scholarly journals Features of the formation of educational motivation of students in a digital educational environment

2021 ◽  
Vol 102 (2) ◽  
pp. 18-25
Author(s):  
N. Serikbayeva ◽  
◽  
P. Rakhimgalieva ◽  
Zh. Suleimenova ◽  
◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Psychological Factors ◽  
Academic Motivation ◽  
Digital Technologies ◽  
Digital Tools ◽  
Educational Institutions ◽  
Recent Experience ◽  
Full Time ◽  
Digital Environment ◽  
Educational Motivation

The content of the article is aimed at a comparative analysis of the level of formation of educational motivation of students in accordance with the development of digital technologies. The digitalization process will make it possible to teach students in higher educational institutions remotely and in traditional form, providing for the development of human capital. Recent experience shows that 75 % of students are proficient in using digital tools, but academic motivation to study online is low. Our research was aimed at identifying the features of the change in the level of educational motivation of students in distance online learning compared to full-time education. A comparative analysis of the features of the formation of students' motivation using psychodiagnostic methods is carried out. The results of a study of 125 university students showed that the motivation of students to study remotely differs for a number of reasons. The article describes the pedagogical and psychological factors that contribute to the formation of educational motivation of students in a digital environment, and provides a quantitative analysis of the research results.

scholarly journals Digital tools in the formation of physical culture values in the higher education system

2021 ◽  
Vol 113 ◽  
pp. 00027
Author(s):  
M.I. Bolotova ◽  
M.A. Ermakova ◽  
S.S. Korovin
Keyword(s):  
Digital Technologies ◽  
Digital Tools ◽  
Theoretical Research ◽  
Physical Culture ◽  
Full Time ◽  
Online Questionnaire ◽  
Higher Education System ◽  
Physiological Indicators ◽  
Pedagogical Innovations ◽  
Medical University

The article discusses and describes theoretical research and practical results of using digital technologies in formation of values of physical culture in the medical university. The experiment involved 1569 young men and women of full-time education form of the Orenburg State Medical University. To collect statistics in the context of a pandemic were used the online questionnaire and interview method. The respondents developed basic digital skills in use of various digital tools that allow them to monitor the physiological indicators. There was observed an increase in the level of motor activity in groups of students during online classes using educational platforms. There was discovered a positive dynamics in the orientation of the student's personality to health as a value. Thus the systematic implementation of digital technologies in the teaching of disciplines (modules) in physical culture and sports contributed personification of the learning process, visualization of environments for the training process, enlargement of forms of physical and recreation activities, introduction of platform solutions as a space for pedagogical innovations.

scholarly journals Digital Environment of Higher Education in Russia: Objective Conditions and Subjective Perception of Distance Learning by Students in a Situation of Increasing Risks

2021 ◽  
Vol 2021 (1) ◽  
pp. 45-57
Author(s):  
Raushanya Zinurova ◽  
Tatiana Nikitina
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Educational Institutions ◽  
Subjective Perception ◽  
Full Time ◽  
Digital Environment ◽  
Wide Range ◽  
E Learning ◽  
Learning Platforms ◽  
Russian Universities

The article introduces a comprehensive study of distance learning in higher education during the pandemic. The authors analyzed the readiness of universities to implementing e-learning platforms. They focused on the legal and organizational aspects of digital environment. The authors studied relevant interviews given by heads of higher educational institutions in various media sources. The research objective was to develop and perform a formalized interview with full-time students of Russian universities. The study made it possible to identify a wide range of issues that affect the passage to distance learning, as well as to define the prospective directions and problem areas of the digital environment at universities as part of domestic digital economy. The scientific novelty of the research lies in the development of tasks for a successful transfer of universities to distance or blended learning.

scholarly journals Use of modern technologies and digital tools in the context of distance and mixed learning

2021 ◽  
Vol 5 (S2) ◽  
pp. 733-750
Author(s):  
Vasyl L. Dudar ◽  
Viacheslav V. Riznyk ◽  
Vitalii V. Kotsur ◽  
Svitlana S. Pechenizka ◽  
Oksana A. Kovtun
Keyword(s):  
Distance Learning ◽  
Information Technologies ◽  
Digital Technologies ◽  
Digital Tools ◽  
Educational Institutions ◽  
Risk Of Infection ◽  
Information Communication ◽  
Real Risk ◽  
Almost All ◽  
Modern Technologies

Widespread use of distance learning, which is equated with conventional education, is recognised as one of the priority tasks of Ukrainian education, which implements information communication and digital technologies. The relevance of the study increases dramatically due to the fact that in the context of the spread of coronavirus and the real risk of infection growing with it, almost all educational institutions are switching to distance learning mode. The key figure in solving this problem is the qualification of the teacher and their education, the level of which greatly influences the effectiveness of the entire process of distance and mixed learning. The purpose of the study was to investigate information technologies and digital tools that could be used in educational institutions in the context of distance and mixed learning. As a result of the study, the authors were able to analyse world practice of using technologies and information resources for distance and mixed forms of learning. 

scholarly journals Using of digital technologies in the teaching of aviation chemistry in flight establishments of higher education

2021 ◽  
Vol 9 (4) ◽  
pp. 48-58
Author(s):  
Hanna Chornohlazova ◽  
Keyword(s):  
Digital Technologies ◽  
Cloud Service ◽  
Educational Process ◽  
Digital Tools ◽  
Educational Institutions ◽  
Educational Problem ◽  
Mental Maps ◽  
Interactive Exercises ◽  
Independent Work ◽  
Thinking Tools

The article deals with the problem of development of cognitive interest of cadets of flight educational institutions in the process of teaching the discipline «Aviation Chemistry» through the use of digital technologies in the educational process. In the process of training cadets, taking into account the epidemiological situation, there is a need to use techniques that stimulate increased attention and interest in the classroom, in particular in the process of distance learning. Such techniques define digital technologies in the article. The concept of «digital technologies» is clarified, their composition and principles of application are substantiated. Monitoring of digital tools used in the process of student learning. The tools for setting the educational problem, summarizing the studied material, summarizing, tools for testing and consolidating knowledge, forming critical thinking, tools for organizing group work, reflection and for organizing independent work of cadets. Also, the criteria for selecting digital technologies are highlighted. Emphasis is placed on using the Google Workspace cloud service package. In particular, the use of such services as Google Classroom, Google Meet, Google Forms, Google Chat, Google Drive in the process of teaching the discipline «Aviation Chemistry». In addition, the use of digital tools is described: Learningapps - a tool that allows you to create interactive exercises; Answergarden - a concise tool for organizing instant evaluation of responses; Mindmeister is a tool for creating mental maps.

scholarly journals SMALL EDUCATIONAL ENTERPRISES IN DIGITAL ENVIRONMENT: SPECIFICS OF WORK, PROBLEMS AND PROSPECTS OF ACTIVITY

2021 ◽  
Vol 31 (4) ◽  
pp. 567-573
Author(s):  
A.V. Ivanova ◽  
O.A. Podkina ◽  
L.M. Timirkhanova
Keyword(s):  
Small Firms ◽  
Focal Point ◽  
Educational Institution ◽  
Digital Technologies ◽  
Educational Institutions ◽  
Educational Services ◽  
Digital Environment ◽  
Educational Organizations ◽  
For Profit ◽  
Extended Education

The article discusses functioning characteristics of small educational enterprises on the example of an independent not-for-profit organization of extended education in the conditions of digitalization of economic processes. The notion of “digital environment” and its components, opportunities of educational organizations, their external settings, and the demand for their digital activities are in the focal point of the article. Digital economy requires from educational institutions to restructure and implement changes in their major operations and to solve the problems arising: reviewing educational syllabi with the issues of digitalization inclusive, changing the class format, opportunities to provide educational services on the territory of Russia regardless the location of an educational institution, qualitative cost restructuring of educational services. To solve the problems, it is crucial to actively implement digital technologies in the operations of small educational enterprises, to retrain staff, to universally apply outsourcing, to implement enterprise-wide electronic document flow. The authors concluded that at present, conditions have been formed that make it possible to successfully use and further develop digital technologies in the activities of educational small firms.

МЕЖДИСЦИПЛИНАРНОСТЬ В ПОДГОТОВКЕ КОНФЛИКТОЛОГОВ: СОСТОЯНИЕ И ПЕРСПЕКТИВЫ

2020 ◽  
Vol 15 (1) ◽  
pp. 13
Author(s):  
А. И. Стребков ◽  
А. И. Мусаев
Keyword(s):  
Conflict Resolution ◽  
Comparative Analysis ◽  
Subject Matter ◽  
Academic Program ◽  
Academic Programs ◽  
Full Time ◽  
The Us ◽  
Promotional Materials ◽  
Russian Universities ◽  
Educational Methodology

The present article concerns with the modern state of things of the conflict resolution specialists’ training in the US universities. The analysis is based on the informational and promotional materials which were picked up from the 11 American universities’ websites. The aim of the analysis was the examination of the four sections, which are: the orientation of the academic program, the content of the program or the scope of the skills, the main methodology of the academic program and the educational technologies. Together with the analysis of the US universities’ academic programs the article provides the comparative analysis of these programs with the Russian academic programs. On the back of this comparative analysis the authors come to the comprehensive conclusion according to which the specialists’ training in the field of the conflict resolution and peacebuilding in the US does not have significant differences from Russian ones and is carried out within one international academic trend in regard to its main features which are: the orientation, content, educational methodology and technologies. The key distinction of the Russian training from the American one is that the Russian academic tradition does have the core subject matter around which the whole academic program is being developed and which is the conflict. This subject matter is being taken in its entirety and the conflict resolution is considered as the closing stage of the conflict studies specialists’ training whereas the academic programs of the US universities embrace the conflict resolution as the subject matter of the academic training and therefores leaves beyond the scope of the training both the theory of the conflict and the forms practice of its manifestation in a number of the programs. The letter is peculiar to both short-term academic programs and the full-time two-year academic programs as it is accepted in the educational space of the Russian Federation. Furthermore, the authors of the article make up the conclusion of the coinciding major educational methodology which guides the academic programs of the American and Russian universities and which is developed on the principles of the interdisciplinarity.

scholarly journals The changing role of multilateral forums in regulating armed conflict in the digital age

2020 ◽  
Vol 102 (913) ◽  
pp. 261-285
Author(s):  
Amandeep S. Gill
Keyword(s):  
Armed Conflict ◽  
Digital Technologies ◽  
Digital Age ◽  
Problem Analysis ◽  
Recent Experience ◽  
Cyber Warfare ◽  
Humanitarian Law ◽  
Human Machine Interaction ◽  
Cyber Conflict ◽  
Changing Role

AbstractThis article examines a subset of multilateral forums dealing with security problems posed by digital technologies, such as cyber warfare, cyber crime and lethal autonomous weapons systems (LAWS).1 It identifies structural issues that make it difficult for multilateral forums to discuss fast-moving digital issues and respond in time with the required norms and policy measures. Based on this problem analysis, and the recent experience of regulating cyber conflict and LAWS through Groups of Governmental Experts, the article proposes a schema for multilateral governance of digital technologies in armed conflict. The schema includes a heuristic for understanding human–machine interaction in order to operationalize accountability with international humanitarian law principles and international law applicable to armed conflict in the digital age. The article concludes with specific suggestions for advancing work in multilateral forums dealing with cyber weapons and lethal autonomy.

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.

Medical education — a new cycle under new rules: a note to the accountant

2021 ◽  
pp. 55-65
Author(s):  
V.A. Lebedev ◽  
E.I. Lebedeva
Keyword(s):  
Medical Education ◽  
Comparative Analysis ◽  
Russian Federation ◽  
Educational Institutions ◽  
Educational Services ◽  
The Russian Federation ◽  
The Government

The changes in the procedure for providing paid educational services by budget educational institutions, approved by the decree of the Government of the Russian Federation No. 1441 of September 15, 2020 for the period up to December 31, 2026, which entered into force on January 1, 2021, are considered. A comparative analysis of the previously valid and newly approved rules for the provision of paid educational services, which should be guided by medical educational institutions in the next five years, is carried out. The article analyzes the procedure for obtaining targeted education, its implementation in medical educational institutions, and the features of further employment of graduates.

Apathy and Academic Failure among Students: Results of a Pilot Longitudinal Study

2021 ◽  
pp. 187-200
Author(s):  
A.A. Zolotareva ◽  
Keyword(s):  
Risk Factor ◽  
Academic Performance ◽  
University Students ◽  
Perceived Stress ◽  
Academic Motivation ◽  
Academic Failure ◽  
Educational Institutions ◽  
Boredom Proneness ◽  
Academic Control ◽  
Study Engagement

The current study was aimed to examine the impact of psychological adjustment / maladjustment on the academic performance of Russian university students. Previous studies have shown that academic performance is closely related to alienation from study, study engagement, academic motivation, perceived stress, academic control, and boredom proneness. Some researchers also have suggested that adolescent apathy may be the risk factor for academic failure among university students. In turn, the American psychologist R. Handelman defined adolescent apathy as a specific state of lack of goal-setting, energy and interest, indifference to changes and experience of difficulties in making decisions in young adults [27]. In September 2019, 103 students (73 females and 30 males) aged 16 to 21 years from several Moscow universities filled out instruments assessing adolescent apathy, alienation from study, study engagement, academic motivation, perceived stress, academic control, and boredom proneness. The study was conducted at seminars in psychological disciplines. All study participants received bonus points in these disciplines. In January 2019, based on the results of the examination session, an average score was calculated for each study participant. This score became a criterion for academic performance of university students. There were no statistically significant age and gender differences in the scores of psychological adjustment / maladjustment. The one-way analysis of variance (ANOVA) revealed that adolescent apathy was the single indicator that affects the academic performance of university students. Thus, the higher scores of adolescent apathy university students showed at the beginning of the academic year, the lower the average scores they received for the first exam session. Based on these data, it was concluded that adolescent apathy is a risk factor for academic failure and can serve as a target for preventive and interventional measures related to academic failure among Russian university students. Currently, in foreign practice, programs and recommendations are being developed and implemented for teachers of higher educational institutions who are faced with the adolescent apathy outcomes. Perhaps this study, which has proved the importance of adolescent apathy in the context of academic failure among university students, will be the first step towards the development and implementation of similar programs and recommendations for Russian educational institutions.

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