ABSTRACT
The article analyses the key dysfunctions of the digitalization of higher education, changes in grades and students' attitudes to online learning during the pandemic. The key research method is a questionnaire survey of students of Russian universities. Empirical data are presented by the results of a study of students of Russian universities conducted in June-November 2021 (N= 1 107). Additionally, three focus groups were held with 29 participants (April–May 2022). We concluded that the optimism of students in assessing the benefits of digitalization of education is associated with the possibility of a facilitated search for educational materials, the exchange of experience, and cooperation in the information environment. The study's results illustrate the transformation of the role of the teacher, who loses the function of a mentor who transfers knowledge. In the new conditions, students request the entertaining nature of learning and the use of digital technologies to keep them interested. In the course of the study, we identified dysfunctions of the digitalization of education: motivation (unwillingness of students to take notes and memorize material in the conditions of the widespread availability of information, transfer of educational activities to the background, "sofa” learning format);control and assessment of knowledge (priority to test algorithms, unethical behavior during control activities and unfair practices of using digital technologies);communication (deterioration of interpersonal communication skills, focus on automation of feedback, "unmanned” learning technologies). Based on the study's results, we concluded the negative consequences of the digitalization of education during the pandemic: reduced concentration of attention, a distraction from educational goals, a superficial perception of information, lack of critical analysis skills. A chain of dysfunction was revealed, including a decrease in interest in learning, a selective approach to learning, segregation of knowledge, and deformation of the system for monitoring and evaluating knowledge. © 2022 Russian Public Opinion Research Center, VCIOM. All rights reserved.
ABSTRACT
Digitalization of the economy is one of the factors and manifestations of globalization processes. However, the possibilities which give use of digital platforms in the long term enable the formation of a national information space that is safe from external threats. This study summarizes the current approaches to the classification of digital platforms, their description and functionality, and their importance for the economy. The study focused on modern approaches to the typology of digital platforms and the specifics of their integration into public administration and business structures. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022
ABSTRACT
The modern development of education is associated with its digitization and the search for our learning approaches to suit new generations and their peculiarities. During the COVID-19 crisis and the transition of learning in a remote form, the search for a new approach has become mandatory. The project-based approach has been identified as suitable for the new conditions. Learning in an electronic environment is a new way of teaching, which poses a number of challenges for teachers in creating, managing and evaluating projects. In this paper, the specific functionalities of a web-based platform for preparing and conducting projects according to the project-based method are presented. These functionalities include guided creation of projects, automated connections of project theme and educational materials and methods for the evaluation process. Detailed are the steps that the platform provides when creating a project. These steps are implemented in the form of a guide so as to facilitate as much as possible the work of teachers. Such a platform will help motivate a greater number of teachers to choose and teach by this method. © 2022 IEEE.
ABSTRACT
The beginning of the COVID-19 pandemic and the response of the Institutes of health aimed at reducing the spread of the disease required an immediate change in the traditional approach to education, especially medical. Against the background of severe restrictions in the implementation of educational programs – normative, situational and managerial-universities have an acute question about the avail-able opportunities for mastering the competencies of the educational standard in a remote format. Forced emergency changes in approaches, forms, and methods of training allowed overcoming the crisis in the field of medical education. The article highlights the main trends in medical education formed during the crisis associated with the new coronavirus infection. The experience of organizing training in a pandemic in an educational organization is presented. The purpose of this work is to identify the main trends in the digitalization of medical education during the period of the threat of the spread of a new coronavirus infection. Methods of comparative analysis, description and subject modeling of indicators recorded in the electronic educational environment of the University for the period of 2020 were applied, as well as information from the Portal of continuing medical and pharmaceutical education was used. As a result, the main trends in the digitalization of medical education during the period of high alert on the example of COVID-19 were identified: the introduction of online education;personalization of medical education;transformation of working time and revision of process management practices at the university. The identified trends have led to the preservation of the quality of training for practical health care and have become a new starting point in the strategy for the development of medical education. © 2022, Science and Innovation Center Publishing House. All rights reserved.
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Introduction: Intensive introduction of digital technologies and educational tools poses risks of visual impairment in children and adolescents as the most active users of the digital space. Objective: To assess risks of visual impairment in children and adolescents in the context of active dissemination of digital technologies in education and everyday life based on a literature review in order to choose directions for pediatric prevention of eye diseases. Materials and methods: We did a review of Russian and English language scientific literature published in 2007-2021, found on eLIBRARY.ru, PubMed, Web of Science, and Scopus information portals and platforms. We selected 48 articles containing an evidence-based assessment of risks of eye diseases related to e-learning and long screen time in children and adolescents, especially during the COVID-19 pandemic and associated lockdown. Results: We observed combined risks of visual impairment and musculoskeletal disorders due to violation of hygienic requirements for illumination, working posture, distance to the screen, and screen time when using various gadgets. Concom-itant risk factors for eye diseases related to vitamin D deficiency were evaluated. Conclusions: We identified groups at risk of visual impairment based on health indicators and the intensity of using the digital environment. We also specified basic methodological and regulatory documents, the compliance with which could reduce the risks of visual impairment in children, adolescents, and students, and proposed up-to-date directions of research on the topic of the review for maintenance of eye health. © 2022, Federal Center for Hygiene and Epidemiology. All rights reserved.
ABSTRACT
Investment in education technology (EdTech) is a complex decision problem for universities during the post-Covid era. With the objective to assess the quality and adoptability of education supply chain, a novel analytical evaluation model approach is proposed, based on quality function deployment and combinative distance-based assessment. To deal with uncertainty in the evaluation process, fuzzy theory is integrated into the model. To establish the house of quality matrix, technology-based stakeholders' requirements were identified and classified in four dimensions: economic and financial, technology adoption, sustainability, competencies. Moreover, nine supplier criteria were assumed. Based on expert evaluations, the results suggest that financial credit and supplier collaboration are the most prominent attributes to evaluate suppliers, while environmental commitment is sorted as the least important criterion. The results reveal that the three dominant suppliers, which provide the best response to the identified criteria, are providers of cloud service technology. © 2022
ABSTRACT
The article updates the issue of continuous training of andragogues(specialists in the field of adult education) to perform professional functions by means of distance learning technologies in the conditions of domestic educational reforms, digital transformation of education, the global pandemic of Covid-19 and the declaration of martial law in Ukraine. The areas of use of information and communication technologies in the process of professional development are summarized, the study of frameworks and standards of digital competence of teachers in Ukraine and the world isanalyzed. In order to determine the functions of andragogues on the use of information and communication technologies in the conditions of open education, the main categories of andragogues of the professional development system have been singled out. Theresearch in the field of psychological and andragogical features of the training of pedagogical workers in the process of professional development has been analyzed. The functions of andragogues and their role in the organization of the educational process by means of distance technologies were defined. The model andresults of the experiment on the development of information and communication competence of methodologists of regional services as one of the categories of andragogues are highlighted. The pro cess of training andragogues at the next stage - methodologists and teachers of institutions of post-graduate pedagogical education, as well as teacher trainers on the implementation of the State Standard of Basic Secondary Education - is described. Subjects of trainings, which were used to provide scientific and methodological support to andragogues, distance learning technologies used during classes, exercises for formative assessment and ensuring interactive interaction of training participants, materials of the author's You Tube channel "ICT in Education" are proposed. It is concluded that the readiness of andragogues to use distance learning technologies largely depends on the activities of post-graduate education institutions, academies of continuous development, therefore scientific and methodological support of andragogues should be continuous and meet the requirements of educational reforms and digital transformation of education. The authors see prospects for further research in the continued training of certain categories of andragogues, in particular in establishing partnerships with employees of centers for professional development of teachers on the development of their digital competence;implementation of continuous training of teacher-trainers, development of their skills of working with adult students online;training of teachers of postgraduate education institutions to create high-quality digital content for distance learning courses and trainings
ABSTRACT
Investment in education technology (EdTech) is a complex decision problem for universities during the post-Covid era. With the objective to assess the quality and adoptability of education supply chain, a novel analytical evaluation model approach is proposed, based on quality function deployment and combinative distance-based assessment. To deal with uncertainty in the evaluation process, fuzzy theory is integrated into the model. To establish the house of quality matrix, technology-based stakeholders' requirements were identified and classified in four dimensions: economic and financial, technology adoption, sustainability, competencies. Moreover, nine supplier criteria were assumed. Based on expert evaluations, the results suggest that financial credit and supplier collaboration are the most prominent attributes to evaluate suppliers, while environmental commitment is sorted as the least important criterion. The results reveal that the three dominant suppliers, which provide the best response to the identified criteria, are providers of cloud service technology.
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Introduction. COVID-19 has fundamentally changed the architectonics of the global educational process. While many countries are still analyzing the consequences of the pandemic for education, the world's largest institutions and organizations are already thinking about the future of education. The purpose of the article is to identify and summarize the prospects for the development of a post-digital university on the basis of this analysis. Materials and Methods. This article presents an analysis of a number of important documents of world organizations on the future prospects of the higher education system during and after the COVID-19 pandemic, as well as official documents on education systems in the Russian Federation and the Republic of Kazakhstan. The main methods of the proposed research are the analysis of program documents in the field of education, as well as a review of the philosophical literature of 2020.2022 on the trends of the post-digital university. Results. In the world's leading documents on the future of the education system it is shown that education is the main driving force of sustainable development. However, the COVID-19 pandemic has led to an unprecedented destabilization of the entire world education system. The analytical documents, in general, contains the following ideas: increasing the viability of education systems for sustainable development;rethinking education and accelerating positive transformations in teaching and learning. Based on the analysis of the situation, the documents suggested a number of effective measures, is the mains among which: digital transformation of universities;measures to support the research activities of universities. The article suggests that the digitalization of the educational process itself, described in the leading documents on education, will not lead to any results, unless it is accompanied by serious transformations in the content of education. Discussion and Conclusion. In a post-digital university, a radical paradigm shift is needed, the rejection of the neoliberal, standardized, algorithmic structure of the university, its transition to a socially significant, critical, responsible device. New technologies, as well as digitalization in education, should not be a goal, but a means. Only then can progress in education and significant social transformations be possible. The practical significance of this research of the authors lies in the analysis and generalization of strategically important program documents in the field of education on the prospects for the development of a post-digital university.
ABSTRACT
The work is devoted to analyzing the negative effects of digitalizing education and considering the possibilities for their prevention. The urgency of this problem under the current conditions of combating the novel-coronavirus-infection pandemic and moving a significant part of education and leisure to the virtual space is noted. A significant increase in the frequency of mental and physical maladjustment symptoms, a decrease in performance indicators and a deterioration of the biological-age parameters are recorded in participants in the experiment against the background of a deficit in physical activity and an increase in the duration of information consumption. The geroprotective effect of correcting the lifestyle of students with an emphasis on the use of such health-preserving elements of behavior as informational hygiene, strict compliance with recommendations for optimizing sleep, rest, motor and nutritional regimens, in terms of qualitative and quantitative indicators (with the exception of bad habits and excessive entertainment), is shown.
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The educational space is being integrated into the information and digital format of social activity. Sociocultural processes and events determine the intensity of the involvement of scientific and technological progress in the educational environment. The last three years have been a real crisis for Ukrainian education. COVID-19 pandemic and Russian armed aggression actually transferred organizational and training elements of the educational system into online mode. This caused the actualization of all manifestations of digitalization in Ukrainian education. Therefore, the purpose of scientific intelligence is to analyze the information and technological factors that respond to the crisis phenomena in modern education. The article aims to highlight the practical digital resources that have become in demand in the preservation of the functioning of the education system in the conditions of the Russian-Ukrainian war. The most appropriate methodology capable of analyzing the problems and risks in the digital cluster of education associated with military actions is a systemic, structural-functional, and comparative analysis. Thus, the educational crisis in Ukraine was an obvious consequence of Russian armed aggression. The information and digital educational environment play an important stabilizing role, allowing to maintain the functioning of this sphere of public activity. Digitalization has introduced innovative manifestations in the administrative and organizational, educational and methodological, and information and communication clusters of education. At the same time, the processes of digitalization have also come under attack by the aggressor and faced the risks caused by gross violations of rights in educational cyberspace.
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The consequences of the large-scale Covid-19 pandemic have raised the problem of the lack of digital educational content in the natural sciences to ensure the continuity of learning and maintain the quality of the educational process at the proper level in distance learning. The IT industry, which deals with digital educational content, has taken the first steps to improve the visualization of educational content on the pages of textbooks and filled them with augmented reality (AR) objects. The article outlines the problems of teaching students of natural disciplines in institutions of general secondary education, in particular, low interest in studying the subject of physics. Ways to increase the activation of students' learning activities using the latest digital technologies, namely augmented reality, are proposed. The main directions of the study of augmented reality in education are determined, namely: the use of augmented reality in the educational process, professional training and retraining of personnel, social and technical problems, theoretical and methodological foundations, the development of tools to ensure the virtualization of learning, the design of the educational environment and the gamification of learning augmented reality. The tools and software for playing AR in physics for grades 8-11 of educational institutions are described. During the analysis of 160 AR objects, a number of problems were identified that reduce their quality. The authors substantiated a criterion-indicative matrix for determining the quality of AR objects, including such basic criteria as technical and technological, visual-dynamic, content-methodical and ten indicators. It is proposed to determine the quality of AR objects according to four levels of compliance: they do not meet the requirements, they require a thorough revision, they require minor revision, they meet the quality requirements. Promising research on determining the attitude of teachers and students of general secondary education institutions to the introduction of AR technology in educational practice.
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The aim of the research is to study the specifics of psychological support of students in the conditions of digitalization of higher education. Theoretical analysis (retrospective, comparative analysis, methods of generalization, systematization), qualitative and quantitative methods of interpreting the results were chosen as methodological tools. The theoretical analysis of the research made it possible to identify areas that are suitable for the practical organization of psychological support for students in the context of digital education. We have determined the range of problems and features of students’ activities in the period of transition to digital education, the specifics of their adaptation to the new conditions. Based on the results obtained, a model of psychological support for students was developed and tested in the conditions of the remote educational process. For the first time, the features of students’ activities in the conditions of digital education, the specifics of their adaptation to the new conditions are studied. The program of psychological support of students in the framework of digitalization of higher education has been developed and tested in practice, the conditions necessary to improve the effectiveness of the process of psychological support of students have been identified and described. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
Introduction. The forced transition of Russian universities to distance learning in 2020 and accelerated digital transformation of educational processes in higher education are the first effects of the COVID-19 pandemic. A key aspect of measuring higher education quality is the perception of its formats by students as university change agents. The aim of the study is to identify the factors that determine the applicants’ positive attitude to learning that includes online elements in the context of the Russian universities’ transition to the blended learning model. Materials and Methods. The empirical base of the research includes the results of an online sociological survey conducted among the applicants for Ural Federal University undergraduate and graduate programmes in 2021. The methods of classification, factor analysis, and coefficients of pair correlations were applied. Additionally, for comparison, data from 2015 for a similar sample (1st year bachelor’s degree students) were used. Results. Positive attitudes towards online and blended learning are gradually increasing. The factor analysis of data from 2021 showed that applicants who support the online and blended learning include: those aspiring for master’s degree upon completing their bachelor’s degree course;those who choose their degree field rationally – men who apply for a state-funded education in any Russian university (including participants of federal contests – ‘Academic Olympics’). The above groups are formed mainly under the influence of external factors. Another group includes those oriented towards self-realization – women who choose their degree field relying on their personal inclinations for a future profession (the influence of internal factors). Discussion and Conclusion. The research results contribute to the development of scientific ideas about the blended learning model and emphasize the value of institutional research based on feedback from university students for making informed management decisions on change. The materials of the paper will be useful when designing the educational process in the Russian universities’ transition to the blended learning model. © 2021 National Research Ogarev Mordovia State University. All rights reserved.