Государственное научное учреждение «Институт философии Национальной академии наук Беларуси» Аннотация. Статья посвящена экспликации и оценке перспектив и рисков цифрового поворота в образования. Конкретизировано понятие цифрового поворота в обучении, произведен сравнительный анализ широко используемых в теоретической литературе категорий «цифровое обучение» (digital learning), «электронное обучение» (e-learning), «онлайнобучение» (online-learning), «виртуальное обучение» (virtual learning), «дистанционное обучение» (distance learning) и др. Представлена дефиниция цифрового обучения. Рассмотрена эволюция форм и идей, положенных в основу практик digital learning. Описаны ведущие тенденции цифрового обучения в 2017-2018 гг. Отмечены наиболее значимые направления развития цифрового обучения с учетом целей повышения качества образования в Республике Беларусь. Сформулированы предложения по минимизации негативного воздействия цифровизации на образовательный процесс.
This paper is inspired by work on a doctoral thesis ''Transformation of intersubjectivity in mediatized higher education'' (EHU, Lithuania), where the implementation of social networks in education is treated as one of the cases of a broader process of mediatization. To analyze the transformation of intersubjective interaction in the mediatized pedagogical process, phenomenological optics is used. In contrast to research that treats ''student experience'' as ''user experience'' that is open to manipulation, measurement, and optimization (Ginzburg, 2011), the phenomenological approach considers it as a subject-subject interaction and the event of coexistence in pedagogical contact (Friesen and Hug, 2009; Friesen 2011). Thus, the paper substantiates the relevance of phenomenological optics for searching for answers to the following questions: how does the use of mobile social networks transform the intersubjective interactions of teachers and students?; how does this implementation modify pedagogical contact?; what are the consequences for the whole pedagogical process? Application to phenomenological methodology and conducting hermeneutic interviews are proposed as ways to get answers to these questions.
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