DIGITAL EDUCATIONAL ENVIRONMENT AS A NEW SPACE OF EDUCATIONAL PRACTICE i

The article is devoted to identifying the features of using digital technologies in the educational process for training future journalists. Based on the analysis of the educational practice of Russian universities and the theory of digital education, the specifics of creating and applying a digital educational environment in the conditions of training future specialists in the media sphere are determined. The article substantiates the application of a two-stage model of digital education for journalism students based on the principle of a flexible combination of online and offline education based on the educational activity of students.

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Active Learning in an Environment of Innovative Training and Sustainability. Mapping of the Conceptual Structure of Research Fronts through a Bibliometric Analysis

Sustainability ◽

10.3390/su12198012 ◽

2020 ◽

Vol 12 (19) ◽

pp. 8012

Author(s):

Clemente Rodríguez-Sabiote ◽

Álvaro Manuel Úbeda-Sánchez ◽

José Álvarez-Rodríguez ◽

Daniel Álvarez-Ferrándiz

Keyword(s):

Active Learning ◽

Web Of Science ◽

Educational Practice ◽

Conceptual Structure ◽

Methodological Challenge ◽

Research Fronts ◽

Teachers And Students ◽

New Space ◽

European Higher Education ◽

Emerging Topics

The present study seeks to map and visualize up-to-date perspectives of the topic of active learning by analyzing and interpreting the different elements that make up learning ecosystems within the European Higher Education Area. With this aim, scientometric methods were employed to analyze a sample of 474 articles recovered from Web of Science (WoS) during the three-year period between 2018 and 2020. All articles examined the topic of active learning. Keywords (authors’ keywords and ‘keywords plus’) from the manuscripts were examined through co-occurrence analysis in order to establish the conceptual structure of active learning. Among the different trends and emerging topics identified, there is an important presence of topics related to technology applied to the field of education, where digital contexts acquire a preponderant role in current education. These innovative changes focused on the digital updating and exploitation of technology represent a methodological challenge that requires an involvement and commitment to this new space for educational practice by teachers and students.

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USING QUALITY MANAGEMENT PROCEDURES IN EDUCATION: MANAGING THE LEARNER‐CENTERED EDUCATIONAL ENVIRONMENT / KOKYBĖS VALDYMO PROCEDŪROS TAIKYMAS MOKYMUI: Į MOKINĮ ORIENTUOTOS MOKYMO APLINKOS VALDYMAS

Technological and Economic Development of Economy ◽

10.3846/tede.2010.05 ◽

2010 ◽

Vol 16 (1) ◽

pp. 75-93 ◽

Cited By ~ 13

Author(s):

Yulia Stukalina

Keyword(s):

Quality Management ◽

Educational Practice ◽

Educational Environment ◽

Educational Organizations ◽

Management Tools ◽

Environment Quality ◽

Management Procedures ◽

Attention To Students ◽

Education Managers

Now, the role of quality management in education is increasing. Managing for quality is now one of the major issues for educational organizations. One of the key tasks for education managers is to provide the learning process participants with an effective and motivating educational environment. Management of the educational environment presupposes giving a particular attention to students’ needs and requirements in order to improve educational practice and enhance educational quality. Among other things having their impact on the educational environment effectiveness is to what extent it motivates students for further studies. In this context, we regard student motivation as an essential factor for the educational environment quality improvement. This paper considers some quality management procedures that can be used by education managers to provide qualitative changes in the educational environment. To improve the quality of the educational environment we may use several management tools, regular educational environment evaluation being one of them. It includes collecting student feedback, which is a valuable source of analytical input in the process of the environment quality enhancement. Santrauka Kokybės valdymo svarba švietimui pastaruoju metu išaugo. Ji yra viena iš pagrindinių švietimo organizacijų uždavinių. Svarbiausia švietimo vadybininkų užduotis ‐ mokymo proceso dalyviams sudaryti veiksmingą ir motyvuotą mokymo aplinką. Remiantis mokymo aplinkos valdymu, manoma, kad norint pagerinti mokymą ir pakelti mokymo kokybę reikia atsižvelgti į studentų poreikius bei reikalavimus. Vienas iš svarbiausių veiksnių, darančių įtaką mokymo aplinkos efektyvumui, yra studentų skatinimo toliau mokytis lygis. Remiantis šiuo kontekstu studento motyvacija laikoma esminiu veiksniu, padedančių pagerinti mokymo aplinkos kokybę. Norint pagerinti mokymo aplinką, galima naudoti keletą valdymo priemonių. Viena iš jų yra įprastos mokymo aplinkos įvertinimas. Ją sudaro mokinių grižtamasis ryšys, kuris yra vertingas šaltinis mokymo aplinkos kokybės gerinimo procese.

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SISTEM PEDAGOGI DALAM CERITA BHAGAWAN DHOMYA LAWAN SISYANIRA (PERSPEKTIF PENDIDIKAN AGAMA HINDU)

Jurnal Penelitian Agama Hindu ◽

10.25078/jpah.v1i2.236 ◽

2017 ◽

Vol 1 (2) ◽

pp. 197

Author(s):

Komang Pusparani

Keyword(s):

Religious Education ◽

Educational Practice ◽

Educational Environment ◽

Paddy Fields ◽

Educational Goals ◽

Learning Approach ◽

Educational Tools ◽

Student Centered ◽

Student Centered Learning

<em>The Bhagawan Dhomya Lawan Sisyanira story is part ofAdi Parwa. The story is reflection of the interrelationship between pedagogical components, such as: educational goals, educators, learners, educational tools and educational environment, which form a system in educational practice called pedagogy system. Education components of Bhagawan Dhomya Lawan Sisyanira’s storydirected to student centered learning, which a test of obedience and devoted of Bhagawan Dhomya’s students, namely Sang Arunika tested by paddy fields, Sang Utamanyu tested by shepherds cows and Sang Weda tested by providing dishes in the kitchen. The exam given by Bhagawan Dhomya to his students has been concerned about the nature of learners as the subjects and also educational objects. Therefore, students are directed to adapt and interact with the environment, but still pay attention to the components of pedagogy, so the education can be well done and Hindu religious ecaducation values in Bhagawan Dhomya Lawan Sisyanira’s story relevant to applied as guidance in the implementation of education. Based on the explanation, the purpose of this paper is to describe the pedagogy system, learning approach and Hindu religious education values in Bhagawan Dhomya Lawan Sisyanirastory</em>

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GEROS MOKYKLOS KONCEPCIJOS ĮGYVENDINIMAS IKIMOKYKLINIO UGDYMO ĮSTAIGOJE: LOPŠELIO-DARŽELIO „TRYS NYKŠTUKAI“ ATVEJIS [IMPLEMENTATION OF THE CONCEPT OF A GOOD SCHOOL IN THE PRE-SCHOOL EDUCATION INSTITUTION: THE CASE OF THE NURSERY SCHOOL “TRYS NYKSTUKAI”]

ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY ◽

10.48127/spvk-epmq/17.9.141 ◽

2017 ◽

Vol 9 (3) ◽

pp. 141-150

Author(s):

Reda Poneliene ◽

Danguole Dargiene

Keyword(s):

Nursery School ◽

Educational Institution ◽

Educational Practice ◽

Education Institution ◽

Educational Environment ◽

School Education ◽

Quality Of Education ◽

Self Evaluation ◽

Good School

The concept of a Good School creates preconditions for raising the level of quality of the performance of the country’s schools implementing general curricula, for showing the activity direction for schools and for enabling them to act. In order to ensure the quality of pre-school education, self-evaluation of the performance of pre-school education institutions, which promotes reflection on the activities of the staff of pre-school educational institutions and the possibilities for changes in quality, acquires increasing importance. Following the position that self-evaluation of the quality of institutional activities is significantly affected by community agreements on the quality of education and its characteristics, the qualitative research (case study), aiming to find out which aspects of the Good School and features characterizing them are characteristic to a concrete pre-school education institution, was conducted. The study involved various interest groups (parents, children, pedagogues). It was identified that the characteristic features of a good nursery school had included the aspects of the educational environment, life in the school and staff, which enabled to assume that the properly selected educational environment and professional, qualified pedagogues influenced children’s quality participation in the life of the educational institution. Besides, the research results can be the basis for improvement of the educational practice in a particular institution, separately analysing those aspects of the good school (nursery school) and features describing them which received less attention of investigated persons and providing guidelines for further studies on the quality of education. Key words: good school, aspects of the good school, pre-school education institution, self-evaluation of the quality of school performance, quality of education.

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Pendidikan Teologi dalam Perspektif Kebijakan Pendidikan Developmentalism di Indonesia

10.31227/osf.io/5xg84 ◽

2018 ◽

Author(s):

Yudha Nata Saputra

Keyword(s):

Education Policy ◽

Educational Policy ◽

Educational Philosophy ◽

Theological Education ◽

Educational Practice ◽

Educational Theory ◽

Educational Environment ◽

Te Deum ◽

Study Results ◽

Information And Communication

This article wiil submit to Jurnal Te Deum. Development in all fields requires a more educated society. Developmentalism education policy answers the needs of development. How is the link between philosophy, educational theory and educational policy developmentalism? How well developmentalism educational practice that has been practiced in the educational environment in Indonesia? The study results showed that neopositivisme educational philosophy and theory of humanism education is the basis for education policy developmentalism. In the practice of education, educational policy developmentalism focused on efforts to explore the potential of students, technology-based approach to information and communication is an important tool in the practice of education. In the context of education policy developmentalism, theological education in Indonesia comes with teologi pergumulan rangkap.

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LANGUAGE POLICY IN THE EDUCATIONAL ENVIRONMENT OF THE RUSSIAN-BELARUSIAN BORDERLANDS

ISSUES OF ETHNOPOLITICS ◽

10.28995/2658-7041-2020-2-39-53 ◽

2020 ◽

pp. 39-53

Author(s):

Inna A. Koroleva ◽

Keyword(s):

Language Policy ◽

Educational Practice ◽

Young Person ◽

Educational Environment ◽

Russian Language ◽

Border Zone ◽

Native Languages ◽

The Republic ◽

Cultural Dialogue ◽

Cultural Component

In the light of modern processes of globalization, the importance and significance of cross-border cooperation between the border regions of Russia and the Republic of Belarus in various fields: economic, political, administrative and, of course, socio-cultural, is quite obvious. Particular attention should be paid to the language policy in the border zone, in particular – to the language processes in the educational environment that form and socialize the personality of a young person, schoolchildren and student. Using the example of the implementation of language policy in a separate region, the Smolensk-Vitebsk borderland (the Smolensk region borders the Vitebsk region of the Republic of Belarus for more than 200 km), it is shown how the study of sociocultural realities in the territories of contacting languages, Russian and Belarusian, can be practically implemented in educational practice, which contributes to the formation of knowledge of the interaction of different national languages, Russian and Belarusian, among students of schools and universities of the borderlands. It has been proved that there are both processes of cultural globalization and self-identification of ethnic communities in the borderlands. It is considered how the correct language policy in the educational environment helps to solve the problem of the growing generation’s awareness of cultural dialogue in the bilingual space, makes it possible to develop national self-identification while simultaneously perceiving the value attitude towards the Russian language. The attention is focused on the role of the process of cooperation in the field of education. It has been proven that the correct implementation of the language policy strengthens the relationship between Russia and the Republic of Belarus, allows expanding contacts in the professional educational and scientific environment. It is assumed that the further introduction of the socio-cultural component into the educational practice of the borderlands will expand the possibilities of dialogue between the native languages – Russian and Belarusian.

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Evaluation of the Deferred Efficiency of the Formative Psychological Impact in the Educational Environment

Integration of Education ◽

10.15507/1991-9468.100.024.202003.396-411 ◽

2020 ◽

Vol 24 (3) ◽

pp. 396-411

Author(s):

Irina A. Baeva ◽

Liudmila I. Shakhova

Keyword(s):

Psychological Impact ◽

Psychological Safety ◽

Educational Practice ◽

Mental States ◽

Primary Diagnosis ◽

Educational Environment ◽

Expert Assessment ◽

School Students ◽

Methods And Techniques ◽

Psychological Influence

Introduction. The relevance of the study is determined by the importance of methodological foundations and techniques for the assessment of the deferred efficiency of the psychological programs and formative impacts in the education system. By using the program for ensuring the elementary school students’ psychological safety the authors demonstrated the possibility of assessing the effectiveness of psychological influence three years after the program had been completed. The purpose of the article is to discuss the results and the algorithm for determining the deferred efficiency of the program of psychological influence in the educational environment. Materials and Methods. At the stage of primary diagnosis of effectiveness, the following methods and techniques were used: the questionnaire for children, parents and teachers (developed by the authors); questionnaire “Typical mental states students experience in educational activities”; explicit anxiety scale for children CMAS; technique “ladder”; drawing “Me in school”; color association technique; expert assessment of the educational environment in terms of risks and psychological safety resources. At the stage of deferred diagnosis (three years after the forming experiment) the same package of psychological diagnostics was used, as well as the standardized scale “Psychological safety of the educational environment” by I. A. Baeva. Methods of mathematical statistics of the stage of deferred diagnosis: two-stage cluster analysis; discriminant analysis with variable prediction; Pearson’s Chi Square; G-criterion of signs; ANOVA using software package SPSS Statistics 22.00. Results. An algorithm is proposed for the deferred assessment of the formative psychological impact in the educational environment. The applied diagnostic complex for assessing the psychological safety of primary schoolchildren, students of cadet classes has been proved to be valid. The efficiency of the program for ensuring the psychological safety of elementary schoolchildren and students of cadet classes has been confirmed, both in the immediate and in the long-term perspective. Discussion and Conclusion. The approach to deferred assessment of the effectiveness of psychological programs used in the research can serve as the basis for developing assessment methods and techniques for the quality of a formative experiment in psychology; for increasing the effectiveness and importance of psychological support for the participants of the educational environment. The article can be of interest to researchers of psychological problems in educational practice when determining the efficiency of support programs.

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