The implementation of digital educational environment (DEE) in higher education is a complex and multifaceted process, often accompanied by opposition. The opposition may be due to various reasons, among which psychological barriers can be mentioned, for example, negative experiences in educational activity, personality traits that prevent DEE acceptance, an insufficient level of behavioral self-regulation. The identification of such barriers by university students was the main aim of present research. Using a sample of students from various universities (N=1059, age 22.3 ± 7.1 years), the following indicators were measured: attitude towards educational activity (Activity-Related Experiences Assessment technique); the resources of self-regulation (Self-Activation and the Style of Behavior Self-regulation questionnaires); personality traits (Big Five Inventory-2), and the attitude towards learning in DEE (AUDEE Scale). Cluster analysis (k-means method) allowed to identify two contrasting groups of students, differing in their assessments of the university DEE: acceptance group and resistance group. The selected groups differ in agreeableness and conscientiousness, and both of these qualities are higher in the group that has positive attitude towards learning in DEE. Acceptance group also has a higher level of self-activation and self-regulation: its members better plan goals, program their actions and model significant conditions for achieving goals. Students from resistance group make more efforts in learning activities with less pleasure, they are characterized by such experiences as meaninglessness and emptiness (void). At the same time, psychological barriers are of transient nature, and students are able to overcome them over time with appropriate support.
Keyword(s) : digital educational environment
The Role Structure of the Professional Activity of a Higher School Teacher in the Context of Digitalization of the Educational Environment
In the context of changing the paradigm of vocational training, teachers of higher education are
faced with new requirements related to changes in the content of the pedagogical process and new
functions that teachers need to master in the context of the introduction of systemic and integrated
learning technologies. The elements of the educational environment form a whole range of new
forms of activities that a modern teacher must implement in the educational process. The current
conditions determine the emergence of contradictions, the resolution of which requires the study of
a new role structure of professional pedagogical activity.
The purpose of the publication is to present the results of a study of the role structure of pedagogical
activity in higher education, to identify areas of gaps in the expectations and assessments of the
existing role structure of teachers on the part of students and in the assessments of the teachers
themselves. The sample of respondents-teachers consisted of more than 70 people, as well as more
than 200 people – students of various areas of training at universities in Novosibirsk.
The methodological basis of the study is the principles of the subject-subject approach in pedagogy,
a number of developments of domestic researchers dedicated to the formation and development
of open education in the Russian Federation, as well as the evolution of the teacher’s role set in
connection with changes in the pedagogical paradigm of higher education). In the process of
collecting empirical material, the author’s standardized questionnaire was used to identify the
types of roles of a modern teacher. As a result of the study, the predominant types of roles in the
professional activities of teachers of higher education were identified, a comparison was made in
the areas of training, gaps were identified in relation to the existing role structure in the views of
teachers and students, as well as between the expectations that students have and those roles that
today demonstrated by teachers in the learning process.
The novelty of the study lies in the empirical substantiation of the role model of a higher education
teacher, determining the most relevant roles and identifying those problem areas that require
systematic and targeted work on self-development and professional development of higher
education teachers.