scholarly journals Comfortable digital education: problems and development prospects

2021 ◽  
Vol 122 ◽  
pp. 03003
Author(s):  
Andrey Sergeevich Bankov ◽  
Galina Viktorovna Kuritsyna ◽  
Veronika Viktorovna Retivina ◽  
Olga Yanovna Rodkina ◽  
Nana Dzhimsherovna Chikova
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Necessary Conditions ◽  
Educational Environment ◽  
Educational Process ◽  
Digital Education ◽  
Digital Format ◽  
Teachers And Students ◽  
The University ◽  
Development Prospects

Currently, digitalization is rapidly encompassing all spheres of society, including education. This process received particular relevance and a powerful impetus to development in connection with the pandemic in 2020. The educational process has undergone dramatic changes, which has given rise to many problems associated with the insufficient development of the principles of digital didactics, with the unwillingness of universities to provide the necessary conditions for mass online education. The study aims to determine the set of conditions that form the basis of effective and comfortable learning in the modern digital educational environment, to determine the directions for the development of new professional competencies of the teacher. The team of authors considers the readiness of the material and digital infrastructure of the university, as well as the readiness of teachers and students to carry out their functions in the digital environment, to be the main prerequisites for organizing a comfortable and effective education in digital format. The paper discusses the prospects for the development of a multi-tier infrastructure of digital education, the problems that arise among the main actors of educational relations (teachers and students), the direction of the choice of teaching methods, and the organization of classes, taking into account the peculiarities of the distance learning process. The study used methods of comparative analysis, generalization, synthesis. The result and novelty of the research are expressed in the development of a set of necessary conditions for effective and comfortable interaction of participants in the educational process in the context of mass online learning. The results of the work can be used to organize professional development courses and retraining programs for teachers in the field of designing online courses, developing tools for a digital educational environment.

scholarly journals Responsive Dashboard as a Component of Learning Analytics System for Evaluation in Emergency Remote Teaching Situations

Sensors ◽  
2021 ◽  
Vol 21 (23) ◽  
pp. 7998
Author(s):  
Emilia Corina Corbu ◽  
Eduard Edelhauser
Keyword(s):  
Online Education ◽  
Learning Analytics ◽  
Evaluation System ◽  
Online Courses ◽  
Evaluation Model ◽  
Evaluation Process ◽  
Educational Process ◽  
Study Objective ◽  
Teachers And Students ◽  
The Evaluation System

The pandemic crisis has forced the development of teaching and evaluation activities exclusively online. In this context, the emergency remote teaching (ERT) process, which raised a multitude of problems for institutions, teachers, and students, led the authors to consider it important to design a model for evaluating teaching and evaluation processes. The study objective presented in this paper was to develop a model for the evaluation system called the learning analytics and evaluation model (LAEM). We also validated a software instrument we designed called the EvalMathI system, which is to be used in the evaluation system and was developed and tested during the pandemic. The optimization of the evaluation process was accomplished by including and integrating the dashboard model in a responsive panel. With the dashboard from EvalMathI, six online courses were monitored in the 2019/2020 and 2020/2021 academic years, and for each of the six monitored courses, the evaluation of the curricula was performed through the analyzed parameters by highlighting the percentage achieved by each course on various components, such as content, adaptability, skills, and involvement. In addition, after collecting the data through interview guides, the authors were able to determine the extent to which online education during the COVID 19 pandemic has influenced the educational process. Through the developed model, the authors also found software tools to solve some of the problems raised by teaching and evaluation in the ERT environment.

Online education in the digital transformation system of Russian universities: Statistics 2020

2021 ◽  
Vol 20 (2) ◽  
pp. 278-298
Author(s):  
Valentina N. EDRONOVA
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Online Courses ◽  
Digital Transformation ◽  
Educational Process ◽  
University Education ◽  
Individual Development ◽  
Scientific Publications ◽  
Novgorod Oblast ◽  
Teachers And Students

Subject. In the context of digital transformation of the society, online courses, as a form of basic and additional education in universities, play a crucial role. Objectives. I consider the types and content of online courses used by universities for distance education, analyze the perception of the new forms of educational process by teachers and students, and positive and negative aspects of distance learning in 2020. Methods. The study employs statistical methods of data collection, generalization of basic statistics, analysis of obtained results and materials that are published in scientific publications and mass media, best practices for remote learning. Results. The paper provides consolidated assessment of positive and negative aspects of remote regime of the traditional form of education, the participation of universities in programs for online mass education, the demand for and directions of supplementary education in the Nizhny Novgorod Oblast, State support to digital transformation of universities in 2020. Conclusions. At the current stage of digital transformation of education, universities use different options to implement distance learning. Online courses, being the main form of modern university education, are developing and improving rapidly. They play an important role in the system of training specialists for the national economy and individual development.

scholarly journals Changes in Education under the Influence of Digital Technologies: main Problems and Risk of Division

2020 ◽  
Author(s):  
Maria Kiseleva ◽  
Natalia Kiseleva ◽  
Evgeny Kiselev
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Digital Technologies ◽  
Conveyor Belt ◽  
Educational Process ◽  
University Education ◽  
Personal Contact ◽  
Multimedia Education ◽  
The One ◽  
The University

Digital technologies are rapidly changing the process of education. Online courses have become a common tool of gaining knowledge outside the university. Multimedia education, penetrating traditional educational institutions (schools, colleges, and universities), changes the structure of education and brings new elements to the communications during the educational process. This article considers one level of change in the model of education. On the one hand, there are advantages associated with the democratization of education. At the time of their foundation, universities were the creators of new elites – scientific and educational meanwhile, in the twenty-first century, the process of democratization and the accessibility of university education has been linked to the digitalization. On the other hand, territorial and other restrictions have been lifted. And this is a very controversial process that poses many challenges for students, one of the most noticeable of which is the lack of real contact with the teacher and the transformation of the educational process into an ”educational conveyor belt.” At the same time, personal contact with the teacher is becoming more expensive. The authors have collected studies that examine the dynamics of this emerging stratification of education. Based on the work of the pioneers in the study of digital education, the authors develop their ideas, focusing on the formation of the modern models of education, defined as affordable electronic and elite traditional. Keywords: online courses, online education, MOOC

scholarly journals Online Education at Voronezh State University

2018 ◽  
Vol 27 (8-9) ◽  
pp. 103-110 ◽  
Author(s):  
E. E. Chupandina ◽  
A. V. Semenikhina
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
Electronic System ◽  
General Information ◽  
Educational Process ◽  
Open Education ◽  
State University ◽  
Library Resources ◽  
The University

The article describes the state of online learning at Voronezh State University and presents general information about its main components, such as e- library resources, electronic system for education process management, and  the university’s online courses. Since 2001 the University is a participant of  the scientific and technological program “Creation of the open education  system in the Russian Federation”. Within the framework of this program an  informational and educational portal Voronezh. OpeNet.ru − “Voronezh  virtual university” has been established, which is a part of the mega-portal of the Russian informational and educational environment of open education  (www.OpeNet.ru). In 2007 the University has started the work for  implementation of network education based on LMS Moodle. Online education is being realized on three levels: e-library resources,  organization of educational process (“Electronic University”), and online  courses (distant courses, university online courses, and open online courses).  Distant courses include 59 courses on ecology and learning  foreign languages worked out in the framework of Tempus project. At  present Voronezh State University is developing its own open online courses  (MOOC) using the experience of Tomsk State University and Moscow Institute of Physics and Technology. The implementation of online learning makes it  possible to realize two main principles of modern education − “education for  everybody” and “lifelong education”. 

scholarly journals Potential of reflection in developing the skills of teachers’ and students’ self-organization

2020 ◽  
Author(s):  
А.Н. Нюдюрмагомедов ◽  
Л.А. Абдурагимова ◽  
Н.Г. Ибрагимов
Keyword(s):  
Evaluation Criteria ◽  
Educational Environment ◽  
Educational Process ◽  
Self Organization ◽  
Practical Significance ◽  
University Teachers ◽  
Teachers And Students ◽  
Favorable Conditions ◽  
The University

В статье обоснована актуальность использования рефлексии в развитии мобильных умений самоорганизации студентов. Одним из благоприятных условий решения проблемы определена интерактивная образовательная среда, которая создается и реализуется через знаниево-рефлексирующие, информационно-знаниевые, диалога рефлексивных позиций, проектной рефлексии и презентации профессиональных умений технологии. Экспериментально выявлены и обоснованы закономерные связи между продуктивностью развития мобильных умений самоорганизации студентов с их рефлексивной и смыслосозидающей позицией в учебных диалогах. Предложена классификация мастер-классов на основе презентации интерактивной образовательной среды в вузе с выделением критериев оценки их эффективности в развитии умений рефлексии и самоорганизации преподавателей и студентов. Экспериментально обоснована эффективность развития умений рефлексии и самоорганизации в интерактивной образовательной среде. Практической значимостью результатов исследования является возможность создания в учебном процессе вуза интерактивной образовательной среды через актуализацию рефлексии, смысла и самоорганизации студентов. Статья адресована научно-методическим советам вузов, преподавателям и слушателям системы повышения квалификации. The article substantiates the relevance of the use of reflection in the development of mobile skills of students’ self-organization. One of the favorable conditions for solving the problem is defined as an interactive educational environment, which is created and implemented by means of knowledge-reflexive, information-knowledge, dialogue of reflexive positions and project reflection technologies. The regular connections between the productivity of the development of mobile skills of self-organization of students with their reflexive and meaning-creating position in educational dialogues are experimentally substantiated. The classification of master-classes on the basis of presentation interactive educational environment is introduced with determination of evaluation criteria for measuring the efficiency in reflexive abilities development as well as teachers’ and students’ self-organization. The development of reflexive abilities and self-organization in the interactive educational environment is experimentally proved. The practical significance of the research results is in the possibility of creating an interactive educational environment in the educational process of the university via means of the actualization of reflection, meaning and self-organization of students. The article is intended for scientific and methodological Counseling at the University, teachers and listeners of the professional development system.

scholarly journals Prospects for modernization of the electronic educational environment “Cross-Platform Project” format in the context of blended and distant learning

2021 ◽  
Vol 18 (2) ◽  
pp. 172-179
Author(s):  
Andrey A. Kuznetsov
Keyword(s):  
Online Courses ◽  
Virtual Classroom ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Modern World ◽  
Distant Learning ◽  
Educational Environments ◽  
Teachers And Students ◽  
Cross Platform

Problem and goal. The relevance of this study is emphasized by the increasing need and importance of distance education in the modern world in connection with the pandemic, as well as the increased demand of teachers and students of different levels for the tools of the virtual classroom. The purpose of this work is to introduce teachers to the tools of the Internet, to present a classification of these tools, resources and existing electronic educational environments for working in distance learning. Methodology. The use of the Langteach-online cross-platform learning environment during the COVID-19 pandemic, and the experience of working with LMS Moodle and LMS Canvas related to the construction of online courses are analyzed. A comparative analysis of online services and the use of QR technology for educational purposes for the modernization of the developed format of the electronic educational environment is carried out. Results. The experience of modernizing the format under study to expand the range of disciplines and forms of education in the field of which it can be applied at the levels of secondary and higher education in the Russian Federation is presented. The working conditions of the environment, its functionality and requirements for the teacher as the organizer of the educational environment of this format are described. Conclusion. The presented format expands the effective tools of the teacher, integrates mobile technologies into the educational process, forms multifunctional online libraries of various-format educational materials.

scholarly journals Criteria of Curriculum Digestion Efficiency in Online Education Environment

2021 ◽  
pp. 154-169
Author(s):  
Elena Vladimirovna Shchedrina
Keyword(s):  
Online Education ◽  
Adaptive Learning ◽  
Educational Process ◽  
Process Time ◽  
Adaptive Network ◽  
Learning Content ◽  
Education Environment ◽  
Teachers And Students ◽  
Information And Communication ◽  
The University

The paper considers the methodology of individualization of training based on adaptive testing of network electronic educational and methodological complexes in two closely interrelated levels – the methodology of designing, developing adaptive tools and the methodology of their application in teaching university students. The design of an adaptive network electronic educational and methodological complex – a universal educational resource that is able to support the learning process at all its stages-contains three consecutive stages (levels) – didactic, logical and physical, each of which has a content component of the developer's activity that determines the requirements for the structure and content of the created course. The methodological approaches to the use of an adaptive network course in the educational process are different for teachers and students. As criteria for evaluating the effectiveness of learning content assimilation in the information and communication educational environment of the university, the following are defined: transient process time response, which a student spends for learning of fixed stream of input information until prepared for the testing (E.A. Solodova's adaptive learning mathematical model); the level of assimilation of the information received, defined in tests and evaluated in a 100-point scale (as the condition of completeness of the educational process, according to V.P. Bespalko).

scholarly journals Prospects for the Digital Education Development: Analysis from the Standpoint of System-Activity Approach

Vestnik RFFI ◽  
2019 ◽  
pp. 120-127
Author(s):  
Sergey Yu. Egorov ◽  
Roman S. Shilko ◽  
Artem I. Kovalev ◽  
Yury P. Zinchenko
Keyword(s):  
Online Courses ◽  
Educational Environment ◽  
Educational Process ◽  
Operating Conditions ◽  
Electronic Systems ◽  
Education Development ◽  
Digital Education ◽  
E Learning ◽  
Analog Form ◽  
Development Analysis

Traditional "analog" form of the educational environment (textbook, system of classroom lessons) undergoes significant transformation driven by innovative educational configuration ("human – computer – digital educational environment"). Numerous electronic systems, resources, online-courses, mobile applications are developed and included in educational process. Immediate availability of considerable informational volumes and the content variability creates new operating conditions of personal cognitive processes. Since the possibilities and diversity of digital technologies are rapidly growing, and there are no adequate methodologies for studying them, studies of the problems of modern digital education – including its effectiveness – are still insufficient to develop generalized requirements for the effectiveness of e-learning. The fundamental issues of creating generalized model of digital education and digital educational environment on the basis of system and activity approach are discussed. Besides its theoretical importance for fundamental psychology and modern neuroscience and pedagogics, the model is important in terms of digital economy advancement and information society development in Russian Federation.

ДІАЛОГ ЯК МЕХАНІЗМ АКСІОГЕНЕЗУ ОСОБИСТОСТІ В ПРОЦЕСІ ВИЩОЇ ПРОФЕСІЙНОЇ ОСВІТИ

1970 ◽  
Vol 8 (1) ◽  
pp. 103-109
Author(s):  
Галина Радчук
Keyword(s):  
Real Life ◽  
Educational Environment ◽  
Educational Process ◽  
Cognitive Approach ◽  
Developmental Potential ◽  
Educational Dialogue ◽  
Cultural Orientations ◽  
Teachers And Students ◽  
Stereotyped Role ◽  
Internal Initiation

Статтю  присвячено  проблемі  теоретичного  обґрунтування  діалогу  як  механізму  аксіогенезу  особистості в освітньому процесі та виокремлення сутнісних аспектів діалогізації освітнього середовища  вищої школи. Обґрунтовано, що провідними цілями сучасної вищої освіти в контексті її гуманітаризації є  загальнокультурні орієнтири, які дозволяють замінити власне  когнітивний  підхід на смислотворчий, де і  викладач, і студент є активними суб’єктами освітнього діалогу. Показано, що освітній діалог виступає  зовнішньою   спонукою   внутрішнього   ініціювання   особистісно-професійного   становлення   майбутнього  фахівця,  становлення  його  ціннісно-смислової  сфери,  а  рівень  діалогізації  освітнього  середовища  може  слугувати  мірилом  реалізації  особистісно-розвивального  потенціалу  освіти.  На  підставі  емпіричного  дослідження   визначено,  що  у   реальному   освітньому   процесі  найбільшою   перешкодою  у   діалогізації  освітнього   середовища   є      догматичність,   формалізованість   освітнього   процесу   та   закритість,  стереотипність рольової поведінки викладачів та студентів.  The  article  is  focused  on  theoretical  argumentation  of the  dialogue  as  a  mechanism  for  personality  axiogenesis in  educational process and separation of essential dialogue aspects in higher educational environment.  The author argues that general cultural orientations are main goals of modern higher education in the context of its  humanization. This allows to replace the actual cognitive approach with sense creation one, where both teacher and  student are active subjects of educational dialogue. It is shown that educational dialogue is an external stimulus of  internal initiation of personal and professional formation in future specialists, as well as formation of their value- semantic sphere. The level of dialogue in educational environment can serve as a measure of implementation of  personality and developmental potential in education. On the basis of empirical research it is determined that  dogmatism,  formalization  of  educational  process,  and  closeness,  stereotyped  role  of  teachers’  and  students’  behavior  are  the  greatest  obstacles  for  educational  environment  becoming  more  dialogue  driven  in  real-life  educational process.

Distance learning in primary school: opportunities and specifics of implementation

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 91-98
Author(s):  
Oksana Yastrub ◽  
◽  
◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Online Courses ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Students ◽  
Online Mode ◽  
Teachers And Students ◽  
Theoretical Test

The problem of introducing distance learning in primary school is actualized by the development of social networks and Internet technologies, which open unlimited horizons for their application in educational activities. In addition, the introduction of quarantine in Ukraine requires primary school teachers to find ways to effectively master the program material. Among such ways is distance learning. The purpose of the study is to substantiate the specifics and possibilities of organizing the educational process in primary school with the use of distance learning. In the process of scientific research methods of analysis, synthesis, generalization and systematization were used. Distance learning in primary school is defined as a form of organization and implementation of the educational process, in which the subjects of learning (teachers and students) in the online mode carry out educational interaction in principle and mainly extraterritorially. In the context of reforming modern Ukrainian education, a number of e-platforms have been created for the organization of distance learning for primary school students. An effective commercial platform for distance learning is the service "My Class", which contains online courses from 1st to 11th grade, which contain lessons that integrate theoretical (test presentation of content) and practical (individual tasks that can be solved independently of each other, a block of tasks that need to be solved sequentially, guidelines) blocks. Result. Emphasis is placed on the requirements to be met by a primary school teacher when organizing distance learning in primary school during the quarantine period and it is suggested to advise parents who will work remotely with junior students in the initial stages of distance learning, gradually transferring activity to children.

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