UNIVERSITY TEACHERS’ READINESS FOR ONLINE EDUCATION: DIGITAL COMPETENCE, RESEARCH EXPERIENCE

2020 ◽  
pp. 26-39
Author(s):  
Eval’d Phridrikhovich Zeer ◽  
Natalia Viktorovna Lomovtceva ◽  
Vera Stepanovna Tretyakova
Keyword(s):  
Online Education ◽  
Research Experience ◽  
Digital Competence ◽  
University Teachers

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

scholarly journals Pandemic enforcement: E-working and e-learning joined their efforts globally

2021 ◽  
Vol 129 ◽  
pp. 01002
Author(s):  
Michal Beno ◽  
Jozef Hvorecky
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Slovak Republic ◽  
Optimal Solution ◽  
Value Added ◽  
Full Time ◽  
Global Features ◽  
Hybrid Education ◽  
University Teachers ◽  
E Learning

Research background: E-learning and e-working collaborated on a voluntary basis for long. The global COVID-19 lockdown enforced them to a rapid worldwide transition to work, teach, and learn from home. Purpose of the article: Our main aim is to identify the interrelations between e-learning and e-working during the pandemic period. Considering e-working as the 1st pillar and e-learning as the 2nd pillar, we ask: What structure can we build above them? What are its global features? Methods: Our study uses a comparative analysis. We juxtapose results of a survey among 120 full-time Austrian e-workers on their experience with e-working and e-learning with one of 172 university teachers in Czech and Slovak Republic. Our findings can be applied far beyond their local frontiers. Findings & Value added: Among the employees, 40% are facing some difficulties with face-to-display work. Only 40% of the employees would like to work at cubicles after the pandemic, 30% prefer hybrid (combination of online and on-site) and 30% full e-working. 75% of e-workers participated in online courses. 45% of them wander whether schools and universities are prepared for e-learning. 60% highlight that education system needs to invest in its ICT to be better prepared for online education; 70% recommend hybrid education as the optimal solution. 40% of them believe that online learning is more challenging compared to traditional onsite learning. Some of their suggestions contradict the opinion of university educators. A majority of them considers online education as a temporary replacement.

scholarly journals The Influence of Technology on Mental Well-Being of STEM Teachers at University Level: COVID-19 as a Stressor

2021 ◽  
Vol 18 (18) ◽  
pp. 9605
Author(s):  
Johanna Andrea Navarro-Espinosa ◽  
Manuel Vaquero-Abellán ◽  
Alberto-Jesús Perea-Moreno ◽  
Gerardo Pedrós-Pérez ◽  
Pilar Aparicio-Martínez ◽  
...  
Keyword(s):  
Mental Health ◽  
Online Education ◽  
Bibliometric Analysis ◽  
Well Being ◽  
Cross Sectional Study ◽  
Health Issues ◽  
Cross Sectional ◽  
University Teachers ◽  
Use Of Technology ◽  
Mental Well Being

Stress can result in psychopathologies, such as anxiety or depression, when this risk factor continues in time. One major stressor was the COVID-19 pandemic, which triggered considerable emotional distress and mental health issues among different workers, including teachers, with another stressor: technology and online education. A mixed-method approach is presented in this research, combining a cross-sectional study of university teachers from Ecuador and Spain with a medium of twenty years of working experience (N = 55) and a bibliometric analysis carried out in three databases (161 documents). The levels of anxiety and depression, and therefore the risk of developing them as mental disorders, were high. The lack of training (p < 0.01), time (p < 0.05), or research regarding the use of technology in education (p < 0.01) and stress caused by COVID-19 (p < 0.001) were linked to frequency. The most relevant observational study obtained through the bibliometric analysis (138 citations and over 65% of methodological quality) indicated that previous training and behavioral factors are key in the stress related to technology. The combination of the results indicated that mental health in STEM teachers at university is related to diverse factors, from training to the family and working balance.

scholarly journals Burnout and Online Education: Adaptation and Validation of scale during Pandemic

Telos ◽  
2022 ◽  
Vol 24 (1) ◽  
pp. 24-39
Author(s):  
J. Patricia Muñoz-Chávez ◽  
Rigoberto García-Contreras ◽  
David Valle-Cruz
Keyword(s):  
Online Education ◽  
Factor Structure ◽  
Educational Leaders ◽  
Maslach Burnout Inventory ◽  
Well Being ◽  
Confirmatory Factor Analyses ◽  
University Teachers ◽  
Virtual Tools ◽  
Wide Range ◽  
Confirmatory Factor

During the COVID-19 pandemic, online education represented a serious alternative to continuing working life in higher education institutions (HEIs). Teachers around the world embraced a new role, adopting and using a wide range of technological and virtual tools to continue performing their activities and with the aim to interact with students and to continue teaching. For this reason, research related to seek and identify factors for the teachers’ well-being is essential for educational leaders. Regarding these ideas, this paper aims to test the construct validity of a Mexican version of the Maslach Burnout Inventory-Educators Survey (MBI-ES) of Maslach et al. (1997), adapted to online education. Participants consisted of 406 Mexican university teachers who emergently switched from traditional to online educational practices during the SARS-CoV-2 virus outbreak. In order to test the factor structure of three alternative models based on Szigeti et al. (2016), the authors performed exploratory and confirmatory factor analyses (Ferrando & Lorenzo-Seva, 2018). Results showed that the model with three domain factors has the best fit. Besides, our findings show that the three-factor structure of the Mexican adaptation of MBI-ES is valid and reliable for the analysis of online education because the loading of all factors was representative.

scholarly journals Research Competencies of Medical University Teachers: Evaluation, Perception, and Perspective

2020 ◽  
Vol 8 (E) ◽  
pp. 181-187
Author(s):  
Gulbakit K. Koshmaganbetova ◽  
Saule S. Kurmangaliyeva ◽  
Alima R. Kashkinbayeva ◽  
Kairat B. Kurmangaliyev ◽  
Nurgul U. Alekenova
Keyword(s):  
Time Management ◽  
Average Score ◽  
Research Experience ◽  
Medical Teacher ◽  
Research Skills ◽  
Design Data ◽  
Specific Research ◽  
University Teachers ◽  
Research Activities ◽  
Research Competencies

BACKGROUND: Research competence is one of the important competencies of a medical teacher. AIM: The aim of study was to evaluate the research competencies teachers (n = 90) by online questionnaires. METHODS: The questionnaire assessed transferable research skills, research-specific skills (research design, data collection, and analysis), research experience, attitude, and motivation to conduct research. RESULTS: About 55% of respondents are fully aware of the research activities at their university. Higher rates in transferred skills were established: Teamwork (average score 8/10: 55.5%), and ability to collect information (average score 8/10: 47.9%). Low general skills (project management and time management) are 15.6% and 12.2% of the teachers surveyed. Low indicators of specific research skills of biostatistics (average score 1/4–18.9%) and article submission (average score 1/4–13.2%) were revealed. Competence of male teachers is higher than that of women in their transmitted information collection skills (Z = 2.6, p = 0.008), evaluation of information (Z = 2.4, p = 0.015), and problem solving (Z = 2.3, p = 0.02). Specific research skills did not depend on the gender and affiliation to the department. Most teachers understood the term “research” as “the process of obtaining new knowledge,” and “experimenting and/or testing hypotheses.” Skills require improvement: Biostatistics skills, design definition, preparation of abstracts, and articles. Most respondents showed high motivation (71.1%) to conduct research. CONCLUSION: The research competencies of university teachers’ need to be improved. It is necessary to focus on the integration of special research skills in programs on all levels of education.

scholarly journals Readiness of higher school teachers to use digital technologies in the educational process

2021 ◽  
pp. 163-172
Author(s):  
Elena Manuzuna ◽  
Anastasia Chufeeva ◽  
Svetlana Artemyeva
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Online Survey ◽  
Digital Technologies ◽  
Individual Characteristics ◽  
Educational Process ◽  
Modern World ◽  
Digital Competence ◽  
University Teachers ◽  
Digital Competencies

The digitalization of the education system imposes certain circumstances not only on the organization of the educational process and the training of specialists in demand in the modern world, but also on the skills of a teacher in the field of information and communication technologies. Within the framework of this article, an analysis of Russian and foreign approaches to defining a set of digital competencies necessary for a modern teacher of higher education is carried out. The purpose of this study is to determine an objective diagnostic toolkit for identifying the level of digital competencies among teachers of higher institutions. Based on the analysis of Russian and foreign experience in the development of digital competence among teachers, including a higher education teacher, an internal questionnaire was developed to assess the level of formation of the necessary digital skills. Data collection was carried out through an online survey of teachers using a structured questionnaire. A survey of university teachers was conducted in order to identify the readiness to use digital technologies in the educational process. The data obtained during the survey made it possible to obtain objective information about the level of formation of digital competencies among teachers and their readiness to use digital tools and technologies in the educational process. University teachers have demonstrated high results in such competencies as the use of digital solutions for effective communication of students on academic assignments; creating your own digital resources; creation and modification of digital educational materials, inclusion of students in group work using the Internet, including online services for joint project activities; taking into account the individual characteristics and needs of students in the educational process; exchange of ideas and materials with colleagues from other educational organizations, including through cloud systems, advanced training through online training.

scholarly journals Online Education during COVID-19 in Bangladesh: University Teachers’ Perspective

2021 ◽  
Vol 5 (1) ◽  
pp. ep21005
Author(s):  
Md Iftakhar Parvej ◽  
Mimma Tabassum ◽  
Seefat E Mannan ◽  
Firoz Ahmed
Keyword(s):  
Online Education ◽  
University Teachers

scholarly journals Development and Assessment of Key Skills in Undergraduate Students: An action-research experience

2012 ◽  
Vol 2 (1) ◽  
pp. 32 ◽  
Author(s):  
Ana Fernández-Santander ◽  
María José García-García ◽  
Beatriz Sáez-Pizarro ◽  
María José Terrón-López
Keyword(s):  
Action Research ◽  
Undergraduate Students ◽  
Employability Skills ◽  
Research Experience ◽  
Font Size ◽  
Education Students ◽  
University Teachers ◽  
Key Skills ◽  
Different Types ◽  
Development Assessment

<p><span style="color: black; line-height: 115%; font-family: &quot;Arial&quot;,&quot;sans-serif&quot;; font-size: 11pt; mso-fareast-font-family: Calibri; mso-themecolor: text1; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Employers look for professionals able to work in a team, able to approach the problems, with the capacity to analyze and resolve problems, under the constant renewal of knowledge and competencies. In this paper, a group of University teachers from different areas of knowledge presents an experience to introduce key employability skills in the higher education students’ curricula. This work has been developed under the action research scope. The first goal was to make an analysis of terms referred to key skills, generating an integrated denomination for each competency. The elaboration of general templates for key skills is proposed here as a useful tool that provides information about development, assessment and marking of each skill. Different types of rubrics and assessment templates, used during this experience, are presented.</span></p>

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.

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