This article aims to determine the effect of a virtual chemistry laboratory on university student achievement. The article describes a model of a laboratory course that includes a virtual component. This virtual component is viewed as a tool of student pre-lab autonomous learning. It presents electronic resources designed for a virtual laboratory and outlines the methodology of e-resource application. To find out how virtual chemistry laboratory affects student scientific literacy, research skills and practices, a pedagogical experiment has been conducted. Student achievement was compared in two learning environments: traditional -in-class hands-on -learning (control group) and blended learning -online learning combined with in-person learning (experimental group). The effectiveness of integrating an e-lab in the laboratory study was measured by comparing student lab reports of the two groups. For that purpose, a set of 10 criteria was developed. The experimental and control student groups were also compared in terms of test results and student portfolios. The study showed that the adopted approach blending both virtual and hands-on learning environments has the potential to enhance student research skills and practices in analytical chemistry studies.

The article studies a way of enhancing student cognition by using interdisciplinary project-based learning (IPBL) in a higher education institution. IPBL is a creative pedagogic approach allowing students of one area of specialisation to develop projects for students with different academic profiles. The application of this approach in the Ural State University of Economics resulted in a computer-assisted learning system (CALS) designed by IT students. The CALS was used in an analytical chemistry course with students majoring in Commodities Management and Expertise ('expert' students). To test how effective the technology was, the control and experimental groups were formed. In the control group, learning was done with traditional methods. In the experimental group, it was reinforced by IPBL. A statistical analysis of the results, with an application of Pearson x 2 test, showed that the cognitive levels in both IT and 'expert' experimental groups improved as compared with the control groups. The findings demonstrated that IPBL can significantly enhance learning. It can be implemented in any institution of higher or secondary education that promotes learning, including the CALS development and its use for solving problems in different subject areas.

Testing as an assessment technique has been widely used at all levels of education—from primary to higher school. The main purpose of the paper is to evaluate the effect of context-based testing in teaching and learning of analytical chemistry in a Russian university. The paper formulates the objectives of context-based testing, discusses its features and compares with conventional testing; proposes a model of constructing and administering context-based testing; provides examples of context-based tests. The experiment was conducted at the Ural Sate University of Economics (Russia) with bachelor’s degree students with nonscience majors. Students were assigned to one of the experimental conditions: in the control group, traditional tests were carried out, while the experimental group students experienced context-based testing. The statistical data—students’ test scores—obtained at all stages of the experiment were analyzed on the basis of statistical criteria (Shapiro–Wilk, Student’s T, Fisher). The findings of our experiment enable us to answer the guided research questions. Context-based testing may be considered as an essential component of context-based teaching and learning. In comparison with conventional testing, context-based testing could impact developing knowledge of fundamental analytical chemistry concepts and contribute to more solid knowledge.

The article proposes a model of managing the educational environment of an Institute of higher education as one of the key centers of a knowledge-intensive economy that implements all aspects related to the production of knowledge and human capital. It gives the modern points of view and research data on the directions of formation of knowledge economy. It also considers the structure of the management system of higher educational environment and mark out its components that define various management procedures and ensure its innovative nature. Special attention is paid to the control of each component, its place in the educational environment management system and relations with other components, as well as the external economic environment, which fiorms the knowledge management infrastructure in the modern economy. The successful experience of the Ural State University of Economics (USUE) in the implementation of a number of aspects of educational environment management is noted.

ПРОБЛЕМНЫЕ АСПЕКТЫ РЕФОРМИРОВАНИЯ ВЫСШЕЙ ШКОЛЫ © 2017 Б.И. Бортник, кандидат физико-математических наук, доцент, доцент кафедры физики и химии Н.Ю. Стожко, доктор химических наук, профессор, заведующий кафедрой физики и химии Н.П. Судакова, кандидат физико-математических наук, доцент, доцент кафедры физики и химии Уральский государственный экономический университет, Екатеринбург (Россия) Ключевые слова: высшее образование; образовательная реформа; двухуровневая модель образования; компетенции; естественнонаучные знания; академическая этика. Аннотация: В работе обсуждаются проблемы, связанные с радикальным реформированием системы высшего образования в России. Указываются позитивные тенденции, обусловленные присоединением к Болонской конвенции и переходом к двухуровневой образовательной модели, проявляющиеся в определенных успехах российских вузов на пути встраивания в мировую образовательную среду. Рассматриваются негативные последствия чрезмерной коммерциализации образовательной отрасли, узкой трактовки и утрированной реализации компетентностного подхода. Акцентируется внимание на снижении в определенной мере значимости фундаментальных математических и естественнонаучных знаний, предусматриваемой государственными образовательными стандартами ряда направлений подготовки на уровне бакалавриата. Обсуждаются проблемные стороны расширения масштабов дистанционного образования. Приводятся результаты педагогического исследования в виде опроса учащихся младших курсов Уральского государственного экономического университета, проводимого с целью выявления психологической подготовленности к современным методам дистанционной реализации отдельных этапов и процедур учебного процесса. Показывается, что эта подготовленность требует заметной корректировки на основе формирования культуры, базирующейся на принципах академической этики. Отмечается существенное повышение напряженности труда преподавателей, обусловленное заметным усилением бюрократизации образовательной сферы, несовершенством системы показателей эффективности и материального стимулирования и, как следствие, неоправданно весомым объемом работы по формированию нормативной методической документации и чрезмерным ростом публикационной активности, не способствующими обеспечению качества образовательного процесса. Подчеркивается, что преодоление трудностей, проблемных аспектов реформирования высшей школы и дальнейшее прогрессивное развитие отрасли возможно при учете отечественного опыта и устойчивых традиций государственных образовательных учреждений.