scholarly journals Digitalization in Higher Education as a Means to Ensure Student Access and Inclusion in Global Learning Space with Regard to COVID-19 World Crisis

2021 ◽  
Vol 2 (2 (340)) ◽  
pp. 260-271
Author(s):  
Iryna Myhovych ◽  
Keyword(s):  
Higher Education ◽  
Intercultural Competence ◽  
Slovak Republic ◽  
Academic Staff ◽  
Educational Process ◽  
Academic Environment ◽  
Global Learning ◽  
Learning Space ◽  
Virtual Mobility ◽  
Internationalization At Home

The article provides an aspect analysis of the concept «digitalization» and the peculiarities of its functioning in higher education as the one that provides comprehensive access to global educational space during the COVID-19 pandemic. During the research an attempt has been made to articulate the link between the notions of «digitalization», «internationalization», «collaborative online international learning» as a new educational paradigm enhancing intercultural competence of all actors of educational process within jointly established multicultural academic environment. The focus of empirical research is centred on the «internationalization-at-home» paradigm, which is viewed as the nexus of international and intercultural dimensions integrated into formal, non-formal, and informal learning (learning environment) with the application of digital teaching formats such as E-pedagogy, international virtual exchange and virtual mobility projects, etc. The analysis has been conducted with regard to the internationalisation process at Polish and Slovak higher education based on the empirical data provided by online open platforms of Jagiellonian University in Krakow, the Republic of Poland, and Comenius University in Bratislava, Slovak Republic. As such, the research has been aimed at outlining theoretical and methodical basis for application of the basic digitalization process principles in present-day higher education with the emphasis on the roles of academic staff in promoting campus-based international academic environment.

scholarly journals Interculturalism and Higher Education: The Role of Academic Staff in Promoting Campus-Based International Academic Environment

2021 ◽  
pp. 3-11
Author(s):  
Iryna Myhovych ◽  
Keyword(s):  
Higher Education ◽  
Intercultural Competence ◽  
Slovak Republic ◽  
Academic Staff ◽  
Educational Institution ◽  
Educational Process ◽  
Academic Environment ◽  
Virtual Mobility ◽  
Internationalization At Home ◽  
Educational Paradigm

The paper presents an attempt to articulate the link between the notions of «interculturalism», «internationalization», «collaborative online international learning» as a new educational paradigm enhancing intercultural competence of all actors of educational process within jointly established multicultural academic environment. The focus of empirical research is centered on the «internationalization-at-home» paradigm, which is viewed as the nexus of international and intercultural dimensions integrated into formal, non-formal, and informal learning with the application of digital teaching formats such as international virtual exchange and virtual mobility projects, etc. The analysis has been conducted with regard to the internationalisation process at Slovak higher education based on the empirical data provided by online open platforms of Commenius University in Bratislava, Slovak Republic. The collected data have showed that the enhancement of interculturalism in higher education should be aimed at developing more of an education for all in the spirit of recognizing the differences that exist within the same society, and less an education for different cultures, which would involve isolation of cultural groups. Among the results of the research the ways of achieving interculturality at higher educational institution are highlighted, such as: simultaneous learning of at least two foreign languages; integration in twinning European programmes; obtaining scholarships for academic mobility (including virtual one), etc.

scholarly journals MODERN TRENDS OF CONTINUING PROFESSIONAL DEVELOPMENT OF ACADEMIC STAFF IN HIGHER EDUCATION INSTITUTIONS

2018 ◽  
pp. 22-30 ◽  
Author(s):  
Oksana Bulvinska ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Intercultural Competence ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Education Institution ◽  
Educational Environment ◽  
Educational Process ◽  
High Tech

The article is devoted to modern trends of continuing professional development of academic staff in higher education institutions. The continuing professional development of an academic staff as a process of acquiring of new and improving the existing professional competencies is determined. Based on the analysis of strategic documents of the European Higher Education Area, modern trends of educating and teaching in higher education are described, according to them, directions of continuous professional development of an academic staff are determined. These areas include: development of a facilitator qualities, a coach, a moderator, a tutor, change of the authoritarian role of a teacher to a softer pedagogical support in a student-centered model of educating and teaching; improvement of foreign and intercultural competence to implement internationalization of higher education; development of own research competence and research methods usage as well as modes in conditions of organizing an educational process at university on the basis of scientific researches for the development of students’ critical thinking and reflexive analysis; developing the ability to adapt educational goals to a high-tech and mobile educational environment and creating a psychologically safe educational environment; development of some new electronic educational tools, as well as the experience of using the tools, methods and technologies of e-learning in the educational process of higher education institution.

scholarly journals Instruments for Monitoring the Quality of Higher Education: Structural Validation of the Ukrainian Version of the ETLQ Questionnaire

2021 ◽  
Vol 6 (2) ◽  
pp. 196-203
Author(s):  
Iu. O. Pavlova ◽  
◽  
K. A. Tymruk-Skoropad ◽  
L. M. Tsizh
Keyword(s):  
Higher Education ◽  
Physical Therapy ◽  
Occupational Therapy ◽  
Teaching And Learning ◽  
Educational Process ◽  
Physical Culture ◽  
Academic Environment ◽  
Confirmatory Factor Analyses ◽  
Quality Of Higher Education

The problem of ensuring the quality of higher education and the formation of a culture of quality causes a significant interest. That determines the practice of collecting, analyzing, and taking into account information about the academic environment, requires identifying and constantly monitoring of factors that affect the effectiveness of curricula, and determines student success. To better monitor the effectiveness of the proposed approaches, keep up with emerging challenges, and adjust decisions, it is necessary to develop special tools to study participants’ opinions of the educational process. Such tools should have sufficient validity and meet current trends and approaches. The purpose of the study was to check the internal structure and validate the Ukrainian version of the content part “Experiences of teaching and learning” of the ETLQ tool. Materials and methods. The study involved students (n = 632, 59.81 % were women; age (M±SE) – 21.5±0.2 years old) of Ivan Boberskyj Lviv State University of Physical Culture, who studied in the specialty 227 “Physical therapy, occupational therapy”. Data collection was conducted during the 2019/2020 and 2020/2021 academic years upon completing mandatory special subjects. The convergent, discriminant, and criterion validity of the “Experiences of teaching and learning” part of the ETLQ tool were evaluated. Exploratory and confirmatory factor analyses were used in the research; α-Cronbach values, composite reliability coefficient, and average extracted variance were calculated. Results and discussion. Based on the results of the work, a modified version of the questionnaire was proposed, which contained 29 questions and had a sufficient level of validity. The final model consisted of four factors, which explained 51.353% of the total variance (the first factor – 39.339 %, the second – 5.224 %, the third – 4.281 %, the fourth – 2.509 %). The model was characterized by satisfactory indices: χ² / df (920/344) = 2.67, CFI = 0.923, TLI = 0.935, RMSEA = 0.055, SRMR = 0.058. Based on the validation results, a modified Ukrainian version of the questionnaire “Experiences of teaching and learning” was proposed, which is one of the content parts of the ETLQ tool. It consists of separate scales “Organization and structure,” “Teaching, learning, assessments and other set work”, “Teachers’ enthusiasm and responsiveness to students”, “Climate and support from peers”. The proposed questionnaire has sufficient validity to assess the quality of the academic environment, the effectiveness of specialists’ educational process in physical therapy, occupational therapy, and physical culture and sports

scholarly journals GENDER APPROACH TO THE ORGANIZATION OF PEDAGOGICAL INTERACTION IN AN INTERNATIONALLY ORIENTED UNIVERSITY

2021 ◽  
Vol 23 (78) ◽  
pp. 42-48
Author(s):  
M.N. Kunovski ◽  
◽  
N.V. Pomortseva
Keyword(s):  
Higher Education ◽  
National Culture ◽  
Gender Stereotypes ◽  
Foreign Students ◽  
Educational Process ◽  
Academic Environment ◽  
Interethnic Relations ◽  
Russian Higher Education ◽  
Traditional Structure ◽  
Interethnic Interaction

The growing popularity of the Russian higher education in the world and the growing number of foreign students in the universities of Russia arouse interest to the issues of interethnic interaction and adaptation to the academic environment of an internationally oriented university. The article is devoted to the problem of higher education enhancing in the modern multinational academic environment of Russian internationally oriented universities. The purpose of the study is to analyze the gender specificity of the interethnic relations between the representatives of different ethnic groups in the process of pedagogical interaction in the Russian-speaking educational environment of an internationally-oriented university. The study reveals how gender stereotypes of a student and a teacher are determined by the national culture with its inherent traditional structure of gender roles.There was conducted a survey among the foreign students of the pre-university and other faculties of RUDN University. 98 students from China, 46 students from Iran, 10 students from Azerbaijan, 18 students from Afghanistan, 25 students from Vietnam, 18 students from Lebanon, 21 students from Mongolia, 33 students from Turkmenistan, 15 students from Uzbekistan and 18 students from Ecuador (a total of 348 foreign students) took part in the survey. Having analyzed the answers of the respondents, the authors made the conclusion about the influence of gender on the interethnic relations in an internationally oriented university, in particular, in the pedagogical interaction process in multiethnic groups. On the basis of the data presented, the authors prove the presence of ethnocultural features of gender and the importance of taking them into account for harmonizing interethnic interaction and the educational process enhancing

SELECTED ASPECTS OF KNOWLEDGE MANAGEMENT AT HIGHER EDUCATION SCHOOL

2011 ◽  
Vol 161 (3) ◽  
pp. 334-354
Author(s):  
Lesław WEŁYCZKO ◽  
Tomasz LANDMANN
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Social Life ◽  
Academic Staff ◽  
Knowledge Society ◽  
Educational Process ◽  
Academic Education ◽  
Contemporary World ◽  
Education School ◽  
Scientific Potential

This article points out to some aspects of knowledge management in the educational process of a higher education school and its surroundings. Without proper human capital of lecturers (academic staff), students and the structural capital of the school, the expansiveness, movement and conversion of knowledge would not be possible.In a knowledge society, the role of academic education is widely perceived, and its tasks and missions continue to intensify, attempting to keep up with the increasingly globalized contemporary world – in different areas and fields, in which a human being operates, having an influence on its continuous progress, namely evolution.Academic education is the driving force of economic and social life. Academic thought, scientific potential and scientific research conducted at higher education schools, co-operation between academics and students in this field with public administration and scientists (the university environment), on whom the future of the nation depends, are just key demands presented in this article.

scholarly journals FACTORS RESTRAINING GROWTH OF THE QUALITY OF HIGHER EDUCATION

2018 ◽  
pp. 30-38
Author(s):  
Tatiana Vladimirovna Zak
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Education System ◽  
Management System ◽  
Academic Staff ◽  
Educational Process ◽  
Higher Education System ◽  
Quality Of Higher Education ◽  
State Examination

In recent years, the system of higher education has undergone significant changes affecting the most important spheres of university activities: management of the educational process, its organization, which significantly changes the attitudes, incentives, motives and value system of the academic staff. In a number of cases, as a result of reforming the management system there are created special conditions that affect the quality of educational services. The task of investigating the consequences of the ongoing reforms is being actualized in order to identify the main factors that restrain the growth of quality. To solve this problem there has been made comparative analysis of the quality of higher education in Russia and abroad. Significant reserves of its growth in Russia have been revealed. There had been proposed a classification based on the scope of action: factors that operate within the educational system, but are external to the higher education; factors that are external to the educational system as a whole; factors acting within the system of higher education. The most significant external factor for the educational system is the low innovative potential of the economy, underestimation of the quality of education by business, which determines the aim of the majority of students not to build up human capital, but to obtain a diploma with minimal expenses. The factors intrinsic to the educational system, but external to the higher education system, include the lack of interest and unpreparedness of school teachers for working with gifted students, which is primarily due to the use of the results of the General State Examination and Unified State Examination for evaluating their work . The main negative factor operating within the higher education system is the distortion of teachers' incentives, the increase of their opportunistic behavior caused by the transition to a new management system for higher education organizations.

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.

Conceptualizing language, culture and intercultural communication in higher education languages programs

2019 ◽  
Vol 42 (2) ◽  
pp. 192-213
Author(s):  
Paul J. Moore ◽  
Adriana Díaz
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Academic Staff ◽  
Approaches To Teaching ◽  
Structured Interviews ◽  
Language And Culture ◽  
Australian Universities

Abstract Languages curricula are an important, yet underutilized, site for students’ development of intercultural knowledge, awareness and skills in higher education, though there has been little related empirical research. Given the key role teachers play in student learning, in the context of two Australian universities, this study explores language teaching academics’ perspectives on language, culture and intercultural communication, and how these are reflected in their teaching approaches. As part of a larger needs analysis project into the teaching of languages and intercultural communication, this article reports on semi-structured interviews with ten academic staff engaged in teaching and/or researching languages, and one study abroad coordinator with a language teaching background. Interpretations of the key concepts varied, as did participants’ reported approaches to teaching, from critical to instrumental. Teachers’ interpretations and approaches were influenced by their teaching and learning histories, and while there were a range of approaches to the incorporation of the (inter)cultural in the teaching of languages, this was approached more critically than reported in previous studies. Contextual features which may limit such integration of language and culture are discussed, as is the contribution of languages teachers to students’ development of intercultural competence.

scholarly journals E-LEARNING IN HEALTHCARE WITHIN HIGHER EDUCATION

2019 ◽  
Vol 34 (2) ◽  
pp. 475-481
Author(s):  
Ivanichka Serbezova ◽  
Tsveta Hristova ◽  
Yoana Lukanova
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Communication Skills ◽  
Academic Staff ◽  
Educational Process ◽  
Professional Activity ◽  
Learning Technology ◽  
Psychomotor Skills ◽  
Educational Models ◽  
E Learning

The Health Care department specialities are regulated professions whose training programmes require the graduates to be competent in a number of issues and activities related to their work. The subject of their professional activity is the individual with their health-related conditions. Healthcare specialists draw conclusions in a variety of clinical situations and perform different healthcare procedures aiming to achieve prevention and recovery in a patient’s health. They have to establish a number of practical psychomotor skills in the field of compliant medical and healthcare handling, as well as communication skills for liaising with the patient and their relatives. In addition, the healthcare specialists have to learn how to overcome negative emotions, and to seek balance between the development of their technological knowledge and professional behavior. In the changing profile of healthcare trainees – nurses and midwives, there is a strongly-influenced tendency towards technological development and digital revolution. Video methods are developing educational technologies. They have their own place in the acquisition of healthcare patient-handling and communication skills when they are effectively included within the standard curriculum. This poses a challenge for the academic staff to draw up and provide educational tools and technologies that are liked, and match the students’ contemporary learning styles. It has become necessary for academic staff to withdraw the traditional didactic educational models and to adopt more constructive approaches for greater involvement and participation of the trainees in the educational process.The article justifies the necessity for optimizing education in the healthcare field through implementing e-learning within higher education. This need is driven by the ever-increasing inclusion of information technologies in healthcare, as well as in all other aspects of life. The design and development of e-learning technology and methodology in university contributes to solving great many pedagogical and psychological problems. Implementing information and communication technologies presents us with a new level of mediation for mental and communicative activities of both lecturers and students. Video education has been explored in the current scientific report and an educational cycle is presented in regard to the healthcare experts training. Implementation of social media and its inclusion within the educational process of both midwives and nurses are discussed. The necessity to include video tutorials in the educational process is justified. It is concluded the aforementioned are educational resources which should not be ignored but, on the contrary – they have to be used as complementary educational content within the contemporary education of healthcare experts.

scholarly journals Capacity Building for Virtual Innovative Teaching and Learning in Jordan – Experiences of the JOVITAL Project

2019 ◽  
pp. 428-432
Author(s):  
Katherine Wimpenny ◽  
Arinola Adefila ◽  
Alun DeWinter ◽  
Valerij Dermol
Keyword(s):  
Higher Education ◽  
Capacity Building ◽  
Teaching And Learning ◽  
Online Courses ◽  
Academic Staff ◽  
The European Union ◽  
Innovative Teaching ◽  
Virtual Mobility ◽  
Open Courses ◽  
Quality Learning

In a world that is increasingly interconnected, interdependent and diverse, engaging in international and intercultural learning and exchange is a key focus for higher education (HE) (Krutky, 2008; Altbach, Reisberg, Rumbley, 2009). This trend can be considered in relation to several issues. For example, universities are experiencing an increase in their recruitment of international students (Beech, 2018; Borjesson, 2017; Fliegler, 2014); online international learning is increasingly becoming a core pillar of university collaborations for globally networked learning (Villar-Onrubia Rajpal, 2016; Redden, 2014; Bell, 2016); and open courses such as Massive Open Online Courses (MOOCs) target learners, regardless of their geographic and cultural background (Maringe Sing, 2014; Brahimi Sarirete, 2015; Affouneh, Wimpenny, Ra’Fat Ghodieh, et al., 2018). In countries like Jordan that, due to their demographic and socioeconomic context, are experiencing a massification phenomenon with respect to learners accessing higher education (HE), responsive, effective education processes are required to maintain quality learning experiences (Affouneh Amin Awad Raba, 2017; Foley Massingila, 2014; Dian-Fu Yeh, 2012).This paper presents the activities and the findings of ongoing the JOVITAL project in its goal of building the capacity of Jordanian educational technologies. JOVITAL is an international cooperation project co-funded by the Erasmus+ Capacity Building in HE programmes of the European Union during the period October 2017 – 2020 involving four European institutions and five Jordanian universities. The aim of JOVITAL is to foster academic exchange using virtual mobility in order to offer learning opportunities to academic staff, university students and disadvantaged learners in Jordan.

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