Collaborative Online Learning: Plurilingual and Pluricultural Development

Polyakova, Oksana; Goryacheva, I. N.; Galstyan-Sargsyan, Ruzana

doi:10.31992/0869-3617-2021-30-10-117-127

Cited by 2 publications

(1 citation statement)

References 13 publications

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“…Previously impossible collaborative educational practices (within the region, educational organization) are becoming available. They allow us to create unique, transdisciplinary educational programmes organized according to the network principle [38], collaborative technologies in education are developing [51]. Digital educational ecosystems are being created.…”

Section: Resultsmentioning

confidence: 99%

Transdisciplinary understanding of the fundamental and practice-oriented nature of pedagogical education

Boronenko,

Kaisina,

Fedotova

2024

P Sci Edu

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Relevance. Increasing of fundamentality and practice-oriented nature are two important strategies for development of pedagogical education at the present stage. Fundamentalization ensures the formation of deep basic knowledge system, defines a holistic scientific picture of the human world. Practice orientation is revealed through a prism of gaining experience in the course of various activities, the willingness of a person to productively increase and use his or her knowledge and methods of activity to solve problems arising in the reality, orientation towards continuous self-education and self-development. The aim of the article is scientific substantiation of transdisciplinarity as a strategy for bringing together the fundamentality and practice-oriented pedagogical education at the present stage. Methodology and methods. The methodological basis of transdisciplinarity is based on the ideas of a synergetic approach. The ideas of the praxiological approach are used in determining the essential characteristics of pedagogical actions success in terms of improving the quality of professional training for teachers. The professional training of future teachers to solve comprehensively set real tasks based on the formed knowledge system and acquired experience is focused on the concept of an activity-based approach. The results of the study. The results are presented by the scientific substantiation of the integration of the fundamentality and practice-oriented training for future teachers on the basis of a transdisciplinary strategy, the definition of conditions for the formation of transdisciplinary thinking among teachers, the development of practical skills and skills for solving complex problems through the prism of diverse knowledge and methods of activity: the inclusion of teachers in project, research, experimental activities, the organization of continuing education, strengthening the nonlinearity of the development in the educational system and ensuring disciplinary flexibility, reflexive understanding of the results for activities based on the consideration of praxiological knowledge to ensure the success of pedagogical actions. Conclusion. A teacher can carry out labor pedagogical actions effectively, efficiently, technologically and safely using the pedagogical education based on a transdisciplinary basis, in close interaction of deep fundamental knowledge acquired through direct practice of skills and experience, as well as using praxiological knowledge based on an understanding of the general theory of successful activity. The presented results can be used in the development of educational programmes for pedagogical bachelor’s degree and programmes of additional professional education based on the capabilities of the digital learning environment.

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Section: Resultsmentioning

confidence: 99%

Transdisciplinary understanding of the fundamental and practice-oriented nature of pedagogical education

Boronenko,

Kaisina,

Fedotova

2024

P Sci Edu

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Sustainable Higher Education via Telecollaboration: Improving Plurilingual and Pluricultural Competence

Polyakova

Galstyan-Sargsyan

2021

IntegrEdu

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Introduction. Due to globalisation, the modern workforce is significantly diversified. Therefore, there is a need to modernise and embrace innovation in 21st-century education to prepare international professionals to work in cross-cultural teams via digital platforms. While research in the recent past has primarily focused on the refinement of future expert competences in tertiary education, only a handful of studies have been done to establish how plurilingual and pluricultural competence can be digitally developed at the inter-university level. In this light, this study sought to bridge this gap in the research on the sustainable cooperation model. Materials and Methods. The design for the methodological plan of integrating plurilingualism and pluriculturalism in university teaching was premised on the need to promote networking among students from different universities and countries. Its major stages based on the Collaborative Online International Learning approach included three stages: find a partner, prepare the project and carry out the project. A virtual exchange experiment across two institutions of higher learning in Spain and Finland helped analyse plurilingual and pluricultural competence achievement by means of questionnaires. Results. A special Collaborative Online International Learning approach used to explore plurilingual and pluricultural competence and the effectiveness of online-assisted language interaction, teamwork or intercultural cooperation. The study’s findings confirmed that plurilingual and pluricultural competence among students could also be developed using virtual cooperation, thus supporting cost-effective options of sustainable university training. Discussion and Conclusion. The project had a positive impact on reaching sustainable education goals by highlighting intercultural interaction prospects. Besides, it displays real challenges such as different schedules, grading systems, timing, motivation or virtual interaction among learners and ways of overcoming them. Regardless of the fundamental idea of formative exploration, our study presents some findings that lecturers, language training practitioners and policymakers willing to apply telecollaboration will be deserving of thought.

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Collaborative Online Learning: Plurilingual and Pluricultural Development

Cited by 2 publications

References 13 publications

Transdisciplinary understanding of the fundamental and practice-oriented nature of pedagogical education

Transdisciplinary understanding of the fundamental and practice-oriented nature of pedagogical education

Sustainable Higher Education via Telecollaboration: Improving Plurilingual and Pluricultural Competence

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