ABSTRACT
The experience of remote learning during the pandemic COVID-19 significantly accelerated the process of digitalisation of the higher education in Russia and intensified preparations for the transition to a model of the Digital University. However, even those educational institutions that successfully applied remote technologies in the educational process faced the problem of effectively managing the entire remote learning system. The aim of the study is to identify the management potential of remote learning at universities in Russia from the point of view of the methodology of active management systems. Models of the remote learning system in institutions of higher education relevant for different stages of development have been created;recommendations are made to integrate the proposed models into the Digital University model. Research results contribute to the development of the theory and practice of active management systems in terms of modelling remote learning in institutions of higher education. Copyright © 2022 Inderscience Enterprises Ltd.
ABSTRACT
The experience of remote learning during the pandemic COVID-19 significantly accelerated the process of digitalisation of the higher education in Russia and intensified preparations for the transition to a model of the Digital University. However, even those educational institutions that successfully applied remote technologies in the educational process faced the problem of effectively managing the entire remote learning system. The aim of the study is to identify the management potential of remote learning at universities in Russia from the point of view of the methodology of active management systems. Models of the remote learning system in institutions of higher education relevant for different stages of development have been created;recommendations are made to integrate the proposed models into the Digital University model. Research results contribute to the development of the theory and practice of active management systems in terms of modelling remote learning in institutions of higher education.
ABSTRACT
Introduction: Over the last year, an immense quantity of medical data has accumulated in regards of connecting the SARS-CoV-2 infection and the onset of a variety of autoimmune and inflammatory diseases, including the pediatric inflammatory multisystem syndrome (PIMS) or the multisystem inflammatory syndrome in children (MIS-C). Methods and materials: For the period of Dec 1 to Jan 23 2020/21, 16 children with symptoms meeting the criteria for MIS-C were hospitalized in the Pediatric Department of UMHATEM “N. I. Pirogov“. We present two demonstrative clinical cases of children with MIS-C and severe gastrointestinal symptoms that mimicked acute abdomen. Results аnd discussion: One of the main clinical characteristics of MIS-C is the gastrointestinal involvement and GI tract symptoms. Тhe clinical manifestation of MIS-C: abdominal pain, high inflammatory markers with no certain focus and etiology, can resemble acute abdomen. Conclusion: In children with severe gastrointestinal symptoms and extremely high inflammatory markers after recent COVID-19 infection, MIS-C should be considered as a part of the differential diagnosis of the patients. © 2021 Academy of Medicine. All rights reserved.
ABSTRACT
The relevance of the study is due to the increasing role of digital technologies in education. The abrupt shift of universities to distance learning during the COVID-19 pandemic has created new challenges. The purpose of this article is to analyze modern problems of traditional e-learning systems and identify the most effective digital technologies for improving the design system and implementing the content of professional educational programs at the university in the context of digitalization. Scientific articles in journals included in the Scopus database over the past five years, official websites of universities and their reports on the use of modern digital technologies were used as a statistical and empirical base for the study. Multiple comparative case studies and content analysis were applied. To solve the identified problems, such modern digital technologies and methods as cloud computing, adaptive design, big data, 3D printing, wearable technologies and gamification were proposed. The paper proposes an updated digital education system model at the university consisting of such elements as Instructors & Students, Master Courses, Content Delivery, Courses Collaboration, Progress Tracking, Assignments, Practices and Exams. The conclusions and recommendations formulated in this study can be used by different educational systems and universities.