Creating Virtual Learning Environment: Shared Online Learning in University Education

Abstract

This paper is devoted to the problem of reimagining higher education in Russia. Being a part of the larger international higher education system, Russian higher education is experiencing pressures brought by the rapid technological changes and the integration of the global economies. The development of the information society and the widespread diffusion of information technology give rise to new opportunities for learning. At the same time, they challenge established views and practices regarding how teaching and learning should be organised and carried out. In Russia, University graduates attending traditional face-to-face lectures and seminars lack adequate training, real-world experience and practical knowledge. The paper proposes three innovative practices that can successfully reform and improve the existing system of higher education in Russia: Open Educational Recourses, Shared Online Courses and Massive Open Online Courses. OER includes learning content, software tools to develop, use and distribute content, and implementation resources such as open licenses. While various open learning initiatives have been around for decades, the growth, availability, and popularity of MOOCs are poised to impact public higher education academic models. The MOOC courses benefit from the rising dissatisfaction in the cost and value of a higher education degree creating a watershed moment for higher education. As for Shared Online Courses, leading universities of Russia established the National Open Education Platform Association to develop an eLearning platform with resources open to the members of this Association and, in perspective, to other universities. Gradually introduced into the educational process, these three practices will help create a new effective learning environment in Russia.

Institutional mapping of open educational practices beyond use of Open Educational Resources

“…First, openness stems from small groups collaboration, in the sense that open approaches often seem to stem from the sharing culture that normally exists among close colleagues, especially as far as using resources produced by others. This consideration is in line with the findings of Lopukhova & Makeeva (2017) and of Veletsianos (2015) who claim that both individual and systemic barriers exist to the adoption of open approaches and that close collaboration can strongly influence individual agency in the practice of openness. Adding to this, we can claim that the findings of Jhangiani et al (2016), that faculty who score higher in terms of openness personality are more likely to using and reusing OER; valuing both privacy and openness; and accepting some porosity across personal-professional and staff-student boundaries" (Cronin 2017: 7).…”

Acquiring Basic Chemistry Concepts through Virtual learning in Nigerian Senior Secondary Schools

“…Moreover, the findings agreed with Lopukhova and Makeeva, (2017) who stated that virtual learning gives opportunities and promotes effective learning environment that fosters and increase students' intellect. Also the study further supported Rosandich (2014) who submitted that virtual learning significantly useful for acquiring basic techniques of skills in basketball and darts.…”

Perspective Chapter: Building an Online Ecosystem for English Teaching and Learning in the Times of Covid-19 Pandemic and Beyond

“…Teachers will often act as facilitators, organizing activities that engage learners directly rather than relying too heavily on lectures and memorization. Successful online learners have to be self-directed, stay motivated, and stay on top of their workload independently [18]. Collaboration is a key indicator of effectiveness in an online ecological English class.…”