scholarly journals Digital transformation of teaching English for Academic Purposes

2021 ◽  
Author(s):  
М.В. Захарова
Keyword(s):  
Online Education ◽  
Time Management ◽  
Qualitative Data ◽  
Negative Attitude ◽  
Digital Transformation ◽  
Educational Process ◽  
Master's Students ◽  
Technical Problems ◽  
Learning And Teaching ◽  
Online Forms

Данное исследование анализирует восприятие студентами-магистрантами неязыкового факультета курса академического английского языка, преподаваемого синхронно в аудитории и через Microsoft Teams и асинхронно на платформе Moodle, и предоставляет некоторые наблюдения над негативными и позитивными реакциями студентов на курс обучения. Актуальность исследования обусловлена тем, что, несмотря на очевидные трудности в процессе цифровой трансформации образования в последний год и неудовлетворённость процессом со стороны студентов и преподавателей, существуют и определённые преимущества у новых моделей преподавания, комбинирующих аудиторные формы и синхронные онлайн-формы обеспечения учебного процесса. Количественные и качественные данные были собраны путём анкетирования студентов. Количественные результаты показали, что учащиеся имели негативное отношение к некоторым аспектам онлайн-образования (технические проблемы, тайм-менеджмент, концентрация внимания и отсутствие социального взаимодействия) и одновременно позитивное отношение к некоторым элементам гибридного обучения (учебная автономия, темп обучения, коллективная работа). Качественные данные выявили некоторые предложения по улучшению качества преподавания и освоения курса. Результаты данного исследования будут интересны преподавателям английского языка высших учебных заведений для сравнения с их методами и результатами обучения, для улучшения взаимодействия со студентами и для развития эффективных долгосрочных стратегий синхронной и асинхронной онлайн-поддержки курсов иностранного языка. This study analyzes the perception of master’s students of the non-language department of the academic English course taught synchronously in the classroom and through Microsoft Teams, and asynchronously on the Moodle platform, and provides some observations on the negative and positive reactions of students to the course of study. The relevance of the study is due to the fact that despite the obvious difficulties in the process of digital transformation of education during the last year and dissatisfaction with the process on the part of both students and teachers, there are certain advantages in new teaching models that combine classroom forms and synchronous online forms of the educational process. Quantitative and qualitative data were collected through a survey of students. Quantitative results showed that students had a negative attitude to some aspects of online education (technical problems, time management, concentration and lack of social interaction) and at the same time a positive attitude to some elements of hybrid learning (learning autonomy, learning pace, collaboration). Qualitative data revealed some suggestions for improving the quality of learning and teaching of the course. The results of this study will be of interest to teachers of English in higher education institutions for comparison with their methods and learning outcomes, for improving interaction with students, and for developing effective long-term strategies for synchronous and asynchronous online support of foreign language courses.

scholarly journals Assessment of online education problems during the COVID-19 pandemic in Russia

2021 ◽  
Vol 23 (3) ◽  
pp. 1689
Author(s):  
Ilshat Garafiev ◽  
Gulshat Garafieva ◽  
Angelika Idiatullina ◽  
Elena Spirchagova
Keyword(s):  
Factor Analysis ◽  
Online Education ◽  
Work Experience ◽  
Online Communication ◽  
Educational Process ◽  
First Year ◽  
Master's Students ◽  
Technical Problems ◽  
Masters Students

<p>The work studied the assessment of online education problems during the COVID-19 pandemic by the first year master’s students. It was hypothesized that there are two types of problems. The first type is the problems associated with the difficulties of online communication between the participants of the educational process. The second type is the problems associated with the technical difficulties of participating in online education. The results of factor analysis show that masters clearly distinguish between the content-related (online communication) and formal (technical problems) sides of the organization of online education. It was found that those masters’ students who do not work now or do not have work experience in the specialty for which they are studying generally perceive the presence of technical problems and Internet disruptions as difficulties in implementing online education more significantly.</p>

Online education in the digital transformation system of Russian universities: Statistics 2020

2021 ◽  
Vol 20 (2) ◽  
pp. 278-298
Author(s):  
Valentina N. EDRONOVA
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Online Courses ◽  
Digital Transformation ◽  
Educational Process ◽  
University Education ◽  
Individual Development ◽  
Scientific Publications ◽  
Novgorod Oblast ◽  
Teachers And Students

Subject. In the context of digital transformation of the society, online courses, as a form of basic and additional education in universities, play a crucial role. Objectives. I consider the types and content of online courses used by universities for distance education, analyze the perception of the new forms of educational process by teachers and students, and positive and negative aspects of distance learning in 2020. Methods. The study employs statistical methods of data collection, generalization of basic statistics, analysis of obtained results and materials that are published in scientific publications and mass media, best practices for remote learning. Results. The paper provides consolidated assessment of positive and negative aspects of remote regime of the traditional form of education, the participation of universities in programs for online mass education, the demand for and directions of supplementary education in the Nizhny Novgorod Oblast, State support to digital transformation of universities in 2020. Conclusions. At the current stage of digital transformation of education, universities use different options to implement distance learning. Online courses, being the main form of modern university education, are developing and improving rapidly. They play an important role in the system of training specialists for the national economy and individual development.

scholarly journals METACOGNITIVE STRATEGIES AND THEIR IMPLEMENTATION INTO THE ESP CLASSROOM IN THE CONTEXT OF DISTANCE LEARNING

2021 ◽  
Vol 1 (193) ◽  
pp. 333-337
Author(s):  
Inesa Baybakova ◽  
◽  
Oleksandra Hasko ◽  
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Time Management ◽  
Time Frame ◽  
Metacognitive Strategies ◽  
Educational Process ◽  
Educational Outcome ◽  
Metacognitive Skills ◽  
Metacognitive Monitoring ◽  
Mutual Correlation

The article deals with metacognition as the notion in general and its strategies in particular implemented into the ESP course since online education has revealed the importance of some distance learning aspects, metacognitive strategies being part of them. The latest research and publications analysis prove that in spite of the fact that metacognition has been much researched and implemented into teaching and learning in EFL/ESL classroom concerning a foreign language it has not been deeply considered with regard to ESP. The article is aimed at focusing on metacognition and the corresponding strategies in terms of ESP, metacognitive monitoring, self-regulated studies in the framework of online education. The notion of metacognition being defined as ‘thinking about one’s thinking’ and in a wider sense treated as ‘awareness or analysis of one's own learning or thinking processes’ is applied to plan, monitor, and assess one’s understanding and performance. It comprises a person’s awareness of oneself not only in terms of his/her thinking and learning but also of seeing himself/herself as a thinker and learner. Thus, there exists mutual correlation between students ’ success and their metacognitive knowledge: the higher level of metacognition, the better educational outcome and vice versa. Developed metacognitive skills enhance learners’ motivational perspective, increase their ability to clearly understand objectives and tasks set enabling them to study and master new material faster due to efficient approaches used and proper strategies applied which is especially important for online learners as it requires considerable control and time management in a limited time frame for the ESP course and mixed grouping. The above mentioned findings have proved to be worth further focusing on being crucial from the point of view of ESP metacognitive strategies for regulating students ’ educational process, conducting metacognitive monitoring as well as performing self-regulated learning which is ofparticular importance under current circumstances in the framework of online education.

scholarly journals Principal Directions of Digital Transformation of Higher Education System in Sustainable Education

2020 ◽  
Vol 208 ◽  
pp. 09042
Author(s):  
Elvir Akhmetshin ◽  
Karine Barmuta ◽  
Vladimir Vasilev ◽  
Hilary Okagbue ◽  
Ogochukwu Ijezie
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Education System ◽  
Digital Economy ◽  
Digital Transformation ◽  
Educational Process ◽  
Innovative Technology ◽  
Higher Education System ◽  
Sustainable Education ◽  
Essential Components

From the perspective of a systematic integrated approach, the article formulates the main directions of digital transformation of higher education system in sustainable education in all its components, taking into account the requirements of the modern digital economy as the leading trend in the country’s innovative development model. The authors consider essential content of the digital economy as a vector of innovative trends focused on the training of specialists of a qualitatively different level, and present the results of the formation of the digital economy in the Personnel and Education direction in 2025. One of the essential components of the modern educational process is the electronic information and educational environment, which is considered as a system that includes innovative technology platforms as an indispensable element for the generation and processing of knowledge. The article explores the prospects for improving the Russian scientific and educational system based on innovative methods of education using neural network technologies, the need for a transition to online education with integrated systems of natural and artificial intelligence. The paper identifies obstacles that significantly hamper the sustainable development of online education, one of which is the lack of teachers of the new formation who can work in the digital environment. It also presents an analysis of the results of a comprehensive study to assess the readiness of higher education to the parameters of the digital economy, showing that most universities are at the initial stage of the informatization and automation processes, which proves the relevance of the materials presented.

scholarly journals THE COVID-19 PANDEMIC AND THE ONLINIFICATION OF TEACHING AND LEARNING

2021 ◽  
Vol LXIX (1) ◽  
pp. 93-109
Author(s):  
Adrian Năznean
Keyword(s):  
Online Education ◽  
Digital Technology ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Digital Transformation ◽  
Course Delivery ◽  
Ethical Behaviour ◽  
Online Environment ◽  
Learning And Teaching ◽  
Virtual Setting

Online education is of various types and can be defined in numerous ways. Over the last few decades, online education has gained popularity, but has also been regarded with reluctance and scepticism as to the benefits it may have. The COVID- 19 pandemic was declared on the 11th of March 2020 and forced many countries to impose lockdowns and restrictions. As such, several activities were shut down, schools and universities were closed, thus, the need for rapid solutions arose. Since the online environment was there for the taking, physical classrooms were virtualised overnight, homes became learning and teaching spaces for students and educators, whereas the latter were faced with adapting content and transferring it in order to suit its delivery via online platforms. With little to no experience in online education, educators sought to find ways to continue their work bringing emergency modifications. Although digital transformation is not a new phenomenon, the transit from physical classrooms to online ones has been and still is a rough learning curve for many educators. Apart from optimising digital technology to apply to education, another difficult task of any online teacher is to keep students motivated and involved, which can be achieved in different ways. This article discusses methods of content and course delivery, the technology-induced problems that online teaching implies, assessment, ethical behaviour in a virtual setting, and the risk of cheating in online examinations, as well as ways of preventing cheating. Nevertheless, the abrupt onlinification of education may lie at the basis of future exploration and research.

DIGITAL TRANSFORMATION OF THE HIGHER EDUCATION SYSTEM: TWO YEARS OF A PANDEMIC

2021 ◽  
Vol 2 (9) ◽  
pp. 32-36
Author(s):  
M. G. POLOZKOV ◽  
◽  
E. A. VEREVKINA ◽  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Education System ◽  
Psychological Adaptation ◽  
Scientific Work ◽  
Digital Transformation ◽  
Educational Process ◽  
Technological Support ◽  
Higher Education System ◽  
Theoretical Approaches

The theoretical approaches to the main problems of digital transformation of the higher education system in the Russian Federation. In aspect of this point questions connected with a features of the technological support of the educational process, digital literacy and digital divide of participants in online education, methods of educational and scientific work, as well as features of psychological adaptation in the digital reality. The ways of using the accumulated educational experience in the post-pandemic world are proposed.

scholarly journals Digital literacy of modern higher education teachers

2021 ◽  
Vol 273 ◽  
pp. 12035
Author(s):  
Maksim Vaskov ◽  
Artur Isakov ◽  
Vyacheslav Bilovus ◽  
Alexander Bulavkin ◽  
Natalya Mikhaylenko
Keyword(s):  
Higher Education ◽  
Psychological Health ◽  
Digital Literacy ◽  
Information Technologies ◽  
Human Life ◽  
Educational Environment ◽  
Digital Transformation ◽  
Educational Process ◽  
Technical Problems ◽  
Digital Competencies

The expansion of digital technologies in all spheres of human life determines the digital transformation of education. This is due to the fact that the digital transformation of education brings the educational system itself in line with the requirements of the technological revolution and allows students to obtain relevant digital competencies in order to be qualified personnel for the economic sector. In connection with the digitalization of education and the active use of information technologies in the educational process, the requirements to the faculty of higher education are also changing. This became especially noticeable over the past year, when universities worked in a remote format. Therefore, the authors of the article turn to the issue of digital literacy of modern higher education teachers. Based on the structurally functional theory of T. Parsons, the modernist concept of E. Giddens and the theory of determination of human behavior by A. Maslow, it is shown what competencies a modern higher education teacher has in the context of the digital transformation of education. Based on the analysis, it should be noted that digital competencies include competencies related to information literacy, skills for interaction in an electronic environment; the ability to generate digital content; ensuring the safety of the physical and psychological health of users; the ability to identify and eliminate technical problems when working with digital devices. Digital literacy of teachers is the mastery of a set of the listed competencies. In general, the digital literacy index of university teachers is quite high, but unlike young people, teachers trust technological innovations to a lesser extent, which reduces their willingness to actively work with the digital educational environment. In our opinion, modern teachers need to transform their attitude to digitalization with the help of high-quality training in working with a digital educational environment.

scholarly journals Distance learning in a pandemic: difficulties and advantages

2021 ◽  
Vol 2021 (1 (134)) ◽  
pp. 16-23
Author(s):  
Nataliia Shylina
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Online Education ◽  
Social Life ◽  
Learning Technologies ◽  
Educational Process ◽  
Survey Method ◽  
Technical Problems ◽  
Advantages And Disadvantages ◽  
Psychological Difficulties

The article is devoted to the problem of distance education, namely, education and upbringing under pandemic conditions. The relevance of the use of new computer and information learning technologies has been demonstrated. The connection of information technologies with the “Z” generation has been outlined as the main education idea of the person of the future. The issue of the coronavirus epidemic, which forced the urgent restructuring of all spheres of people’s social life around the world, is addressed in the article. As a result, the problem of the global transition to distance learning under severe quarantine is becoming urgent. The author analyses domestic and foreign pedagogical experience of distance education. Among domestic authors, this problem was studied by O. Kuznetsova, E. Naumenko, O. Onishchenko. Actually, O. Kuznetsova highlights the advantages and disadvantages of distance learning. Foreign researches highlight the technical problems of online education, as well as the problems that lie beyond the purview of technology. These are the problems as follows: student’s ability to communicate and play is limited by the environment within the Internet. These elements are critical to students' ability to develop their emotional and social intelligence. Teachers try to deliver personalised instruction to students in a virtual setting, and the responsibility, instead, falls to parents who may not be up to the task. Many students’ dormitories do not promote learning. The purpose of our study was to analyse the conditions of distance learning according to the following criteria: organisational and methodological support, technical support, psychological difficulties in accordance with the example of Odessa National O. S. Popov Academy of Telecommunications (ONAT). Thus, the availability of normative documents and provision of remote content has been analysed. 80 teachers and 150 students used the survey method and revealed that firstly, which online resources teachers most often use during distance education and secondly, what technical and psychological difficulties the participants of the educational process face. The data were analysed and fixed in the table.

FORMATION OF HUMAN CAPITAL IN THE DIGITAL TRANSFORMATION PARADIGM

2020 ◽  
Vol 2 (5) ◽  
pp. 115-119
Author(s):  
M. V. SAVINA ◽  
◽  
A. A. STEPANOV ◽  
I.A. STEPANOV ◽  
◽  
...  
Keyword(s):  
Human Capital ◽  
Digital Age ◽  
Digital Transformation ◽  
Educational Process ◽  
Knowledge And Skills ◽  
Main Components ◽  
The Impact ◽  
Modern Era

The article highlights the problems of the impact of "digitalization" of society on the formation and transformation of human capital, and above all, the development of new competencies, knowledge and skills. The main components of human capital in the modern era, the features of the formal and informal educational process are clarified and disclosed. The necessity of minimizing the precariat class is proved. The main directions of qualitative improvement of human capital adequate to the challenges of the digital age and globalization are defined.

scholarly journals The Impact of COVID-19 on the Educational Process: The Role of the School Principal

2021 ◽  
pp. 002205742110325
Author(s):  
Charalampous Constantia ◽  
Papademetriou Christos ◽  
Reppa Glykeria ◽  
Athanasoula-Reppa Anastasia ◽  
Voulgari Aikaterini
Keyword(s):  
Educational Leadership ◽  
Time Management ◽  
School Principal ◽  
Educational Process ◽  
Historical Study ◽  
Technical Equipment ◽  
Learning Programs ◽  
Teachers And Parents ◽  
The Impact

In recent years, the role of the leader in the effective operation of the school has been vastly debated in the international educational community. Through a historical study of educational leadership, this research discovered that the position of the leader is constantly being reshaped and adapted to the current social, cultural, and economic circumstances. During the last year, due to the coronavirus disease 2019 pandemic, the educational leadership has had to be reshaped worldwide. The aim of this study is to investigate the issues that have arisen from the aforementioned situation, as well as to try to figure out how a school’s principal might apply the basic principles of educational leadership, in a period of crisis. This investigation was focused on the use of the qualitative method. The study included 88 teachers and 5 principals from Cyprus, as well as teachers and parents. Based on the findings of the study, we discovered that the challenges faced by school principals and teachers are primarily linked to alienation, marginalization, time management, improving bureaucracy, problems with technical equipment and distance learning programs. Solution to these obstacles seemed to be the: Empathy, teamwork, and decentralization of the educational system, which are all promoted by the principal, who occasionally has additional authority.

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