The relevance of the research topic is due to modern global digital transformations and the transition to the digital economy and digital society. Social digitalization is caused by qualitative technological changes. All over the world, digitalization in education is closely related to a new way of life in a digital environment and the emergence of generations who were born and study in the specific environment. The study was based on a survey assessing the quality of digitalization in education, which involved 475 students and 118 teachers of the Russian State Vocational Pedagogical University (Yekateringburg). Based on the analysis of modern research on digital education, the most important components of digitalization have been identified and assessed in the survey. The survey was based on a Likert scale; the importance of each significant aspect of digitalization was assessed from 0 to 10. Unanimously, the research participants rated the level of penetration of digital technologies into Russian higher education as low: 3.15 (students) and 3.43 (teachers). The contribution of digitalization to academic performance was rated above average (7.25 and 5.21, respectively). There were some differences in the assessment of the role of the teacher in the digital environment (4.65 and 7.14), the convenience of the digital environment (7.11 and 2.53) and its positive impact on student motivation (8.09 and 3.61, respectively). The increase in the cognitive capabilities of students due to digitalization was also differently assessed by the students and teachers (6.88 and 3.11, respectively). Thus, digitalization in Russian universities generally reflects the expectation of its future development and a positive student attitude to the available opportunities. The novelty of the research is an attempt to objectively assess the internal process of digitalization and determine further research directions. In practice, the study can reform the education system, accelerate and improve the process of higher education digitalization.
This study is devoted to the foreign language communicative competence development among non-linguistic universities under-graduate students. This research covered the issue of foreign language education based on the cognitive-conceptual model for teaching English to non-linguistic university students. As the main research method, pedagogical modelling was chosen. The experiment was conducted at Russian State Vocational Pedagogical University, Ural Federal University named after the first President of Russia B.N. Yeltsin, and Ural Institute of State Fire Service of EMERCOM of Russia among 72 undergraduate students. The results of several curriculum-based tests showed that the percentage of correct determination of expressions with the context available increased from 54% to 93.2% in EG1, and from 41.9 to 85.5% in EG2. The overall students’ understanding of lexical units increased by 39.2% and 43.6%, respectively. The ratio of misunderstanding/understanding of speech utterances increased from 15/7 to 6/16, while the proportion of students who do not use/use various interpretation strategies changed from 8/14 to 3/19. The developed cognitive-conceptual methodology effectiveness for teaching foreign language communicative competence was proven. It can be applied to train students of various specialisations at different university degree levels.
The relevance of the research problem due to the need for effective adaptation of the first year students to the study of linguistic disciplines in the framework of Federal state educational standards of higher education realization of a new-generation, for getting information on the difficulties faced by the first-year students due to the appearance of new disciplines, innovative curricula, forms and methods of training, as well as the interest of organizers of educational process in high school in the high results of development of educational, personal and professional competences. The goal of the article lies in justification of the possibility and necessity of conducting various activities, which aimed at the successful adaptation of the students. The leading method to the study of this problem is empirical, which allows to monitor the process of adaptation of the first-year students, to carry out the measurement using a specially developed assignments, tests, etc., and comparison of the indicators; as well as the methods of mathematical statistics and graphical display of results. The set of activities are developed and tested which is necessary and sufficient for the efficient adaptation of the first-year students: organization of the tutors´ work, the use of game situations on a professional theme, various activities outside the classroom, etc. The article can be useful in practical work of linguistic disciplines teachers not only in universities, but also at schools, colleges, as well as interesting to all who are connected with the professional pedagogical activity.
The relevance of the research problem due to the fact that a creative person becomes popular with society at all stages of its development, as the global and numerous changes in the social life occurring within a short period of time, we strongly require the presence of qualities that enable creatively, responsibly and productively to solve rising tasks. The article leads to study the problems of creativity and pedagogical artistry as a professional competence of a higher school teacher. The leading methods to the study of this problem is a psycho-diagnostic method and a method of mathematical statistics (correlation analysis Pearson). In the result of the study obtained significant relationship between different measures of the high school teachers' pedagogical artistry. The article can be useful for psychologists and teachers when qualification working with students of pedagogical educational institutions and courses of teachers qualification improvement.
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