Pub Date : 2023-09-29DOI: 10.15507/1991-9468.112.027.202303.490-505
Vladimir V. Bondarenko, Sergey V. Polutin, Vera A. Yudina, Maria A. Tanina, Daria P. Penzina
Introduction. Distance learning, caused by the sanitary and epidemiological situation in the world, has led to the need to restructure the higher education system from the traditional full-time/offline attendance to a distance format. The use of the “newˮ format for higher education assumed the use of digital technologies, therefore there was a need for the formation of appropriate digital and “soft” competencies among the teaching and research staff of higher educational institutions. The purpose of the article is to analyze the satisfaction of teaching and research staff of Russian higher educational institutions with the system of professional and official promotion, their assessment of the need for general professional, organizational and managerial, information communication, regulatory legal and interpersonal competencies in the conditions of digital transformation of the higher education system of the Russian Federation. Materials and Methods. To identify the opinion of scientific and pedagogical workers about changes in the importance of competencies, the development of a business career, the authors conducted a sociological survey of 1,532 scientific and pedagogical workers of higher education. The monitoring was carried out taking into account methodological approaches developed with the participation of the scientific and educational laboratory of the Penza affiliated branch of the Financial University “Strategies for increasing the competitiveness of international activities of universities in the global digital space”. Results. According to the results of the sociological survey, a low level of satisfaction of scientific and pedagogical staff was revealed, caused by the presence of the following problem areas: the prevalence of paper reporting over the scientific and pedagogical activities of employees; excessive bureaucracy that hinders professional and official development; an incorrect system of performance indicators; the absence of a unified career development model for scientific and pedagogical staff of educational institutions. Practice-oriented recommendations have been developed in the field of digital and “softˮ competencies, the formation of a management system for the professional development of scientific and pedagogical staff. Discussion and Conclusion. The formulated theses contribute to the development of theoretical and methodological approaches to the study of the level of satisfaction of scientific and pedagogical staff of Russian universities. The presented materials of the article can be used for research purposes by scientists, researchers dealing with similar issues, as well as federal and regional executive authorities, higher educational organizations in the development of professional development programs for teaching staff.
{"title":"Impact of Digital Transformation of the Russian Higher Education System on the Need to Develop Competencies and Career Advancement of Scientific and Pedagogical Employees","authors":"Vladimir V. Bondarenko, Sergey V. Polutin, Vera A. Yudina, Maria A. Tanina, Daria P. Penzina","doi":"10.15507/1991-9468.112.027.202303.490-505","DOIUrl":"https://doi.org/10.15507/1991-9468.112.027.202303.490-505","url":null,"abstract":"Introduction. Distance learning, caused by the sanitary and epidemiological situation in the world, has led to the need to restructure the higher education system from the traditional full-time/offline attendance to a distance format. The use of the “newˮ format for higher education assumed the use of digital technologies, therefore there was a need for the formation of appropriate digital and “soft” competencies among the teaching and research staff of higher educational institutions. The purpose of the article is to analyze the satisfaction of teaching and research staff of Russian higher educational institutions with the system of professional and official promotion, their assessment of the need for general professional, organizational and managerial, information communication, regulatory legal and interpersonal competencies in the conditions of digital transformation of the higher education system of the Russian Federation. Materials and Methods. To identify the opinion of scientific and pedagogical workers about changes in the importance of competencies, the development of a business career, the authors conducted a sociological survey of 1,532 scientific and pedagogical workers of higher education. The monitoring was carried out taking into account methodological approaches developed with the participation of the scientific and educational laboratory of the Penza affiliated branch of the Financial University “Strategies for increasing the competitiveness of international activities of universities in the global digital space”. Results. According to the results of the sociological survey, a low level of satisfaction of scientific and pedagogical staff was revealed, caused by the presence of the following problem areas: the prevalence of paper reporting over the scientific and pedagogical activities of employees; excessive bureaucracy that hinders professional and official development; an incorrect system of performance indicators; the absence of a unified career development model for scientific and pedagogical staff of educational institutions. Practice-oriented recommendations have been developed in the field of digital and “softˮ competencies, the formation of a management system for the professional development of scientific and pedagogical staff. Discussion and Conclusion. The formulated theses contribute to the development of theoretical and methodological approaches to the study of the level of satisfaction of scientific and pedagogical staff of Russian universities. The presented materials of the article can be used for research purposes by scientists, researchers dealing with similar issues, as well as federal and regional executive authorities, higher educational organizations in the development of professional development programs for teaching staff.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135294685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.15507/1991-9468.112.027.202303.354-372
Elena V. Tikhonova, Marina A. Kosycheva, Tatiana Yu. Golechkova
Introduction. The paper studies the use of engagement markers in discussion sections of English-medium research articles in medical and foreign language teaching domains by two groups of academic writers, Anglophone and non-native ones using English as a Lingua Franca. Materials and Methods. In order to explore how disciplinary considerations and author language backgrounds affect the choice, frequency and distribution of engagement markers, we built a corpus of 68 research papers (34 medical and 34 EFL papers) published in international and national academic journals between 2019 and 2022. The markers were investigated using contrastive analysis applying Hyland & Jiang’s modified model. Results. Corpus analysis stressed both cross-disciplinary and language distinctions. The analysed foreign language teaching research papers rely on engagement more than the medical papers, which is manifested in the frequency of the use of markers. Writers in both disciplines engage with the reader through reader mentions and appeals to shared knowledge, but unlike medical papers, teaching ones rely heavily on managing the readers’ attention and addressing them directly through asides. From the linguacultural perspective, Anglophone writers use engagement markers a little more frequently than the authors from non-English-speaking countries. The main distinction lies in direct addresses to the reader which are realised in personal asides and questions. Overall, Anglophone writers tend to use a broader variety of engagement markers than non-Anglophone authors. The frequency and selection of engagement markers are influenced by language background, reflecting differences in linguistic-cultural conventions, target audiences, and publication contexts. Within the global scientific community, it is crucial to investigate how multilingual authors navigate the use of metadiscourse markers. Native English speakers and non-native speakers engage in a dialogue as equals, disregarding linguistic dominance. This highlights the need for unified conventions in establishing a global academic lingua franca. Discussion and Conclusion. The findings of this study hold significant pedagogical implications, providing support for academic writers and promoting the development of a global academic language and culture. By understanding the dynamics of engagement markers and their role in effective communication, pedagogical efforts can focus on enhancing global academic language skills and fostering a cohesive global academic culture.
{"title":"Establishing Rapport with the Reader: Engagement Markers in the Discussion Section of a Research Article","authors":"Elena V. Tikhonova, Marina A. Kosycheva, Tatiana Yu. Golechkova","doi":"10.15507/1991-9468.112.027.202303.354-372","DOIUrl":"https://doi.org/10.15507/1991-9468.112.027.202303.354-372","url":null,"abstract":"Introduction. The paper studies the use of engagement markers in discussion sections of English-medium research articles in medical and foreign language teaching domains by two groups of academic writers, Anglophone and non-native ones using English as a Lingua Franca. Materials and Methods. In order to explore how disciplinary considerations and author language backgrounds affect the choice, frequency and distribution of engagement markers, we built a corpus of 68 research papers (34 medical and 34 EFL papers) published in international and national academic journals between 2019 and 2022. The markers were investigated using contrastive analysis applying Hyland & Jiang’s modified model. Results. Corpus analysis stressed both cross-disciplinary and language distinctions. The analysed foreign language teaching research papers rely on engagement more than the medical papers, which is manifested in the frequency of the use of markers. Writers in both disciplines engage with the reader through reader mentions and appeals to shared knowledge, but unlike medical papers, teaching ones rely heavily on managing the readers’ attention and addressing them directly through asides. From the linguacultural perspective, Anglophone writers use engagement markers a little more frequently than the authors from non-English-speaking countries. The main distinction lies in direct addresses to the reader which are realised in personal asides and questions. Overall, Anglophone writers tend to use a broader variety of engagement markers than non-Anglophone authors. The frequency and selection of engagement markers are influenced by language background, reflecting differences in linguistic-cultural conventions, target audiences, and publication contexts. Within the global scientific community, it is crucial to investigate how multilingual authors navigate the use of metadiscourse markers. Native English speakers and non-native speakers engage in a dialogue as equals, disregarding linguistic dominance. This highlights the need for unified conventions in establishing a global academic lingua franca. Discussion and Conclusion. The findings of this study hold significant pedagogical implications, providing support for academic writers and promoting the development of a global academic language and culture. By understanding the dynamics of engagement markers and their role in effective communication, pedagogical efforts can focus on enhancing global academic language skills and fostering a cohesive global academic culture.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135133114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.15507/1991-9468.112.027.202303.468-489
Valeriy V. Likholetov, Asat G. Abdullin
Introduction. The loss of the domestic education system’s world leadership has contributed to a sharp decline in the social status of a teacher. The imbalances in the sphere of upbringing-education led to the deformation of the economy and reduction of national security of the state. However, the beginning of a special military operation to protect the lives of civilians of the Donetsk and Lugansk Peopleʼs Republics in Ukraine has revised the problem of restoring and building up the educational-technological sovereignty of the country. The purpose of the article is to analyze the current problems in the sphere of education and training of young people, to identify old and new roles of the teacher-mentor and the degree of influence of the institute of mentoring on the formation of educationaltechnological sovereignty of the country. Materials and Methods. When analyzing and summarizing the most significant works devoted to both timetested and new models of modern mentoring, as well as substantiating and synthesizing the concept of “educational and technological sovereignty”, the authors relied on historical and interdisciplinary approaches, the principles of “educational education” by I. Herbart, the ideological legacy of K. D. Ushinsky on “public education”, the developments of domestic philosophical, sociological, psychological and pedagogical schools, the experience accumulated in the country in the upbringing and education of young people and adults. Results. The study of the problem of the formation of the educational and technological sovereignty of the country proves that mentoring as a developing social technology improves the conditions for the local circulation of professional information in society. Adequate to the tasks of “public education” and “educational education”, it contributes to the formation of a holistic picture of the world among young people in the course of a direct exchange of cultural, historical, scientific, technological, spiritual and moral knowledge-codes between the subjects of interaction (mentor and ward). Mentoring models work well in management, scientific, educational, industrial, technological and cultural spheres, in healthcare, social security, and the spiritual and religious environment, blocking threats to the national security of the country. Discussion and Conclusion. The obtained results contribute to the scientific analysis of the phenomenon of mentoring as an interdisciplinary problem, initiate the study of its new forms, which are adequate to the conditions of digitalization of modern society. We hope that they will contribute to the strengthening of the domestic institute of mentoring and, as a result, to building up the cultural, educational and technological sovereignty of the country.
介绍。国内教育体系在世界上的领导地位的丧失导致了教师社会地位的急剧下降。教养教育领域的不平衡导致了国家经济的变形和国家安全的下降。然而，为保护乌克兰顿涅茨克和卢甘斯克人民共和国平民生命而开始的一项特别军事行动修正了恢复和建立该国教育-技术主权的问题。本文的目的是分析当前青年教育和培训领域存在的问题，识别师徒关系的新旧角色，以及师徒关系对国家教育技术主权形成的影响程度。材料与方法。在分析和总结历经时间考验的现代指导模式和新模式的最重要著作，以及充实和综合“教育和技术主权”概念时，作者依赖于历史和跨学科的方法，I. Herbart的“教育教育”原则，K. D. Ushinsky关于“公共教育”的思想遗产，以及国内哲学、社会学、经济学和经济学的发展。心理学校和教育学校在培养和教育青少年和成人方面积累了经验。结果。对国家教育技术主权形成问题的研究证明，师徒作为一种发展中的社会技术，改善了专业信息在社会中的局部流通条件。它适合于“公共教育”和“教育教育”的任务，有助于在相互作用的主体(导师和被监护人)之间直接交流文化、历史、科学、技术、精神和道德知识代码的过程中，在年轻人中形成一个全面的世界图景。师徒模式在管理、科教、产业、技术、文化等领域，在医疗卫生、社会保障、精神宗教等领域发挥了良好作用，有效防范了国家安全威胁。讨论与结论。所得结果有助于科学地分析师徒关系这一跨学科问题，开创师徒关系新形态的研究，适应现代社会数字化的条件。我们希望，它们将有助于加强国内的辅导机构，从而有助于建立该国的文化、教育和技术主权。
{"title":"Educator and Mentor Are Key Figures in Formation of Educational-Technological National Sovereignty","authors":"Valeriy V. Likholetov, Asat G. Abdullin","doi":"10.15507/1991-9468.112.027.202303.468-489","DOIUrl":"https://doi.org/10.15507/1991-9468.112.027.202303.468-489","url":null,"abstract":"Introduction. The loss of the domestic education system’s world leadership has contributed to a sharp decline in the social status of a teacher. The imbalances in the sphere of upbringing-education led to the deformation of the economy and reduction of national security of the state. However, the beginning of a special military operation to protect the lives of civilians of the Donetsk and Lugansk Peopleʼs Republics in Ukraine has revised the problem of restoring and building up the educational-technological sovereignty of the country. The purpose of the article is to analyze the current problems in the sphere of education and training of young people, to identify old and new roles of the teacher-mentor and the degree of influence of the institute of mentoring on the formation of educationaltechnological sovereignty of the country. Materials and Methods. When analyzing and summarizing the most significant works devoted to both timetested and new models of modern mentoring, as well as substantiating and synthesizing the concept of “educational and technological sovereignty”, the authors relied on historical and interdisciplinary approaches, the principles of “educational education” by I. Herbart, the ideological legacy of K. D. Ushinsky on “public education”, the developments of domestic philosophical, sociological, psychological and pedagogical schools, the experience accumulated in the country in the upbringing and education of young people and adults. Results. The study of the problem of the formation of the educational and technological sovereignty of the country proves that mentoring as a developing social technology improves the conditions for the local circulation of professional information in society. Adequate to the tasks of “public education” and “educational education”, it contributes to the formation of a holistic picture of the world among young people in the course of a direct exchange of cultural, historical, scientific, technological, spiritual and moral knowledge-codes between the subjects of interaction (mentor and ward). Mentoring models work well in management, scientific, educational, industrial, technological and cultural spheres, in healthcare, social security, and the spiritual and religious environment, blocking threats to the national security of the country. Discussion and Conclusion. The obtained results contribute to the scientific analysis of the phenomenon of mentoring as an interdisciplinary problem, initiate the study of its new forms, which are adequate to the conditions of digitalization of modern society. We hope that they will contribute to the strengthening of the domestic institute of mentoring and, as a result, to building up the cultural, educational and technological sovereignty of the country.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135294514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.15507/1991-9468.112.027.202303.447-467
Yury V. Chekhovich, Olga S. Belenkaya
Introduction. The ease of searching and copying someone elseʼs text on almost any topic is one of the most important reasons for the prevalence of plagiarism in academic papers. While plagiarism detectors have become a common tool for universities, such systems are practically not used in secondary schools. It is considered to be a serious problem, that high school graduates are unprepared for the academic papers’ originality requirements. Universities are making efforts to overcome this lack of readiness. The authors study the attitude of teachers and learners of the Russian secondary schools toward the problem of plagiarism. Materials and Methods. An anonymous online survey of teachers (n = 2,286) and learners (m = 4,555) of secondary schools in the Vologda, Kaliningrad and Lipetsk regions of the Russian Federation was conducted. The survey was carried out through the Google Forms service. The quantitative and qualitative analysis of the obtained data was carried out. Results. Learners acquire the habit of plagiarism already in secondary school. Secondary school learners are loyal to copying someone elseʼs text without reference to the source; although they partially admit that by doing so they do wrong. Teachers are less tolerant to this and ready to respond to plagiarism in learners’ papers by lowering marks/grades or by requiring learners to redo the work. Teachers do not always clearly understand which borrowings can be considered legitimate and correct, and which ones are not, they cannot explain this to their learners, cannot instill in them the necessary academic integrity, and cannot establish clear criteria for works evaluation.The use of plagiarism detection systems in schools is unsystematic and it is often the result of the initiative of individual teachers. There is also no methodology for using plagiarism detection systems in secondary schools. Discussion and Conclusion. The conducted studies for the first time provided actual confirmation of the hypotheses. It means that it is necessary to include plagiarism detection systems in the toolkit used in secondary school. We have obtained evidence, that it is necessary to implement such tools in the secondary education system step by step, as well as to create conditions, so that school teachers can acquire relevant skills. The materials of the article will be useful to scientists who study the problems of secondary and high education, managers of the secondary education system at all levels, teachers, lecturers and learners of pedagogical universities.
{"title":"Plagiarism in Secondary School: Minor Inaction with Major Consequences","authors":"Yury V. Chekhovich, Olga S. Belenkaya","doi":"10.15507/1991-9468.112.027.202303.447-467","DOIUrl":"https://doi.org/10.15507/1991-9468.112.027.202303.447-467","url":null,"abstract":"Introduction. The ease of searching and copying someone elseʼs text on almost any topic is one of the most important reasons for the prevalence of plagiarism in academic papers. While plagiarism detectors have become a common tool for universities, such systems are practically not used in secondary schools. It is considered to be a serious problem, that high school graduates are unprepared for the academic papers’ originality requirements. Universities are making efforts to overcome this lack of readiness. The authors study the attitude of teachers and learners of the Russian secondary schools toward the problem of plagiarism. Materials and Methods. An anonymous online survey of teachers (n = 2,286) and learners (m = 4,555) of secondary schools in the Vologda, Kaliningrad and Lipetsk regions of the Russian Federation was conducted. The survey was carried out through the Google Forms service. The quantitative and qualitative analysis of the obtained data was carried out. Results. Learners acquire the habit of plagiarism already in secondary school. Secondary school learners are loyal to copying someone elseʼs text without reference to the source; although they partially admit that by doing so they do wrong. Teachers are less tolerant to this and ready to respond to plagiarism in learners’ papers by lowering marks/grades or by requiring learners to redo the work. Teachers do not always clearly understand which borrowings can be considered legitimate and correct, and which ones are not, they cannot explain this to their learners, cannot instill in them the necessary academic integrity, and cannot establish clear criteria for works evaluation.The use of plagiarism detection systems in schools is unsystematic and it is often the result of the initiative of individual teachers. There is also no methodology for using plagiarism detection systems in secondary schools. Discussion and Conclusion. The conducted studies for the first time provided actual confirmation of the hypotheses. It means that it is necessary to include plagiarism detection systems in the toolkit used in secondary school. We have obtained evidence, that it is necessary to implement such tools in the secondary education system step by step, as well as to create conditions, so that school teachers can acquire relevant skills. The materials of the article will be useful to scientists who study the problems of secondary and high education, managers of the secondary education system at all levels, teachers, lecturers and learners of pedagogical universities.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135294088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.15507/1991-9468.112.027.202303.425-446
Valeriya E. Mikhailova, Olga S. Parts
Introduction. Online and offline formats of interpersonal communication are widespread and satisfy the need for communication and recognition of schoolchildren. At the same time, the issue of the peculiarities of using virtual interpersonal communication in learning activities, its potentials, formal and content parameters remains insufficiently studied. The purpose of the article is to analyze the possibilities of virtual format of interpersonal communication, which affects the needs, sources of activity, behavioral norms, and states of the child. Materials and Methods. In the course of an empirical study, the authors carried out a diagnosis of the success of online and offline communication in 238 students in Omsk schools. The parameters were studied in respondents using a set of diagnostic methods: the method “Diagnostics of motivational orientations in interpersonal communications (I. D. Ladanov, V. A. Urazaeva); the Rosenberg Self-Esteem Scale; methodology for diagnosing motivational-semantic formations (Yu. M. Orlov, B. A. Sosnovsky). Results. In the course of the study, it was revealed that the implementation of online and offline communication significantly increases all the parameters that characterize the success of interpersonal communication and educational motivation. Comparison of situations of face-to-face communication both online and offline allows us to say that in both cases interpersonal communication has a goal – the development of educational, social and cognitive motives. However, the process of online and offline communication not only supplements the personal plan with an emotional aspect, but also goes beyond the school educational space in terms of the “Result” and “Product” parameters. Discussion and Conclusion. The obtained results indicate that the functionality of communication in virtual space opens wider opportunities for the growth of educational motivation compared to face-to-face communication. The presented materials can be used by researchers of children's behavior in virtual space, teachers implementing blended or online learning.
{"title":"Interpersonal Online and Offline Communication as a Factor in Increasing Educational Motivation","authors":"Valeriya E. Mikhailova, Olga S. Parts","doi":"10.15507/1991-9468.112.027.202303.425-446","DOIUrl":"https://doi.org/10.15507/1991-9468.112.027.202303.425-446","url":null,"abstract":"Introduction. Online and offline formats of interpersonal communication are widespread and satisfy the need for communication and recognition of schoolchildren. At the same time, the issue of the peculiarities of using virtual interpersonal communication in learning activities, its potentials, formal and content parameters remains insufficiently studied. The purpose of the article is to analyze the possibilities of virtual format of interpersonal communication, which affects the needs, sources of activity, behavioral norms, and states of the child. Materials and Methods. In the course of an empirical study, the authors carried out a diagnosis of the success of online and offline communication in 238 students in Omsk schools. The parameters were studied in respondents using a set of diagnostic methods: the method “Diagnostics of motivational orientations in interpersonal communications (I. D. Ladanov, V. A. Urazaeva); the Rosenberg Self-Esteem Scale; methodology for diagnosing motivational-semantic formations (Yu. M. Orlov, B. A. Sosnovsky). Results. In the course of the study, it was revealed that the implementation of online and offline communication significantly increases all the parameters that characterize the success of interpersonal communication and educational motivation. Comparison of situations of face-to-face communication both online and offline allows us to say that in both cases interpersonal communication has a goal – the development of educational, social and cognitive motives. However, the process of online and offline communication not only supplements the personal plan with an emotional aspect, but also goes beyond the school educational space in terms of the “Result” and “Product” parameters. Discussion and Conclusion. The obtained results indicate that the functionality of communication in virtual space opens wider opportunities for the growth of educational motivation compared to face-to-face communication. The presented materials can be used by researchers of children's behavior in virtual space, teachers implementing blended or online learning.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135294680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.15507/1991-9468.112.027.202303.506-521
Anastasia D. Melnik
Introduction. The discussion of the challenges and consequences of permanent crises for university life from the point of view of students is centered around the problem of quality of higher education. The author proposes to measure it in the context of the transition of Russian universities to the model of blended learning through the indicator of perception of learning formats. The aim of the article is to determine the parameters of positive and negative attitudes of potential students to higher education with online elements, to highlight its advantages and disadvantages. Materials and Methods. The answers to these questions are based on empirical research data: the results of an online survey conducted in 2021–2022 among full-time undergraduate and graduate applicants to one of the largest Russian universities; additional surveys conducted by the authors in 2015 (using a similar methodology); semi-structured interviews conducted at the end of the academic year with first-year students from among those surveyed in the quantitative study in 2021, university graduates (using a similar methodology); semi-structured interviews conducted at the end of the academic year with first-year students from among those surveyed in the quantitative research in 2021, university graduates working in the digital sphere in 2021. Results. The results of the study showed that studentsʼ positive attitudes towards blended and online learning are constantly increasing, with this result being characteristic of undergraduate students. Flexible learning is gradually becoming a more natural process of higher education in studentsʼ perception. The interviews provide insights into studentsʼ greater engagement in a blended learning educational environment. Such experiences increase their adaptability to changing work content. The limitations of the blended learning model are related to the fact that conservative students (“pro” traditional education) have more stable orientations for self-realization in the specialty. Discussion and Conclusion. The conclusions made by the author contribute to the development of scientific ideas about the relationship between the labor market and higher education, where the preparation of young people for unstable employment and social life becomes a key task. An important role in blended learning is the development of elements of studentsʼ agency through mastering digital skills, ability to plan in response to the challenges of instability of future work and social life.
{"title":"Role of Blended Learning in Higher Education: Students’ “First Steps” to Precarious Work and Social Life","authors":"Anastasia D. Melnik","doi":"10.15507/1991-9468.112.027.202303.506-521","DOIUrl":"https://doi.org/10.15507/1991-9468.112.027.202303.506-521","url":null,"abstract":"Introduction. The discussion of the challenges and consequences of permanent crises for university life from the point of view of students is centered around the problem of quality of higher education. The author proposes to measure it in the context of the transition of Russian universities to the model of blended learning through the indicator of perception of learning formats. The aim of the article is to determine the parameters of positive and negative attitudes of potential students to higher education with online elements, to highlight its advantages and disadvantages. Materials and Methods. The answers to these questions are based on empirical research data: the results of an online survey conducted in 2021–2022 among full-time undergraduate and graduate applicants to one of the largest Russian universities; additional surveys conducted by the authors in 2015 (using a similar methodology); semi-structured interviews conducted at the end of the academic year with first-year students from among those surveyed in the quantitative study in 2021, university graduates (using a similar methodology); semi-structured interviews conducted at the end of the academic year with first-year students from among those surveyed in the quantitative research in 2021, university graduates working in the digital sphere in 2021. Results. The results of the study showed that studentsʼ positive attitudes towards blended and online learning are constantly increasing, with this result being characteristic of undergraduate students. Flexible learning is gradually becoming a more natural process of higher education in studentsʼ perception. The interviews provide insights into studentsʼ greater engagement in a blended learning educational environment. Such experiences increase their adaptability to changing work content. The limitations of the blended learning model are related to the fact that conservative students (“pro” traditional education) have more stable orientations for self-realization in the specialty. Discussion and Conclusion. The conclusions made by the author contribute to the development of scientific ideas about the relationship between the labor market and higher education, where the preparation of young people for unstable employment and social life becomes a key task. An important role in blended learning is the development of elements of studentsʼ agency through mastering digital skills, ability to plan in response to the challenges of instability of future work and social life.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135294679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.15507/1991-9468.111.027.202302.289-308
A. Solodikhina, M. Solodikhina
Introduction. Innovative evolution of the country requires preparing students for innovative activity and developing their innovative competence. But there is still no clear understanding as to how to effectively form and measure it. This article offers a model of innovation competence in the area of techno-innovation, which is based on the analysis of existing summarized models of innovation competence and consists of cognitive and non-cognitive components, each of which already has diagnostic tools. The purpose of the article is to describe the results of testing the proposed model of innovation competence in the process of specially organized training, as well as to identify effective teaching methods and tools for assessing innovation competence in higher engineering education. Materials and Methods. The article describes a comprehensive toolkit for assessing the changing of each component of innovation competence in the area of techno-innovation. It was used to identify the teaching methods most effective for the developing innovative competence in the process of teaching future techno-innovators at university. A quasi-experimental plan of research was used with the participation of 521 HSE students, who during a semester learned a specially created training course “Techno-Startup”. 58 trackers participated in the data collection. The results were subjected to statistical analysis: mean values, standard deviation values were calculated, linear regression model was applied. Results. It is found that the proposed toolkit has reliability and validity. On average, statistically significant improvement of studentʼs innovative competence in the focused learning of the course “Techno-Startup” was recorded relative to the control group. However, in 11–13% of students, motivation and personal attitudes decreased. It has been revealed that individual methods of teaching donʼt significantly influence the development of innovative competence of students, and it is necessary to use different methods in combination, each of which influences a specific component of competence. In the process of studying, the components of competence develop differently: the most noticeable growth of knowledge and skills, while personal attitudes and qualities practically does not change. Discussion and Conclusion. The obtained results contribute to the development of ideas about innovation competence, which can be useful in creating training programs for engineers and entrepreneurs in the technological sphere. Practical value has recommendations on the construction and content of the course, in the scope of which innovation competence is purposefully forms on the example of the discipline “Techno-Startup”.
{"title":"Development of Innovative Competence Model and Its Testing in the Course “Techno-Startup”","authors":"A. Solodikhina, M. Solodikhina","doi":"10.15507/1991-9468.111.027.202302.289-308","DOIUrl":"https://doi.org/10.15507/1991-9468.111.027.202302.289-308","url":null,"abstract":"Introduction. Innovative evolution of the country requires preparing students for innovative activity and developing their innovative competence. But there is still no clear understanding as to how to effectively form and measure it. This article offers a model of innovation competence in the area of techno-innovation, which is based on the analysis of existing summarized models of innovation competence and consists of cognitive and non-cognitive components, each of which already has diagnostic tools. The purpose of the article is to describe the results of testing the proposed model of innovation competence in the process of specially organized training, as well as to identify effective teaching methods and tools for assessing innovation competence in higher engineering education.\u0000Materials and Methods. The article describes a comprehensive toolkit for assessing the changing of each component of innovation competence in the area of techno-innovation. It was used to identify the teaching methods most effective for the developing innovative competence in the process of teaching future techno-innovators at university. A quasi-experimental plan of research was used with the participation of 521 HSE students, who during a semester learned a specially created training course “Techno-Startup”. 58 trackers participated in the data collection. The results were subjected to statistical analysis: mean values, standard deviation values were calculated, linear regression model was applied.\u0000Results. It is found that the proposed toolkit has reliability and validity. On average, statistically significant improvement of studentʼs innovative competence in the focused learning of the course “Techno-Startup” was recorded relative to the control group. However, in 11–13% of students, motivation and personal attitudes decreased. It has been revealed that individual methods of teaching donʼt significantly influence the development of innovative competence of students, and it is necessary to use different methods in combination, each of which influences a specific component of competence. In the process of studying, the components of competence develop differently: the most noticeable growth of knowledge and skills, while personal attitudes and qualities practically does not change.\u0000Discussion and Conclusion. The obtained results contribute to the development of ideas about innovation competence, which can be useful in creating training programs for engineers and entrepreneurs in the technological sphere. Practical value has recommendations on the construction and content of the course, in the scope of which innovation competence is purposefully forms on the example of the discipline “Techno-Startup”.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"154 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83554751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.15507/1991-9468.111.027.202302.262-272
Renata Asali-van der Wal
Introduction. Blended learning has gained prominence due to increased technological inclusion in the wake of post-Covid era. It comprises hybrid learning strategies where in-campus and online learning mediums are used. However, the students’ satisfaction has become the most significant concern of the researchers in the context of the adoption of blended learning in the educational domain. The purpose of this article is to present the results of a study on the effectiveness of blended and distance learning in terms of student satisfaction. Materials and Methods. The study is quantitative in nature and purposively recruits 200 study participants who were either undergraduate students or diploma holders studying at a university. An online survey form was designed to collect data from the participants. The data collected was analyzed using Statistical Package of Social Sciences version 23.0. Descriptive Statistical Analysis using frequencies and percentages were used. Moreover, to find the association between students’ satisfaction and blended and distance learning, ANOVA test was conducted. Results. The study shows that students’ satisfaction had been greatly acknowledged as a significant factor in recognizing the courseʼs effectiveness, especially the blended learning course. In conclusion, this study provided positive feedback about hybrid learning methods and distance learning and their effect on studentsʼ satisfaction, leading to better learning and academic performance. Discussion and Conclusion. The findings of this study are significant for the teachers as they will be coordinating with the students and will be able to assist them in learning and management issues.
{"title":"Assessment of Student Satisfaction with Distance and Blended Learning","authors":"Renata Asali-van der Wal","doi":"10.15507/1991-9468.111.027.202302.262-272","DOIUrl":"https://doi.org/10.15507/1991-9468.111.027.202302.262-272","url":null,"abstract":"Introduction. Blended learning has gained prominence due to increased technological inclusion in the wake of post-Covid era. It comprises hybrid learning strategies where in-campus and online learning mediums are used. However, the students’ satisfaction has become the most significant concern of the researchers in the context of the adoption of blended learning in the educational domain. The purpose of this article is to present the results of a study on the effectiveness of blended and distance learning in terms of student satisfaction.\u0000Materials and Methods. The study is quantitative in nature and purposively recruits 200 study participants who were either undergraduate students or diploma holders studying at a university. An online survey form was designed to collect data from the participants. The data collected was analyzed using Statistical Package of Social Sciences version 23.0. Descriptive Statistical Analysis using frequencies and percentages were used. Moreover, to find the association between students’ satisfaction and blended and distance learning, ANOVA test was conducted.\u0000Results. The study shows that students’ satisfaction had been greatly acknowledged as a significant factor in recognizing the courseʼs effectiveness, especially the blended learning course. In conclusion, this study provided positive feedback about hybrid learning methods and distance learning and their effect on studentsʼ satisfaction, leading to better learning and academic performance.\u0000Discussion and Conclusion. The findings of this study are significant for the teachers as they will be coordinating with the students and will be able to assist them in learning and management issues.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78944477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.15507/1991-9468.111.027.202302.309-324
E. Knyazev, Valentina A. Solovyova, Andrey S. Sergeev, M. Barsukova, Anita Y. Ramazanova, Natalia P. Inozemtseva, L.V. Dolgova
Introduction. People in helping professions are more prone to emotional burnout and depression. Even at the university level, future physicians experience an increase in depressed mood. Despite the fact that this problem has been studied quite extensively, the role of socio-cognitive factors has not yet been studied enough. The purpose of this research is to fill this gap and explore the relationship between career anchors and the level of depressed mood among Russian medical students. Materials and Methods. The survey was conducted in 2020 and 2021. The sample of the survey included 864 students of the SSMU named after V. I. Razumovsky. Methods used in the survey: the Zung Self-Rating Depression Scale (SDS), adapted by T. I. Balashova and the diagnosis of career anchors, using Schein’s Career Orientations Inventory (COI) in the adaptation of V. A. Chiker. Data analysis methods: Shapiro‒Wilk and Fligner‒Killeen tests, Wilcoxon‒Mann‒Whitney and Nemenyi tests, and biweightmidcorrelation analysis. The search for predictors of depressed mood was carried out using the method of generalized additive models. Results. Career anchors are predictors of depressed mood. Service orientation and professional competence reduce the severity of depressed mood, while the relationship is non-linear. The desire of students to integrate different areas of their lives and organize the activities of other people is negatively associated with depressed mood, but the relationship is linear. The severity of depressed mood is exacerbated by career anchoring on autonomy. Discussion and Conclusion. The results of the study contribute to the understanding of the complex relationship between depressiveness and socio-cognitive factors. The results of this study can be instrumental in the development of a set of measures reducing the risk of depression in medical professionals by studying at a university.
{"title":"Depressed Mood and Career Anchors in Russian Medical Students","authors":"E. Knyazev, Valentina A. Solovyova, Andrey S. Sergeev, M. Barsukova, Anita Y. Ramazanova, Natalia P. Inozemtseva, L.V. Dolgova","doi":"10.15507/1991-9468.111.027.202302.309-324","DOIUrl":"https://doi.org/10.15507/1991-9468.111.027.202302.309-324","url":null,"abstract":"Introduction. People in helping professions are more prone to emotional burnout and depression. Even at the university level, future physicians experience an increase in depressed mood. Despite the fact that this problem has been studied quite extensively, the role of socio-cognitive factors has not yet been studied enough. The purpose of this research is to fill this gap and explore the relationship between career anchors and the level of depressed mood among Russian medical students.\u0000Materials and Methods. The survey was conducted in 2020 and 2021. The sample of the survey included 864 students of the SSMU named after V. I. Razumovsky. Methods used in the survey: the Zung Self-Rating Depression Scale (SDS), adapted by T. I. Balashova and the diagnosis of career anchors, using Schein’s Career Orientations Inventory (COI) in the adaptation of V. A. Chiker. Data analysis methods: Shapiro‒Wilk and Fligner‒Killeen tests, Wilcoxon‒Mann‒Whitney and Nemenyi tests, and biweightmidcorrelation analysis. The search for predictors of depressed mood was carried out using the method of generalized additive models.\u0000Results. Career anchors are predictors of depressed mood. Service orientation and professional competence reduce the severity of depressed mood, while the relationship is non-linear. The desire of students to integrate different areas of their lives and organize the activities of other people is negatively associated with depressed mood, but the relationship is linear. The severity of depressed mood is exacerbated by career anchoring on autonomy.\u0000Discussion and Conclusion. The results of the study contribute to the understanding of the complex relationship between depressiveness and socio-cognitive factors. The results of this study can be instrumental in the development of a set of measures reducing the risk of depression in medical professionals by studying at a university.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82908379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.15507/1991-9468.111.027.202302.325-339
M. L. Grunis, G. I. Kirilova
Introduction. At the present stage of education digital transformation, the urgent task is being addressed to train educators who are ready to meet the challenges and risks of a changing and unstable digital world. Digital risks differentiating and adjusting the course of digital learning for future educators constitute the study problem and goal. The paper draws attention to the issues of digital transformation in the educational system carried out under conditions of uncertainty, as well as ways and opportunities to adjust the course of digital learning, ensuring the readiness of future teachers for the changes that are coming in the near and distant future. Materials and Methods. Leading research methods: system analysis of digital risks in teacher education, scenario modeling of network interactions and digital learning in basic risk situations, pedagogical experiment. The dynamic set of analytical and predictive judgments of future teachers about the possibilities of overcoming risk situations constitute the experimental materials. In research, digital risks are differentiated by three definable parameters: subjective sense of danger, relative risk and probability of threat. Results. The algorithmic model provides risk classification features and color codes. Their influence on the choice of safe behavior strategies in basic risk situations associated with networking and digital learning is described. The study reveals the authorʼs idea of risks color differentiation, which in this paper is illustrated by examples of teachers’ professional activities in networking and digital learning situations. The paper practical significance lies in pedagogical influences of algorithmic model approbation in risks situations of different danger levels: especially dangerous, moderate and underestimated risks in the dynamic digital space. It is concluded that actions in danger situations can be effectively regulated by light signals similar to a modified traffic light. Each signal can be matched with an individual scenario included a stereotypical behavior algorithms set that is assigned considering the real danger and subjective feeling on it, the basic scenario and prediction corresponding to it. The survey final measurements showed that the future teachers who passed the experimental training significantly decreased their subjective sense of danger. Discussion and Conclusion. The pedagogical experiment reveals that the study of risk situations, pedagogical activity scenario modeling and orientation to color cues in typical risk situations reduce the teachers’ uncertainty sense and give positive shifts in teachers’ training.
{"title":"Color Differentiation of Digital Risks in Teacher Education","authors":"M. L. Grunis, G. I. Kirilova","doi":"10.15507/1991-9468.111.027.202302.325-339","DOIUrl":"https://doi.org/10.15507/1991-9468.111.027.202302.325-339","url":null,"abstract":"Introduction. At the present stage of education digital transformation, the urgent task is being addressed to train educators who are ready to meet the challenges and risks of a changing and unstable digital world. Digital risks differentiating and adjusting the course of digital learning for future educators constitute the study problem and goal. The paper draws attention to the issues of digital transformation in the educational system carried out under conditions of uncertainty, as well as ways and opportunities to adjust the course of digital learning, ensuring the readiness of future teachers for the changes that are coming in the near and distant future.\u0000Materials and Methods. Leading research methods: system analysis of digital risks in teacher education, scenario modeling of network interactions and digital learning in basic risk situations, pedagogical experiment. The dynamic set of analytical and predictive judgments of future teachers about the possibilities of overcoming risk situations constitute the experimental materials. In research, digital risks are differentiated by three definable parameters: subjective sense of danger, relative risk and probability of threat.\u0000Results. The algorithmic model provides risk classification features and color codes. Their influence on the choice of safe behavior strategies in basic risk situations associated with networking and digital learning is described. The study reveals the authorʼs idea of risks color differentiation, which in this paper is illustrated by examples of teachers’ professional activities in networking and digital learning situations. The paper practical significance lies in pedagogical influences of algorithmic model approbation in risks situations of different danger levels: especially dangerous, moderate and underestimated risks in the dynamic digital space. It is concluded that actions in danger situations can be effectively regulated by light signals similar to a modified traffic light. Each signal can be matched with an individual scenario included a stereotypical behavior algorithms set that is assigned considering the real danger and subjective feeling on it, the basic scenario and prediction corresponding to it. The survey final measurements showed that the future teachers who passed the experimental training significantly decreased their subjective sense of danger.\u0000Discussion and Conclusion. The pedagogical experiment reveals that the study of risk situations, pedagogical activity scenario modeling and orientation to color cues in typical risk situations reduce the teachers’ uncertainty sense and give positive shifts in teachers’ training.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87024922","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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