PROBLEMS OF TEACHERS AND STUDENTS' POSITIVE INTERACTION FORMATION IN THE HIGHER EDUCATION INSTITUTION

2019 ◽  
Vol 18 (3) ◽  
pp. 78-82
Author(s):  
O. A. Astafyeva ◽  
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Positive Interaction ◽  
Higher Education Institution ◽  
Teachers And Students

scholarly journals BUILDING THE DIGITAL COMPETENCE TEACHER PROFILE BY INNOVATIVE TEACHING INSTRUMENTS

2020 ◽  
pp. 1-71
Author(s):  
Nataliia Morze ◽  
Mariia Boiko ◽  
Viktoriia Vember ◽  
Oksana Buinytska
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Digital Competence ◽  
Higher Education Institution ◽  
Innovative Teaching ◽  
Knowledge And Skills ◽  
University Teachers ◽  
Teachers And Students

This report on the MoPED project contains the results of designing the digital competence of teachers, in particular, developed models of standards of digital competence of university teachers and teachers. The report presents the results of a survey of teachers and students of higher education institutions and teachers of secondary education institutions on their attitudes to digital competence and the composition and content of digital competence of teachers, which was conducted under the project. Models of digital competence standards of a teacher of a higher education institution and a teacher of a general secondary education institution have been built. The levels of digital competence of a university lecturer are determined and certain knowledge and skills are determined for each of them. The standard of digital competence of the teacher which consists of 5 components is offered and requirements to each of them are described in detail.

Pretpostavke efikasne onlajn nastave u visokom obrazovanju

2021 ◽  
Author(s):  
Marija Marković ◽  
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Online Teaching ◽  
Education Institution ◽  
Higher Education Institution ◽  
Starting Point ◽  
Teachers And Students ◽  
Good Starting Point ◽  
Teaching In Higher Education ◽  
The Given

As digital media permeate all aspects of our lives, achieving distance learning today, and in the future, can be considered inevitable, for the effectiveness of which it is necessary to provide appropriate preconditions. After the sudden outbreak of the pandemic in late 2019 and early 2020 caused by the appearance of the COVID19 virus, faculties around the world were forced to reorganize and move to online classes as soon as possible, in order to enable students to continue the academic year. The aim of this paper is to point out the basic assumptions of successful online teaching in higher education, which is assumed to continue to exist in some form after the end of the pandemic. The given assumptions will be presented in the form of pointing out the specifics of online teaching, which are significantly related to the success of students in it. It is possible to single out three groups of such specifics: individual specifics of the students themselves, characteristics of online teaching and characteristics of the higher education institution, which are described in more detail in the paper. Such teaching primarily implies adequate preparation of teachers and students in terms of developing appropriate individual competencies. In addition, an important factor of successful online teaching implies the existence of appropriate institutional support at the level of a specific higher education institution in its implementation. The given recommendations can be a good starting point for the implementation and improvement of the quality of online teaching in higher education in our country.

How (Not) to Lead Academia

2019 ◽  
Author(s):  
Miguel Abambres
Keyword(s):  
Higher Education ◽  
Time Management ◽  
Social Engagement ◽  
Student Assessment ◽  
Education Institution ◽  
Academic Leadership ◽  
Academic Department ◽  
Higher Education Institution ◽  
Role Assignment ◽  
Professional Career

This work reports several issues found by the author throughout his professional career, concerning academic leadership. Topics like (i) out-of-field teaching/researching, and (ii) time management in faculty hiring or new role assignment, are addressed. Besides, the author describes which fundamental decisions he´d take if he could manage a higher education institution or academic department. The topics covered are crucial for the success of any higher education institution, such as (a) hiring, (b) social engagement, (c) student assessment, (d) open mindedness, (e) prompt communication, (f) passion in work, and (g) freedom / trust.

Students’ and Applicants’ Social Perceptions of the Risks of Educational Environment at Higher Education Institution

2019 ◽  
Vol 28 (11) ◽  
pp. 56-67 ◽  
Author(s):  
A. V. Lyalyuk ◽  
O. R. Tuchina
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Well Being ◽  
Social Institution ◽  
Educational Environment ◽  
Expert Assessment ◽  
Risk Category ◽  
Subjective Well Being ◽  
Higher Education Institution ◽  
Investigation Methods

Educational system is the most important social institution, which provides the development of a personality and frames his/her worldview and the conception of subjective well-being. Despite the large number of studies on the issue of psychological and pedagogical security of educational environment, the sphere of higher education still remains underexplored. The available empiric material has not received sufficient methodological justification and conceptualization. This article aims to provide the conceptualization of the risk category as applied to the educational environment of a higher education institution, as well as empiric investigation of the risks within the educational environment as viewed by applicants and students.Materials and methods. 213 applicants and 547 students of the Kuban State Technological University took part in the survey. The following investigation methods were used: expert assessment, interview, questioning, content analysis, analysis of means method, cluster analysis and factor analysis.Investigation results. Comparative examination of the manifestation degree of risks within the educational environment as viewed by applicants and students of higher education institution showed significant differences in the assessment of risk by these groups of respondents. From the point of view of applicants, the main risks are connected with social and psychological aspects of the educational environment of a higher education institution, relations within student groups and interaction with teachers, as well as with the issues related to the educational management and leisure arrangement. As viewed by the students, the risks within the educational environment include external and social and psychological risk factors, motivating risks and risks arising from the learning process organization and management and the related issues. Applicants’ notion of the risks within the educational environment of a higher education institution was mainly influenced by information they received from media and by the opinion of their relatives and age mates.Consideration and conclusions. It was proved that the applicants’ idea of the risks within the educational environment of a higher education institution is determined by the opinion of people they know personally, however it changes during the process of studying in higher education institution and acquiring their own experience of being within the environment. The investigation results allow creating a model of psychological and pedagogical security within the educational environment of a higher education institution. This model makes it possible to forecast main risks of the educational environment, their development, and evolvement and find solution to them. 

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