Pub Date : 2022-01-01DOI: 10.17323/1814-9545-2022-4-8-32
I. Abankina, Y. Belova, K. Zinkovsky, E.K. Latypova, A. Milovanov
The article presents the results of a study of the workload and income of teachers that are using online educational platforms and marketplaces to find main and additional job. The approach based on the concept of shadow education. The authors find out to what extent the income of teachers depends on the workload and the combination of types of pedagogical activity in educational organization and outside them. The research question is: whether there are statistically significant differences in the cost of an hour of tutoring, platform and traditional pedagogical load, at which conditions the income of teachers equal to comparable occupations and in line with decent work indicators. An analysis of the data of an online sociological survey using linear regression modeling showed that a teacher working only at school, even with excessive workload, will not achieve earnings comparable to the income of the other types of pedagogical activity. The article for the first time reasonably reveals the reasons for the formation — while maintaining a pool of teachers who work only at school — a large group of teachers employed exclusively in the tutoring sector, both independently and on online platforms.
{"title":"Do Educators Have an Alternative to Tutoring to Increase Their Income?","authors":"I. Abankina, Y. Belova, K. Zinkovsky, E.K. Latypova, A. Milovanov","doi":"10.17323/1814-9545-2022-4-8-32","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-4-8-32","url":null,"abstract":"The article presents the results of a study of the workload and income of teachers that are using online educational platforms and marketplaces to find main and additional job. The approach based on the concept of shadow education. The authors find out to what extent the income of teachers depends on the workload and the combination of types of pedagogical activity in educational organization and outside them. The research question is: whether there are statistically significant differences in the cost of an hour of tutoring, platform and traditional pedagogical load, at which conditions the income of teachers equal to comparable occupations and in line with decent work indicators. An analysis of the data of an online sociological survey using linear regression modeling showed that a teacher working only at school, even with excessive workload, will not achieve earnings comparable to the income of the other types of pedagogical activity. The article for the first time reasonably reveals the reasons for the formation — while maintaining a pool of teachers who work only at school — a large group of teachers employed exclusively in the tutoring sector, both independently and on online platforms.","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":"85568377","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: 10.17323/1814-9545-2022-1-54-74
Nikita Bolshakov, E. Dolgova
{"title":"Inclusive Education in the Post-Socialist Space: Comparative Study of an Assessment of Parental Satisfaction","authors":"Nikita Bolshakov, E. Dolgova","doi":"10.17323/1814-9545-2022-1-54-74","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-1-54-74","url":null,"abstract":"","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":"89772995","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: 10.17323/1814-9545-2022-4-154-183
A. Zudina
The study of non-cognitive skills of NEET youth — e.g., those who are out of employment, education or training — presents an important development in the research framework of the factors of being NEET. The very presence and level of various non-cognitive skills since childhood affect the process of accumulation of human capital, future productivity, wage level, occupational choice, duration and quality of job search. The empirical basis of the study was provided by the data of the Russia Longitudinal Monitoring Survey Higher School of Economics (RLMSHSE) for 2016-2017. The choice of this period is determined by the special module of questions about non-cognitive skills according to the Big Five classification, included in RLMS-HSE questionnaire in 2016. They provided the empirical assessment of five personality traits of respondents, which are most often analysed in modern research literature on non-cognitive skills. Different types of NEET youth, students and employed young people were compared with respect to their level of these non-cognitive skills. Measures of non-cognitive skills have also been used as explanatory variables in multinomial logit models of ‘choice’ of particular labour market status type among young people, as well as in dynamic multinomial logit models, describing their transition from education to one of the NEET types. Research results revealed differences in non-cognitive characteristics between groups of young people occupying different positions in the field of education and employment. The obtained results indicate that non-cognitive framework of analysis of success of young people in education and work confirms its relevance on Russian data.
{"title":"Non-Cognitive Skills of NEET Youth in Russia","authors":"A. Zudina","doi":"10.17323/1814-9545-2022-4-154-183","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-4-154-183","url":null,"abstract":"The study of non-cognitive skills of NEET youth — e.g., those who are out of employment, education or training — presents an important development in the research framework of the factors of being NEET. The very presence and level of various non-cognitive skills since childhood affect the process of accumulation of human capital, future productivity, wage level, occupational choice, duration and quality of job search. The empirical basis of the study was provided by the data of the Russia Longitudinal Monitoring Survey Higher School of Economics (RLMSHSE) for 2016-2017. The choice of this period is determined by the special module of questions about non-cognitive skills according to the Big Five classification, included in RLMS-HSE questionnaire in 2016. They provided the empirical assessment of five personality traits of respondents, which are most often analysed in modern research literature on non-cognitive skills. Different types of NEET youth, students and employed young people were compared with respect to their level of these non-cognitive skills. Measures of non-cognitive skills have also been used as explanatory variables in multinomial logit models of ‘choice’ of particular labour market status type among young people, as well as in dynamic multinomial logit models, describing their transition from education to one of the NEET types. Research results revealed differences in non-cognitive characteristics between groups of young people occupying different positions in the field of education and employment. The obtained results indicate that non-cognitive framework of analysis of success of young people in education and work confirms its relevance on Russian data.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"54 7","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72366898","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: 10.17323/1814-9545-2022-4-298-321
Y. Dyulicheva
The article provides an overview of datasets and research areas in the field of educational data analysis based on natural language processing methods. The overview demonstrates the lack of datasets for the analysis of Russian-language reviews on MOOCs. Based on the scraping of reviews from the Stepik platform, a dataset of 5721 Russian-language reviews for MOOCs in mathematics, programming, biology, chemistry and physics was formed. A study of Russian-language reviews from the dataset was carried out based on descriptive statistics, frequency analysis of unigrams and bigrams, sentiment analysis using the dostoevsky python library with weighted F1-score for estimation accuracy of classification by sentiment as 74%. The descriptive characteristics of courses with respect to sentiments were detected based on unigrams analysis, the description of different aspects of learning content and difficulties encountered by students in learning MOOCs were detected based on bigrams analysis. The results of the sentiment analysis demonstrate the predominance of positive and neutral reviews of MOOCs in the studied dataset. The dataset is placed in the public domain Mendeley Data and will be useful to specialists in the field of text data analysis and the development of learning analytics tools.
{"title":"Dataset for Analysis of Russian-Language Reviews on MOOCs Extracted from Stepik","authors":"Y. Dyulicheva","doi":"10.17323/1814-9545-2022-4-298-321","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-4-298-321","url":null,"abstract":"The article provides an overview of datasets and research areas in the field of educational data analysis based on natural language processing methods. The overview demonstrates the lack of datasets for the analysis of Russian-language reviews on MOOCs. Based on the scraping of reviews from the Stepik platform, a dataset of 5721 Russian-language reviews for MOOCs in mathematics, programming, biology, chemistry and physics was formed. A study of Russian-language reviews from the dataset was carried out based on descriptive statistics, frequency analysis of unigrams and bigrams, sentiment analysis using the dostoevsky python library with weighted F1-score for estimation accuracy of classification by sentiment as 74%. The descriptive characteristics of courses with respect to sentiments were detected based on unigrams analysis, the description of different aspects of learning content and difficulties encountered by students in learning MOOCs were detected based on bigrams analysis. The results of the sentiment analysis demonstrate the predominance of positive and neutral reviews of MOOCs in the studied dataset. The dataset is placed in the public domain Mendeley Data and will be useful to specialists in the field of text data analysis and the development of learning analytics tools.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"26 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73818618","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: 10.17323/1814-9545-2022-4-322-349
I. Kotiurova, L. Shchegoleva
One example of the digitalization of education is the creation of a linguistic learner corpus of student papers in a foreign language at an educational institution in order to use this corpus for research, teaching and learner analytics. This paper describes the experience of creating such linguistic learner corpus at Petrozavodsk State University. Petrozavodsk Annotated Corpus of Texts (PACT) was founded in 2020, but even 2 years of its development have already shown a wide field for implementing this experience in the work of a university. The article provides a general description of the learner corpus PACT and gives examples of its use – being implemented and planned to be implemented. The key research question is what opportunities for training and professional development of future foreign language teachers offers and what potential for educational data mining and management of the educational process the learner corpus in a foreign language has. Answering this basic question, the authors refer to the experience of another corpus of student texts — REALEC, the English annotated learner corpus, which is the prototype of the original PACT corpus. The authors conclude that the corpus of student texts in a foreign language, as an example of big data collected in a university, has great potential in several directions: for research purposes for specialists in linguistics, linguodidactics, psycholinguistics, information technology and artificial intelligence; for educational purposes directly applied in the foreign language classes, for students research work and as a resource for individual tasks automatic generator; for educational data mining.
{"title":"Learner Corpus in German as a Data Source for Education and Science","authors":"I. Kotiurova, L. Shchegoleva","doi":"10.17323/1814-9545-2022-4-322-349","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-4-322-349","url":null,"abstract":"One example of the digitalization of education is the creation of a linguistic learner corpus of student papers in a foreign language at an educational institution in order to use this corpus for research, teaching and learner analytics. This paper describes the experience of creating such linguistic learner corpus at Petrozavodsk State University. Petrozavodsk Annotated Corpus of Texts (PACT) was founded in 2020, but even 2 years of its development have already shown a wide field for implementing this experience in the work of a university. The article provides a general description of the learner corpus PACT and gives examples of its use – being implemented and planned to be implemented. The key research question is what opportunities for training and professional development of future foreign language teachers offers and what potential for educational data mining and management of the educational process the learner corpus in a foreign language has. Answering this basic question, the authors refer to the experience of another corpus of student texts — REALEC, the English annotated learner corpus, which is the prototype of the original PACT corpus. The authors conclude that the corpus of student texts in a foreign language, as an example of big data collected in a university, has great potential in several directions: for research purposes for specialists in linguistics, linguodidactics, psycholinguistics, information technology and artificial intelligence; for educational purposes directly applied in the foreign language classes, for students research work and as a resource for individual tasks automatic generator; for educational data mining.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"9 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84253463","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: 10.17323/1814-9545-2022-2-155-189
F. Kazin, Natalia G. Lukyanova
{"title":"The School of Today and Tomorrow through the Eyes of High School Students","authors":"F. Kazin, Natalia G. Lukyanova","doi":"10.17323/1814-9545-2022-2-155-189","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-2-155-189","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"9 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84371155","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: 10.17323/1814-9545-2022-2-117-139
G. Efimova, M. Gribovskiy, A. Sorokin
{"title":"Social Prestige of a Scientific and Pedagogical Specialists in Russia and Europe: Paradoxes of Subjective Perception of the Profession","authors":"G. Efimova, M. Gribovskiy, A. Sorokin","doi":"10.17323/1814-9545-2022-2-117-139","DOIUrl":"https://doi.org/10.17323/1814-9545-2022-2-117-139","url":null,"abstract":"","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"7 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79206357","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}
This article discusses the results of phenomenographic research on online students’ conceptualisations of success in two online programmes. Through in-depth conversations, fifteen adult students were able to express their voices on success. I applied the eight-step data analysis process to uncover in-depth variations that existed among participants. The students articulated qualitatively different perspectives on success, ranging from the formal perspective on success as obtaining satisfactory exam results and gaining a degree, understanding, improvement in their professional practice, an opportunity to open more doors, and, finally, self-actualisation. The discussion of the findings problematises the simplistic understanding of success based on accounts of adult students and oppose a predominant, functional view on adult learning as a “second chance”. Furthermore, this article provides empirical evidence on “soft” outcomes of online learning that are valued and sought by adult students, such as meaningful learning, growth and development, and self-realisation.
{"title":"From passing the exam to self-actualisation: different ways of conceptualising success among students in online higher education","authors":"O. Rotar","doi":"10.31234/osf.io/eaurs","DOIUrl":"https://doi.org/10.31234/osf.io/eaurs","url":null,"abstract":"This article discusses the results of phenomenographic research on online students’ conceptualisations of success in two online programmes. Through in-depth conversations, fifteen adult students were able to express their voices on success. I applied the eight-step data analysis process to uncover in-depth variations that existed among participants. The students articulated qualitatively different perspectives on success, ranging from the formal perspective on success as obtaining satisfactory exam results and gaining a degree, understanding, improvement in their professional practice, an opportunity to open more doors, and, finally, self-actualisation. The discussion of the findings problematises the simplistic understanding of success based on accounts of adult students and oppose a predominant, functional view on adult learning as a “second chance”. Furthermore, this article provides empirical evidence on “soft” outcomes of online learning that are valued and sought by adult students, such as meaningful learning, growth and development, and self-realisation.","PeriodicalId":54119,"journal":{"name":"Voprosy Obrazovaniya-Educational Studies Moscow","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90722071","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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