Преподаватели Российских Вузов В Условиях Пандемийной Цифровизации: Между Автономией И Контролем

Николаевич, Абрамов Роман; Андреевич, Груздев Иван; Сергеевна, Захарова Ульяна; Андреевич, Терентьев Евгений

doi:10.14515/monitoring.2021.3.1985

MONITORING OF PUBLIC OPINION

2021

DOI: 10.14515/monitoring.2021.3.1985

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Преподаватели Российских Вузов В Условиях Пандемийной Цифровизации: Между Автономией И Контролем

Абрамов Роман Николаевич¹,

Груздев Иван Андреевич²,

Захарова Ульяна Сергеевна³

et al.

Abstract: Процессы цифровизации высшего образования и сопутствующие им научные и экспертные дискуссии начались задолго до начала пандемии COVID-19, однако тотальный переход на дистанционное обучение и удаленную работу университетов в 2020 г. актуализировал новый виток обсуждений того, как использование цифровых технологий меняет ландшафт высшей школы, а также роли и режимы работы академических профессионалов. В статье на материале серии полуструктурированных интервью с преподавателями 37 российских университетов, которы… Show more

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Cited by 3 publications

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Internationalization in Russian universities during the pandemic of COVID‐19: Lessons for succeeding in the new reality

Ekaterina

Тарадина

2022

Higher Education Quarterly

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The pandemic of COVID‐19 became a resilience test for internationalization in Russia and emphasized many systemic trends, both promising and concerning. The turbulence and instability during the pandemic initiated the growth of internationalization activities at the institutional level in two directions: first, it increased attention to the quality of work with current international students, including student support, adaptation issues, student engagement, and second, due to the risks in student enrolment, it brought universities to rethink their internationalization instruments and strategies for work with international applicants and future students. Indeed, the ongoing changes in global education call for reconsideration of the priorities and methods of internationalization: new forms of internationalization become widespread practices, new instruments are necessary for student recruitment, and new push and pull factors come into play. While internationalization of education in Russia during the pandemic was addressed at the national level to a degree, the universities carried out the key activities and had to come up with solutions “in the field”. The paper aims to provide a comprehensive analysis of Russia's transition through the pandemic and tackle the changes at the university level, based on a comparison of data of the survey of international departments of Russian universities conducted in 2020 and the survey of 2021, supported by semi‐structured interviews. The research offers insights on the capacity for change and resilience in Russian universities within the internationalization domain and can help to develop data‐driven approaches for improvement of organizational capacity of universities.

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Internationalization in Russian universities during the pandemic of COVID‐19: Lessons for succeeding in the new reality

Ekaterina

Тарадина

2022

Higher Education Quarterly

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The Attitude of Russian University Teachers Towards the Digital Educational Environment

Radchikova

Odintsova

Сорокова

2023

RUDN J. Psychol. Pedagog.

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The attitude of teachers towards the digital educational environment (DEE) and the use of information technologies in teaching largely determines the attitude of students towards the educational process, the effectiveness of learning and emotional involvement in learning. Therefore, the purpose of this work was to analyze the attitude of university teachers towards the DEE and distance learning opportunities, as well as to determine the psychological components of the acceptance of new information technologies. The survey involved 308 teachers (females - 71%) aged 23 to 77 (average age = 46 ± 11 years) from various universities of the Russian Federation. In addition to measuring the attitudes towards learning in the DEE (AUDEE Scale Questionnaire), the authors analyzed the personality traits (Big Five Inventory - 2), self-regulation resources and activity-related experiences in teaching (AREA). The results showed that the majority of the respondents were familiar with and use various elements of the DEE; 81% expressed a desire to move to blended learning as a combination of DEE resources and face-to-face classes. The main psychological prerequisites for the acceptance of the DEE are experiences in professional activity: the stronger the experience of meaning and the weaker the experiences of effort and void, the more positive attitude towards work in the digital environment a teacher has. Other key elements are various aspects of self-regulation (goal planning and independence) and personality traits such as openness to experience and agreeableness.

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«New Normal» of Students’ Educational Practices in the Coronavirus Pandemic Reality

Костина

Orlova

2022

Vysš. obraz. Ross. (Print)

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The article presents the results of qualitative sociologic survey aimed at analyzing students’ subjective evaluations related to “new” educational practices from the perspective of the experience gained in the pandemic period, as well as the dynamics of changes in the content of these evaluations during the year due to the transition to new learning formats. The purpose of the study is to assess the impact of forced online learning on the transformation of traditional educational practices. Following the results of work with qualitative data, the main trends observed in the informants’ answers are shown – increase of academic workload and, as a consequence, the time spent for its performance; absence of former attitude and concentration of attention on the learning material caused by the impossibility to draw boundaries between private and public, that in its turn had an impact on the quality of education and gave rise to new practices of academic dishonesty and cheating; and as a whole, downturn of psychological wellbeing. Main positive moments named by the informants were increase of the capabilities of the educational field and a certain level of comfort in the sphere of everyday life, logistics and work. It is noted that even with the outright victory over the COVID-19 it will be impossible to return completely to pre-covid variant of organization of educational process; whether we like it or not, electronic educational environments have already become an integral part of our life and higher education. The main questions that must be asked now – which of pre-covid and gained practices should be taken into the future, how to find the balance between intramural and online learning formats. Search for solutions depends to a large extent on the success of interaction and cooperation between the direct participants of educational process. Main method of data collection is semi-structured interviews; field works have been carried out in spring of 2020 and 2021. The interview method made it possible to study the situation in detail as it has developed. Based on the generalization of qualitative data, the substantial characteristics of the informants’ value judgments are formed, strong and weak sides of the learning process related to introduction of new formats of interaction “university – teacher – student”. The ambivalent attitude of students to full-time and distance learning was revealed. The scientific novelty of the study lies in the data acquisition, systematization and analytical generalization of the original material on the transformation of students’ educational practices as a result of a forced mass transition to distance education. The obtained materials provide grounds for clarifying the process and results of these changes and can be used to justify management decisions.

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Преподаватели Российских Вузов В Условиях Пандемийной Цифровизации: Между Автономией И Контролем

Cited by 3 publications

References 16 publications

Internationalization in Russian universities during the pandemic of COVID‐19: Lessons for succeeding in the new reality

Internationalization in Russian universities during the pandemic of COVID‐19: Lessons for succeeding in the new reality

The Attitude of Russian University Teachers Towards the Digital Educational Environment

«New Normal» of Students’ Educational Practices in the Coronavirus Pandemic Reality

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