scholarly journals To the Question About Implementation of the Federal Project “Digital Educational Environment”

2020 ◽  
Vol 23 (1-2) ◽  
pp. 93-98
Author(s):  
Sachita Miroshnichenko
Keyword(s):  
General Education ◽  
Educational Environment ◽  
Educational Process ◽  
E Learning ◽  
The Impact

The article shows the impact e-learning on modern approaches to the traditional educational process. Reveals the problems and contradictions of the use of e-learning in general education institutions.

Schools in an evolving digital environment: Digital renewal and its maturity

2021 ◽  
pp. 5-28
Author(s):  
А. Yu. Uvarov ◽  
V. V. Vikhrev ◽  
G. М. Vodopian ◽  
I. V. Dvoretskaya ◽  
E. Coceac ◽  
...  
Keyword(s):  
General Education ◽  
Digital Technologies ◽  
Educational Environment ◽  
Digital Transformation ◽  
Educational Process ◽  
Digital Environment ◽  
Current State ◽  
Control Actions ◽  
Time Observation ◽  
The Impact

Evolving digital technologies are infiltrating schools wave after wave. The changes taking place are viewed as the schools’ digital renewal process (SDRP). The SDRP is complex (multidimensional). It includes changes in the educational environment (physical and virtual), the educational process, and the way the school operates. The SDRP goes uneven, with individual schools at different stages. One-time observation of the SDRP allows you to fix its current state (statics). The longitudinal observations allows you to see changes in the schools’ digital renewal (kinematics). The connection of the observed changes with the impact on the general education system makes it possible to discuss the development of digital renewal under the influence of individual control actions (dynamics). The stages of penetration of digital technologies into the work of the school: computerization, early and mature informatization, digital transformation (transition to the “Smart School”) can be considered as the stages of maturity of the SDRP. The article discusses a framework for describing the processes of digital renewal of schools in an evolving digital environment and an assessment of the SDRP’s maturity.

scholarly journals Digital Competence of the Educational Environment of the St. Petersburg Public School

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Aleksei Sergeevich Ogorev
Keyword(s):  
General Education ◽  
Educational Environment ◽  
Educational Process ◽  
Digital Competence ◽  
Educational Organization ◽  
Advantages And Disadvantages ◽  
Educational Environments ◽  
Empirical Level ◽  
E Learning ◽  
The Individual

Currently, a new digital educational environment is being formed, changing not only the content, but also pedagogical technologies. There are also new requirements for the digital competence of all participants in the educational process. As a result, there is an increasing need for educational organizations for specialists who are able to organize and support the educational process using the resources of various educational platforms, e-learning, online games, digital textbooks, etc. The purpose of the article is to familiarize readers with the issues of introducing a digital educational environment in a modern general education school, which is used to solve various educational and organizational tasks. During studying the topic, the following methods of the empirical level were used: description, comparison, measurement. The analysis of regulatory documents and a survey among users of existing digital educational environments were also used. At the end, the modeling of the digital educational environment for a specific educational organization was carried out. The result of the study is a designed structure of the environment that reflects the interests of all participants in the educational process. The tools for creating each component of it are also considered. The possibilities of each tool are revealed for students and their parents, teachers and the administration of an educational organization. The composition and user group of the environment components are described. Special attention is paid to the advantages and disadvantages of implementing the environment when implementing mixed and distance learning within the individual training route of students at any stage. Since the openness of the environment should take into account social mechanisms – competition, cooperation, mutual learning and mutual evaluation. In addition, the specific features of the digital educational environment at different levels are reflected. The issues of high-quality content and openness of the digital educational environment are raised.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

scholarly journals Implementation of E-Learning Innovative Technologies in The Process of Studying Foreign Languages by Students of Agrarian Universities

2020 ◽  
Vol 8 (1) ◽  
pp. 75-84
Author(s):  
Marina Anatoliivna Bilotserkovets ◽  
◽  
Oksana Yuriivna Gubina ◽  
Oleksandr Mykolaiovych Kobzhev ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Communication Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Foreign Languages ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Educational Materials ◽  
Study Results ◽  
E Learning

The article reveals the implementation of innovative e-learning technologies in the process of mastering the discipline “Foreign language in the professional direction” by students of agricultural universities. Actual approaches to teaching humanities require the use of information-communication technologies (ICT) for educational purposes, that allows increasing the volume of educational materials and modernizing it with the help of multimedia presentation tools. The application of information-communication technologies contributes to the students’ mastering of foreign languages knowledge as a tool of communication in a global society and the development of their information competencies. Particular attention is paid to the characteristics of the content, structure and objectives of the electronic training course on learning English, German, Ukrainian and Russian as foreign languages for students of the distance learning form of Sumy National Agrarian University. The presented distance learning course is an innovative development exemplar, that provides learners’ study of educational textual, audio and video materials in the mode of independent work with a computer and facilitates regulating the order of interaction of students with a computer. Such interaction contributes to the improvement of the efficiency of the educational process through the introduction of new methods and means of teaching educational materials; stimulates students’ interest in the study of foreign languages through the use of innovative information-communication technologies; responsiveness of the feedback and the possibility of direct consultation with the teacher in the educational environment of the Moodle platform. The analysis of the experimental study results showed predominantly sufficient and high levels of humanitarian knowledge in experimental groups that were trained on the basis of the electronic course in the educational environment of Moodle platform; in contrast to the low and initial levels in the control groups.

scholarly journals Improving the quality of education: risks of virtual educational environment

2021 ◽  
Author(s):  
С.А. Ковчур
Keyword(s):  
Personal Characteristics ◽  
Legal Regulation ◽  
Educational Environment ◽  
Educational Process ◽  
Quality Of Education ◽  
Digital Learning ◽  
Negative Consequences ◽  
Effective Work ◽  
The Impact

В статье рассматривается проблема влияния рисков виртуальной образовательной среды на качество образования. С точки зрения педагогического взаимодействия как основы цифрового образовательного процесса выделяются риски, связанные с внешними организационными условиями реализации цифрового образования (отсутствие финансирования, принятие неэффективных управленческих решений, недостаточное нормативно-правовое регулирование, отсутствие материально-технического обеспечения, ограничение доступа к образовательным услугам), и психолого-педагогические риски (дидактические ошибки и недостатки в организации цифрового обучения, обусловленные неготовностью к деятельности в виртуальной образовательной среде участников педагогического взаимодействия, и их личностные характеристики, препятствующие эффективной работе). На основе анализа практической реализации проектных технологий даны рекомендации по предупреждению негативных последствий неготовности преподавателей и студентов к учебной деятельности в условиях виртуальной образовательной среды. The article deals with the problem of the impact of virtual educational environment risks on the quality of education. From the perspective of pedagogical interaction as of the basis of a digital educational process, the article highlights the risks associated with external organizational conditions of the implementation of digital education. Among them, there is a risk of a lack of funding, of making inefficient management decisions, of insufficient legal regulation, of a lack of logistical support, and of restricted access to education. Psychological and pedagogical risks are didactic mistakes and defects in the organization of digital learning, and personal characteristics as obstacles to effective work – both due to the unpreparedness of the participants of pedagogical interaction to work in the virtual educational environment. The author expresses opinion of the different degrees of such risks manifestation and the occurrence of consequences for the quality of education. Based on the analysis of practical experience in the implementation of project technologies, recommendations are offered to prevent the negative consequences caused by the unpreparedness of teachers and students learning in virtual educational environment.

scholarly journals Perception of Educational Environment Among Undergraduate Students in a Chiropractic Training Institution

2011 ◽  
Vol 25 (2) ◽  
pp. 151-163 ◽  
Author(s):  
Per J. Palmgren ◽  
Madawa Chandratilake
Keyword(s):  
Undergraduate Students ◽  
Educational Environment ◽  
Educational Process ◽  
Training Institution ◽  
Demographic Groups ◽  
Self Confidence ◽  
Education Environment ◽  
Close Relationship ◽  
The Impact ◽  
Very High

Purpose: The impact of the educational environment in student learning is well documented. However, there is a scarcity in the literature exploring the educational environment in chiropractic training institutions. This study aimed to identify the perceived educational environment in a chiropractic training institution and the possible perceptual differences among different demographic groups. Methods: The perceived educational environment was surveyed using Dundee Ready Education Environment (DREEM), which is a validated, self-administered, and Likert-type inventory. DREEM items focus on subdomains related to learning, teachers, self-confidence, academic atmosphere, and social environment. The results were analyzed and interpreted in relation to standard norms of DREEM and demographic variables. Results: The survey was completed by 124 chiropractic undergraduate students (response rate 83%). Statistically, the inventory items showed high correlation and the subdomains showed a close relationship. Overall the DREEM score was very high: 156.1/200 (78%). The subdomain scores were also at very high levels. However, the scoring of four items by students was consistently poor: lack of a support system for stressed students, 1.8 (SD 1.1); authoritarian teachers, 1.8 (SD 1.2); inadequate school time-tabling, 2.0 (SD 1.1); and overemphasis on factual learning, 2.0 (SD 1.0). There were no statistically significant differences in DREEM scores between gender, age, minority, and ethnicity groups. Conclusions: In general, students perceived that a sound educational environment is fostered by the institution and its educational program for all students despite their demographic variations. However, certain specific elements of the educational process may need to be addressed to improve the educational experience.

scholarly journals Methodology and features of assessing the economic effect of implementing digital educational environment models in secondary vocational and higher education systems

2021 ◽  
Vol 18 (1) ◽  
pp. 62-80
Author(s):  
Alexander V. Fedotov ◽  
Elena A. Polushkina
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Economic Effect ◽  
Educational Programs ◽  
Educational Environment ◽  
Learning Technologies ◽  
Educational Process ◽  
Education Systems ◽  
E Learning ◽  
Distance Learning Technologies

Problem and goal. The active introduction of e-learning and distance learning technologies in the educational process, the reform of traditional models of learning and education have become priority areas of reforms and initiatives in various national education systems in the 21st century. Given that public spending is the main source of funding for education in the OECD countries, assessing the economic impact of implementing a digital educational environment at different levels of education under pressure on public budgets has become a key issue for national governments and educational organizations, as well as the subject of special research. In Russian practice assessment of the economic effect of the full-scale use of e-learning and distance learning technologies in the implementation of educational programs of secondary professional (training of middle-level specialists) and higher education have not yet been carried out. For these purposes, a methodology has been developed, which, however, needs to be tested. Results. The study identified a list of costs required to ensure the full use of e-learning and distance educational technologies in realization of educational programs of secondary vocational (training of mid-level professionals) and higher (including graduate school) education; the methodlogy for assessing the economic effect of these measures is justified, and calculations are made based on this methodology. Conclusion. The developed methodology has shown its effectiveness and needs further research and quantitative analysis.

Integration of general education and vocational training on the example of phenomenon-based learning

2021 ◽  
pp. 115-122
Author(s):  
Maria Mikhailovna Parshina
Keyword(s):  
College Students ◽  
Information Technology ◽  
General Education ◽  
Vocational Education ◽  
Vocational Training ◽  
Integrated Approach ◽  
Educational Process ◽  
Professional Activity ◽  
The Impact ◽  
Development Of Students

This article discusses the possibilities of using phenomenon-oriented learning in institutions of secondary vocational education, the impact of learning based on phenomena on the integration of general education and vocational training, as well as the importance of the phenomenon-based approach for the development of students’ personality. The author prepared a brief overview of the existing experience in the implementation of phenomenon-based learning in education, including making a comparison with the integrated approach in education widely used in the 20s of the last century in our country, identified the differences between the integrated approach and phenomenon-based learning, and also conducted an experiment on the introduction of elements of phenomenon-based learning in the process of studying the discipline “Information technology in professional activity” for college students. The results of the study showed that the introduction of phenomenon-based learning into the educational process contributes to the development of a harmonious personality of the student, the development of creativity skills and the ability to independently work with information, and increases the motivation of students to study.

scholarly journals The use of cloud services to enhance information interaction in e-learning to improve the quality of educational results

2020 ◽  
Vol 47 (5) ◽  
pp. 384-397
Author(s):  
Tatyana V. Masharova ◽  
◽  
Elena A. Mikhlyakova ◽  
Vladimir Y. Krukovskiy ◽  
Guiyun Yang ◽  
...  
Keyword(s):  
Mobile Applications ◽  
Cloud Service ◽  
Educational Environment ◽  
Educational Process ◽  
Cloud Services ◽  
Learning System ◽  
Research Activities ◽  
Information Interaction ◽  
E Learning

The problem and the aim of the study. New challenges and requirements of society and the state to the e-education system necessitate the formation of students' skills for active information interaction and cognitive activity in the digital space. The authors propose to use cloud services for organizing the educational process, e-learning participants integration and communication, expanding didactic tools and improving the quality of graduate training in the electronic educational environment. Research methods. The main methods are theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of the results of control events and the content of the Google Classroom cloud service (assigned tasks, announcements, instructions, links to additional resources). The pedagogical experiment involved 52 students (35% of girls and 65% of boys) from the Law Institute of Vyatka State University. The G sign criterion is used as a statistical processing method. Results. The features of the organization of e-learning in a digital school have been formulated to enhance information interaction based on the use of cloud technologies through the Google Classroom service: the integration of students and teachers into a single information and educational space, expanding the possibilities of learning and communication; "synchronization" of educational and cognitive activities in different digital resources; the orientation of the service content to the peculiarities of the modern student’s perception, the ability to work in the format of mobile applications activates cognitive interest, research activities and communication practice are supported. The empirical value Gemp=3<Gcr=10 (for p=0.01) obtained during the experiment confirms that the shift towards improving the quality of educational results after using the Google Classroom cloud service is not accidental. Conclusion. The use of cloud services in organizing information interaction in the e-learning system will improve the quality of educational results while providing a set of conditions: enhancing cognition, connecting students to information interaction in new ways, expanding the boundaries of the educational environment, modifying the roles of participants in the didactic process, and using mobile applications.

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