Pub Date : 2022-01-01DOI: 10.17323/1814-9545-2022-4-184-207
I. Ivanov
The system of extracurricular education in the Soviet Union had a high level of institutional development and sustainability, which ensured universal coverage of children with extracurricular activities and their accessibility. After the collapse of the USSR, the former Soviet republics built extracurricular education sectors based on Soviet heritage and the search for national identity in the organization of extracurricular time for children and their upbringing. This study compares the current state of extracurricular education sectors in all 15 countries of the former Soviet Union. The results of the analysis of models of their institutional transformation, which leads to meaningful and systemic changes in the state’s and society’s attitude to children’s extracurricular time, are presented.
{"title":"Whose Children? Extracurricular Education in the Countries of the Former Soviet Union","authors":"I. Ivanov","doi":"10.17323/1814-9545-2022-4-184-207","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-4-184-207","url":null,"abstract":"The system of extracurricular education in the Soviet Union had a high level of institutional development and sustainability, which ensured universal coverage of children with extracurricular activities and their accessibility. After the collapse of the USSR, the former Soviet republics built extracurricular education sectors based on Soviet heritage and the search for national identity in the organization of extracurricular time for children and their upbringing. This study compares the current state of extracurricular education sectors in all 15 countries of the former Soviet Union. The results of the analysis of models of their institutional transformation, which leads to meaningful and systemic changes in the state’s and society’s attitude to children’s extracurricular time, are presented.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"8 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74634124","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 : 2022-01-01DOI: 10.17323/1814-9545-2022-2-88-116
N. Gabdrakhmanov, L. Karachurina, N. Mkrtchyan, O. Leshukov
{"title":"Educational Migration of Young People and Optimization of the Network of Universities in Cities of Different Sizes","authors":"N. Gabdrakhmanov, L. Karachurina, N. Mkrtchyan, O. Leshukov","doi":"10.17323/1814-9545-2022-2-88-116","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-2-88-116","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"50 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79124864","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 : 2022-01-01DOI: 10.17323/1814-9545-2022-3-7-35
A. Globa
Technology has increasingly become a key component of teaching and learning, particularly with the rapid shift to delivery through online platforms as a result of the ongoing COVID-19 pandemic. In 2020–2022, students who studied online often struggled to achieve key learning outcomes and receive lower marks than their on-campus peers, demonstrating reduced engagement in an online environment. A shared concern identified within the School of Architecture, Design, and Planning at the University of Sydney, was the ability to deliver a sense of physical experience to students who are studying online. This paper details our proposed solution to improve engagement in online tutorials through a "Hybrid Model" that: leverages rapidly advancing virtual reality technology; integrates the fundamental principles of gamification and incorporates experiential learning into the learning process. These three key areas are further supported by a recommended tutorial structure or time proportion model. The manuscript presents the developed theoretical hybrid model informed by existing literature and studies; and illustrates this theory by examples of practical implementation and initial proof-of-concept studies. The manuscript further discusses future research that will focus on in-depth user studies and rigorous evaluation of the approach.
{"title":"Hybrid Model for Tutorial Engagement","authors":"A. Globa","doi":"10.17323/1814-9545-2022-3-7-35","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-3-7-35","url":null,"abstract":"Technology has increasingly become a key component of teaching and learning, particularly with the rapid shift to delivery through online platforms as a result of the ongoing COVID-19 pandemic. In 2020–2022, students who studied online often struggled to achieve key learning outcomes and receive lower marks than their on-campus peers, demonstrating reduced engagement in an online environment. A shared concern identified within the School of Architecture, Design, and Planning at the University of Sydney, was the ability to deliver a sense of physical experience to students who are studying online. This paper details our proposed solution to improve engagement in online tutorials through a \"Hybrid Model\" that: leverages rapidly advancing virtual reality technology; integrates the fundamental principles of gamification and incorporates experiential learning into the learning process. These three key areas are further supported by a recommended tutorial structure or time proportion model. The manuscript presents the developed theoretical hybrid model informed by existing literature and studies; and illustrates this theory by examples of practical implementation and initial proof-of-concept studies. The manuscript further discusses future research that will focus on in-depth user studies and rigorous evaluation of the approach.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"54 6 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80937938","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 : 2022-01-01DOI: 10.17323/1814-9545-2022-1-13-53
G. Avanesian, M. Borovskaya, Viсtoria Ryzhova, V. Kirik, V. Egorova, A. Bermous
Аванесян Карен Алексеевич — кандидат социологических наук, ведущий научный сотрудник Академии психологии и педагогики Южного федерального университета. E-mail: avanesian@sfedu.ru (контактное лицо для переписки) Боровская Марина Александровна — доктор экономических наук, профессор, президент Южного федерального университета. E-mail: bma@sfedu.ru Рыжова Виктория Сергеевна — младший научный сотрудник Академии психологии и педагогики Южного федерального университета. E-mail: vryzhova@ sfedu.ru Кирик Владимир Александрович — кандидат социологических наук, директор Академии психологии и педагогики Южного федерального университета. E-mail: vakirik@sfedu.ru Егорова Валерия Александровна — младший научный сотрудник Академии психологии и педагогики Южного федерального университета. E-mail: veremeeva@sfedu.ru Бермус Александр Григорьевич — доктор педагогических наук, профессор, заведующий кафедрой образования и педагогических наук Академии психологии и педагогики Южного федерального университета. E-mail: bermous@ sfedu.ru
阿瓦内西安·凯伦·阿列克谢耶维奇是社会学博士，南联邦大学心理学和教育学学院的首席研究员。电子邮件:avanesian@sfedu.ru，博洛尼亚联邦大学经济学博士，教授，南联邦大学校长。电子邮件:bma@sfedu.ru rezjova victoria sergeevna是南联邦大学心理学和教育学学院的初级研究员。电子邮件:vryzhova@ sfedu.ru, kirik vladimir alexandrovich，社会学博士，南联邦大学心理学和教育学学院所长。vakirik@sfedu.ru yogorov valeria alexandrovna是南联邦大学心理学和教育学学院的初级研究员。电子邮件:弗emeeeva@ sfedu.ru bermus博士，南联邦大学心理学和教育学学院教育学和教育学教授。邮件:bermous@ sfedu.ru
{"title":"Can We Improve Learning Outcomes of Schoolchildren from the Poorest Families by Investing into Their Non-Cognitive Skills? Causal Analysis Using Propensity Score Matching","authors":"G. Avanesian, M. Borovskaya, Viсtoria Ryzhova, V. Kirik, V. Egorova, A. Bermous","doi":"10.17323/1814-9545-2022-1-13-53","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-1-13-53","url":null,"abstract":"Аванесян Карен Алексеевич — кандидат социологических наук, ведущий научный сотрудник Академии психологии и педагогики Южного федерального университета. E-mail: avanesian@sfedu.ru (контактное лицо для переписки) Боровская Марина Александровна — доктор экономических наук, профессор, президент Южного федерального университета. E-mail: bma@sfedu.ru Рыжова Виктория Сергеевна — младший научный сотрудник Академии психологии и педагогики Южного федерального университета. E-mail: vryzhova@ sfedu.ru Кирик Владимир Александрович — кандидат социологических наук, директор Академии психологии и педагогики Южного федерального университета. E-mail: vakirik@sfedu.ru Егорова Валерия Александровна — младший научный сотрудник Академии психологии и педагогики Южного федерального университета. E-mail: veremeeva@sfedu.ru Бермус Александр Григорьевич — доктор педагогических наук, профессор, заведующий кафедрой образования и педагогических наук Академии психологии и педагогики Южного федерального университета. E-mail: bermous@ sfedu.ru","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"91 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84380333","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 : 2022-01-01DOI: 10.17323/1814-9545-2022-1-116-137
P. Sorokin, I. Froumin
{"title":"Education as a Source for Transformative Agency: Theoretical and Practical Issues","authors":"P. Sorokin, I. Froumin","doi":"10.17323/1814-9545-2022-1-116-137","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-1-116-137","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"396 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78009336","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 : 2022-01-01DOI: 10.17323/1814-9545-2022-3-187-212
K. Tarasova, E. Orel
Today critical thinking is one of the key competencies of the modern world. The abundance and availability of various information ( in particular due to the spread of electronic devices and the Internet) suggest that people, regardless of age, need to be able to effectively navigate and evaluate information, draw their own conclusions and use arguments when making decisions. Research of critical thinking in terms of the possibilities of its evaluation and development began more than 60 years ago and has a wide and heterogeneous field of theoretical approaches. In this article, we explore the theoretical possibility of measuring the complex latent construct “critical thinking in an online environment” using the Evidence- Centered Design (ECD) methodology. It allows one to build a chain of arguments that substantiate the conclusion about the level of critical thinking development in the respondent and thereby ensure the fairness of the assessment process. The measurement goes from theoretical assumptions about the nature of the construct to the search for empirical evidence - observable actions in the testing process, allowing to draw reasonable conclusions about the respondents. The result of the work is a theoretical framework for assessing critical thinking in an online environment for university students and its operationalization through the relevant observed behavior of the target audience, which allows obtaining valid data on the severity of critical thinking. This is the first step to create an instrument in Russian with a confirmed psychometric quality. The key feature of the tool is that the student does not work in a simulated environment where information sources are selected by developers, but in an open online environment, therefore, he can use any available materials to solve the task.
{"title":"Measuring Students’ Critical Thinking in Online Environment: Methodology, Conceptual Framework and Tasks Typology","authors":"K. Tarasova, E. Orel","doi":"10.17323/1814-9545-2022-3-187-212","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-3-187-212","url":null,"abstract":"Today critical thinking is one of the key competencies of the modern world. The abundance and availability of various information ( in particular due to the spread of electronic devices and the Internet) suggest that people, regardless of age, need to be able to effectively navigate and evaluate information, draw their own conclusions and use arguments when making decisions. Research of critical thinking in terms of the possibilities of its evaluation and development began more than 60 years ago and has a wide and heterogeneous field of theoretical approaches. In this article, we explore the theoretical possibility of measuring the complex latent construct “critical thinking in an online environment” using the Evidence- Centered Design (ECD) methodology. It allows one to build a chain of arguments that substantiate the conclusion about the level of critical thinking development in the respondent and thereby ensure the fairness of the assessment process. The measurement goes from theoretical assumptions about the nature of the construct to the search for empirical evidence - observable actions in the testing process, allowing to draw reasonable conclusions about the respondents. The result of the work is a theoretical framework for assessing critical thinking in an online environment for university students and its operationalization through the relevant observed behavior of the target audience, which allows obtaining valid data on the severity of critical thinking. This is the first step to create an instrument in Russian with a confirmed psychometric quality. The key feature of the tool is that the student does not work in a simulated environment where information sources are selected by developers, but in an open online environment, therefore, he can use any available materials to solve the task.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"11 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84167724","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 : 2022-01-01DOI: 10.17323/1814-9545-2022-3-67-98
N. Lyz, E. Golubeva, O. Istratova
To assess and manage the quality of education it is important to understand what happens to students at university, what experience they gain, and whether this experience contributes to their success and development. In foreign science student experience is considered as a student-centered idea of improving the quality of higher education and a prerequisite for many initiatives in this area. However, the approaches to its study require major revision. This article presents the study which allows the students’ educational experience to be conceptualized. To diagnose and analyze the students’ educational experience a valid and reliable tool has been created. Educational experience is defined as students’ representations which are significant from the standpoint of academic success, students’ readiness for self-education and self-development, and subjective well-being. These students’ representations are the representations of the following: their educational and professional activities, themselves as the subjects of their educational and professional activities, learning and social context. The students’ educational experience is presented in the aggregate of five components: satisfaction, intention to expand experience, self-efficacy and support, self-regulated learning experience, and engagement. The analysis of the holistic experience and its components allows not only to assess the student’s subjective perception of learning, but also to predict the effectiveness of the educational process based on understanding of the key internal factors of academic performance, subjective well-being and development. The article presents a questionnaire of students' educational experience, verified on a sample of students (N=479). It meets the psychometric requirements of internal consistency, retest reliability, content, construct and criterion validity. This questionnaire can be used to control the quality of education, to do scientific research and evidence-based pedagogical experimentation in the context of the restructuring higher education.
{"title":"Students’ Educational Experience: The Conceptualization and Development of a Tool for the Assessment of Education Quality","authors":"N. Lyz, E. Golubeva, O. Istratova","doi":"10.17323/1814-9545-2022-3-67-98","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-3-67-98","url":null,"abstract":"To assess and manage the quality of education it is important to understand what happens to students at university, what experience they gain, and whether this experience contributes to their success and development. In foreign science student experience is considered as a student-centered idea of improving the quality of higher education and a prerequisite for many initiatives in this area. However, the approaches to its study require major revision. This article presents the study which allows the students’ educational experience to be conceptualized. To diagnose and analyze the students’ educational experience a valid and reliable tool has been created. Educational experience is defined as students’ representations which are significant from the standpoint of academic success, students’ readiness for self-education and self-development, and subjective well-being. These students’ representations are the representations of the following: their educational and professional activities, themselves as the subjects of their educational and professional activities, learning and social context. The students’ educational experience is presented in the aggregate of five components: satisfaction, intention to expand experience, self-efficacy and support, self-regulated learning experience, and engagement. The analysis of the holistic experience and its components allows not only to assess the student’s subjective perception of learning, but also to predict the effectiveness of the educational process based on understanding of the key internal factors of academic performance, subjective well-being and development. The article presents a questionnaire of students' educational experience, verified on a sample of students (N=479). It meets the psychometric requirements of internal consistency, retest reliability, content, construct and criterion validity. This questionnaire can be used to control the quality of education, to do scientific research and evidence-based pedagogical experimentation in the context of the restructuring higher education.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"15 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79833969","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 : 2022-01-01DOI: 10.17323/1814-9545-2022-3-149-186
N. Maloshonok, I. Shcheglova, K. Vilkova, M. Abramova
In Russia, as well as in the globe, there is a substantial imbalance in proportions of men and women who choose engineering undergraduate programs. As previous research demonstrated, this phenomenon can be explained by the gender stereotypes about better natural abilities of men to understand mathematical and engineering subjects. The paper is aimed to define the prevalence of gender stereotypes and gender differences in the choice of engineering majors, and explore associations between gender bias and the reasons for major choice. The survey data about undergraduate engineering students collected in one regional Russian university with strong focus on technical science was utilized (N = 1791). According to our results, the most widespread gender stereotypes among engineering students are that men better understand physical phenomena and patterns and have more developed technical and logical reasonings, while women are more neat and diligent. Reasons for engineering program choice do not significantly differ for men and women students. However, men students affected by gender stereotypes more often reported their wish to get a good job after graduation as a reason for major choice. While, women students, affected by gender stereotypes about better natural math abilities of men, more often reported that their major choice was made by the influence of family. Moreover, women are less satisfied with their choice of university and undergraduate program.
{"title":"Gender Stereotypes and the Choice of an Engineering Undergraduate Program","authors":"N. Maloshonok, I. Shcheglova, K. Vilkova, M. Abramova","doi":"10.17323/1814-9545-2022-3-149-186","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-3-149-186","url":null,"abstract":"In Russia, as well as in the globe, there is a substantial imbalance in proportions of men and women who choose engineering undergraduate programs. As previous research demonstrated, this phenomenon can be explained by the gender stereotypes about better natural abilities of men to understand mathematical and engineering subjects. The paper is aimed to define the prevalence of gender stereotypes and gender differences in the choice of engineering majors, and explore associations between gender bias and the reasons for major choice. The survey data about undergraduate engineering students collected in one regional Russian university with strong focus on technical science was utilized (N = 1791). According to our results, the most widespread gender stereotypes among engineering students are that men better understand physical phenomena and patterns and have more developed technical and logical reasonings, while women are more neat and diligent. Reasons for engineering program choice do not significantly differ for men and women students. However, men students affected by gender stereotypes more often reported their wish to get a good job after graduation as a reason for major choice. While, women students, affected by gender stereotypes about better natural math abilities of men, more often reported that their major choice was made by the influence of family. Moreover, women are less satisfied with their choice of university and undergraduate program.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"5 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73729555","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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