Effectiveness Research of the new Learning Elements, Initiated by the Change to Competency-based Education Model in Russia

Воронов, М. П.; Chasovskykh, Victor; Popov, V.; Anyanova, Eugenia; Крайнова, Т. С.

doi:10.1016/j.sbspro.2015.11.712

Cited by 4 publications

(3 citation statements)

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“…We have analyzed findings of Russian researchers on the issues of Russian HE transformation and those concerning Master`s programs and foreign language teaching (Gerasimova, 2010;Glebova & Yasnitskaya, 2015;Gurban & Tarasyev, 2016;Ismagilova & Polyakova, 2014;Kazakova, 2015;Kozachek, 2015;Mitchell & Mitchell, 2014;Sazonova, 2014;Voronov & Chasovskykh, 2015) as well as a variety of articles from other countries relating to communicative competence, competence-based and communicative approaches, the Bologna reforms (Cohen, 1990;Ek & Trim, 1998;Fleming, 2007Fleming, , 2009Keen, 1992;Komori-Glatza, 2015;Savignon, 1997;Trenholm, 2004). The analysis of related research clearly indicates gaps and limitations in current practice and knowledge.…”

Section: Foreign Language Teaching In the Modern World Is Taking New mentioning

confidence: 99%

The system of foreign language teaching at the master`s level in Russia

Chiknaverova¹

2017

PROSOC

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Russian higher educational establishments are at the final stage of transition from the 5-year programs developed in the Soviet Union to the multi-level structure based on Bologna standards. The shift caused debate and misunderstanding which have not completely disappeared yet. This research aims to comprehensively analyze and describe the system of foreign language teaching at the second level of higher education. The selected representative sample constitutes universities for the humanities. Examining the problem the authors were guided by a set of methods, including the study of standard-setting and methodological documents, analysis of scientific works on foreign language teaching methodology at the theoretical level, and a comparative analysis of syllabi, textbooks and other teaching materials on English for Master`s programs, students` activities at the empirical level. The study reveals the parameters that need to be analyzed to characterize the system of foreign language teaching in the 2-nd cycle of higher education. It discloses the objectives of the Master`s Graduate Programs, the forms of teaching and learning (including autonomous, extracurricular work), content, methods of teaching, control and assessment, requirements for the admission, teacher training and the students' foreign language competences. In conclusion the authors prove that Russia drives the motivation for continuous improvement of foreign language teaching in Master`s programs, seeking of an optimal balance between its developed traditions and the principles of Bologna reforms.

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Section: Foreign Language Teaching In the Modern World Is Taking New mentioning

confidence: 99%

The system of foreign language teaching at the master`s level in Russia

Chiknaverova¹

2017

PROSOC

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“…Climate change is a major environmental, economic, and political threat. The international community has recognized that education, which is a direct way of spreading awareness at different levels, is an essential element in identifying and highlighting the problem and training and mobilizing young people to face the main challenges of climate change [6]. Study courses focused on topics related to climate change should be able to provide good content and concepts to understand its magnitude, causes, and consequences.…”

Section: Introductionmentioning

confidence: 99%

Development of Massive Online Open Course ‘Energy Transition and Climate Change’

Cervinska

Blumberga

Kalnbaļķite

et al. 2022

Environmental and Climate Technologies

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This study focuses on designing a massive open online course (MOOC) to enhance students learning about the energy transition process and its connection to climate change in theory and complex dynamic systems. The course ‘Energy transition and climate change’ covers one of the United Nations’ ‘Sustainable development goals’ and is one of twelve MOOCs that will enable a comprehensive education in system thinking and its applications. It shows how system thinking methods and tools can be applied to tackle current and future energy and climate problems. The goal of the MOOC is to introduce users to the internal dynamics of modern energy systems and energy transition toward CO2-neutral energy systems. The target audience of the course is students who study Environmental Engineering, Energy, Systems, or similar program and anyone else interested in insights into the topic. The course builds on previous energy supply and demand models by updating and adapting them to the existing situation. MOOC is designed by the Competency-Based Education (CBE) approach, and a literature review is used in the study to cover theoretical parts of the course. Technology Readiness Level (TRL) methodology describes the main steps of the course model development progress, and testing of MOOCs pilot version on five students is included in the final stage of the study.

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“…La formación por competencias está apoyada en dos corrientes del aprendizaje: el cognitivismo y el constructivismo, ya que tiene en cuenta estrategias de formación en la construcción gradual de los conocimientos a través de la observación y reflexión crítica sobre el propio aprendizaje (Fernández, 2010). En este enfoque de formación, el protagonista del aprendizaje es el estudiante, mientras que el papel del docente es acompañar, guiar, evaluar y apoyar al estudiante (Voronov, Chasovskykh, Popov, Anyanova, & Krainova, 2015). Dentro de los aspectos a tener en consideración en este modelo educativo, está la evaluación formativa-continua, la cual integra las actividades de aprendizaje y enseñanza en el contexto de la auto preparación (Fernández March & Bolonia, 2006), y es una estrategia que sigue aplicándose en educación superior (Ramon-Muñoz, 2015;Sanz-Pérez, 2019), y se integra con facilidad con otros modelos de aprendizaje como el basado en proyectos (Bakhru & Mehta, 2020;Cifrian, Andrés, Galán, & Viguri, 2020) o el aula invertida (Walsh & Rísquez, 2020;Wang, 2019).…”

Section: Introductionunclassified

Modelo de evaluación de las experiencias de enseñanza-aprendizaje en el área de finanzas y presupuestos mediante un estudio longitudinal

2021

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El presente trabajo determina el efecto de aplicar una estrategia de evaluación continua en la asignatura Finanzas y Presupuestos en la Universidad Industrial de Santander. Para ello se diseña un estudio longitudinal con el que se determina si la estrategia contribuye al proceso de formación del estudiante. El estudio estadístico parte de la aplican de un instrumento de recolección de información en escala Likert al comienzo y final de la prueba piloto, el cual se enfoca en evaluar tres constructos propuestos: formación por competencias, comunicación y dedicación. Los resultados se evalúan usando una prueba t-pareada, análisis estadístico multivariante, y un modelo de regresión lineal. Los principales resultados indican que la estrategia aplicada a los estudiantes de Finanzas y Presupuestos genera un aumento en su dedicación al estudio, fortalece el enfoque por competencias, y genera más exigencia en la comunicación, impactando positivamente el desempeño académico del estudiante.

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Effectiveness Research of the new Learning Elements, Initiated by the Change to Competency-based Education Model in Russia

Cited by 4 publications

References 10 publications

The system of foreign language teaching at the master`s level in Russia

The system of foreign language teaching at the master`s level in Russia

Development of Massive Online Open Course ‘Energy Transition and Climate Change’

Modelo de evaluación de las experiencias de enseñanza-aprendizaje en el área de finanzas y presupuestos mediante un estudio longitudinal

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