There is considerable uncertainty as to the way we lead our lives. We face global changes concerning every single aspect of our lives: economy, digital technologies, cultures, languages, and even our health and today not mentioning all the catastrophic consequences of the pandemic and economic slowdown. Institutions are responding to the current circumstances with a shift to online learning. While most universities have urgently switched to online learning and benefit from using educational and videoconferencing platforms, the issues caused by online education under these circumstances are still to be studied and carefully analysed. This article problematizes the influence of online learning and reveals a range of pitfalls arising in the process of online education as well as a detailed analysis of these issues. It was found out that the online learning process is affected by a wider range of reasons than we expected. The interrogative method was used as the main measurement tool. The evaluation studies were carried out at the university on its use of an online education system as a forced response to the current worldwide pandemic. Among revealed issues, we established the following: students’ ability to learn self-directly, assessment tools used by teachers to evaluate the knowledge, timely teacher’s feedback, teachers’ core competencies and personal qualities, technical, health issues, and some others. The global events caused a situation when universities had to reconsider the way they deliver education to people. The goal is to make it more expedient, accessible, and personalized. The information in the paper can contribute to the quality improvement of online education and learning success.
Аннотация. В статье раскрываются основные этапы становления системы высшего образования Квебека с момента основания первых высших школ в XVII веке и по настоящее время. Подчеркивается влияние социально-политических процессов на развитие системы образования. На раннем этапе медленное развитие высшей школы в регионе было обусловлено соперничеством Британии и Франции за господство в Северной Америке и противостоянием католического и протестантского религиозных сообществ. Фактически это противостояние привело к существованию двух разных образовательных систем на территории одной провинции. В середине XX века, с обретением независимости Канады, правительство Квебека направило все усилия на преодоление отставания региональной системы образования от остальных провинций и развитых стран. Был внедрен ряд важных реформ, образование стало доступным и массовым. В настоящее время система высшего образования Квебека развивается в контексте глобальных процессов интернационализации, развития международной конкурентоспособности и академической мобильности, сохраняя при этом некоторые черты двойной системы образования.
Due to the steady growth of immigration flow to Russia in the last few years, the problem of social and pedagogical integration of migrant children becomes increasingly important for our country. Research and implementation of this experience is not only practical, but a question of necessity. An immense experience in the sphere of social localization is accumulated in France, as this country hosts the largest number of immigrants in the whole history of immigration to Europe.Under the term 'localization of migrants', we mean their preparedness to accept the official language, local culture, and behavioural rules, and full integration of migrants into the society including being demanded by the labour market.The aim of this research is to study the experience of France in solving the problem of localization of migrant children in the secondary educational institution 'Cité scolaire Jean Moulin, Académie de Nancy-Metz' (Forbach, France). Special pedagogical structures for migrant children were founded in secondary educational institutions. The main line of their activity is teaching French to the 'newcomers' for a faster integration into normal classes.As a result, after concluding educational institutions and after the localization period, migrant children speak the national language, know the particular cultural features of the host country, its traditions and ethics.Thus, a well-targeted social and pedagogical system of working with migrant children in secondary educational institutions and learning the national language as a top priority, lead to the gradual assimilation and localization of migrant children.
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