Analysis of the Implementation of Project-Based Learning in Russian Universities

Kuklina, M.V.; Trufanov, A.I.; Urazova, N.G.; Bondareva, A.V.

doi:10.17513/spno.31320

Cited by 6 publications

(3 citation statements)

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“…The second step is to set up a problem that the project team investigates. Thus, the tutor needs to choose such a learning topic and get the students interested [9].…”

Section: Introductionmentioning

confidence: 99%

“…Project participants are generally not subject to traditional university requirements, which in turn allow large groups of young researchers to take advantage of all the opportunities for information and research. The paradigms of many fields of knowledge now make use of networked ontologies and digital platforms [9]. Modern approaches enable learners to immediately immerse themselves in solving real large-scale problems with experts in many fields, breaking down interdisciplinary and sectorial barriers [9].…”

Section: Introductionmentioning

confidence: 99%

“…The paradigms of many fields of knowledge now make use of networked ontologies and digital platforms [9]. Modern approaches enable learners to immediately immerse themselves in solving real large-scale problems with experts in many fields, breaking down interdisciplinary and sectorial barriers [9].…”

Section: Introductionmentioning

confidence: 99%

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The project approach specifics in relation to the student self-organisation development

2023

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The study is based on the concept of shaping students' self-organisation in the digital learning environment of a technical university. The recommendations for creating an effective learning system can be used in the creation of effective education systems. They will be created through the use of digital technologies in the educational process of the university to create a culture of self-organization of students. According to these provisions, the author of the work should identify the characteristics of educational activities and ensure their effective implementation during the formation of the culture of students of a technical university. Scientific research on students' self-organization culture formation will be carried out considering the specifics of students' interaction and information environment of the university. The direction of the project approach in pedagogy is "pedagogical planning". The authors have identified the stages of pedagogical planning necessary for successful implementation of the project methodology and the problem under the study. They are necessary in the formation process of university students' self-organization culture. To conduct the research, it is necessary to determine the way in which the ability to create a culture of self-organization in the digital educational environment of a technical university can be developed. The authors have set a goal to provide students with the opportunity to realize their creative potential, to form self-organization. To enable students to design projects independently, the authors suggest that they show their autonomy in designing. They plan means to organize an effective learning process and ensure its effectiveness, which in modern conditions is possible through the introduction of digital technologies in the educational process of the university to create self-organization of students. The article describes technological methods of students' self-organization culture formation in the conditions of digital educational environment of a technical university, namely, project technologies, which are based on the relationship of a teacher and a group.

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“…The second step is to set up a problem that the project team investigates. Thus, the tutor needs to choose such a learning topic and get the students interested [9].…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The project approach specifics in relation to the student self-organisation development

2023

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Features of Project-Modular Education for Agro-Industrial Complex

Efremova

Finko

Gerasin

et al. 2023

Lecture Notes in Networks and Systems

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Organizational and managerial context of project-based learning development in higher school

Boronina,

Olkhovikova,

Baliasov

2024

Science. Culture. Society

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The article is devoted to the study of the organizational and managerial context of the development of project-based learning in Russian universities. The sample of the study is represented by twelve universities of different types (federal, research, reference) Volga, Ural, Siberian and Southern Federal districts. Based on the traditional analysis of official documents posted on the official websites of universities, an assessment of key aspects of university policies in the implementation of project-based student education was carried out, reflecting the development of the organizational infrastructure of the analyzed practice and forming an environment of social interaction between students, teachers, curators, employers and representatives of educational management. The development of assessment tools was based on the methodology of systemic, organizational and managerial, process, situational and temporal approaches. The purpose of the study is to analyze the organizational and managerial context of project–based education in Russian universities. It is established that the institutional practices of implementing project-based learning in the universities under study have different resource capabilities and are implemented along different trajectories that have their own logic. The study recorded that in the information space, and accordingly in the organizational and managerial environment, diversity is represented in determining the goals and effectiveness of project training. The demarcation lines in the existing organizational and managerial models are strategic forks that ensure: the mass or selectivity of project-based education in universities; orientation towards educational and/or product results; integration of project-based learning into the educational process or the implementation of students' project activities beyond their educational activities. The dependence between the organizational design of project training and its resource provision – regulatory, personnel, and information support is revealed. The scale and intensity of managerial innovations associated with the transition of the educational process to project-based learning formats are more typical for universities included in the “Priority-2030” university development program. They determine not only serious institutional and organizational changes, but also the transformation of social interaction practices in higher education.

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Analysis of the Implementation of Project-Based Learning in Russian Universities

Cited by 6 publications

References 0 publications

The project approach specifics in relation to the student self-organisation development

The project approach specifics in relation to the student self-organisation development

Features of Project-Modular Education for Agro-Industrial Complex

Organizational and managerial context of project-based learning development in higher school

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