scholarly journals The New Normal?

2020 ◽  
Vol 29 (10) ◽  
pp. 56-64
Author(s):  
O. A. Donskikh
Keyword(s):  
Online Learning ◽  
New Technologies ◽  
The United States ◽  
Growth Trend ◽  
Higher Education System ◽  
National Education ◽  
Online Technologies ◽  
National Education Systems ◽  
Teachers And Students ◽  
The Individual

The article discusses the preliminary results of the forced transition to entire online learning in the higher education system in the context of the general growth trend of the corresponding form of education in various universities around the world. The ideology defining this trend is considered. Special attention is paid to the analysis of the reality of a sharp increase in the level of control of both teachers and students by the creators of training platforms, as well as the possible consequences of this situation. It is shown that universities in different countries are seeking suitable forms of supplementing regular education with remote ones. The overall trend is a steady growth in online learning with significant variations across countries (examples include the United States, Australia, Germany, and China). It is obvious that national education systems differ significantly from each other, and with certain general trend towards online learning, each educational system is looking for its own, most suitable for the national culture, forms of education. It is also necessary to understand how online learning can be integrated into existing system without harm. At the moment, this is not clear either on the content level or methodological one. The article analyzes the temporary and long-term problems associated with the transition to distant education. The problem of technical support is probably the easiest to be solved. More serious and requiring new technologies is the problem of changing the nature of communication, which requires quite different efforts of both teachers and students if compare with the usual ones. Working on the platforms that are intended to radically change the educational environment under the slogans of ensuring an individual educational trajectory, in fact leads to the opposite. The author dwells on the problem of possible widespread replacement of conventional courses with recorded ones and, especially, the ideology of transition to online learning in the format of virtual reality, which allows the creators to exercise full control over the individual. The problem of monitoring of educational activities is discussed, which already in the current conditions makes it possible to record any actions and states of all participants in the process. The article is a reaction to the beginning of the process of widespread introduction of online technologies, and this approach, according to the author, allows to observe vividly the most painful aspects of the new situation (like the first impression of a meeting with the unknown).

scholarly journals One size does not fit all: Constructing complementary digital reskilling strategies using online labour market data

2021 ◽  
Vol 8 (1) ◽  
pp. 205395172110031
Author(s):  
Fabian Stephany
Keyword(s):  
Social Transformation ◽  
Grand Challenge ◽  
Policy Makers ◽  
National Education ◽  
Global Challenge ◽  
Cognitive Work ◽  
National Education Systems ◽  
Skill Requirements ◽  
The Individual ◽  
Value Of Learning

Digital technologies are radically transforming our work environments and demand for skills, with certain jobs being automated away and others demanding mastery of new digital techniques. This global challenge of rapidly changing skill requirements due to task automation overwhelms workers. The digital skill gap widens further as technological and social transformation outpaces national education systems and precise skill requirements for mastering emerging technologies, such as Artificial Intelligence, remain opaque. Online labour platforms could help us to understand this grand challenge of reskilling en masse. Online labour platforms build a globally integrated market that mediates between millions of buyers and sellers of remotely deliverable cognitive work. This commentary argues that, over the last decade, online labour platforms have become the ‘laboratories’ of skill rebundling; the combination of skills from different occupational domains. Online labour platform data allows us to establish a new taxonomy on the individual complementarity of skills. For policy makers, education providers and recruiters, a continuous analysis of complementary reskilling trajectories enables automated, individual and far-sighted suggestions on the value of learning a new skill in a future of technological disruption.

scholarly journals QUALITY OF EDUCATION AS A CATALYST OF EFFICIENCY OF THE INNOVATION PROGRESS OF SOCIETY

2020 ◽  
pp. 54-66
Author(s):  
W. Gao
Keyword(s):  
English Language ◽  
New Technologies ◽  
Innovation Process ◽  
Educational Process ◽  
Quality Of Education ◽  
Postdoctoral Training ◽  
National Education ◽  
Spheres Of Influence ◽  
National Education Systems

The economic and innovational development depend on the quality of human capital, which is determined by the quality of education. The quality of training of pupils and students depends not only on traditional factors (amounts of funding, composition of groups), but also on the qualification of teachers, the level of introduction of new technologies in the educational process. A significant role in increasing the competitiveness of national education systems is played by the English language, which is an imperative condition for innovative breakthroughs, scientific achievements, mastery of new technologies. There is a redistribution of spheres of influence in the field of secondary and higher education at the global level, where the countries of the East Asian region are at the forefront. Attention to postdoctoral training as a prerequisite for improving the efficiency of the innovation process is significantly increasing. The necessity of finding a balance in the teaching of humanities and natural sciences and engineering disciplines in order to reveal the innovative potential of societies in the conditions of rapid technological changes is substantiated.

Common Core Standards (U.S.)

2018 ◽  
Author(s):  
Patrick Shannon
Keyword(s):  
Public Schools ◽  
Common Core ◽  
The United States ◽  
State Standards ◽  
National Education ◽  
Elementary And Secondary Education ◽  
High School Graduation Requirements ◽  
Teachers And Students ◽  
Education Act ◽  
Gates Foundation

The Common Core State Standards (CCSS) are part of a third wave of school reform in the United States. With accompanying tests, these standards combine calls for increased academic rigor, beginning in the 1980s, with more recent efforts to hold schools, teachers, and students accountable for learning outcomes in publicly funded schools. Origins of CCSS can be traced to the 1996 National Education Summit where the National Governors Association (NGA), philanthropic foundations, and business leaders founded Achieve to broker rigorous high school graduation requirements. In 2009, Achieve became the project manager for the construction of CCSS. In 2010, implementation began with incentives from the Obama administration and funding from the Gates Foundation. Advocates choose among a variety of rationales: faltering American economic competitiveness, wide variability among state standards and educational outcomes, highly mobile student populations, and/or a growing income achievement gap. Critics cite federal intrusion in states’ rights, a lack of an evidentiary base, an autocratic process of CCSS production, and/or a mis-framing of problems facing public schools. With the reauthorization of the Elementary and Secondary Education Act (ESEA) as the Every Student Succeeds Act of 2015, federal advocacy of CCSS ended officially.

scholarly journals Motivating Online Learning through Project-Based Learning During the 2020 COVID-19 Pandemic

2021 ◽  
Vol 9 (2) ◽  
pp. 93-110
Author(s):  
Avneet Hira ◽  
Emma Anderson
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
Project Based Learning ◽  
Learning Activities ◽  
Motivation To Learn ◽  
Pedagogical Practice ◽  
Online Technologies ◽  
Teachers And Parents

The transition of traditional schooling to online learning during the COVID-19 pandemic disrupted formal school education. Though at home, teachers and students continued teaching and learning in socially distant ways using online technologies. From various teacher surveys, only about 60% of students in the United States regularly engaged with learning activities. Teachers and parents also expressed a significant need for help to keep students motivated and engaged in learning activities. During the pandemic, online learning left teachers and parents needing support for learning activities that motivate and engage students. Project-based learning is an increasingly popular pedagogical practice centered around students working collaboratively on projects while the teacher facilitates learning activities and progression. Project-based learning embodies several factors considered central to motivation in online learning. In this paper, we inquire how this approach presents itself as a candidate for learning during the pandemic when considering students’ motivation to learn through online learning experiences. We construct a conceptual framework informed by motivational theories that share core tenets with this form of learning and use the framework to analyze interviews of 11 teachers from 4 schools that taught with a project-based learning approach before the pandemic and transitioned to teaching, using it online, in the Spring of 2020. From our analyses of the teachers’ narratives, we discuss teaching aspects of the approach that lend themselves well to online teaching, elements that the teachers believe are missing, and how educators might cater to these missing aspects with a focus on student motivation to learn.

scholarly journals Online communication in the educational environment of Russia and Germany: functional and dysfunctional effects of digitalization

Communicology ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 97-113
Author(s):  
S. V. Chugrov ◽  
D. V. Galitskaya
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Social Relations ◽  
Online Survey ◽  
Online Communication ◽  
Educational Environment ◽  
Higher Education System ◽  
Advantages And Disadvantages ◽  
Teachers And Students ◽  
German Universities

Nowadays, the ability of the higher education system to adapt to external conditions is facing the challenge of online transformation and digitalization against the background of changes in the format of social relations in the direction of greater pluralism, demassification of information sources, channels and recipients. The relevance of the study lies in the need to assess the consequences of the transition to online communication of teachers and students in order to identify new functional / dysfunctional effects of digitization of the educational environment. The paper represents the results of an online survey (spring – summer of 2020), when the pandemic of the new coronavirus led to the transition to distance learning. The survey was conducted among students of Russian and German universities to identify the attitude of students to online education. Possible unintentional consequences of digitalization of the educational environment were identified. On the basis respondents’ answers, the authors have analyzed emotional attitude of Russian and German students to the compulsory transition to online learning as well as their assessments of its positive and negative aspects. The authors provide ratio of the advantages and disadvantages of online learning in the perception of Russian and German students, highlight some side effects of online communication between teachers and students, as well as the concerns of students caused by the transition to a new communication format. According to students of Russian and German universities, online communication is not beneficial for the quality of education. The increased time spent in front of the computer screen is considered harmful. Besides, students in both countries are concerned with the weakening of social ties and the loss of social contacts.

scholarly journals The Oxford Handbook of Productivity Analysis

2018 ◽  
Keyword(s):  
Productivity Growth ◽  
Management Practices ◽  
New Technologies ◽  
Global Financial Crisis ◽  
Organizational Factors ◽  
Well Being ◽  
The United States ◽  
Productivity Analysis ◽  
Wide Range ◽  
The Individual

According to the Organisation for Economic Co-operation and Development (OECD), in the two decades preceding 2014 two member countries, Italy and Spain, experienced productivity decline, while just four member countries, Korea, Ireland, Finland, and the United States, managed to achieve rates of productivity growth in excess of one percent per annum. Rates of productivity growth slowed following the global financial crisis in nearly all member countries. These diverse national productivity performances are aggregates of the productivity performances of individual producers, which are influenced by organizational factors such as the quality of management practices and the adoption of new technologies, and also by institutional features such as the stringency of product and labor market and environmental regulations. At the level of the individual producer, productivity has an important impact on financial performance and survival, while at the aggregate level, productivity is a critical determinant of national well-being. The essays collected in the Handbook provide significant contributions to our understanding of the causes and consequences of productivity growth. Part I contains the editors’ introduction. The chapters in Part II address a variety of measurement issues, from both analytical and practical perspectives. The chapters in Part III address a wide range of productivity issues at the level of the individual producer or industry. The chapters in Part IV address a range of aggregate productivity issues, both domestic and international.

National Education Systems

2019 ◽  
pp. 163-181
Author(s):  
Nancy Beadie
Keyword(s):  
United States ◽  
Public Education ◽  
North America ◽  
System Development ◽  
The United States ◽  
Central Authority ◽  
Historical Explanation ◽  
National Education ◽  
National Education Systems ◽  
Publicly Supported

The three major countries of North America present three different models of system development in education. As compared with Mexico, with its strong central authority, the systems of the United States and Canada are federated rather than national, with virtually all matters of funding, curriculum, licensing, and accreditation administered at provincial rather than national levels. These differences pose a problem of historical explanation. All three countries exhibited similar levels of rhetorical commitment to the idea of publicly supported systems of mass education in the 1820s. During the mid-nineteenth century, all three also adopted basic legal and administrative infrastructures for public education at provincial levels. After 1870, however, the three countries developed different patterns of national education policymaking. Based on a synthesis of focused national studies and comparative and transnational scholarship, this chapter advances an argument about how the divergences among the three systems developed and what factors help explain those differences.

Dys-functionality of education in the context of the COVID-19 pandemic

2020 ◽  
pp. 7-11
Author(s):  
P.I. Ananchenkova ◽  
◽  
N.M. Novikova ◽  
Keyword(s):  
Social Systems ◽  
Social Institutions ◽  
Social Institution ◽  
Educational Process ◽  
Full Time ◽  
Technological Infrastructure ◽  
National Education ◽  
National Education Systems ◽  
Teachers And Students ◽  
Technological Modernization

Researched is the most significant event in socio-economic, political and other spheres of life in the period of 2019–2020 COVID-19 pandemic that significantly “reshaped” principles and technologies of functioning of certain social institutions that traditionally play a stabilizing function in society. The social institute of education is one of these systems. Under the influence of the coronavirus crisis, education as a social institution has shown its strengths and weaknesses in terms of providing a stabilizing function. The dys-functionality of education is most clearly manifested in the lack of readiness of its subjects for a rapid technological transition from full-time to distance learning. The article considers the main forms of dys-functionality of education, expressed in such types of unpreparedness as technological, infrastructure, personnel, skill, and mental, and presents their characteristics and main forms of manifestation. It is concluded that, on the one hand, the coronavirus crisis was a powerful factor in the destabilization of all economic and social systems and caused their dys-functionality. On the other hand, and this was most evident for the Institute of education, it accelerated technological modernization and the rapid transition to innovative forms and technologies of education, followed by an increase in technological literacy of teachers and students, revision of methodological and didactic materials, and a change in the paradigm of managing the educational process directly in educational institutions and in General national education systems.

scholarly journals ABOUT THE ESSENCE AND FACTORS OF UPDATING OF THE CONTENT OF EDUCATION IN THEORETICAL RESEARCHES

2020 ◽  
Vol 65 (1) ◽  
pp. 35-39
Author(s):  
R.O. Ali ◽  
◽  
A.N. Kosherbayeva ◽  
K.K Kulambayeva ◽  
◽  
...  
Keyword(s):  
Secondary Education ◽  
Educational System ◽  
Systematic Approach ◽  
Theoretical Studies ◽  
Economic Changes ◽  
National Education ◽  
National Education Systems ◽  
The Individual ◽  
Goals And Objectives ◽  
Number Of Authors

National education systems, reacting to the ongoing global socio - economic changes, subject the content of secondary education to constant updating. Factors are the part of the educational system that contribute to the development of the student's educational experience. The article considers theoretical studies of a number of authors devoted to the essence of updating the content of education. The authors propose to take into account a systematic approach to updating the content of education, the interconnection of the curriculum's components, including the goals and objectives of the education's content, which are concentrated the interests of society and the individual.

scholarly journals Emotional presence, learning, and the online learning environment

2012 ◽  
Vol 13 (4) ◽  
pp. 269 ◽  
Author(s):  
Marti Cleveland-Innes ◽  
Prisca Campbell
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Emotional Response ◽  
Online Community ◽  
Community Of Inquiry ◽  
New Technologies ◽  
Online Learning Environment ◽  
New Learning ◽  
Teachers And Students ◽  
The Impact

<p>In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new technologies are often expected to make work easier, they also involve the development of new competencies. This change may, in itself, elicit an emotional response, and, more importantly, emotion may impact the experience of online learning. Knowledge about the impact of emotion on learning broadly is available, but not about emotion and online learning. This study presents evidence of emotions present in online environments, and empirical data which suggests emotional presence may exist as a fundamental element in an online community of inquiry. <br /><br /></p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

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