Post-pedagogical Syndrome of the Digimodernism Age

Колесникова, Ирина

doi:10.31992/0869-3617-2019-28-8-9-67-82

Cited by 22 publications

(9 citation statements)

References 4 publications

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“…As a result, "there is a shift in the ways of knowing the world -from theoretical comprehension to direct spontaneous action, not always conscious one... In the flow of spontaneous interaction with information, scientific facts and objective knowledge gradually lose their meaning" [7]. It should also be noted that the distance learning format requires not only high level of motivation from students, but also the ability to self-study and possession of the necessary skills.…”

Section: Resultsmentioning

confidence: 99%

“…It should be noted that not every student can study independently, and most complex courses require this particular skill. According to the data, only 5-10% of distance learning students successfully complete their studies [7].…”

Section: Resultsmentioning

confidence: 99%

“…For a long time, Russian universities have been working on introducing electronic educational resources, online courses on the required academic disciplines and levels of training into the educational system. There are numerous studies on the trends in the development of Russian education in the digital age [7][8][9], as well as on implementating online courses in the educational system of universities and the role and place of digital technologies [10][11][12].…”

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confidence: 99%

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Changes in studying at Russian universities in the context of the COVID-19 pandemic

Petrova

2021

SHS Web Conf.

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The relevance of the study is due to the contradiction between the massive transition of Russian universities to a distance learning format and the insufficient readiness of participants in the educational process in the conditions of the COVID-19 pandemic. The situation with distance education before the pandemic was analyzed and the prerequisites for the emergence of problems and difficulties in the transition to online education were identified. An analysis of the difficulties faced by teachers and students of Russian higher educational institutions enabled to identify objective and subjective factors of their occurrence, as well as to develop recommendations for the further continuation of distance learning in combination with the traditional learning format. The purpose of the study is to analyze modern work experience in the conditions of the COVID-19 pandemic using the example of working with students of the Plekhanov Russian University of Economics. The analysis of successes and problems is conducted; the contradictions between distance and traditional forms of education are shown. The main models of organizing the studies are considered, which imply traditional and remote formats of studying using distance educational technologies. The works of various researchers, both Russian and foreign, on the problem of distance learning, are also analyzed. As a result of the study, it was concluded that in the modern education system of Russian higher educational institutions, distance education can be considered as a complementary and reinforcing form of the already existing traditional (“face to face”) training format with its socio-pedagogical, organizational, and psychological-didactic potential. In the work, the methods of theoretical (analysis, synthesis, systematization, comparison) and empirical (study of literature, interview, questionnaire, observation) research were used in a comprehensive manner. The combination of forms of interaction in real and virtual space in learning in modern didactics should be considered as a general didactic principle of learning.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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confidence: 99%

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Changes in studying at Russian universities in the context of the COVID-19 pandemic

Petrova

2021

SHS Web Conf.

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“…believes that online training requires from the student not only high motivation, but also the ability to self-education. Modern university education should form the readiness of the graduate to any changes, to see the prospects, to make them independent from limited knowledge, to accept new digital technology approaches [17].…”

Section: Resultsmentioning

confidence: 99%

Digital learning at the University of Architecture and Civil Engineering: psychological risks and effects

Yarullina

2021

E3S Web Conf.

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The article examines the problem of digital education in high school in terms of its psychological risks and effects. The aim of the work is to identify the psychological effects of the transformation of higher education in the digital age and to determine the priority trends of psychological support in the digital educational process. In the theoretical aspect of this study the analysis of the problem of psychological risks and challenges of digital education in high school is presented on the basis of domestic and foreign experience of transition to a remote format of education. Methods of theoretical analysis of modern sources on this problem were applied, in particular, cognitive and personal-developing approach to professional and professional-pedagogical education. The author refers to the separate articles on digital education in high school. The work analyzes the sociopsychological aspects of digital education reflecting the person-oriented system risks, communicative competence risks, individual psychological security risks and a new type of students in the digital age. The article reveals only some of the psychological effects of digitalization discussed in studies on this issue. As a result, the priority trends of digital education psychological effects in high school were identified.

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“…So far, we can rely on statistical studies of world and Russian universities, various sociological agencies, public funds, as well as the work of scientists who have been able to analyze the advantages and disadvantages of digital education and its impact on the higher education system before the coronavirus pandemic. The past role of distance and e-learning in Russia was examined in different researches: the place and role of digital technologies in educational activities [4][5][6]; didactic and methodological foundations used in the design of digital educational resources [7][8][9][10]. The research into higher education in Russia examined the development trends of transformation in the digital era [11][12][13][14].…”

Section: Introductionmentioning

confidence: 99%

Adapting or Changing: The COVID-19 Pandemic and Teacher Education in Russia

Valeeva

Kalimullin

2021

Education Sciences

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Adaptation of the Russian education system to the changes forced by the COVID-19 pandemic was complicated by the sheer size of the country, which entails the differentiation of the regions in terms of the quality of education, access to knowledge networks, communication resources, and top universities. Amid the pandemic, the country’s education system experienced an initial shock after the introduction of distance learning in March 2020, attempted to return to classroom learning in September 2020, and introduced blended learning in October 2020. Each stage brought about changes in organization and management of teaching and learning processes, development of online learning platforms and courses, and technological improvements. A diversified teacher education system impeded these changes. In effect, only the largest among 300 education institutions that offer teacher education programs had the necessary resources to provide high-quality distance and blended learning. Their experience could form the basis for creating a standardized model of teacher training for the purposes of blended learning. This is most probable in the context of the tight control and the top–down approach typical of the Russian education system. The article, therefore, analyzes some examples regarding teacher training during the pandemic implemented at Russian universities. These cases have the potential to become major trends that would ensure consistency of the country’s education system in extreme situations that might recur in the future.

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Post-pedagogical Syndrome of the Digimodernism Age

Cited by 22 publications

References 4 publications

Changes in studying at Russian universities in the context of the COVID-19 pandemic

Changes in studying at Russian universities in the context of the COVID-19 pandemic

Digital learning at the University of Architecture and Civil Engineering: psychological risks and effects

Adapting or Changing: The COVID-19 Pandemic and Teacher Education in Russia

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