Digitalization in Modern University: Realities and Development Prospects

2019 ◽  
Vol 8 (4) ◽  
pp. 9-14
Author(s):  
Л. Семенова ◽  
L. Semenova
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Professional Community ◽  
Main Trend ◽  
Digital Education ◽  
Knowledge Quality ◽  
Russian Higher Education ◽  
Initial Stage ◽  
Management Approaches ◽  
Resource Support

Digitalization is an actual issue and the main trend of Russian higher education and a widely discussed topic in the professional community. A number of government decrees and programs set a goal for universities — highquality and affordable online education using digital technologies. The article presents the study’s results of digitalization of education in Russia and abroad, indicating the initial stage of digitalization of higher education in Russia and the creation of a digital educational environment. Researches confirm the high need for digital education on the part of students and teachers, therefore, de facto, a lot of universities use digital technology in practice. However, de jure digitalization in higher education is not supported by conceptual provisions, uniform standards and management approaches. Exploring the opinions of target audiences confirms that a blended learning is the best option in the current situation. The advantages, disadvantages and conditions of digitalization in modern higher education are discussed in this article. The problems and main trends in the development of digital education in universities are pointed out too. Possibilities of micro and macro learning, popular online platforms are determined. The author concludes that the transformation of higher education in the context of digitalization is inevitable, fundamental changes are assumed in the content of education, teaching methods, technological approaches, resource support, in the system of knowledge quality control.

scholarly journals Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective

2020 ◽  
Vol 10 (12) ◽  
pp. 368
Author(s):  
Nadezhda Almazova ◽  
Elena Krylova ◽  
Anna Rubtsova ◽  
Maria Odinokaya
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Negative Impact ◽  
Academic Staff ◽  
Teaching Experience ◽  
Educational Process ◽  
University Teachers ◽  
Russian Higher Education

The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning amid the COVID-19 pandemic in the Russian higher education context and investigates the challenges experienced by university teachers during this period to define their readiness for online education. To address the above-mentioned issues, a study was conducted in Peter the Great St. Petersburg Polytechnic University. A variety of methods of scientific and pedagogical research were used including systematic structural analysis, synthesis, work with research papers, the generalization of experience and experimental work, observation, surveys, etc., with 87 university teachers asked to respond to several sets of questions describing their online teaching experience after the launch of online education amid the COVID-19 pandemic. The analysis of the participants’ answers helped to identify the following main challenges experienced by university teachers: computer literacy level, the university electronic environment and support, academic staff readiness and students’ readiness for online learning, the last two being the most important hindering the implementation of the efficient online education process. It was also underlined by most respondents that methodological work of a teacher in a digital educational environment differs from conventional teaching methods. Thus, psychological, technological, methodological support and teachers’ professional development programs are of vital importance to minimize the negative impact of the rapid changes of the educational process and to ensure efficient online education.

scholarly journals Challenges of digitalization for higher education in Russia

2021 ◽  
Vol 103 ◽  
pp. 02011
Author(s):  
Grigory N. Krainov ◽  
Anatoly I. Panov ◽  
Sergei A. Zubkov
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Teaching And Learning ◽  
Modern Trend ◽  
Education Development ◽  
Russian Higher Education ◽  
Teachers And Students ◽  
E Learning ◽  
Key Issues ◽  
Conventional Classroom

The modern trend of education development is digitalization, transition from conventional classroom offline model to distance online education. Formation of global digital society was accelerated due to the COVID–19 pandemic, when significant portion of Earth population, including students, was forced to work, to study distantly. In this regard, this article discusses the responses of Russian system of higher education to current challenges of digitalization. This article analyzes interactive educational technologies of online, digital, e-learning, visualization and gamification of education, implementation of network structures. On the basis of analysis of the modern state of Russian higher education, the unsolved key issues are demonstrated as well as the main trends of the required changes. This work describes the urgent issues of development of regulatory framework of digital education, intensification of development of digital infrastructure of universities, digital training and further training of teachers and students, analysis and actualization of existing specialties and fields. Solution of the mentioned issues requires for legislative, organizational, administrative, technological, teaching and learning efforts of the country, universities, and society. A response of the Russian system of higher education to the challenges of digitalization can be comprised of formation of unified information and education portal of national universities, designing a model of digital university.

scholarly journals Adaptation Potential of Teachers of the Third Age in the Conditions of Higher Education Transformation

2020 ◽  
Vol 22 (1) ◽  
pp. 146-169 ◽  
Author(s):  
E. A. Shuklina ◽  
M. V. Pevnaya ◽  
E. A. Shirokova
Keyword(s):  
Higher Education ◽  
Professional Community ◽  
Practical Significance ◽  
Comparative Approach ◽  
Retirement Age ◽  
Third Age ◽  
Social Community ◽  
The Third ◽  
Russian Higher Education ◽  
High Level

Introduction. In many countries around the world, the increase in life expectancy leads to significant social transformations. Institutional structures, social protection policies and legislation on the life and employment of older citizens are being changed today. In Russian higher education, more than a third of professional community belongs to the group of teachers of the third (pre-retirement and retirement) age. The modernisation of this area and the raising of the retirement age will make it possible to study the peculiarities of this group of faculty members as a reserve of the vocational training system.The aim of the present article is to characterise the adaptive potential of social community of teachers of the third age in the context of the transformation of higher education.Methodology and research methods. The methodological framework of the article is based on the set of general scientific approaches: communal, comparative, institutional, resource. The first method provides an opportunity to consider teachers of the third age as a social community with their own specific features. The comparative approach is used to see specific features in dynamics (on the materials of official statistics) and to compare them with similar characteristics of teachers of other age groups. The institutional and resource approaches are aimed at identifying adaptive abilities of teachers of the third age against the background of current restructuring processes in higher education. The article is based on the materials of research projects conducted in 2017–2019 and on a mass survey of teachers. The general population consisted of 51 universities of the Ural Federal District. The volume of the sample of teachers is 810 people.Results and scientific novelty. The study showed that teachers of the third age are characterised by a high level of adaptation to changes in higher education. They successfully fulfill themselves in scientific and pedagogical activities. They are characterised by relatively high publication and grant activities, realisation of new educational forms and high motivation and readiness to improve their com petencies and qualifications. At the same time, teachers of the third age estimate their social security in the professional sphere as extremely low. This community is characterised by a high level of criticality in relation to the implemented institutional changes in the field of higher education, which is based on a socially mature responsibility formed within their professional activities for the consequences of decisions taken.Practical significance. The research undertaken demonstrates the stereotype inadequacy concerning non-adaptability of third-age university teachers to technological, content and organisational innovations. Moreover, teachers of the third age are a significant factor in the sustainable development of universities. Therefore, it is necessary to develop management models and create institutional conditions for maximum use of human capital of third-age teachers, whose peculiarities, needs and opportunities in the system of Russian higher education are inadequately taken into account today.

scholarly journals Current trends in the development of Russian higher education in the context of the global economy digitalization

2021 ◽  
pp. 67-73
Author(s):  
E. S. Novikova
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Sharp Increase ◽  
Global Economy ◽  
Educational Process ◽  
Domestic Economy ◽  
Advantages And Disadvantages ◽  
Current Trends ◽  
Russian Higher Education ◽  
Russian Universities

The analysis of current changes in the field of distance education, and, in particular, higher education among domestic and western universities is presented. The additional impact of the COVID-19 pandemic on the sharp increase in the popularity and use of online education in various segments of the educational process, starting from preschool and ending with corporate programs of companies is noted. The key advantages and disadvantages of online education are identified, as well as emerging risks for Russian Universities and the domestic economy when introducing distance learning. 

scholarly journals Russian Universities After the Pandemic: Ways of Transformation

2021 ◽  
pp. 23-30
Author(s):  
Sergey Sorokin
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Education System ◽  
Social Role ◽  
Scientific Activity ◽  
Educational Process ◽  
University Education ◽  
Educational Work ◽  
Higher Education System ◽  
Russian Higher Education

The article is devoted to the analysis of the key challenges faced by Russian higher education during the pandemic and the prospects for its further development. The article highlights the key problems of higher education that have arisen in connection with the pandemic situation (reduced academic mobility, weakened partnerships, inability to complete research on time, reduced number of applicants, suspension of educational activities), examines the actions of governments and measures taken by universities to adapt to work in the context of the pandemic (development of appropriate legislation, provision of consulting and financial assistance, measures to support foreign students who found themselves in the country during the pandemic, etc.). Hypotheses are put forward regarding the ways of transformation of university education in the "post-covid" period, possible trends are proposed, including digitalization, changes in the content of the educational process, scientific activity, increasing the social role and the "third mission" of universities. The problems of online education, the development of digital technologies and new forms of education by teachers and students, and the creation of a new system of social and educational work corresponding to new educational formats are considered. Conclusions are drawn that the Russian higher education system as a whole has managed to overcome the difficulties that have arisen. The situation of the pandemic, on the one hand, has accelerated a number of transformational processes that began in the higher education system before it, and on the other – has revealed new challenges, the solution of which is necessary for the effective functioning of universities in force majeure situations. We should not expect a complete return of universities to the "pre-covid" situation, since certain mechanisms have been launched to accelerate the modernization of domestic higher education.

scholarly journals RESOURCE POTENTIAL OF THE COMMUNITY OF FACULTY MEMBERS IN THE MODERNIZATION OF THE RUSSIAN HIGHER EDUCATION

2018 ◽  
Author(s):  
Dmitry Yur`evich Narkhov ◽  
Elena Nikolaevna Narkhova ◽  
Yury Rudol'fovich Vishnevsky
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Professional Community ◽  
Education Institution ◽  
Faculty Members ◽  
Resource Potential ◽  
Scientific Idea ◽  
Global Character ◽  
Russian Higher Education ◽  
The Status

In work the theoretical bases and dynamics of processes of modernization of the Russian higher education are studied, conditions and specifics of its last cycle reveal (the end of XX – the beginning of the 21st centuries). The attention to global character, interaction with the international educational space is paid. The professional community of teachers (scientific and pedagogical workers) of the higher education (HE) acts as an object. Research objective – identification of a state, opportunities and conditions of realization of resource potential of teachers of higher education institutions for ensuring modernization of higher education. Studying of problems of resource ensuring modernization was carried out from positions of system, constructivist, resource, activity and structurally functional approaches. The empirical base was made by materials of the all-Russian sociological researches: questionnaire, expert interviews. The new scientific idea that the speed of modernization changes of system of the higher education depends on a state and conditions of updating of resource potential of community of teachers of higher education institutions is developed; their resource potential develops unevenly and depends on inclusiveness degree in an educational vertical and the status of higher education institution. Concepts of resources and resource potential of modernization of education are entered, their substantial characteristics are opened. Recommendations about optimization of this process are submitted.

scholarly journals For whom, and for what? Not-yetness and thinking beyond open content

Open Praxis ◽  
2017 ◽  
Vol 9 (1) ◽  
pp. 7 ◽  
Author(s):  
Amy Collier ◽  
Jen Ross
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Technology In Education ◽  
Open Education ◽  
Digital Education ◽  
Dominant Discourse ◽  
Control Efficiency ◽  
Boundary Crossings ◽  
Open Content

This article traces a line through contemporary critical perspectives on open online education, which challenge an emphasis on content and access that gives too much weight to instrumental goals of education. This article offers the concept of ‘not-yetness’ as a productive lens for examining alternative meanings of openness. Not-yetness emerged as a response to a dominant discourse of technology in education—including technologies of openness—that has been characterised by rhetoric of control, efficiency, and enhancement. Not-yetness invites a rethinking of online learning and digital education in terms of risk, uncertainty, and messiness and brings our attention to the variability of open education contexts and learners. Using examples of a ‘federated wiki’ and ‘agents beyond the course’, the article shows how higher education pedagogies can and should engage with boundary-crossings between openness and closure, and demonstrates the value of the perspectives that such engagements bring to the fore.

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

Sign in / Sign up

Export Citation Format

Share Document