scholarly journals Problems of digitalization of higher education in Russia

2021 ◽  
pp. 24-28
Author(s):  
V.I. Lukashchuk ◽  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Digital Literacy ◽  
Professional Burnout ◽  
Digital Inequality ◽  
Individualized Learning ◽  
Higher Education System ◽  
Online Technologies ◽  
Actual Growth ◽  
Education Model

Researched is the process of undergoing great changes, caused by the transition of all universities in the country to online education in the context of the coronavirus pandemic. The article deals with specific problems, risks and challenges related to the digitalization of higher education: digital inequality, closely related to digital literacy, the lack of a unified way of communication between students and teachers, the lack of generally accepted platform solutions for conducting classes online; the actual growth of the teacher’s workload in the conditions of digitalization of education, which is not yet taken into account in the system of rationing of remuneration, professional burnout in a sufficiently large number of teachers, lack of motivation and self-discipline of students, increased bureaucratization of the higher education system. The experience of implementing digitalization into education during the pandemic dispelled myths about the benefits of an immersive education model and individualized learning based on online technologies. Digitalized learning is focuses primarily at memorization and reproduction, and not at comprehension and critical perception. A comprehensive solution to these problems is the introduction of new models of educational programs.

Effects and Risks of Distance Learning in Higher Education

2020 ◽  
pp. 61-73
Author(s):  
Yu. M. Tsygalov
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
New Technology ◽  
Negative Consequences ◽  
Higher Education System ◽  
First Results ◽  
Spread Of Infection ◽  
The Cost

The forced work of Russian universities remotely in the context of the pandemic (COVID-19) has generated a lot of discussion about the benefits of the new form of education. The first results were summed up and reports were presented, the materials of which showed that the main goal of online education — the prevention of the spread of infection, - has been achieved. Against this background, proposals and publications have appeared substantiating the effectiveness of the massive introduction of distance learning in Russia, including in higher education. However, the assessment of such training by the population and students in publications and in social networks was predominantly negative and showed that the number of emerging problems exceeds the possible benefits of the new educational technology. Based on the analysis of the materials of publications and personal experience of teaching online, the potential benefits and problems of distance learning in higher education in Russia are considered. It is proposed to consider the effects separately for the suppliers of new technology (government, universities) and consumers (students, teachers, society). It is substantiated that the massive introduction of online education allows not only to reduce the negative consequences of epidemics, but also to reduce budgetary funding for universities, optimize the age composition of teachers, and reduce the cost of maintaining educational buildings. However, there will be a leveling / averaging of the quality of education, and responsibility for the quality of training will shift from the state/universities to students. The critical shortcomings of online education are the low degree of readiness of the digital infrastructure, the lack of a mechanism for identifying and monitoring the work of students, information security problems, and the lack of trust in such training of the population. The massive use of online education creates a number of risks for the country, the most critical of which is the destruction of the higher education system and a drop in the effectiveness of personnel training. The consequences of this risk realization are not compensated by any possible budget savings.

ДЕЯКІ АСПЕКТИ РОЗВИТКУ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ФАХІВЦІВ З НЕФОРМАЛЬНОЇ ОСВІТИ ПРИ ПЕРЕХОДІ В ОНЛАЙН-ФОРМАТ

2020 ◽  
pp. 5-15
Author(s):  
Зоя Гаркавенко
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Digital Literacy ◽  
Formal Education ◽  
Vocational Education And Training ◽  
Research Review ◽  
Review Journal ◽  
New Paradigm ◽  
Digital Competence ◽  
Information Technology Education

У статті презентовані результати емпіричного вивчення проблеми адаптації професійної освіти до онлайн-режиму в ситуації вимушеного карантину. Мета дослідження полягала в створенні моделі компетенцій викладача / тренера для забезпечення освітньої діяльності онлайн. Обставини гостро актуалізували нагальну потребу забезпечення безперервності освітньої діяльності в нових умовах, показали реальний стан психологічної готовності фахівців освітянської галузі до діяльності в умовах невизначеності. Ключовими ознаками цього стану можна вважати певну фахову та психологічну дезорієнтацію, яка поставила під загрозу якість і сталість результатів освітньої діяльності. Фахівці формальної й неформальної освіти були змушені швидко адаптуватися до нових умов, в основі яких – цифрова трансформація. Фокус уваги нашого дослідження зосереджено на фахівцях, які працюють у сфері післядипломної освіти. Важливим аспектом досліджуваного питання є певна плутанина щодо сутності онлайн-навчання. Це стосується різнотлумачення у середовищі фахівців поняття «дистанційне навчання», зокрема розрізнення синхронного (в режимі реального часу) і асинхронного (у відкладеному часі) режимів освітнього процесу. Принципові відмінності у підходах до методів та психологічних технологій їх застосування вимагають особливої підготовки відповідних фахівців. Результати презентованого дослідження розкривають ряд психологічних труднощів, з якими зіткнулись фахівці післядипломної освіти в ситуації необхідності переведення діяльності в онлайн-режим. В першу чергу, це навчальна діяльність із питань підвищення кваліфікації, проведення навчальних курсів для дорослої аудиторії. Важливим завданням для викладачів / тренерів постало збереження сутнісних ознак і результатів такого навчання: інформація, інструментарій і досвід, які наявні в офлайн-режимі навчання. Основним результатом дослідження можна вважати визначення ключових напрямів психологічної підготовки фахівців до роботи в онлайн: психологічна готовність до управління груповою динамікою та обмеженими комунікаційними інструментами, цифрова компетентність – володіння специфічними цифровими навичками (платформи, програми, окремі інструменти роботи в онлайн), методична компетентність – здатність добирати та поєднувати прийоми й техніки роботи з інформацією, адаптовані до онлайн-середовища. Література Василенко, О.В. (2014). Розвиток системи неформальної освіти дорослих в умовах соціально-економічної кризи. Актуальні проблеми професійної орієнтації та професійного навчання в умовах соціально-економічної нестабільності, 2(2), 138– Ващенко, Л.І. (2019). Підготовка фахівців для роботи з дорослими у сфері неформальної освіти. Імідж сучасного педагога, 4(187), 24– Корбут, О.Г. (2017). Дистанційне навчання: моделі, технології, перспективи. Режим доступу: http://confesp. fl. kpi. ua/ru/node/1123. Плинокос, Д.Д., & Коваленко, М.О. (2016). Неформальна освіта: теоретичні аспекти і наукові підходи. Наукові праці Кіровоградського національного технічного університету. Економічні науки, 29, 53–60. Сисоєва, С.О., & Осадча, К.П. (2019). Стан, технології та перспективи дистанційного навчання у вищій освіті України. Інформаційні технології і засоби навчання: електронне наукове фахове видання, 70(2), 271– Harasim, L. (2000). Shift happens: Online education as a new paradigm in learning. The Internet and higher education, 3(1-2), 41– Iordache, C., Mariën, I., & Baelden, D. (2017). Developing digital skills and competences: A quick-scan analysis of 13 digital literacy models. Italian Journal of Sociology of Education, 9(1), 6– Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4– Latchem, C. (2014). Informal learning and non-formal education for development. Journal of Learning for Development, 1(1). Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education, 15, 157– Lischewski, J., Seeber, S., Wuttke, E., & Rosemann, T. (2020). What influences participation in non-formal and informal modes of Continuous Vocational Education and Training? An analysis of individual and institutional influencing factors. Frontiers in psychology, 11, 2821. doi: 10.3389/fpsyg.2020.534485 Rodríguez, M.U., Cantabrana, J.L.L., & Cervera, M.G. (2020). Validation of a tool for self-evaluating teacher digital competence. Educación XX1, 24(1), 353–373. doi: 10.5944/educXX1.27080 Perez-Lopez, E., Atochero, A.V., & Rivero, S.C. (2020). Distance Education in COVID-19: An Analysis from the perspective of university students. Ried-revista iberoamericana de educacion a distancia, 24(1), 331–350. doi: 10.5944/ried.24.1.27855

Education 4.0

2020 ◽  
pp. 181-200
Author(s):  
Sana Moid
Keyword(s):  
Higher Education ◽  
Education System ◽  
Social Transformation ◽  
Future Trends ◽  
Demographic Structure ◽  
Higher Education System ◽  
Disruptive Technologies ◽  
The World ◽  
Education Model

Education 4.0 is an education model aligned with future trends in order to develop and enhance individualized education that will eventually go on to define the manner in which youngsters of the future will work and live. Since youth are the main asset of any nation, education becomes the most powerful tool for social transformation. India's demographic structure is changing; while the world grows older, the Indian population is becoming younger, and by 2025, about two-third of Indians will be in its workforce. A few issues addressed in this study are to identify the drivers of Education 4.0, to identify and understand the role of disruptive technologies, to study the transition from Education 1.0 to Education 4.0 and its relevant impact on the higher education system.

MOOCs in Higher Education

2021 ◽  
pp. 58-77
Author(s):  
Harsh Vardhan Pant ◽  
Manoj Chandra Lohani ◽  
Jeetendra Pande
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Courses ◽  
Academic Community ◽  
World Health ◽  
Higher Education System ◽  
Online Mode ◽  
Indian Higher Education ◽  
Reducing Costs ◽  
Health Organization

Online education has gained a lot of acceptance among the learners in the recent past. The advances in technology and changing demand from students and business as well as the possibility for reducing costs and generating income has led to a MOOC explosion. Over the last years, massive open online courses (MOOCs) have received a great deal of attention from the academic community, business, and the media, especially after the World Health Organization (WHO) officially declared COVID-19 as a pandemic in March 2020. The pandemic has caused educational disruption across the globe. Educational institutes faced with the challenge of maintaining the continuity of learning and were almost forced to switch to the online mode. The seemingly simple and immediate solution is to conduct school remotely using online resources. The aim of this study is to investigate the current trends and prediction with respect to the adoption of MOOCs in the Indian higher education system and identify various influencing factors facilitating this adoption.

scholarly journals Higher education between massification and quality

2020 ◽  
Vol 14 (2) ◽  
pp. 93-103
Author(s):  
Rabah Noui
Keyword(s):  
Higher Education ◽  
Opposite Effect ◽  
Content Type ◽  
Higher Education System ◽  
Higher Education Reforms ◽  
Open Questions ◽  
Education Model ◽  
Quality In Higher Education ◽  
Qualitative Dimension

PurposeThe purpose of this paper is to examine how the policy of massification as a characteristic of the higher education system influences the quality of education? and what higher education model can the authors adopt to reconcile flow and quality?Design/methodology/approachThe methodology adopted is based on a questionnaire survey of a population of young graduates divided between graduates with a conventional license and LMD license, either in the process of preparing for a diploma or in unemployment or work. But also, the qualitative dimension which, although secondary in this survey, the authors mobilized it through the analysis of open questions relating to the perceptions and representations that young graduates have of their situations.FindingsThe higher education reforms are perceived differently by higher education actors. The results found show that university massification has had the opposite effect by training graduates doomed to unemployment and expatriation.Research limitations/implicationsThe sample for this study is very limited, the results of this finding cannot be generalized to the entire university student as a whole.Originality/valueThis study emphasizes the duality of flow and quality in higher education. The authors have shown the different perceptions of stakeholders in higher education and that despite the multiple reforms of this system the authors still cannot find the best model.

scholarly journals An entrepreneurial education model for the Namibian Higher Education system

2007 ◽  
Vol 7 (1) ◽  
Author(s):  
P. Ras ◽  
M. Pretorius
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Education System ◽  
Policy Research ◽  
Business Environment ◽  
Exploratory Research ◽  
Entrepreneurial Education ◽  
Higher Education System ◽  
Education Model ◽  
The Government

Purpose: The aim of this paper is to develop an entrepreneurial education model for implementation in the Namibian Higher Education system. Namibia, just like South Africa, has an objective to develop small, medium and micro enterprises to enhance economic growth and reduce unemployment. Development of such a model is supported by the government of Namibia. This paper investigates appropriate entrepreneurial education models used in South Africa for this purpose.Design/Methodology/Approach: This research is an exploratory research design based upon secondary data mainly provided by the Namibian Economic Policy Research Unit (NEPRU) that enabled the researcher to understand and identify the problems that Namibia encounter in their small business environment. Theories, as developed by the University of Pretoria based on entrepreneurial education, were explored and formed the base of the theory exploration. Findings : The researcher investigated an existing entrepreneurial education model being used for the South African context, as well as a comparison of two models, and an integrated model based on the cited models. These models are used to show the importance of such models and the need to develop one for Namibia. Implications: This paper presents a model that can solve the basic need expressed by the Namibian Higher Education System to find an appropriate model to implement. Originality/Value: This paper provides a foundation from which an entrepreneurial education model can be implemented and improved / customised for the Namibian context.

scholarly journals Improvement Of Higher Education In The Process Of Society Digitalization

2020 ◽  
Vol 02 (11) ◽  
pp. 139-147
Author(s):  
Abdumalikov Abdulatif Abdumalikovich ◽  
◽  
Khakimov Nazar Khakimovich ◽  
Turaeva Dinara Tolkunovna ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Education System ◽  
Digital Literacy ◽  
Information Technologies ◽  
Present Stage ◽  
Higher Education System ◽  
Flexible System ◽  
Stage Of Development ◽  
Digital Gap ◽  
And Training

The modern problems of the formation of digital literacy of the society are considered through the created socio-economic prerequisites for the implementation of digitalization programs in the higher education system in Uzbekistan. The author claims that at the present stage of development of civil society, for the analysis of digital involvement, they allow us to fix a digital gap in the higher education system. The article shows that the implementation of the concept of continuous knowledge in the context of the digital economy becomes a reality when the most talented part of young people is selected for university studies, and the principles of openness and accessibility both in the field of higher education and information technologies are implemented. The implementation of these principles allows us to build a more flexible system of higher education, which will create the prerequisites for obtaining qualified knowledge that meets the requirements of society, a market economy, solve innovative problems in creating universal digital literacy and training competitive personnel. The author of the article offers concrete proposals for further improving the digitalization of the higher education system.

Understanding Transformative Learning in Online Education

2010 ◽  
pp. 1-13 ◽  
Author(s):  
T. Volkan Yuzer ◽  
Gulsun Kurubacak
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Transformative Learning ◽  
Program Development ◽  
Education System ◽  
Higher Education Institutions ◽  
Education Programs ◽  
Education Design ◽  
Education Model ◽  
Distance Education System

In these days when innovation and creativity have become crucial in online education programs and courses, higher education institutions should consider about the judgments of authorities about these novel activities, opinions of program development staff, and comparisons executed programs with its online education design. Therefore, the main purpose of this chapter is to discuss about how to develop and deliver transformative online education surrounded by egalitarian values of excellence in each stage of this action, and also global qualities which are vital in higher education. To integrate diverse and multicultural principles under any online education model in higher education, online learning should focus on the development, implementation and evaluation steps of its distance education system, and help all stakeholders decide whether they continue or terminate their online education.

scholarly journals New Online Teaching Mode of Higher Education with Information Technology

2017 ◽  
Vol 5 (11) ◽  
pp. 17-27
Author(s):  
Xin-Hong Wang ◽  
Jing-Ping Wang
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Online Education ◽  
Resource Sharing ◽  
Online Teaching ◽  
Information Age ◽  
Learning Collaborative ◽  
Teaching Mode ◽  
Individualized Learning ◽  
Traditional Pattern

In this article, the current situation of online teaching of higher education in the information age was briefly described, and the characteristics of MOOC and SPOC was also analyzed and compared to propose and construct a new mode of post-MOOC online education based on "autonomous learning - collaborative learning – mixed learning and learning "SCH-SPOC teaching model; and taking the teaching of engineering graphics course exploration as an example, demonstrated the resource-sharing individualized learning mode, while co-teaching collaborative learning mode and flip classroom mixed learning The significance of the new model is to gradually break the traditional pattern of "full house".

scholarly journals Principal Directions of Digital Transformation of Higher Education System in Sustainable Education

2020 ◽  
Vol 208 ◽  
pp. 09042
Author(s):  
Elvir Akhmetshin ◽  
Karine Barmuta ◽  
Vladimir Vasilev ◽  
Hilary Okagbue ◽  
Ogochukwu Ijezie
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Education System ◽  
Digital Economy ◽  
Digital Transformation ◽  
Educational Process ◽  
Innovative Technology ◽  
Higher Education System ◽  
Sustainable Education ◽  
Essential Components

From the perspective of a systematic integrated approach, the article formulates the main directions of digital transformation of higher education system in sustainable education in all its components, taking into account the requirements of the modern digital economy as the leading trend in the country’s innovative development model. The authors consider essential content of the digital economy as a vector of innovative trends focused on the training of specialists of a qualitatively different level, and present the results of the formation of the digital economy in the Personnel and Education direction in 2025. One of the essential components of the modern educational process is the electronic information and educational environment, which is considered as a system that includes innovative technology platforms as an indispensable element for the generation and processing of knowledge. The article explores the prospects for improving the Russian scientific and educational system based on innovative methods of education using neural network technologies, the need for a transition to online education with integrated systems of natural and artificial intelligence. The paper identifies obstacles that significantly hamper the sustainable development of online education, one of which is the lack of teachers of the new formation who can work in the digital environment. It also presents an analysis of the results of a comprehensive study to assess the readiness of higher education to the parameters of the digital economy, showing that most universities are at the initial stage of the informatization and automation processes, which proves the relevance of the materials presented.

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