scholarly journals On the issue of subject factors of conflictogenity in the field of higher education

2021 ◽  
Author(s):  
М.Н. Свинцова ◽  
Д.Ю. Кушнир
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Education System ◽  
Negative Impact ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Organizations ◽  
The Relationship

Актуальность статьи обусловлена возрастанием напряженности и конфликтогености образовательной среды в сфере современного высшего образования. Цель статьи заключается в определении факторов, повышающих уровень конфликтогенности в высшем образовании, обусловленных ролями и интересами субъектов образовательной среды и образовательного процесса в высшей школе. Авторами классифицированы группы факторов, выявлены причины их активизации, влияние колебаний психологической напряженности на отношения между субъектами образовательной среды, возможности регулирования их негативного воздействия на процесс обучения. Раскрыта сущность их возникновения, заключающаяся в расхождении интересов и ожиданий субъектов. Показана значимость регулирования факторов конфликтогенности для эффективного, комфортного и бесконфликтного функционирования образовательной среды. Статья предназначена для работников системы образования, руководителей образовательных организаций, преподавателей, исследователей. The relevance of the article is due to the increasing tension and conflict potential of the educational environment in the field of modern higher education. The purpose of the article is to determine the factors that increase the level of conflictogenity in higher education, conditioned by the roles and interests of the subjects of the educational environment and the educational process in higher education. The authors classified groups of factors, identified the reasons for their activation, the influence of fluctuations in psychological tension on the relationship between the subjects of the educational environment, the possibility of regulating their negative impact on the learning process. The essence of their origin is revealed, which consists in the divergence of interests and expectations of subjects. The importance of regulating factors of conflictogenity for the effective, comfortable and conflict-free functioning of the educational environment is shown. The article is intended for employees of the education system, heads of educational organizations, teachers, researchers.

scholarly journals SIMULATION IN HIGHER EDUCATION OF RUSSIA

2019 ◽  
pp. 21-27
Author(s):  
V.P. Babintsev ◽  
Ya.I. Serkina
Keyword(s):  
Higher Education ◽  
Education System ◽  
Negative Impact ◽  
Higher Education Institutions ◽  
Modern Society ◽  
Educational Environment ◽  
Communication Environment ◽  
Sociological Studies ◽  
Education Groups ◽  
The Impact

The article describes the characteristics of simulation practices in modern society, the causes of the emergence and spread of imitations in the education system. The authors identified and classified into five groups the indicators of distribution of simulation practices in higher education. Groups of indicators include the interpretation of the results of sociological studies of the spread of imitations in higher education institutions of different years, contain conclusions and assumptions about the causes and consequences of the occurrence of imitations. The results of the expert survey on the impact of simulation practices on the development of the communication environment in the educational space and the problems arising during this process are presented. Among the problems the article highlighted the tension in relations not only vertically but also horizontally, which ultimately has a negative impact on the formation of the corporate educational environment.

APPLICATION OF THE SCRUM METHOD IN THE MODERN EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 2 (9) ◽  
pp. 108-112
Author(s):  
I. A. ZAITSEVA ◽  
◽  
I. G. ILIUSHINA ◽  
O. A. O. A. ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
University Students ◽  
Education System ◽  
Educational Environment ◽  
Educational Process ◽  
Higher Education System ◽  
Theoretical Approaches

The article highlights theoretical approaches to defining the concepts of Scrum and eduScrum. In this aspect, the issues of relevance of the application of this methodology in the higher education system are considered. Successful foreign practices of implementing Scrum in the educational process are considered. Special attention was paid to the importance and usefulness of using Scrum in project activities for University students.

MOBILE TECHNOLOGIES IN THE HIGHER EDUCATION SYSTEM

2021 ◽  
pp. 182-196
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Learning Process ◽  
Education System ◽  
Educational Environment ◽  
Mobile Technologies ◽  
Cognitive Tools ◽  
Higher Education System ◽  
Advantages And Disadvantages ◽  
Mobile Education

The article examines aspects of the use of mobile technologies in the higher education system. The advantages and disadvantages of mobile learning are presented. Directions and examples of the application of various mobile services and technologies in educational activities are proposed. It is noted that in the modern educational environment there is still a limited use of mobile technologies, their use as a way to disseminate knowledge, and not as cognitive tools. Today, the most common use of mobile devices is still storing and retrieving information, teaching materials, and scheduling. Several directions of using mobile devices in the learning process have been proposed. The conclusion was made about the novelty of the application and introduction of mobile technologies in the educational environment, the prospects and potential of mobile education in education.

scholarly journals Digitalization of the Economy: a Challenge to Higher Education and Ways to Overcome

2019 ◽  
Vol 10 (4) ◽  
pp. 457-469
Author(s):  
E. N. Sirota
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Education System ◽  
Digital Economy ◽  
Educational Process ◽  
Structural Method ◽  
Innovative Development ◽  
Cognitive Profiles ◽  
Psychological Tools ◽  
Qualitative Characteristics

Purpose: the purpose of this article is to study the challenges of higher education in the digitalization of the economy and ways to overcome them. Achieving the goal is provided by identifying the system attributes of the digital economy, the gaps between the needs of the digital economy and the possibilities of providing them with the current education system, the problems that arise and the possible directions for solving them in connection with the tasks of innovative development of Russia. Methods: the study is based on a systematic approach, including a functional-structural method, multi-level and hierarchical in combination with the historical-dialectical method. These methods make possible to identify the occurrence of qualitative transformations of the system from reaching quantitative boundaries, a change in the main opposing forces and the nature of their interaction in the system, the direction of negation of the previous stage of the system and the fundamental characteristic of its new state. The combination of these approaches predetermined the choice of specific research methods: phenomenological, comparative, inductive. Results: the fundamental difference between the digital economy as the fifth technological paradigm and all previous ones have been formulated in the context of biological and socio-cultural evolution. The connections of digitalization with innovative development, technological and social singularity were shown. The system challenge of digital economy to the education, that includes the functional-structural, psychological, pedagogical and institutional ones, has been revealed and disclosed. Directions of interdisciplinary research are proposed that allow answering these challenges, as well as some methodological innovations that allow to accelerate and to increase the efficiency of the learning process, in particular, programmable learning applications that self-adjust using individual dynamic cognitive profiles of students formed in the learning process. Conclusions and Relevance: the functional and structural challenge to the education system creates significantly complicated requirements for the qualitative characteristics of human capital. They are manifested in an increase in the volume of relevant competencies and the speed of their obsolescence, shift of emphasis from standard unidisciplinary to inter- and multidisciplinary problem tasks, in new relations between the depth of professional knowledge and the breadth of general cultural orientation. The incomplete readiness of cognitive psychology and pedagogy to bridge the gap between the explosive growth in the volume of relevant knowledge and the limited speed of its development forms the content of the psychological and pedagogical challenge, and the organizational and economic disconnection of education and business exacerbates the challenge with the institutional component. An adequate response to challenges is possible through the own efforts of the educational system to individualize the learning process using artificial intelligence systems, focused on maximizing the cognitive and psychological characteristics of the student. An interdisciplinary search for safe borders, technical means and psychological tools to intensify the educational process, which allow us to give a worthy answer to these challenges. This direction can become the basis of an interdisciplinary discussion about the ways in which society responds to the challenges of digitalization, as well as for applied pedagogical developments.

scholarly journals ON THE RELATIONSHIP BETWEEN THE INDICATORS OF STUDENTS WITH THE FATIGUE FACTORS OF THE LESSON AND THE SCHOOL SCHEDULE

2017 ◽  
pp. 24-26
Author(s):  
I.E. Aleksandrova
Keyword(s):  
Learning Process ◽  
Total Duration ◽  
Educational Process ◽  
Educational Organizations ◽  
Learning And Teaching ◽  
School Subjects ◽  
School Day ◽  
E Learning ◽  
School Schedule ◽  
The Relationship

Рresents the results of studying the variability of the parameters characterizing the fatigue of students in the learning process depending on the leading in the modern digital environment factors of a school lesson (total duration of use of e-learning and the density of academic work), as well as from the hygienic rationality of the school timetable based on the difficulty of school subjects. Obtained a statistically significant model the variability of pronounced fatigue of students in the dynamics of the school day, depending on lessons and schedules. Shows the degree of influence on the development of fatigue of the child in the learning process rationally structured schedule during the school day (from the standpoint of difficulty of subjects), increase the use of e-learning and teaching density lesson. These indicators are recommended for use as indicators of the fatigue of students during the school day at the hygienic assessment of the educational process in educational organizations.

scholarly journals New forms of social conflicts in the system of higher education in Russia

2021 ◽  
Vol 27 (1) ◽  
pp. 188-208
Author(s):  
E. N. Solomatina
Keyword(s):  
Higher Education ◽  
Education System ◽  
Educational Environment ◽  
Educational Process ◽  
School Type ◽  
Social Conflicts ◽  
Information Base ◽  
Higher Education System ◽  
Social Tension ◽  
Russian Higher Education

The article analyzes the main trends in the transformation of the modern system of higher education in Russia, which contain objective risks and contribute to the growth of social tension in the educational environment. The author points to the main aspects of considering significant changes in the higher education system, including: active dissemination of new digital technologies in the educational process; the consequences of integrating the Russian higher education system into a single European educational space; the emergence of new educational and management practices; the consequences of the commercialization of the higher education system. The period of transition of the higher education system from the traditional model to the digital one is characterized by the exacerbation of existing structural contradictions and social inequality, as well as the emergence of new risks in development.The article examines possible sources of social conflicts in the higher education system and provides their typology: conflicts of the “society — higher school” type, “administration — collectives of an educational institution”, “subject-subject”. A significant source is also the contradiction between the traditionally established educational practices and new digital practices that require special training of scientific and pedagogical personnel and an effective information base.The author conclude that the growth of social tension and, as a consequence, the emergence of new forms of social conflicts in the educational environment, can be explained by the unpreparedness of the Russian higher education system and society as a whole for the ongoing changes. Results of the transformation of the modern higher education system in Russia, on the one hand, new prospects have appeared for training and professional development of participants in the educational process, and on the other hand, sources of social tension and conflict in the educational environment have become more active. To implement a systematic and effective final transition from a traditional to a digital education model, a radical restructuring of the entire higher education system at the state level, the introduction of modular digital educational environments and the creation of an effective information base on an integrated educational platform are required.

EDUCATIONAL PROCESS DESIGN IN A NEW INFORMATION EDUCATIONAL ENVIRONMENT: INNOVATIVE APPROACH TO RUSSIAN LANGUAGE TEACHING IN HIGHER EDUCATION INSTITUTION

10.12737/965 ◽  
2013 ◽  
Vol 1 (4) ◽  
pp. 14-18
Author(s):  
Бегаришева ◽  
Gulshara Begarisheva ◽  
Кадирова ◽  
Bibigul Kadirova
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Process Design ◽  
Education Institution ◽  
Educational Environment ◽  
Educational Process ◽  
Russian Language ◽  
Learning Activity ◽  
New Information ◽  
Teaching In Higher Education

An example related to design of learning process in a new information educational environment (using of opportunities, methods, forms and means of learning which are specifi c for this environment, as well as kinds of students’ learning activity, providing the obtaining of expected results) has been presented in this paper.

Methodological Support of Readiness Formation of Future Teachers for Inclusion

2019 ◽  
Vol 7 (3) ◽  
pp. 23-27
Author(s):  
Ольга Козырева ◽  
Ol'ga Kozyreva
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Environment ◽  
Educational Process ◽  
Future Teachers ◽  
Normative Documents ◽  
Professional Activities ◽  
The Subject ◽  
The University

The results of higher education are determined by normative documents and are based on the theory of competence approach. They refl ect the readiness of the future teacher to professional activities in the terms of inclusive education. Analytical verifi cation of various scientifi c sources makes it possible to assert that the essence of the various components of the methodological support of the learning process is the subject of scientifi c disputes. But it is worth noting that currently the researchers have not brought a single interpretation of such a concept as “methodological support”, which forces for their own understanding of this designation to refer to it. Methodological support is mainly singled out not just as a pedagogical component, but also as an integral part of the whole educational process. It is characterized by the volume and content of the working programs of disciplines, provides organizational and pedagogical conditions necessary for the formation of the educational environment of the University readiness of future teachers for inclusion. Properly selected and implemented in full methodological support of any process makes it guaranteed to be effective.

scholarly journals EDUCATIONAL INNOVATION AS A RELATIONSHIP BETWEEN THEORY AND PRACTICE OF EDUCATIONAL ACTIVITY

2021 ◽  
pp. 7-12
Author(s):  
Slushnyi O.M.
Keyword(s):  
Higher Education ◽  
Scientific Knowledge ◽  
Learning Process ◽  
Educational Innovation ◽  
Educational Environment ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Activity ◽  
Pedagogical Innovation ◽  
Pedagogical Innovations

The article considers innovation in the field of education through the synthesis of theory and practice as a branch of scientific knowledge. It is noted that educational innovation is aimed at finding the most effective methods of transmitting information from teacher to student, in the field of education, it is based primarily on pedagogy and psychology; innovation in education is perceived as a branch of scientific knowledge that explores the educational process and methods of its implementation. Pedagogical innovation includes the doctrine of the inseparable relationship of the following components of the innovation process: the development of educational innovations, their testing and implementation, application in practice and dissemination; the subject of pedagogical innovation is considered to be a set of tools and patterns in the field of development and implementation of pedagogical innovations in educational institutions. The article analyzes a number of concepts, in particular: “innovation”, “innovative person”, “educational innovation”. Thus, the concept of “innovative person” is interpreted as a person of such socio-cultural development, who is able to work creatively, to be competitive in today’s conditions. Attention is paid to the problems of forming innovative models of education in higher education. The model of innovative learning in higher education proposed by scientists is taken into account, which provides for: active participation of the student in the learning process; opportunities for applied use of knowledge in real conditions; bringing concepts and knowledge in a variety of forms, not just in text; approach to learning as a collective rather than individual activity; shifting the focus to the learning process rather than memorizing information. The article draws attention to the interpretation of the definition of “pedagogical innovation”. Pedagogical innovation is a purposeful change that introduces innovations into the educational environment that improve the characteristics of individual parts, components and the educational system as a whole; the process of mastering innovation; search for ideal methods and programs, their implementation in the educational process and their creative rethinking. It is noted that innovative processes in the education system are perceived as controlled processes of creation, perception, evaluation, development and application of pedagogical innovations. The classification of pedagogical innovations is given, in particular: by types of activity; by the nature of the changes; on the scale of changes; by scale of use; by source.Key words: innovation, innovative models, pedagogical innovation, educational environment, pedagogical innovations. У статті розглянуто інноватику у сфері освіти через синтез теорії та практики як галузь наукового знання. Зауважується, що освітня інноватиканацілена на пошук найбільш дієвих методів передачі інформації від вчителя до учня, у сфері освіти вона спирається в першу чергу на педагогіку і психологію; інноватика у сфері освіти сприймається як галузь наукового знання, що досліджує освітній процес і методи його втілення в життя. Педагогічна інноватика включає в себе вчення про нерозривний взаємозв’язок таких компонентів інноваційного процесу, як: розробка освітніх нововведень, їх тестування та впровадження, застосування на практиці і поширення; предметом педагогічної інноватики вважають сукупність засобів і закономірностей в області розробки і впровадження педагогічних нововведень в освітніх установах. У статті проаналізовано ряд понять, зокрема: «інноватика», «інноваційна людина», «освітня інноватика». Так, поняття «інноваційна людина» тлумачиться як особа такого соціально-культурного розвитку, яка здатна творчо працювати, бути конкурентноспроможною в умовах сьогодення. Звертається увага на проблеми формування інноваційних моделей навчання у вищій школі. Взято до уваги запропоновану науковцями модель інноваційного навчання у вищій школі, яка передбачає: активну участь студента у про-цесі навчання; можливості прикладного використання знань у реальних умовах; наведення концепцій і знань у найрізноманітніших формах, а не тільки у текстовій; підхід до навчання як до колективної, а не індивідуальної діяльності; зміщення акценту на процес навчання, а не на запам’ятовування інформації. У статті звертається увага на потрактування дефініції «інновація педагогічна». Інновація педагогічна – це цілеспрямована зміна, що вносить в освітнє середовище нововведення, які поліпшують характеристики окремих частин, компонентів і самої освітньої системи в цілому; процес освоєння нововведення; пошук ідеальних методик і програм, їх впровадження в освітній процес і їх творче переосмислення. Зауважуєть-ся, що інноваційні процеси в системі освіти сприймаються як керовані процеси створення, сприйняття, оцінки, освоєння і застосування педагогічних нововведень. Наводиться класифікація педагогічних інновацій, зокрема: за видами діяльності; за характером внесених змін; за масштабом внесених змін; за масштабом використання; за джерелом виникнення.Ключові слова: інноватика, інноваційні моделі, педагогічна інноватика, освітнє середовище, педагогічні нововведення.

The Problem of Legal Maintenance of Activity of an Integrated Base of Network Communication System

2018 ◽  
Vol 6 (6) ◽  
pp. 25-30
Author(s):  
Галина Привалова ◽  
Galina Privalova ◽  
Оксана Шубина ◽  
Oksana Shubina
Keyword(s):  
Higher Education ◽  
Communication System ◽  
Legal Status ◽  
Legal Regulation ◽  
Educational Environment ◽  
Network Communication ◽  
Educational Organizations ◽  
Structural Units ◽  
Network Interaction ◽  
The Relationship

The article deals with the problems of legal regulation of participation of basic departments in the system of network interaction of educational organizations. Regulatory and legal support of network interaction of educational organizations should be a part of a comprehensive regulatory framework governing the activities of participants in educational relations. The adoption of the law on education and the introduction of the concept of “network interaction” allowed educational organizations of higher education to create departments and other structural units. At the same time, the legislator does not defi ne the concept of “basic departments”. The lack of legislative defi nition of the concept of the basic department, determining its legal status, leads to many problems, which complicates the relationship between the participants of the educational environment in the system of network interaction.

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