The article considers the transition to distance learning in the context of COVID-19 pandemic as innovation. In particular, it shows that the spread of innovation in an extremely fast and compressed way does not fit the classical model of innovation diffusion by Rogers. Based on the results of the analysis, the authors supplement the innovation theory with a model of shock innovation which aims to describe the phenomenon of momentary transformations. For that reason, a comprehensive and extensive description of innovation diffusion was narrowed down to three key characteristics and linked to three levels (micro-, meso- and macro-). The narratives of school principals which have been extracted from the interviews (N=10) were compared with the characteristics of this three-levels model. The analysis revealed that a shock innovation is characterized by the fact that (1) the initial impulse has a source, external to the system, (2) requiring an obligatory response (forced change); (3) manifested by an innovative “breakthrough” due to the extreme mobilization of the resources; and (4) “densification” of traditional innovative processes for the diffusion of innovation at three levels – individual (micro), group (meso-) and systemic (macro-). The discussion highlights the aspects of the identified characteristics that should be taken into account in designing the strategies of schools’ development, as well as bridging the gaps in the educational system caused by the pandemic.
Keyword(s) : distance learning
Students’ Creativity: Possibilities of a Mixed Consortium Model
In the modern world almost any professional field requires specialists who possess innovative thinking skills, who can solve non-standard tasks, who can take a fresh look at their usual activities and offer breakthrough solutions. Such specialists are especially important in the face of serious challenges of globalization, such as a pandemic. Thus, one of the important tasks of education is development of a creative, active, independent personality, ready to new forms of social life, capable of transforming reality, aimed at self-development.
The purpose of the study is to develop and test a mixed model of a consortium for development of students’ creative activity.
The main method of study was the formative experiment. We have also used diagnostic tools taking into account the components, criteria and indicators of development of students’ creativity.
One hundred sixty-seven people took part in the experiment, of which 87 were students of Kazan Federal University, 80 people were students of Vyatka State University.
The result of the article is the mixed consortium model for development of students’ creative activity, which allows teachers to use active learning strategies and include students in progressively more complex educational online activities that ensure development of learning motivation, creativity and creative skills.
Zoom, Skype or Photos of Paper Sheets: Adolescents about the Transition to Distance Learning During the Pandemic
The coronavirus pandemic led to a massive transition to distance learning at schools. All participants in the educational process adapt their lifestyle, workplace, communication methods and leisure forms to the new circumstances. Nowadays the consequences of this phenomenon begin to be studied. This article is devoted to the study of the experience of learning, communication and leisure of teenagers in conditions of social isolation and school closure and approbation of the risk and protective factors model in the context of adaptation to the distance learning. Thematic analysis of semi-structured interviews with adolescents aged 13-17 from Moscow, Ryazan, Tomsk, Moscow and Sverdlovsk regions allows us to characterize five thematic categories in terms of the main factors that make it more difficult or easier for schoolchildren to adapt to the distance learning. The categories include: school and teacher relations; supplementary education and hobbies; relationships with peers; family context; individual and personal characteristics of schoolchildren. The pilot nature of this study and a small sample limit the possibilities of extrapolating the conclusions to all groups of Russian schoolchildren, but allow us to problematize the complex nature of the difficulties faced by adolescents and demonstrate a wide range of resources that allow them to cope with them. Based on the results, we developed short recommendations that can be used by the management of educational organizations, teachers, and parents to reduce stress and simplify the adaptation of students during distance learning.
The Development of Integrative Qualities of Primary School Teachers in the Context of Distance Learning
The paper focuses on the need to facilitate the rapid development of integrative qualities of primary school teachers who work remotely. The authors examine the mechanism of methodological support for the development of integrative qualities of primary school teachers in the context of distance and blended learning.
The review of scientific literature, detailed information on integrative qualities of the teacher, and the formation process design created the opportunity for successful development of integrative characteristics of teachers using a well-tired mechanism to support their professional training in the distance and blended learning modes.
The development of integrative qualities, ensuring the successful implementation of modern educational principles, becomes an essential task of education and a key component of pedagogical skills. Professional activities of teachers require them to react quickly to situations and implement their actions in a timely manner. Every day, teachers are involved in a variety of activities determined by their integrative qualities. Teaching is governed by the uncertainty and dynamics of the learning process, which cannot be fixed. The educational process, as a living organism, can be constantly transformed. Thereby, it maintains its viability.
The study aims to identify and theoretically justify the mechanism of methodological support for the development of integrative qualities of primary school teachers working in the distance and blended learning modes.
To address the research questions, we opted to apply questionnaires, semi-structured interviews, comparative analysis, and pedagogical modeling.
The paper presents the results of surveys and interviews with primary school teachers of rural settlements, urban-type villages and cities in the Republic of Tatarstan.
Based on the analysis of obtained data, the authors identified the following components of the studied mechanism: organizational (structural); content-related; information and educational; analytical (reflexive). The researchers outlined the functions of the proposed mechanism and its requirements for success. The study also revealed some interesting facts and observations from the experience of primary school teachers involved in the distance learning environment.
Open and distance lifelong non-formal learning for self-development: current practices and possible applications in Russian contexts
Non-formal and lifelong learning play a critical role in self-development and mastering the
knowledge and skills demanded by an ever-changing world. This review examines the ways in which
open and distance learning methods and technologies are being used to provide such non-formal
learning in the developing countries to reduce inequality, provide education for all and ensure
sustainable development. Having considered the main trends and possibilities in these contexts, it
speculates on the possible applications of these methods and technologies in support of the social
and economic development of Russian society.