scholarly journals Postgraduate Students’ Individual Educational Paths: Design Principles and Implementation Conditions (on the Example of a Technical University)

2021 ◽  
Vol 30 (11) ◽  
pp. 110-124
Author(s):  
A. S. Klimova ◽  
L. F. Krasinskaya
Keyword(s):  
Professional Education ◽  
Personalized Learning ◽  
Learning Model ◽  
Educational Process ◽  
Successful Implementation ◽  
Learning Technology ◽  
Postgraduate Students ◽  
Postgraduate Studies ◽  
Educational Paths ◽  
Technical University

The article addresses the importance of introducing individual educational paths (IEP) in training research and pedagogical personnel in postgraduate studies. The idea of an individual approach of learning is enshrined in a number of documents including the Federal Law “On Education in the Russian Federation”. However, in practice, there are obstacles to the implementation of IEP: the presence of regulatory documents governing the organization of the educational process in higher education, the predominance of the group form of organizing classes, the unpreparedness of teachers for the implementation of the personalized learning model. We find it reasonable to start the implementation of IEP at the level of postgraduate training, given the relative small number of students, as well as their cognitive independence and well-developed educational skills. The design of the IEP will make it possible to better take into account the initial competencies of postgraduate students, their cognitive needs and goals in further career advancement (orientation towards teaching, research, production activities), which are largely determined by the nature and level of professional education.The article reveals the specifics of the training of research and pedagogical personnel in the postgraduate study of a technical university, identifies the factors that have an impact on the way postgraduate students build their learning trajectories, substantiates the principles of IEP design, and describes the stages of personalized learning technology. The research data on the readiness of postgraduate students to design IEP on their own are presented. The results of the survey of post graduate students and their supervisors indicate that there are sufficient grounds for the successful implementation of a personalized learning model using IEP. Postgraduate students of a technical university are well versed in information resources, actively use University’s services of the electronic educational environment. They are able to determine the goals of educational and scientific activities, assess their competencies, and analyze achievements and failures. Most of scientific advisors are ready to assist postgraduate students in IEP designing. The article analyzes the difficulties that universities may encounter when introducing a new teaching model, and substantiates the conditions for the successful implementation of IEP in postgraduate studies.

scholarly journals QUALITY OF THE EDUCATIONAL PROCESS IN POSTGRADUATE STUDY

2021 ◽  
Vol 23 (79(2)) ◽  
pp. 209-214
Author(s):  
T.I. Rudneva ◽  
Keyword(s):  
Professional Education ◽  
Postgraduate Training ◽  
Continuous System ◽  
Educational Process ◽  
Professional Activity ◽  
First Year ◽  
Pedagogical Practice ◽  
Postgraduate Students ◽  
Traditional Training

The innovative activity of the lecturer required an understanding of the content and means in a continuous system of preparation for professional activity at a university that integrates two functions – a lecturer and a researcher. The traditional training of postgraduate students is expressed by the predominance of its scientific component and the result in the form of a thesis. The reform of the Russian educational system made adjustments to postgraduate training as the third level of higher education. The results of research indicate a low quality of postgraduate students’ readiness to organize scientific search in the field of specific science. It is noted that postgraduate students studying in the field of “theory and methodology of professional education” acquire methodological competence by mastering a significant number of psychological and pedagogical disciplines and pedagogical practice during the first year of study, but experience difficulties in organizing scientific research due to unformed methodological competence. The article summarizes the experience of postgraduate training in the logic of the continuous development of professionalism in the system of intramural advanced training.

scholarly journals Doctoral Programs Are in Anticipation of Change: Postgraduates and Their Scientific Supervisors’ Readiness

2020 ◽  
Vol 29 (3) ◽  
pp. 24-36
Author(s):  
L. F. Krasinskaya ◽  
A. S. Klimova
Keyword(s):  
School Reform ◽  
Doctoral Programs ◽  
Educational Process ◽  
Federal State ◽  
Educational Training ◽  
Postgraduate Students ◽  
Research Activities ◽  
Training Courses ◽  
Educational Paths ◽  
Expected Increase

Nowadays a postgraduate school reform is expected. It aims at enhancing the scientific preparation of postgraduate students and increasing the number of dissertations. It is planned that the educational process will be carried out in accordance with federal state requirements, and a dissertation will be presented as the final qualification work. Also, the educational accreditation of doctoral programs is going to be cancel. The article discusses the question how far universities are ready for these innovations, and presents the results of a survey aimed at studying the attitude of postgraduate students and their supervisors to the educational process in postgraduate school. The empirical data obtained indicate that the existing model of scientific and pedagogical personnel training is more focused on the educational activities rather than research, there is a mismatch between content of training courses and cognitive needs of students, and there are no necessary material and technical conditions for conducting experimental work. The expected increase in hours for research activities can lead to a reduction in the disciplines that ensure the formation of pedagogical competencies in postgraduate students. The authors believe that pedagogical education for postgraduate students of industrial universities, including technical ones, is necessary, since teachers of special disciplines are not massively trained anywhere. The solution of the question of the optimal ratio of scientific and educational training is possible through the introduction of individual educational paths, which are built taking into account the orientation of postgraduate students towards teaching or research activities.

Difficulties of Adaptation of the First-Year Students at Technical University

2018 ◽  
Vol 7 (4) ◽  
pp. 33-36
Author(s):  
А. Авдеева ◽  
Anna Avdeeva ◽  
Ю. Сафонова ◽  
Yu. Safonova
Keyword(s):  
Professional Education ◽  
Social Role ◽  
Educational Process ◽  
First Year ◽  
Career Motivation ◽  
First Year Students ◽  
University Environment ◽  
Cognitive Components ◽  
Technical University ◽  
Higher Professional Education

The article presents the results of the study of an adaptation process of first-year students to the environment of the technical university. The actuality and novelty of this work are conditioned by current changes in the Russian system of higher professional education. The following problems of adaptation are pointed out as typical ones: lack of knowledge of the specifi cs of social interaction at the university in students; inadequate conceptualizations about organization of the educational process at the higher school; an external and mixed career motivation in the fi rst year’s students. A diversifi ed socio-cultural university environment is being described as a factor contributing to acceptance of the social role of «student» at the emotional level. At the same time, forming the cognitive components of the «student» role takes place not earlier than 5-6 weeks of the study at university. The results of this research have shown the necessity of including of adaptation training into the educational process for fi rst-year students.

scholarly journals Network technologies in the professional education and advanced training of engineers

2021 ◽  
pp. 19-27
Author(s):  
A. N. Nikulin ◽  
I. V. Zakharova
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Teaching Practice ◽  
Learning Technologies ◽  
Educational Process ◽  
Advanced Training ◽  
Network Training ◽  
Core Elements ◽  
E Learning ◽  
Technical University

The article substantiates the effectiveness of network training and e-learning technologies in the professional training and advanced training of engineering personnel at a technical university. The paper analyses e-learning technologies in the context of competence-based and activity-based approaches to the organization of the educational process. The study considers Universities as the core elements of the regional educational space, integrating and developing the potential of network interaction of its subjects. The authors propose the definition of the concept of “network educational space”. The article describes the experience of network training of personnel in the production sectors of the Ulyanovsk region in 2014-2020. Based on the analysis of the teaching practice of the Ulyanovsk State Technical University, the study proposes a model of the electronic information and educational environment of an educational organization. The authors formulate recommendations for the development of a network educational space in the region that meets the needs of the labor market.

scholarly journals Soft skills, their development and mastering among post graduate students

2020 ◽  
Vol 75 ◽  
pp. 04002
Author(s):  
Nataliia Volkova ◽  
Nataliia Zinukova ◽  
Kateryna Vlasenko ◽  
Tetiana Korobeinikova
Keyword(s):  
Graduate Students ◽  
Professional Education ◽  
Soft Skills ◽  
Educational Process ◽  
Innovative Teaching ◽  
Postgraduate Students ◽  
Post Graduate ◽  
Content Assessment ◽  
Current State ◽  
Job Opportunities

The article deals with the issues of the content, assessment of the current state and the main tendencies in the development of the so-called “soft skills”. At present soft skills are essential to have good job opportunities and university curriculum should be focused on developing and mastering them. The article analyses the results of the research of the soft skills development among post graduate students majoring in Professional Education of Alfred Nobel University, Dnipro. These data prove that postgraduate students realize the importance of mastering soft skills to make a successful career. Moreover, innovative teaching methods and techniques aimed at mastering soft skills are to be introduced into the educational process.

scholarly journals The Formation of Students’ Self-Organization Skills in a Technical University

2020 ◽  
Vol 35 ◽  
pp. 06003
Author(s):  
Tatyana N. Kochetova ◽  
Yanina G. Stelmakh ◽  
Natalia Y. Tihanova
Keyword(s):  
Frequency Analysis ◽  
Information Technologies ◽  
Statistical Processing ◽  
Educational Process ◽  
Self Organization ◽  
Successful Implementation ◽  
University Graduates ◽  
Professional Activities ◽  
Technical University ◽  
Independent Work

The main components of self-organization and its implementation stages are identified against the background of determining the importance of self-organization skills mastery by technical university graduates for the successful implementation of educational and future professional activities. Based on the social demands generated by the need to form general cultural and professional competencies in the learning process, the necessity to organize students’ independent work in such a way that it motivates self-organization and, as a result, self-education is confirmed. It is proved that the transformation of students’ independent work should be carried out regularly, taking into account the changes taking place in society, using modern information technologies as a kind of organizational resource. In order to reduce time expenditures in the process of updating the educational material for a particular discipline, it is proposed to establish the relationship between the components of the educational process by identifying intersubject communications, which are considered as a means of achieving the applied orientation of the discipline, at the stage of selecting the necessary information. The formation of students’ self-organization skills has been carried out on the basis of data from a frequency analysis of the network information sources. The results of frequency analysis and statistical processing of experimental data show the ability to make a forecast about the weight of specific topics for future professional activities, which will allow to distribute study time correctly. The use of established intersubject communications of disciplines and the fulfillment of the selected conditions contribute to the development of students’ educational activities self-organization.

scholarly journals ТЕХНОЛОГИЯ СМЕШАННОГО ОБУЧЕНИЯ В СИСТЕМЕ ВЫСШЕГО ОБРАЗОВАНИЯ

2020 ◽  
Author(s):  
Elena Krylova
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Learning Model ◽  
Educational Process ◽  
Cloud Services ◽  
Educational Activity ◽  
Learning Technology ◽  
Key Characteristics

Введение. Рассматривается технология смешанного обучения, объединяющая в себе преимущества традиционного аудиторного и электронного обучения, обеспечивающая развитие студента как субъекта самообразовательной деятельности и формирующая его готовность к саморазвитию в будущем. Целью исследования является рассмотрение и анализ особенностей, ключевых характеристик технологии смешанного обучения, исследование моделей ее внедрения в учебный процесс, а также описание опыта применения данной технологии в ходе преподавания дисциплины «Иностранный язык» в вузе. Материал и методы. Использовались методы теоретического анализа: изучение и анализ психолого-педагогической и научно-методической литературы и интернет-ресурсов по проблеме исследования, изучение зарубежного опыта использования смешанного обучения в образовательном процессе, а также рефлексия педагогической деятельности автора данной статьи. Результаты и обсуждение. Описаны модели и подходы внедрения смешанного обучения в учебный процесс. Выделены ключевые характеристики смешанного обучения: индивидуализация образовательного процесса, продуктивная самостоятельная работа, рациональное использование аудиторного времени, активное использование современных информационно-коммуникационных технологий и т. д. Дана характеристика взаимодействия субъектов (преподаватель, студенты, электронные образовательные ресурсы) и реализуемых ими ролей в модели смешанного обучения. Рассмотрены электронные ресурсы для внедрения смешанного обучения в образовательную практику (системы управления обучением, массовые открытые онлайн-курсы, облачные сервисы Google for Education). Описан опыт применения технологии смешанного обучения в процессе преподавания дисциплины «Иностранный язык». Учебный процесс строился в соответствии с технологией Flipped Classroom, которая реализуется в виде трехступенчатой образовательной модели – самостоятельная доаудиторная работа (просмотр видеолекций с целью ознакомления с теоретическим материалом до занятия, выполнение заданий для проверки понимания просмотренного материала), аудиторная работа (активные/творческие виды учебной деятельности) и постаудиторная работа (самостоятельное обобщение изученного учебного материала). Заключение. Сделан вывод о том, что результатом использования модели смешанного обучения является повышение качества знаний студентов и развитие их способности учиться самостоятельно.Introduction. The article discusses the technology of blended learning, combining the advantages of traditional classroom and e-learning, ensuring the development of the student as a subject of self-educational activity and shaping his readiness for self-development in the future. Aim and objectives. The aim of the article is to review and analyze the features and key characteristics of “blended learning” technology, to study the models for its implementation in the educational process, as well as to describe the experience of using blended learning in the process of teaching Foreign Language. Material and methods. The methods of theoretical analysis were used: the study and analysis of psychological, pedagogical and scientific-methodical literature and the Internet resources on the problem of research, the study of foreign experience in the use of blended learning in the educational process, as well as the reflection of the educational activities of the author of this article. Results and discussion. The models and approaches of introducing blended learning into the educational process are described. Key characteristics of blended learning are highlighted: individualization of the educational process, productive independent work, the rational use of class time, the active use of modern information and communication technologies, etc. The characteristics of the interaction of subjects (teacher, students, and electronic educational resources) and the roles they implement in the blended learning model are given. Electronic resources for the introduction of blended learning in educational practice (learning management systems, massive open online courses, Google for Education cloud services) are considered. The experience of using blended learning technology in the teaching of the discipline “Foreign Language” is described. The educational process was built in accordance with the Flipped Classroom technology, which is implemented in the form of a three-stage educational model - independent pre-class work (watching video lectures in order to familiarize yourself with the educational information before the lesson, completing tasks to verify understanding of the material watched), class work (active / creative types of educational activity) and post-graduate work (independent generalization of the studied educational material). Conclusion. It is concluded that the use of the blended learning model results in an increase in the quality of students’ knowledge and the development of their ability to learn independently.

PERSONAL LEARNING ENVIRONMENT AS A TOOL FOR THE FORMATION OF STAFFING IN THE TAX AREA

2017 ◽  
Vol 6 (1) ◽  
pp. 39-45
Author(s):  
Викторова ◽  
Natalya Viktorova ◽  
Евстигнеев ◽  
Evgeniy Evstigneev
Keyword(s):  
Learning Environments ◽  
Professional Education ◽  
Technology Development ◽  
Personalized Learning ◽  
Subject Area ◽  
Educational Process ◽  
Information And Communications Technology ◽  
Modern World ◽  
Fiscal Discipline ◽  
Personal Learning

The article deals with contemporary approaches to the creation of personalized learning environments (PLE) participants in the educational process on the financial and fiscal discipline through the use of information and communications technology (ICT) resources and Internet services. Subject of research — the definition, content, structure and filling of the teacher’s and student’s PLE in the context of the technology development. Topics of the article covered include the analysis of the personal environment as a self-organizing forms of training for financial and tax spheres. Purpose this work — to identify the main problems of the PLE development considering the requirements of the information society, global trends in the formation of advanced technological structures. The paper reflects the promising areas of ICT in Russian education until 2030, marked the challenges of the modern world in the subject area. In this regard it outlined the scientific and practical approach to the development of personalized learning environments: the definition given in the narrow and broad sense; the structure of the PLE on tax courses. The study was conducted on the basis of a systematic approach, using structural analysis and synthesis techniques. As a result the conclusion about importance of the PLE construction by members of the educational process, the need to incorporate potential of Web 2.0, cloud, mobile and other technologies, as well as massive open online courses. In this case, the PLE can be considered as an instrument of continuing professional education in the field of finance and taxation. A training of creative personnel is the basis of the transition Russian economy, and its part — the tax system — in a new progressive technological way.

Improving Education Delivery in a Technical University in Ghana Through Mobile Learning Technology

2020 ◽  
Vol 9 (2) ◽  
pp. 35-59
Author(s):  
Nana Yaw Asabere ◽  
Joseph Agyiri ◽  
Amevi Acakpovi ◽  
Abraham Nachanja ◽  
Priscilla Awuku
Keyword(s):  
Technology Acceptance ◽  
Mobile Learning ◽  
Learning System ◽  
Successful Implementation ◽  
Learning Technology ◽  
Ict In Education ◽  
Technical University ◽  
Education Delivery ◽  
Questionnaire Research ◽  
Acceptance Model

Although in Accra Technical University (ATU), Ghana there exists a traditional face-to-face (F2F) mode of education already in place, the implementation of mobile learning (m-learning) through ICT in education will solve problems such as small classroom size, inappropriate time schedule for lectures, and provision technological resources needed to run successful classroom education. In order to validate successful implementation of m-learning in ATU, this paper employed a questionnaire research instrument with reference to the technology acceptance model (TAM-2) as a theoretical framework. Closed-ended questionnaires were administered to a sample size of 160 students and 15 lecturers in the Faculty of Applied Sciences (FAS) in ATU. Based on the responses received, the authors established positive technological acceptance of respondents, which paved the way to propose and develop a suitable m-learning system for ATU. It is envisaged that successful implementation of the m-learning system proposed in this paper will practically increase the use of ICT in education by both lecturers and students in ATU.

Innovative Approaches to the Organization of Educational Process in the Information and Educational Environmenty

2018 ◽  
Vol 7 (3) ◽  
pp. 20-25
Author(s):  
Е. Лысенко ◽  
E. Lysenko ◽  
О. Михайленко ◽  
O. Mihaylenko ◽  
Л. Назарова ◽  
...  
Keyword(s):  
Blended Learning ◽  
Digital Media ◽  
Professional Education ◽  
Flipped Classroom ◽  
Educational Environment ◽  
Educational Process ◽  
University Teaching ◽  
Learning Technology ◽  
Educational Portal ◽  
Innovative Approaches

The article deals with the important issues related to informatization of professional education on the example of vocational teacher education. The research problem consists in the definition of innovative approaches to the organization of the educational process in the information and educational environment that facilitate the integration of the interests of society in the training of competent personnel and the interests of the students. The authors consider the essence and structure of the information and educational environment, the features of its functioning in the university teaching process, as well as the role and place of the educational portal elms.timacad.ru. The authors consider the use of blended learning technology, combining the possibilities of the Internet and digital media with classroom activities, for the preparation of future vocational teachers on the example of the course "Management psychology and personnel management". In particular, the authors use the "flipped classroom" model of blended learning technology: before the lesson begins, students independently study theoretical material (usually using ICTs: video lectures, audio lectures, interactive materials, diagnostic techniques, etc.), and the lesson focuses on solving problems, cooperation, training interaction, applying knowledge and skills in a new situation, creating a new training product. Empirical data are presented on the students' assessments of the effectiveness of the blended learning model on the basis of the educational portal. The main difficulties of application of mixed training technology are revealed: high labor-capacity of development of educational content for e-courses and low level of teachers’ information competence.

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