scholarly journals Students evaluation of interaction with the components of the educational environment of the university in the pre-pandemic and pandemic periods

2021 ◽  
Vol 54 (6) ◽  
pp. 389-399
Author(s):  
Victor I. Panov ◽  
◽  
Alexander V. Kaptsov ◽  
Ekaterina I. Kolesnikova ◽  
◽  
...  
Keyword(s):  
Qualitative Change ◽  
Reproductive Technologies ◽  
Educational Environment ◽  
Educational Activity ◽  
Psychological Types ◽  
Educational Environments ◽  
Environmental Interactions ◽  
Proportional Relationship ◽  
Student Subject ◽  
The University

The forced transition to distance learning due to the pandemic led to a qualitative change in the components of the educational environment of the university The purpose of article is a comparative analysis of students' evaluation of the educational environment (spatial-subject, communicative and technological components) in regular education before the pandemic and during the transition to distance forms of education during the pandemic. Based on this, a hypothesis was put forward about the correlation between the stage of a student’s subjecthood and the eco-psychological type of his interactions with each of the components of the educational environment in the regular (traditional) and distance (virtual) learning modes. The test subjects were students of the second and fifth years of engineering specialties (N = 159; M = 20.3; SD = 1.5; 68 per cent of girls). To diagnose the evaluation of the interaction of the components of the educational environment, we used the questionnaire, which allows us to evaluate the correlation of each component of the environment with the Eco-psychological types of subject-environmental interactions on an interval scale (from object-object to subject-subject). To assess the stages of the formation of a student’s subjecthood in educational activity, the author modified G. Kelly’s grid, with the help of which the ideographic research method was implemented. The influence of the components of the educational environment on students was determined by stepwise regression analysis. The study identified the stages of the formation of a student’s subjecthood "journeyman" (subject-object and object-subject type), "student" (subject-joint type), "critic" and "creator" (generative subject type) of traditional and digital educational environments. In particular, the increased frequency of the “apprentice” stage of a student’s subjecthood testifies to the dominance of reproductive technologies in teaching both in the traditional (33%) and in the “digital” (22%) environment. In the technological component of the traditional educational environment in the pre-pandemic period, a correlation was revealed with a number of stages of the formation of a student’s subjecthood "observer" (0,20), "journeyman" (0,21), "student" (0,20), "master" (0,17) and "creator" (0,22). Whereas in regard to the “digital” environment, only one inversely proportional relationship with the severity of the “creator” stage (-0,19) in the object-object type of interaction was revealed.

scholarly journals СТРУКТУРНО-ФУНКЦІЙНА МОДЕЛЬ ІНФОРМАЦІЙНО-ОСВІТНЬОГО СЕРЕДОВИЩА УНІВЕРСИТЕТУ

2019 ◽  
Vol 69 (1) ◽  
pp. 268
Author(s):  
Oksana P. Buinytska
Keyword(s):  
System Development ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Systems ◽  
Sufficient Information ◽  
Value Functions ◽  
Education Environment ◽  
Semantic Component ◽  
The University

One of the ways to solve the problem of preparing competitive graduates of the University is to create an effective information and educational environment. At the present stage, such an environment should include the means of realization of educational, scientific and management activities; support environment for collective and individual communication; objects of educational activity and interaction; training platforms and security tools. Taking into account the requirements for ensuring not only the functioning but also the system development of the university, the general principles of management and the principles of the development of educational systems as the guiding principles of designing the information and education environment we are guided by the principles: system approach; modular structuring of information and data; modifications, addition and permanent updates; adequacy; providing the necessary and sufficient information; sharing data. A prerequisite for the creation of the university's information and educational environment is the availability of electronic content, technologies and the electronic communication of all participants in the educational process. Modeling a qualitative and effective information and educational environment is possible only with the development of all its components - managerial, content, organizational, technological. To the managerial component, we include educational policy, management standards and electronic control that perform planning, organizational, motivational and controlling functions. The semantic component includes scientific, educational, controlling and information and methodological resources that are aimed at providing cognitive, creative and value functions. Organizational component contains, respectively, the organizational structure, normative base, corporate standards and performs the integration, systematization and information functions. In the technological component, we allocate centralized and decentralized services, which are aimed at implementation of modeling, productive and instrumental functions. An example of designing such a model is an effective information and educational environment aimed at training competitive specialists at the Borys Grinchenko Kyiv University.

scholarly journals MEANING-CENTERED MANAGEMENT OF THE VIRTUAL EDUCATIONAL ENVIRONMENT IN THE ACADEMIC TRAINING OF PEDAGOGICAL SPECIALISTS

2020 ◽  
Vol 1 ◽  
pp. 73-80
Author(s):  
Sofia Dermendjieva
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Educational Environment ◽  
Academic Preparation ◽  
Face To Face ◽  
Educational Environments ◽  
Teachers And Students ◽  
Information And Communication ◽  
Face To Face Learning ◽  
The University

As the last institution at the end of the education system, the university is committed to preparing competent professionals for each field of expertise, including future teachers. An essential goal in the training of pedagogical specialists is to get to know the potential of the personality and to enhance its development at all key levels. The situation with Covid-19 has highlighted its growing importance, given the urgent need to transition from face-to-face learning to distance education. In the course of the rapidly spreading epidemic, the role of ICT in education became clear. It has been proven that in the conditions of global crisis it is the information and communication technologies that successfully mediate the learning process. It was found that digital competencies are vital for the subjects in the pedagogical interaction, because they ensure the dialogue in the virtual educational environment. Undoubtedly, the foundation of its qualitative implementation affects the motivation for selfactualization of interacting between teachers and students. After identifying the need to improve the quality of distance education, this article presents the advantages of meaning-centered management of virtual educational environments in the academic preparation of pedagogical specialists. The following questions become relevant: (1) What is the meaning?; (2) What will develop?; (3) How will it be formed?, which respectively constitute the conceptual, personal and activity aspect of the pedagogical interaction from a distance.

scholarly journals The agency of cadets and students in the context of subject-environmental interactions with the educational environment

2019 ◽  
Vol 12 (4) ◽  
pp. 62-71
Author(s):  
E.V. Lidskaya ◽  
M.O. Mdivani ◽  
V.I. Panov
Keyword(s):  
High School ◽  
Educational Environment ◽  
Object Position ◽  
Psychological Hardiness ◽  
Educational Environments ◽  
Environmental Interactions ◽  
The Subject

The article presents the results of the study of the disposition to the subject or object position in the context of subject-environmental interactions with the educational environments of military and pedagogical universities. The study involved 199 respondents. The obtained data showed a higher disposition of the cadets for the adoption of a subjective position, while for students the tendency to accept an object position is more typical (F = 3.498, p = 0.043). The assessment of subject qualities with the help of a psychological hardiness test, conducted on the same sample, showed that the educational environment of a military high school is more likely to belong to a “career” rather than a “dogmatic type”.

scholarly journals UNIVERSITY AS A VALUABLE UNIT OF SELF- KNOWLEDGE

World Science ◽  
2020 ◽  
Vol 3 (1(53)) ◽  
pp. 19-22
Author(s):  
Elena A. Veliyeva
Keyword(s):  
Higher Education ◽  
Student Development ◽  
Professional Growth ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Qualitative Change ◽  
Educational Activity ◽  
University Management ◽  
Additional Information ◽  
The University

This article discusses the trend of successful university activity as an integral unit of the educational system with its proper management. Successful activities of the university are realized in the formation and maintenance of the internal atmosphere of the university itself. A manifestation of such activity is the open character of university management (transparency in making important decisions, the elective nature of governing bodies and staff appointments), as well as the tendency to provide a centralized information environment for staff (creating an extensive internal electronic information network covering all structures). This activity is essential for maintaining the cohesion of labor collectives in higher education. Elements of competitive relations are among the university staff in the field of higher education. The purpose of competition is to attract quantitative and qualitative applicants, as well as gaining public recognition. Most teachers are proud of the prestige of the university.This article analyzes socially significant and personal values. The student’s personal and professional growth is a qualitative change in his position and role in society. The source of personal and professional development are the contradictions between the achieved level of student development and the requirements that the university community makes to him. Self-educational activity is the main condition necessary for the development of professional competence among students of engineering universities at the present stage. Given the variety of definitions of self-education, we can highlight some of its essential features, such as: an independent search for additional information, the acquisition of knowledge and on-going development. Further, the article expresses the opinion that self-education can exist only on the basis of deep perspective internal motives. Individual cases of searching for answers to questions of interest to a person under the influence of any motives cannot be considered self-education.In this paper, self-education is considered as purposeful, systematic, cognitive activity managed by students themselves, necessary for improving education.

scholarly journals Professional self-development of the educator in pedagogical university in the conditions of transformation of educational environment

2020 ◽  
pp. 106-121
Author(s):  
Lidiya Vasilievna Kozilova
Keyword(s):  
Goal Setting ◽  
Educational Environment ◽  
Structural Components ◽  
Educational Environments ◽  
Key Characteristics ◽  
Self Development ◽  
Professional Self ◽  
The Subject ◽  
The University

This article examines the problems faced by the educators in the conditions of transformation of modern educational environments, which are associated with the need for identification of factors that contribute or impede professional self-realization. The transformation of educational environment of a university mainstreams the processes of goal-setting and possibility of personal becoming of an educator. The object of this research is the process of professional self-development of the educator in pedagogical university in the context of transformation of educational environment. The subject of this research is the key characteristics of goal-setting within the structure of planning professional future of the educator in the conditions of transformation of educational environment. The author defines the valuation levels (low, middle, high) of goal-setting for the professional pedagogical self-development of the educator in pedagogical university with consideration of its structural components, i.e. indicators (realization of the need for professional pedagogical self-improvement, strategic planning, precision of goal-setting, etc.). Assessment of the levels was conducted taking into account the indicators within its structure (dyads), which are logically interrelated and reflect the professional pedagogical self-development of the university educator. The overall potential of self-development of the educators in pedagogical university is enhanced by such semantic modalities as flexibility in achieving the set goals and creativity of planning professional future. The scientific novelty consists in the need for determination of fundamental characteristics of goal-setting within the structure of planning of professional future of the educator considering the requirement for their professional pedagogical self-improvement and transformation of modern educational environment. It was established that among the educators in pedagogical universities with regards to activation of development of potential of the pedagogue 65% of respondents noted that the professional pedagogical self-improvement is attended only if required by the university administration; 35% of respondents stated their willingness for self-improvement in the sphere of pedagogical professional, as well as outside it.

scholarly journals A modern method of diagnosing the interaction of the university complex with the institution of additional education for school students

2021 ◽  
pp. 232-239
Author(s):  
К.С. Попко ◽  
Т.Л. Шапошникова
Keyword(s):  
Continuing Education ◽  
Children And Adolescents ◽  
Modern Method ◽  
Educational Environment ◽  
School Students ◽  
Educational Environments ◽  
The University ◽  
Additional Education ◽  
Independent Institutions

В статье представлен метод диагностики взаимодействия между университетским комплексом и учреждением дополнительного образования школьников, являющегося частью такого комплекса. Известно, что университетский комплекс – образовательная метасреда, включающая образовательные среды различных типов и интегрирующая различные уровни (ступени) системы непрерывного образования; такие метасреды нередко включают и относительно самостоятельные учреждения для дополнительного образования детей и подростков. Эффективность функционирования отдельной образовательной среды в составе университетского комплекса детерминирована многими факторами, прежде всего – ее взаимодействием с социально-педагогической метасистемой. Опираясь на современные модели образовательных сред, авторы настоящей статьи разработали первичные модели взаимодействия между университетским комплексом и его составляющими (структурами для дополнительного образования детей и подростков), обосновали критерии указанного взаимодействия. The article presents a method for diagnosing the interaction between the university complex and the institution of additional education of schoolchildren, which is part of such a complex. It is known that the university complex is an educational meta-environment that includes educational environments of various types and integrates various levels (stages) of the system of continuing education; such meta-environments often include relatively independent institutions for additional education of children and adolescents. The effectiveness of the functioning of a separate educational environment within the university complex is determined by many factors, primarily its interaction with the socio-pedagogical metasystem. Based on modern models of educational environments, the authors of this article have developed primary models of interaction between the university complex and its components (structures for additional education of children and adolescents), and have justified the criteria for this interaction.

scholarly journals Aesthetic and Ethical Element of the Educational Environment as a Factor in the Formation of the Internal Motivation of a Law School Student: on the Issue

2019 ◽  
Vol 29 (4) ◽  
pp. 545-551
Author(s):  
Diana Stepanenko ◽  
Igor Arzumanov
Keyword(s):  
Educational Environment ◽  
Law School ◽  
Educational Activity ◽  
Sense Making ◽  
Ethical Aspects ◽  
Internal Motivation ◽  
Ethical Education ◽  
The Aesthetic ◽  
Definition Of ◽  
The University

The article is devoted to the analysis of the dialectic of the ratio of the aesthetic-ethical aspects of the educational environment as a factor in the formation of the internal motivation of students at a law school. Motives are an integral part of consciousness, they mark the subjective personal specifics of an action, performing both motivation and sense-making functions. The issue is considered in the context of the definitions of «inner aesthetics» and «internal motivation», which determine the ideological priorities of an individual. It is concluded that the definition of «internal motivation» acts as an object of aesthetic and ethical education, because in the process of educational activity, an individual is the cause (source) of motivation (interest), which possesses a certain value and determines a student’s activity in the specific educational environment of the university.

UNIVERSITY DEVELOPMENT STRATEGIES: COMMERCIALIZATION AND RESPONSES TO NEW CHALLENGES

2020 ◽  
Vol 1 (10) ◽  
pp. 155-162
Author(s):  
Z. F. MAMEDOV ◽  
◽  
Kh. BAYRAMOVA ◽  
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Educational Institution ◽  
Educational Environment ◽  
Global Market ◽  
Educational Process ◽  
Social Progress ◽  
State University ◽  
The University ◽  
Education Science

Education like others spheres of life of modern society is in the state of dynamic changes. New formats of universities as well as their missions and roles in the social and economic development are actively discussed by professional environment. A number of external and internal factors that determine the depth and scale of transformation have effects on the development of the system of higher education. The system of higher education is under the influence of the system and institutional dynamics, which dictate the need for changes. The activity of universities as centers of education, science and culture is one of the most important bases of social progress. This role becomes especially important in XXI century, which is based on new knowledge and principles of technological development. First of all a university takes new features in the current conditions of globalization. The fundamental task that needs to be solved in order to achieve the goals of a modern University is the change of meanings, goals and content of education by active participation in the internationalization processes of the system of higher education and by introducing reforms in educational process. Of course new economic conditions (global market and information technologies) require modifications. It was stated that the commercialization of University innovations in Azerbaijan is a relatively new direction, since the country is just adopts the path of an innovative economy. In this regard the transformation of a scientific idea to a product or a service faces a number of difficulties. It was investigated the problem of commercialization of the results of scientific activities of higher educational institutions in Azerbaijan. For the first time Azerbaijan State University of Economics has implemented its rebranding in the educational system of the country in order to strengthen the market position of the educational institution and realization of innovative marketing strategies. The University’s strategic goals were defined under the UNEC brand, and the brand development was successfully continued with the support of the scientific and expert community. An integrative educational environment is created in Azerbaijan State University of Economics and such environment ensures the unity of the “education – science – innovation – commercialization – production system”. It is important to note that UNEC strategy also provides for clustering of economical education and so that it provides for increasing the integration pace of the University into the world scientific and educational space. The article presents the innovative infrastructure of Azerbaijan State University of Economics connected with its integration into the global scientific and educational environment. The paper studies the matters of the international cooperation issues of the University with universities of such countries as USA, EU, Russia, Turkey, which expands the academic potential of the University and increases its competitiveness. The article substantiates the conclusion that the globalization of higher education increases the importance of commercialization of higher education institutions in the field of education and science. The article reveals the successful experience of UNEC University in the creation and implementation of joint educational programs, expanding academic mobility, attracting foreign applicants, conducting joint researches and international scientific events in partnership with universities in the EU, Russia and Turkey.

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