors":"A. Vasilieva","doi":"10.21686/1818-4243-2022-4-41-54","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-4-41-54","url":null,"abstract":"The purpose of the article is to develop a comprehensive model of an interactive educational environment at the university that allows to create and develop conditions for the effective interactive learning system functioning and development and, in general, for the formation of a creative future specialist personality capable for further self-learning and self-improvement throughout life. It is assumed that a scientific understanding of the interactive educational environment can be obtained if it is based on the study of intra-system contradictions, the formation and resolution of which will contribute to the emergence and development of interactive learning.Materials and methods. To achieve this goal, the categorical-symbolic method “Celtic Cross”, methods of analysis and synthesis of scientific and methodological literature, survey method and statistical method of data processing were used in this work. The “Celtic Cross” method allows you to form a detailed idea of the contradictions that determine the functioning and development of the object, to form mechanisms for managing them in order to achieve the desired states of the object. The survey method in the study was used as an auxiliary one. The survey form was generated using a Google form and distributed via the VKontakte social network. 108 lecturers of Russian universities in various scientific specialties took part in the survey. The survey was open and its purpose was to identify the understanding of the essence and content of the components of the interactive educational environment of the university. The responses received were processed using statistical data processing methods and presented in the form of a diagram. The information obtained during the survey supplemented the information of the content analysis of literature and was used during the application of the “Celtic Cross” method.Research results: 1) two contradictory aspects are identified in the formation of the interactive educational environment; 2) the components of the interactive educational environment are identified and the specifics of their content are described; 3) model of the interactive educational environment based on intra-system contradictions is developed; 4) the interconnectedness and interdependence of the model elements are comprehended, the impact of the selected elements on the object is comprehended; 5) the dynamic aspect of the model is described, reflecting the mechanism of functioning of the interactive educational environment, based on the formation of intra-system contradictions, the resolution of which contributes to the emergence and development of interactive learning.Conclusion. The developed model organizes the theoretical knowledge available about interactive learning at a qualitatively new level. The developed model will contribute to a more effective implementation of interactive learning at the university. The results obtained can be used in the development and description of practic","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75796180","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 : 2022-08-08DOI: 10.21686/1818-4243-2022-4-66-74
L. Konstantinova, N. Gagiev, D. Shtykhno
The aim of the work is to analyze the processes of transformation of modern education towards its deinstitutionalization under the influence of changes in the professional structure of the labor market. A global professional shift towards new professions emerging in the context of the Fourth Industrial Revolution is considered as a modern trend, resulting in an increase in the role and importance of informal and informal education, accompanied by an increase in demand for online education. The main objectives of the study are to determine the current trends in the development of formal continuing education in the Russian Federation in comparison with the trends in the development of informal online education.Materials and methods. The analysis used the results of sociological research, statistical data reflecting the processes in the field of continuing professional education, the involvement of the adult population in continuing education, the demand for online education platforms in Russia, as well as expert opinions, analytical and informational materials, bibliographic sources. Secondary analysis and interpretation of the results of sociological surveys, systematization and classification of theoretical and factual materials used, methods of statistical analysis were used.Results. The study revealed that under the influence of the fourth industrial revolution, a global professional shift is taking place in the labor market, leading to a significant acceleration of the processes of de-institutionalization of vocational education, expressed in a significant increase in the role and importance of non-formal education in meeting the educational needs of citizens and networking of the educational process. The spread of informal online education leads to the blurring of the institutional boundaries of education as a traditional social institution. The list and content of additional vocational education (AVE) programs mostly reflect the traditional range of professions and are poorly transformed under the influence of a global professional shift. This determines the low level of involvement of the adult population in continuing formal education, and the flow of demand for additional education to the informal sector in the conditions of rapid development of online education. The risks of deinstitutionalization of vocational education are its dysfunctions, going beyond traditional functions, the emergence of new functions, which leads to the loss of «their place» by educational institutions and a decrease in the importance of traditional university education.Conclusion. The fourth industrial Revolution, provoking a global professional shift, leads to an increase in the importance of informal and informative online education. Changing the professional sphere requires accelerated development of a flexible, barrier-free, rapidly responding to these changes in the environment of advanced education, which becomes a constantly ongoing process immersed in a
{"title":"Deinstitutionalization of education in the context of a global professional shift","authors":"L. Konstantinova, N. Gagiev, D. Shtykhno","doi":"10.21686/1818-4243-2022-4-66-74","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-4-66-74","url":null,"abstract":"The aim of the work is to analyze the processes of transformation of modern education towards its deinstitutionalization under the influence of changes in the professional structure of the labor market. A global professional shift towards new professions emerging in the context of the Fourth Industrial Revolution is considered as a modern trend, resulting in an increase in the role and importance of informal and informal education, accompanied by an increase in demand for online education. The main objectives of the study are to determine the current trends in the development of formal continuing education in the Russian Federation in comparison with the trends in the development of informal online education.Materials and methods. The analysis used the results of sociological research, statistical data reflecting the processes in the field of continuing professional education, the involvement of the adult population in continuing education, the demand for online education platforms in Russia, as well as expert opinions, analytical and informational materials, bibliographic sources. Secondary analysis and interpretation of the results of sociological surveys, systematization and classification of theoretical and factual materials used, methods of statistical analysis were used.Results. The study revealed that under the influence of the fourth industrial revolution, a global professional shift is taking place in the labor market, leading to a significant acceleration of the processes of de-institutionalization of vocational education, expressed in a significant increase in the role and importance of non-formal education in meeting the educational needs of citizens and networking of the educational process. The spread of informal online education leads to the blurring of the institutional boundaries of education as a traditional social institution. The list and content of additional vocational education (AVE) programs mostly reflect the traditional range of professions and are poorly transformed under the influence of a global professional shift. This determines the low level of involvement of the adult population in continuing formal education, and the flow of demand for additional education to the informal sector in the conditions of rapid development of online education. The risks of deinstitutionalization of vocational education are its dysfunctions, going beyond traditional functions, the emergence of new functions, which leads to the loss of «their place» by educational institutions and a decrease in the importance of traditional university education.Conclusion. The fourth industrial Revolution, provoking a global professional shift, leads to an increase in the importance of informal and informative online education. Changing the professional sphere requires accelerated development of a flexible, barrier-free, rapidly responding to these changes in the environment of advanced education, which becomes a constantly ongoing process immersed in a","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"89 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80385005","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 : 2022-08-08DOI: 10.21686/1818-4243-2022-4-55-65
A. V. Rajkhlina, M. V. Gromova, R. V. Kolesov
The purpose of the article is to present the results of a study of the possibilities of an integrated approach to the introduction of blended learning in higher education. The issue of applying new forms of creating the educational process is still relevant. The pandemic has intensified the discussion around the variety of software tools and methodological techniques that are used in distance and blended learning. At the same time, the normative, technical and psychological limitations of their application remain, and the very concept of blended learning is still being refined. The article summarizes the theoretical developments on the issue of blended learning, emphasizes the relevance of the problem of its implementation, specifies the stakeholders and their positions, and formulates proposals for options for teaching in a blended format.Materials and methods: the first part of the article was written in line with a review study, namely, a quantitative analysis and comparison of the content of scientific publications on the topic under study. To prepare the second empirical part, the authors conducted a survey of students on popular options for the implementation of blended learning, the results of which were processed by systematizing the collected data, working with specialized software products, Internet sources, and graphical presentation of the results.Results. Internal and external stakeholders in the implementation of blended learning in higher education have been identified. It is emphasized that with the unity of the goal - improving the quality of the educational process - their requirements are somewhat different and form a peculiar set of tasks that should be taken into account when introducing blended learning, with the unconditional priority of the positions of a lecturer and a student. Based on the bibliometric analysis of the definition of “blended learning”, a rapid increase in the number of publications on the topic is shown, which clearly illustrates the interest of the pedagogical community. The data characterizing the opinion of students about the introduction of blended learning are given. To improve the efficiency of the educational process, it is proposed to use integrated solutions for the implementation of blended learning in higher education, taking into account the opinions of all interested parties, and above all lecturers and students.Conclusion. The results of the study contribute to the specification of directions for further work to improve the practice of introducing and using blended learning by higher education institutions.
{"title":"Integrated Approach to the Introduction of Blended Learning in Higher Education","authors":"A. V. Rajkhlina, M. V. Gromova, R. V. Kolesov","doi":"10.21686/1818-4243-2022-4-55-65","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-4-55-65","url":null,"abstract":"The purpose of the article is to present the results of a study of the possibilities of an integrated approach to the introduction of blended learning in higher education. The issue of applying new forms of creating the educational process is still relevant. The pandemic has intensified the discussion around the variety of software tools and methodological techniques that are used in distance and blended learning. At the same time, the normative, technical and psychological limitations of their application remain, and the very concept of blended learning is still being refined. The article summarizes the theoretical developments on the issue of blended learning, emphasizes the relevance of the problem of its implementation, specifies the stakeholders and their positions, and formulates proposals for options for teaching in a blended format.Materials and methods: the first part of the article was written in line with a review study, namely, a quantitative analysis and comparison of the content of scientific publications on the topic under study. To prepare the second empirical part, the authors conducted a survey of students on popular options for the implementation of blended learning, the results of which were processed by systematizing the collected data, working with specialized software products, Internet sources, and graphical presentation of the results.Results. Internal and external stakeholders in the implementation of blended learning in higher education have been identified. It is emphasized that with the unity of the goal - improving the quality of the educational process - their requirements are somewhat different and form a peculiar set of tasks that should be taken into account when introducing blended learning, with the unconditional priority of the positions of a lecturer and a student. Based on the bibliometric analysis of the definition of “blended learning”, a rapid increase in the number of publications on the topic is shown, which clearly illustrates the interest of the pedagogical community. The data characterizing the opinion of students about the introduction of blended learning are given. To improve the efficiency of the educational process, it is proposed to use integrated solutions for the implementation of blended learning in higher education, taking into account the opinions of all interested parties, and above all lecturers and students.Conclusion. The results of the study contribute to the specification of directions for further work to improve the practice of introducing and using blended learning by higher education institutions.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85983488","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: 10.21686/1818-4243-2022-3-4-16
A. Bolvachev, K. I. Kushnarev
The purpose of the study. Generalization of the results of creating a pre-university model (on the example of the economic lyceum of the Plekhanov Russian University of Economics) for the general case of organizing specialized schools.Materials and methods. By the method of selective observation according to the criterion of involvement in the educational process, 226 respondents were selected to conduct a standardized survey. To process the results obtained, methods of mathematical and statistical analysis were used, such as correlation, regression and factor analyzes. To analyze the subjective effectiveness of the pre-university as a form of education, a controlled experiment was conducted.Research results. The following results were obtained and summarized:The activities of the pre-university are closely related to career guidance. Students single out vocational guidance work as a key area of work of the pre-university.The satisfaction of schoolchildren as participants in the educational process depends on the competencies of teachers and satisfaction with the material and technical base of the pre-university.There are two trajectories of professional self-determination of students. The first one is through the university where the pre-university is located. The second is through the broader needs of the labor market.The opinion of teachers on the block of professional self-determination is uniform in comparison with schoolchildren. Teachers believe that most students have made a conscious choice and their choice meets the needs of the labor market.Participants in the educational process believe that the functional model of the pre-university is the most effective. Because of the experiment, results were obtained regarding the subjective effectiveness of pre-university models. The details of the experiment are described in the results of the study and allow us to draw a conclusion about the heuristics of students regarding the learning model.Conclusion. The results of the study showed that pre-university students are satisfied with the educational process, which is largely related to the competencies of teachers. Just the university, as an organization that accumulates scientists and representatives of the scientific community, can become a costly platform for organizing interaction between talented teachers and talented students.As a result of the study, differences were established between vocational guidance at the university where the pre-university is located, and general vocational guidance. Both private and general career guidance are aimed at reducing the risks for the student to not fully decide on the choice of profession when entering a university. Empirical Model of Pre-University.From an economic point of view, the pre-university accumulates the resources of the university in terms of material and technical equipment and, for example, food. This is an important factor influencing the satisfaction of students from the educational p
{"title":"Empirical Model of Pre-University","authors":"A. Bolvachev, K. I. Kushnarev","doi":"10.21686/1818-4243-2022-3-4-16","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-3-4-16","url":null,"abstract":"The purpose of the study. Generalization of the results of creating a pre-university model (on the example of the economic lyceum of the Plekhanov Russian University of Economics) for the general case of organizing specialized schools.Materials and methods. By the method of selective observation according to the criterion of involvement in the educational process, 226 respondents were selected to conduct a standardized survey. To process the results obtained, methods of mathematical and statistical analysis were used, such as correlation, regression and factor analyzes. To analyze the subjective effectiveness of the pre-university as a form of education, a controlled experiment was conducted.Research results. The following results were obtained and summarized:The activities of the pre-university are closely related to career guidance. Students single out vocational guidance work as a key area of work of the pre-university.The satisfaction of schoolchildren as participants in the educational process depends on the competencies of teachers and satisfaction with the material and technical base of the pre-university.There are two trajectories of professional self-determination of students. The first one is through the university where the pre-university is located. The second is through the broader needs of the labor market.The opinion of teachers on the block of professional self-determination is uniform in comparison with schoolchildren. Teachers believe that most students have made a conscious choice and their choice meets the needs of the labor market.Participants in the educational process believe that the functional model of the pre-university is the most effective. Because of the experiment, results were obtained regarding the subjective effectiveness of pre-university models. The details of the experiment are described in the results of the study and allow us to draw a conclusion about the heuristics of students regarding the learning model.Conclusion. The results of the study showed that pre-university students are satisfied with the educational process, which is largely related to the competencies of teachers. Just the university, as an organization that accumulates scientists and representatives of the scientific community, can become a costly platform for organizing interaction between talented teachers and talented students.As a result of the study, differences were established between vocational guidance at the university where the pre-university is located, and general vocational guidance. Both private and general career guidance are aimed at reducing the risks for the student to not fully decide on the choice of profession when entering a university. Empirical Model of Pre-University.From an economic point of view, the pre-university accumulates the resources of the university in terms of material and technical equipment and, for example, food. This is an important factor influencing the satisfaction of students from the educational p","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90949377","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: 10.21686/1818-4243-2022-3-17-26
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}
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