Integration of digitization trends in learning factories

Li, Fan; Yang, Jian; Wang, Jianmei; Li, Shuangshou; Liu, Zheng

doi:10.1016/j.promfg.2019.03.054

Cited by 16 publications

(10 citation statements)

References 12 publications

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“…The possibility of the active training of low-skilled workers directly at the workplace is also part of the fusion of pedagogy and production [32]. In the case of Industry 4.0, there is not a need to be ready to manage a simple or more complex mechanism, but to interact with the digital environment, which makes most of the decisions independently or offers the human operator solution options [19]. According to researchers, the process is effective when several requirements are met.…”

Section: Discussionmentioning

confidence: 99%

“…According to researchers from many countries, learning factories meet these requirements; they combine training and production in a way that allows performing real production functions [12], [19]. Today, many industries are actively creating such factories as separate production facilities or specialized lines, where experienced engineers and experts can teach students, in fact, without interrupting production.…”

Section: Literature Reviewmentioning

confidence: 99%

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Integration of Pedagogical and Production Factors in the Process of the Formation of Industry 4.0

Чапаев¹,

Акимова²,

Dorozhkin³

et al. 2021

TEM Journal

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The rapid development of Industry 4.0 as a result of the Fourth Industrial Revolution brings back the relationship of pedagogy and production to mutual integration that has been their characteristic since ancient times. The study revealed high digital readiness of students (4.24 according to the student assessment and 2.82 according to the teacher assessment on a 5- point scale) and very low readiness of production to accept integrated learning (1.68 and 2.67, respectively), as well as the poor digitalization of the educational process according to the students and teachers, who are more closely familiar with the reality of production (2.03 and 2.45, respectively).

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Integration of Pedagogical and Production Factors in the Process of the Formation of Industry 4.0

Чапаев¹,

Акимова²,

Dorozhkin³

et al. 2021

TEM Journal

View full text Add to dashboard Cite

show abstract

“…In the process of psychological and pedagogical research, the main attention was paid to determining the conceptual provisions of the methodology and developing a model for personified learning in the context of digitalization of education. Of interest is the problem of combining competence and activity approaches in distance learning on international educational platforms and overcoming the psychological deformation of students when working in virtual space [7,8]. In the context of the development of the personnel component of innovation in work, the mechanisms of creativity development when working in digital space were investigated.…”

Section: Research Questionsmentioning

confidence: 99%

Individualization of Training Using the Resources of International Digital Platforms

Popov

Fedorenko

2019

SHS Web Conf.

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The article is devoted to the definition of psychological and pedagogical conditions and design methods of formation of a creatively thinking specialist using international digital platforms. The following universal abilities making up a specialist's competitiveness are defined: creativity, digital literacy, and psychological stability. The importance of tolerance for international innovation is shown. The state and directions of development of education digitalization are analyzed. Psychological and pedagogical conditions are revealed, and provisions of the concept of training individualization are defined. A set of measures are considered to facilitate the passage of students personal educational trajectory. The experience of organizing individual creative development in the digital space of the Union state is described. The introduction of the developed theoretical and methodological conceptual provisions of training individualization will provide conditions for improving the quality of vocational education and training for the implementation of innovative programs in the framework of international cooperation.

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“…If the Student has reached the instructional goal, he can stop it. On the other hand, students still need time to repeat subjects, they can repeat them immediately without depending on other students or lecturers; e) The accuracy of teaching materials because teaching materials are stored on a computer, which means that they are easily updated by developments in science and technology [16]. Students can ask questions that are not understood directly to the lecturer so that the accuracy of the answers can be guaranteed.…”

Section: Introductionmentioning

confidence: 99%

Distance Instructional Strategies and Learning Motivation towards Learning Outcome of the Study Al-Qur'an in Situation a COVID-19 Pandemic

Rohman¹,

Aziz²,

Imran³

et al. 2020

ujer

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Distance education is a set of instructional and instructional strategies for connecting people who have learning needs with the resources needed to meet those needs. The purpose of this study was to determine the effect of distance instructional strategies and learning motivation on learning outcomes of the Qur'an study of the concept of taqwa in a COVID-19 pandemic situation. Experimental research used a quantitative approach. 64 students were divided into two groups. The group was given the treatment of distance instructional through digital media online and the other group with distance instruction through e-books offline. The results of the study were obtained by Significant 0.001 < 0.05, to shows that there are differences in learning outcomes with online digital media instructional strategies to learning outcomes of students who are treated with offline e-book instructional strategies and obtained by Significant 0.003 < 0.05, it means that there is a difference in learning between students who have high learning motivation and student learning outcomes who have low learning motivation. The implication is that distance instructional is dependent on internet network. If students are in rural areas, it will be difficult to implement because many factors for example, infrastructure is not yet available, students from economically disadvantaged circles who didn't have smartphones, or the cost to purchase internet quota expensive.

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Integration of digitization trends in learning factories

Cited by 16 publications

References 12 publications

Integration of Pedagogical and Production Factors in the Process of the Formation of Industry 4.0

Integration of Pedagogical and Production Factors in the Process of the Formation of Industry 4.0

Individualization of Training Using the Resources of International Digital Platforms

Distance Instructional Strategies and Learning Motivation towards Learning Outcome of the Study Al-Qur'an in Situation a COVID-19 Pandemic

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