Distant learning in extreme conditions: problems of readiness and pedagogical interaction among the subjects of the educational process

2020 ◽  
pp. 38-49
Author(s):  
Tatiana Evgenevna Isaeva
Keyword(s):  
Legal Regulation ◽  
Educational Process ◽  
Extreme Conditions ◽  
University Teachers ◽  
Distant Learning ◽  
Teachers And Students ◽  
Degree Of Satisfaction ◽  
New Form ◽  
Russian Universities

The transition of all Russian universities to distant learning at the end of March, 2020 revealed a number of organizational and pedagogical problems associated with identifying the readiness of university teachers and students for a new form of interaction. The purpose of the study is to determine the degree of readiness of the subjects of the educational process for the implementation of distant learning at the level of legal regulation, pedagogical qualifcations and pedagogical interaction. The research hypothesis is based on the assumption that pedagogical interaction in the course of distant learning has special properties that make increased demands on the professional qualifcations of university teachers, as well as on the competencies of both subjects of the educational process.The article analyses the degree of elaboration of the issue of pedagogical interaction in the legal and scientifc literature. The results of the empirical study conducted in order to identify the degree of readiness of university teachers and students to use distance learning are described and analysed. Recommendations are suggested to improve the quality of distant learning and the degree of satisfaction of participants in pedagogical interaction.

scholarly journals Integration Trend of Digitalization of Teachers' Labor in the Practice of Russian Universities

2021 ◽  
Vol 93 ◽  
pp. 01014
Author(s):  
Maria Zakharova ◽  
Maksim Voronin
Keyword(s):  
Comparative Analysis ◽  
Educational Experience ◽  
Educational Process ◽  
Quality Of Education ◽  
Open University ◽  
Digital Environment ◽  
Educational Content ◽  
Russian Universities

The article examines the features of the organization of the educational process in the context of digitalization, analyzes the integration tendency of teachers' work in the practice of Russian universities, provides a comparative analysis of the practice of the Open University. This paper analyzes the educational experience that has developed in the process of emergency delivery of educational content to students during a pandemic. The models of mixed, purely distance and duplicate education are analyzed. The article substantiates the idea that there is a need for the formation of criteria for the quality of education online, and, therefore, the criteria for the quality of the organization of the educational process, including the work of teachers, are changing. This paper outlines some steps that are being taken by Russian universities in the field of researching trends related to improving the digital environment as a whole, regardless of the pandemic and other factors.

scholarly journals DE QUEM É A RESPONSABILIDADE PELO FRACASSO ESCOLAR?

polemica ◽  
2018 ◽  
Vol 18 (3) ◽  
pp. 054-072
Author(s):  
Simoni Jacomini de Souza ◽  
Karina Barreto da Silva
Keyword(s):  
Professional Practice ◽  
Educational Process ◽  
School Evaluation ◽  
Educational Work ◽  
Pedagogical Strategies ◽  
School Work ◽  
Teachers And Students ◽  
Education And Law ◽  
Coordination Team

Resumo: O presente estudo se constitui de uma reflexão sobre o percurso desenvolvido por professores e alunos de cinco turmas do 6º ano do Ensino Fundamental de BH, no ano de 2017. A partir da discussão dos processos avaliativos e estratégias pedagógicas desenvolvidas pelos professores, buscou-se problematizar o trabalho escolar efetivamente realizado, tendo em vista a necessidade de identificar aspectos que incidem sobre a qualidade do processo educativo. Foi feita a análise dos parâmetros de aprovação e reprovação adotados pelos professores, bem como dos elementos que subsidiaram a decisão do Colegiado Escolar sobre o futuro escolar dos alunos selecionados, confrontando-os com as observações da equipe de coordenação pedagógica. Fundamentando-se nas contribuições de Bernard Charlot, Miguel Arroyo e Maria Helena Souza Patto sobre o fracasso escolar e nas discussões desenvolvidas por Cipriano Luckesi, Philippe Perrenoud e Edgar Morin acerca dos processos de avaliação escolar e da complexidade do processo educativo, espera-se despertar inquietações e explicitar os limites das diferenças ideológicas percebidas no trabalho educativo e contribuir para a construção de uma proposta de trabalho que explicite as diferenças e se comprometa profundamente com a reflexão crítica sobre a própria prática. Os resultados demonstram que a prática profissional ainda está calcada em vícios históricos e culturais que excluem os segmentos mais vulnerabilizados da sociedade e denunciam a irracionalidade de um sistema excludente, classificador, opressor e individualista, contrapondo-se ao discurso da universalização do ensino e do direito a uma educação pública de qualidade.Palavras-chave: Avaliação escolar. Complexidade. Prática profissional.Abstract: The present study consists of a reflection on the course developed by teachers and students of five groups of the 6th grade of BH Elementary School in the year 2017. From the discussion of the evaluation processes and pedagogical strategies developed by the teachers, to problematize the adequacy of the school work effectively carried out, considering the need to identify aspects that affect the quality of the educational process. The analysis of the approval and disapproval parameters adopted by the teachers, as well as the elements that subsidized the decision of the School Collegiate about the students' school future, were compared with the observations of the pedagogical coordination team. Based on the contributions of Bernard Charlot, Miguel Arroyo and Maria Helena Souza Patto on school failure and in the discussions developed by Cipriano Luckesi, Philippe Perrenoud and Edgar Morin on school evaluation processes and the complexity of the educational process, it is expected to arouse uneasiness and to explain the limits of the ideological differences perceived in the educational work and to contribute to the construction of a proposal of work that explains the differences and is deeply committed to the critical reflection on the practice itself. The results show that professional practice is still based on historical and cultural vices that exclude the most vulnerable segments of society and denounce the irrationality of an exclusionary, classifying, oppressive and individualistic system, in opposition to the discourse of universalization of education and law to a quality public educationKeywords: School evaluation. Complexity. Practice.

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 Assessment of the balance of the competence formation process: analysis of the curricula of Russian universities

2021 ◽  
Vol 53 (5) ◽  
pp. 607-619
Author(s):  
Tatiana N. Sokolova ◽  
◽  
Victor N. Gusyatnikov ◽  
Aleksey I. Bezrukov ◽  
Inna V. Kayukova ◽  
...  
Keyword(s):  
Statistical Analysis ◽  
Intelligent System ◽  
Process Analysis ◽  
Main Tool ◽  
Educational Process ◽  
Federal State ◽  
Educational Organizations ◽  
Applied Informatics ◽  
Russian Universities

Introduction. Curricula are the main tool for organizing the educational process in Russian universities. The quality of education and the possible level of formation of the graduate's competencies directly depend on their validity and balance. Going on a competence model of education demanded change in the principles of drawing up of curricula. However, until now, the quality of curricula is assessed according to formal criteria that are weakly related to the competence-based approach. Also, answers to simple questions have not been formulated: how many disciplines can and should form one competence, how many competencies can be formed within one discipline and within one semester, how the presence of gaps in the process of forming competencies affects the final level of their formation. The aim of the work is to propose quantitative characteristics for assessing the balance and consistency of the process of forming competencies based on a statistical analysis of the current curricula of Russian universities. Materials and methods. As a material for the study, curricula were chosen in the specialty "Applied Informatics" of federal state budgetary and autonomous educational organizations (45 institutes and universities in total). Methods of mathematical and statistical analysis were applied: frequency analysis, methods for comparing means, analysis of standard deviations. Research results. On average, each competency forms from 2 to 8 disciplines. The largest number of disciplines in most curricula forms 1, 2 or 3 competencies. There are relatively few disciplines that form more than 4 competencies in the curricula of most universities. It is shown that the lack of continuity and development, the presence of gaps in the process of forming competence can reduce the achieved level of competence to 30% of the possible due to forgetting. The discussion of the results. The presence of deviations from the average indicators may in some cases indicate an insufficient balance of curricula. In the future, it is possible to embed the proposed methodology into an intelligent system for assessing the characteristics of the educational process within the framework of the university's QMS.

scholarly journals CONDITIONS FOR ORGANIZATION OF THE EDUCATIONAL PROCESS AT THE UNIVERSITY USING E-LEARNING TECHNOLOGIES

2021 ◽  
pp. 19-27
Author(s):  
Ирина Геннадьевна Алмазова ◽  
Галина Александровна Корякина ◽  
Светлана Николаевна Числова
Keyword(s):  
Distance Learning ◽  
Time Frame ◽  
Learning Technologies ◽  
Educational Process ◽  
University Teachers ◽  
Distant Learning ◽  
E Learning ◽  
The Russian Federation ◽  
Distance Learning Technologies ◽  
The University

Анализируется проблема разработки, характеристики и реализации важного условия организации образовательного процесса в университете с применением технологий дистанционного обучения, связанного с созданием в университете качественной цифровой образовательной среды, развития технической инфраструктуры и повышения квалификации вузовских преподавателей с целью эффективного использования ими технологий дистанционного обучения в процессах цифровой трансформации высшей школы. Причем такое условие анализируется не только с позиции повышения эффективности организации исследуемого процесса, но и с позиции обеспечения деятельности вуза, отвечающей требованиям мировых стандартов, что чрезвычайно важно в формате реализуемой государственной программы Российской Федерации «Развитие образования» на 2018–2025 гг. Приводятся данные опроса студентов и преподавателей университета, освещающие результаты измерения уровня эффективности реализации проверяемого условия организации образовательного процесса в университете с применением технологий дистанционного обучения. The materials of this publication analyze the problem of development, characteristics and implementation of an important condition for the organization of the educational process at the university with the use of distance learning technologies, associated with the creation of a high-quality digital educational environment, the development of technical infrastructure and advanced training of university teachers in order to effectively use distance learning technologies in the processes of digital transformation of higher education. And a certain condition is analyzed not only from the perspective of improving the efficiency of the organization of the process under study, but the operations of the University that meets the requirements of world standards, which is extremely important in the format of the State program of the Russian Federation “Development of education” for 2018–2025. The results of study of the levels of effectiveness of the implementation of the conditions are tested and and the data of the questionnaire survey of students and teachers are provided. The article describes the terms “distant education” and “distant learning”. The synonymy of their meanings and the peculiarities of their use in the context of the characteristics of a special way of implementing the educational process at the university are noted. The features of the implementation of the selected condition that took place in 2020 are noted: flexibility in taking into account the time frame of classes and in choosing an individual pace of training; modularity; the use of various types of communication; wide coverage of the audience of students.

scholarly journals Criteria for Rating the Level and Quality of Digitalization of the Educational Process in Universities of the Russian Federation

2020 ◽  
pp. 268-283
Author(s):  
Elena Brodovskaya ◽  
Anna Dombrovskaya ◽  
Roman Pyrma ◽  
Artur Azarov
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
Mathematical Tool ◽  
University Environment ◽  
Parameters Analysis ◽  
The Stability ◽  
Management Staff ◽  
The University ◽  
Russian Universities

Introduction. The article reflects the authors’ system for calculating the level and quality of digitalization of the educational process in Russian universities. This task is actualized by a number of circumstances of modern realities. The need to create a digital twin / double for each university has become a trend due to the importance of providing applicants, students and graduates with the most accessible educational environment. The high-quality digital environment of a university during the spread of pandemics is an important condition for maintaining the stability of the educational process. Today, the ability of universities to quickly adapt the digital educational space to the needs of distance learning is a significant sign of the viability and quality of the management staff of higher education institutions. Methods and materials. To develop the system, the authors used a mathematical tool – the method of summary indicators for calculating the level of digitalization of universities, which allows to evaluate various characteristics of the value, efficiency and quality of objects with a significant number of different parameters. Analysis. To develop indicators – basic rating indicators – the authors used the results of a preliminary study of the best practices of digitalization of the university environment of leading foreign and Russian universities. The system takes into account the needs for digitalization of the educational environment of three different categories: applicants, students and graduates. Results. The introduction of the rating into the Russian practice will allow to justify a system of recommendations to university administrations to improve the level and quality of their digitalization of the educational process.

scholarly journals Training of future specialists in economics with the help of online service LearningApps

2019 ◽  
Vol 7 (3) ◽  
pp. 42-56
Author(s):  
Roman Gorbatuc ◽  
Uliana Dudka
Keyword(s):  
Maximum Activity ◽  
Learning Technologies ◽  
Educational Process ◽  
Online Service ◽  
Learning And Development ◽  
Optimal Learning ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Interactive Exercises

Increasing the motivation of students, involving them in interaction within the educational process allows to improve the quality of learning, to form the necessary competences. It is proved that interactive learning technologies have a great potential of learning and development, provide maximum activity of participants of the educational process, optimal learning time and its effectiveness. The article introduces the use of interactive exercises developed through the online service LearningApps. LearningApps is a Web 2.0 application, to support learning and teaching processes with small interactive modules. Those modules can be used directly in learning materials, but also for self studying. LearningApps is a constructor for creating interactive tasks using a variety of templates that can be used in student learning. The LearningApps interactive environment has the ability to receive and embed HTML code to place interactive tasks on site pages, teachers 'and students' blogs. Using LearningApps allows a teacher to prepare a variety of didactic materials on the Internet that can be used on smartphones, multimedia boards, computers and other devices. The article presents interactive exercises in economic disciplines that encourage students to actively study, gain knowledge, skills and experience. A brief description of the use of LearningApps online tasks such as Find Words, First Million, Find Pairs, Puzzles, Fill in the Gaps, Crossword, and Race for Future Economics Professionals. The main benefits of using interactive exercises developed with LearningApps are outlined.

Online Learning Methods for Effective Communication Between Teachers and Students

2022 ◽  
pp. 289-309
Author(s):  
Tatyana Strelkova ◽  
Yuliya Soroka ◽  
Olesia Tieliezhkina ◽  
Viktor Kauk ◽  
Aleksandr Kalmykov ◽  
...  
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Educational Process ◽  
Learning System ◽  
Technical Aspects ◽  
Distance Learning System ◽  
Teachers And Students ◽  
Effectiveness Assessment ◽  
Analysis Of Teaching

The issues of organization and effectiveness assessment of the educational process in the distance learning system are discussed. The action research methodology is used for analysis of teaching and to assess the quality of communications between teachers and students in the process of online learning. The technical aspects of using distance technologies based on the Moodle platform are considered. The advantages and disadvantage of distance learning are analyzed in the opinion of students and teachers. Recommendations for improving the quality of education in the context of blended and distance learning are presented.

Pedagogical conditions for achieving the quality of distance education in higher education institutions

2020 ◽  
pp. 81-89
Author(s):  
Sviatlana A. Kouchur
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Student Satisfaction ◽  
High Efficiency ◽  
Legal Regulation ◽  
Learning Technologies ◽  
Educational Process ◽  
Personal Factors ◽  
Digital Format

Based on the analysis of the concepts of “distance education” and “distance learning”, we proposed components of the quality of the remote education system (availability of educational standards and distance learning programs, high efficiency of remote learning technologies, evaluation of administrative and management decisions on the creation and functioning of the system, degree of regulatory and legal regulation, assessment of the level of technical and resource equipment, personnel readiness to organize and monitor the educational process in digital format) as well as the quality of distance learning (assessment of the content of digital educational content, the degree of innovation of the distance learning course, the effectiveness of feedback pedagogical communication, the degree of student training, the strength of residual knowledge, the effectiveness of digital educational means, the intensity of pedagogical interaction, the level of digital competencies of teachers and the readiness of students for independent educational activities in the digital environment). On the basis of these conditions, we formulated external (administrative, regulatory, material and technical, personnel) and internal (didactic and personal) factors affecting the effectiveness of distance learning. We also specifiedAspects related to internal factors, such as determining the pace of completing a distance course, requirements for academic support, reliance on internal motivation, managing student activity, using tools for measuring learning, substantiating methods of feedback pedagogical communication, studying student satisfaction with a distance course.

scholarly journals International legal regulation of the education quality

2020 ◽  
Vol 3 (1) ◽  
pp. 31-38
Author(s):  
Martynenko Evgeny Vladimirovich
Keyword(s):  
Professional Education ◽  
Bologna Process ◽  
World Market ◽  
Legal Regulation ◽  
Educational Process ◽  
Education Quality ◽  
Quality Of Education ◽  
Bologna Declaration ◽  
Higher Professional Education

AbstractThe category of education quality in the system of higher professional education acts as providing high competitiveness, optimal organization and management of the educational process, as well as access to the world market of educational services. We can talk about the international legal regulation of the quality of education relatively arbitrarily, bearing in mind the practical absence of normative legal acts regulating the relations of subjects of international educational law in the field of regulating the quality of education. We can talk about the international component of assessing the quality of education in the context of the Bologna Declaration, because the Bologna process strengthens the European emphasis on assessment and quality control, accreditation, takes a course towards convergence of standards and assessment procedures. Among the most important reforms proclaimed by the Bologna Declaration, the development of European cooperation based on developed comparable criteria and methods is named. In a resolution of the Congress of European Rectors of Universities (Salamanca, March 29–30, 2001), quality is defined as the “cornerstone”, the “fundamental condition” of trust, relevance, mobility, compatibility, and attractiveness. Rectors reaffirmed their intentions to seek mutually recognized mechanisms for assessing, controlling and certifying quality.

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