Digitalization of learning environment and learning individualization are among the key global trends of education transformation. Digital tools allow designing individual learning path for each student, and improving learning efficiency by considering entrance levels of skills and knowledge, personal specifics of information perception, and speed of acquiring new knowledge. Learning analytics tools are used to analyze student digital footprint data in order to not only forecast student success of failure at the following stages of the course, but to design the most optimal path to desired learning results through the use of adaptive learning tools. The current research was aimed at developing and testing an adaptive learning method for teaching of a University foreign language course. The adaptive learning method uses analysis tools to form unique individual learning trajectory for each student. Comparative analysis of different learning models was performed using data for 5,154 students. Conclusions were made on the advantages of adaptive learning and mixed learning model with active teacher’s role in student success monitoring. Successful experience of testing the adaptive learning method for teaching foreign language demonstrates practical value of research results, and allows their further use for implementing adaptive learning in higher education institutions.
Keyword(s) : higher education
Problems and Opportunities for Training Specialists for Working with Children with Mental Retardation in the Higher Education System
In the modern rapidly changing world, there is a change in value orientations and educational paradigms, socio-economic, political, liberal-social and scientific conditions. These processes also affect the training system for working with different categories of children, including those with mental retardation. The purpose of this work is to study, analyze and objectively compare the structure of training bachelors who are capable of creating special conditions for education and upbringing for children with mental retardation, to identify common elements of this training. The study of the domestic practice of training specialists for working with persons with mental retardation is important for concretizing the content of specialized education.
The study used a comparative analysis of training profiles in the framework of defectological, psychological-pedagogical and pedagogical training areas. At the same time, the authors also analyzed the main professional educational programs and work programs of specialized disciplines aimed at preparing defectologists, teachers and psychologists to work with children with impaired mental function.
The study expanded the understanding of the dependence of the structure and content of personnel training for working with children with mental retardation on future areas of professional activity; the influence of research results, concepts of leading scientists who advocate the priority of defectologists in teaching and upbringing of children with mental retardation. Based on the results of the study, a versatile description of the structure of training psychological, pedagogical and defectological personnel was obtained by identifying factors that can affect the organization of optimal profile training for bachelors.
The authors declare the idea of a specialized professional defectological education of teachers who are ready to work with children with mental retardation. The obtained research results can be used to design training modules in the structure of courses, the content of which maximally effectively ensures the formation of core competencies for working with children with mental retardation.
The Students’ Responses toward Implementation of Quality Management Principles and Service Quality in Higher Education
This study aims to examine the implementation of quality management principles and service quality in higher education institutions (HEI’s) based on student responses. This study involved 570 students from public and private universities in Bangka, the province of Bangka Belitung, Indonesia. This is a quantitative study with a correlational research design. The results showed that the implementation of quality management principles in universities had a very high correlation with service quality (r = 0.88). The results of this study prove that improving the implementation of quality management principles, such as development of cooperation, HR (human resources) focus, continuous development, process approach, leadership, process focus, and goal consistency of higher education will improve the quality of service rendered to students.
Impact of Two Coronavirus Waves on Higher Education: Comparative Study
The first wave of the coronavirus pandemic caused the largest disruption of education systems
in the history of mankind. All schools and education institutions were forced to shift their
education processes from face-to-face to online forms. Some of them had better conditions
and more experienced staff for this transition, some of them had to start to create appropriate
conditions both for teachers and students. Subsequently, numerous studies and analyses on the
impact of the coronavirus pandemic on education have been done worldwide. The paper deals
with a specific research question of how schools and education institutions used their experiences
from the first wave of COVID-19 pandemic to ensure sustainable quality of education under the
pandemic conditions. In this comparative study the authors present the findings resulted from
two questionnaire surveys. The study has been processed with a focus on three areas: the quality of
teaching, technical equipment used by students and students’ opinions and experiences with online
forms of education, and influence of the home schooling (microclimate of the home environment)
on student’s education. In the paper the authors present and discuss in more detail the first area,
i.e. they analyse how experiences from the first wave of the pandemic were used to eliminate the
negative impact on education and to provide adequate quality of education.
Designing New Educational Programs in Special Education
The growing number of children with disabilities studying in various institutional settings has made
it necessary to analyze educational programs for special needs teachers in terms of their relevance.
In the field of special psychology and correctional pedagogy, traditional specializations (speechlanguage
therapy, oligophrenopedagogy, surdopedagogy) cannot adequately meet society’s needs
for psychological and pedagogical support for all types of students with mental and physical health
disorders. The authors identified general trends in the training of special education teachers while
studying educational programs for bachelor’s and master’s degrees in special education offered by
higher education institutions under the Ministry of Education of the Russian Federation. Persons
with disabilities, whose education and psycho-pedagogical assistance are not given by professional
workers, were identified. The factors that influence the development of new educational programs,
as well as their validity and importance for providing correctional and pedagogical aid to students
with special educational needs, are investigated.
Study of Educational Needs of Applicants with Disabilities
Background. The presence of health limitations and disabilities of students affects the structure and
content of their educational needs. In some cases, these students may require special counseling in
career guidance, assistance in social and psychological support in the process of acquiring education.
Aims. The purpose of this study was to analyze the educational needs of applicants with disabilities
and develop recommendations to expand the accessibility of higher education for this category of
youth. The research was carried out as part of the State task of the Ministry of education and science
of the Russian Federation.
Methods and procedures. The researchers monitored the educational needs of applicants with
disabilities using the survey method in the form of an online questionnaire.
Outcomes and results. The article presents the results of monitoring the educational needs of 170
Russian school graduates with disabilities and health limitations who studied in 16 comprehensive
educational institutions, where students of the 11th grades were trained and who expressed a desire
to participate in the monitoring. The research was carried in the assigned territory out as part of
the State task, which includes 7 constituent entities of the Russian Federation: the Republic of
Bashkortostan, Mari El, Tatarstan, the Udmurt and Chuvash Republics, the Orenburg and Kirov
regions.
Conclusions and implications. Based on the analysis of the monitoring results, recommendations
for regional and municipal authorities and educational organizations subordinate to them were
developed. The recommendations are aimed at positioning ways to increase the accessibility and
quality of higher education for persons with disabilities, their further employment and career
growth.
The Development of Digital Competencies and Digital Literacy in the 21st Century: A Survey of Studies
The development of digital competencies and digital literacy in the 21st century is one of the most
urgent in the theory and practice of modern education. The need for an understanding of the analysis
of scientific knowledge on this issue is confirmed by the high demand for digital competencies of
specialists in the labor market. The paper organizes and presents publication trends in the field of
human digital abilities, with an emphasis on in-depth study of topics in higher education. Reviews
and analytical work were carried out using the Web of Science, Google Scholar, RSCI (eLibrary).
The analysis was based on the 120 most cited publications for the period from 2000 to 2020 and this
article provides a final overview of 55 articles. The results are presented in visual-graphic form. In
particular, the concepts related to digital abilities used in scientific everyday life are presented in the
form of a pyramid of concepts: from the basic concept of ‘digital skills’ to the broadest meaning of
the concept of ‘digital literacy.’ The word cloud reflects the most frequently used words in scientific
works describing human abilities in the digital sphere. The article presents a graphical visualization
of the factors influencing the formation and development of digital literacy and digital competencies
of university students. The results obtained will be of interest to researchers of digital literacy
and digital competencies, teachers, and university leaders in the implementation of educational
programs.
Study of educational needs of applicants with disabilities
Background. The presence of health limitations and disabilities of students affects the structure and content of their educational needs. In some cases, these students may require special counseling in career guidance, assistance in social and psychological support in the process of acquiring education.
Aims. The purpose of this study was to analyze the educational needs of applicants with disabilities and develop recommendations to expand the accessibility of higher education for this category of youth. The research was carried out as part of the State task of the Ministry of education and science of the Russian Federation.
Methods and procedures. The researchers monitored the educational needs of applicants with disabilities using the survey method in the form of an online questionnaire.
Outcomes and results. The article presents the results of monitoring the educational needs of 170 Russian school graduates with disabilities and health limitations who studied in 16 comprehensive educational institutions, where students of the 11th grades were trained and who expressed a desire to participate in the monitoring. The research was carried in the assigned territory out as part of the State task, which includes 7 constituent entities of the Russian Federation: the Republic of Bashkortostan, Mari El, Tatarstan, the Udmurt and Chuvash Republics, the Orenburg and Kirov regions.
Conclusions and implications. Based on the analysis of the monitoring results, recommendations for regional and municipal authorities and educational organizations subordinate to them were developed. The recommendations are aimed at positioning ways to increase the accessibility and quality of higher education for persons with disabilities, their further employment and career growth.
University Students’ Attitudes to Soft Skills in Business Communication Training
Nowadays learning Russian in business communication is a major part of vocational education and
training and within this academic subject it is possible for university students to develop soft skills.
This research examined the formation, development and application of a universal set of soft skills
to help graduates adapt to the modern labor market. The study was conducted with 196 first-year
students in the Vladivostok State University of Economics and Service. A subjective scale technique
was applied using a survey-questionnaire. The data were processed using systematization and
generalization methods. The results showed that subjective attitudes to the application of soft skills
were developed in students studying Business Russian. The building of soft skills helps students
use knowledge in practice and to increase their motivation for personal professional growth and
development. The research revealed that 21 out of 24 declared soft skills are actively formed in
students in the course of teaching. In addition, the analysis gave an objective view of the abilities,
interests and tendencies of each student. This information is necessary to improve the educational
process. The results of the research play an important role in the development of the theory of
competence model of successful modern graduates. The research results can be used by universities
to develop and improve working curricula in accordance with the requirements of new educational
standards.
The Modern Paradigm and Components for the Modernization of Higher Education
Global trends that require the use of information and communication, digital and innovative
technologies and approaches to learning require us in turn, to re-examine the current educational
paradigm. This article examines the modern paradigm and define the components for the
modernization of higher education. The study used a comparative analysis, methods of synthesis,
generalization and systematization of various scientific approaches, and a graphical method. It
considers models of higher education in foreign countries in the context of their adaptation in Russia
and examines characteristic features of traditional and modern higher education. Special attention
was paid to the role of higher education institutions in training specialists. These meet the current
requirements of the labor market, through their independence in strategy, courses, programs, as
well as the introduction of progressive forms of teaching methods and educational technologies.
The authors show that digitalization is deeply embedded into the administrative and managerial
environment of higher education. They identify problems and prospects for the introduction of
modern e-learning tools, individual educational trajectories, and distance learning technologies in
Russia. This provides the justification for updating the modern paradigm and reorienting it to the
components for the modernization of higher education (managerial, methodological, knowledge,
innovative, and institutional). The authors develop key foci and define strategic objectives for the
development of higher education which can inform educational practice in a modern university.
Knowledge Management Practices in the Higher Education Sector with Special Reference to Business Schools
Higher education institutions are creators and disseminators of knowledge, yet, it is questionable whether they follow scientifically established knowledge management practices. The paper attempts to review the knowledge management practices appropriate for business schools and highlights key enablers and barriers. There is a special need in business schools versus rest of the higher education ecosystem in respect of knowledge management in business schools, given the differences in the value of diverse kinds of knowledge and their storage and retrieval. This paper lists the major parameters of knowledge management relevant to higher education and presents a framework for managing knowledge as a strategic tool for developing and maintaining sustainable competitive edge for business schools. It observes that business schools hold in higher regard current and up- to-date applied, actionable, and context-rich kinds of knowledge, whereas other constituencies of a university value less transient kinds of knowledge. Also, knowledge in business schools is found more in networks than in nodes and hence effective leveraging of such knowledge calls for different strategies. The integration with knowledge ecosystems outside the institutional libraries is crucial. The nature of knowledge expected by business schools is scholarly yet rooted in practice. The contexts provided included globalization, higher education internationalization, and there is special mention of their implications for knowledge management.
How Do Students of Mathematics Relate to Their Learning? Research into Individual and Motivational Factors
Many publications discuss the means and methods that allow schoolchildren and university students to cope with negative experiences and anxiety when studying mathematics. How do those students for whom mathematics is part of life and their future profession relate to studying at a university? The paper researches the attitude of mathematics students to learning and identifies the influence of motivational and individual factors on their development. This survey involved students in applied mathematics and the results were studied through correlation, factorial, regression, and cluster analysis. The study revealed that individuality in activity planning affects the attitude of mathematics students to learning, while features that reflect the temperament do not. Attendance depends more on their internal motivation (recognition of abilities and the importance of study) and less on their assessment of the level of teaching, the fairness of grading, and perception of difficulty of the material studied. It showed that the students, in general, have a positive attitude towards their learning, and that the educational process meets the expectations of students with high motivation and assessment of their abilities. Nevertheless, cluster analysis revealed the presence of a problem group of students who need the support of teachers. The results obtained allow us to formulate the direction of further research and outline measures to eliminate existing shortcomings.
The Cultural Internalization Scale: Assessing internal and external reasons for endorsing one’s cultural identity
The constructs of ‘culture’ and ‘cultural identity’ have long been recognized by researchers as
important, but traditionally have been treated as static properties rather than in terms of their degree
and quality of internalization. Adopting the more dynamic view of internalization proposed by
Vygotsky and by self-determination theory (SDT), two studies tested the measurement properties of
the Cultural Internalization Scale (CIS), which assesses internal versus external reasons for endorsing
one’s ambient culture. In a U.S. sample, Study 1 (N = 149) provided evidence for the reliability, factor
structure, and predictive validity of the scale. Study 2 replicated these results in a second U.S. sample
(N = 205) and in a sample from China (N = 245). In addition, Study 2 demonstrated that greater
internalization of one’s ambient culture was associated with satisfaction of the basic psychological
needs for competence, relatedness, and autonomy. Discussion focuses on the potential applications
of the CIS in research on socialization, the cultural adjustment of immigrants and sojourners, and
implications for students in higher education settings.
An integrative binary lesson as an example of innovative educational technologies in a higher education
This article describes the findings of a theoretical analysis of scientific literature on binary lessons –
a form of team-teaching in which two teachers present differing perspectives in the form of a dialogue
between two viewpoints and contrasting viewpoints. It examines the potential for this innovative
educational technology, in a competence approach. The analysis shows that Russian and foreign
studies classify binary lessons into problem binary lesson, interdisciplinary project binary lesson,
and active binary lesson. There are some difficulties with the definition of the concept of the binary
technology, which the authors tested in 2014-2016. The article suggests the term «integrative binary
lesson» as a psychological and pedagogical technology, that includes a systematic and consistent application
of interdisciplinary complex of educational classes, realized in active form.
The formation and development of students’ academic mobility in V. I. Vernadsky Crimean Federal University
The article examines the theoretical and methodological foundations underpinning students’ academic
mobility. Comprehensive analysis enabled the authors to group and systematize key types of
academic mobility. Six criteria for this systematization were identified: geographical orientation,
duration of action, the nature of the implementation, the planned outcome, the form of implementation,
and the method of organization. Empirical data of network educational programs and
students’ academic mobility within V. I. Vernadsky Crimean Federal University was analysed and
the positive and negative factors of its development were identified. The key issues in the development
of students’ academic mobility were ranked with the help of expert assessment and based on
the method of multidimensional pair scaling. The data enabled the authors to offer priority and
secondary support areas and tools for university’s academic mobility. The research substantiates
the importance and potential effectiveness of the development of students’ academic mobility for
the further integration the Crimean higher education system into the wider Russian Federation and
provides a basis for improving educational policy in the University.
Reflections: eLearning Colloquia enhance a Community of Practice
In this context specific reflection on an annual eLearning Colloquia hosted by the Centre for Innovative
Education and Communication Technologies (CIECT) at the University of the Western Cape
(UWC), in Cape Town, South Africa; the researchers explore how the colloquia contributed to the
institutional Community of Practice (CoP). Furthermore, it highlights the shifts in the institutional
discourse on blended teaching and learning practices over an eight year period. The paper showcases
CIECT’s efforts in driving the effective use of eTools to increase awareness and understanding of
concepts such as agency, culture and structure. This awareness is critical in a post-modern Higher
Education (HE) setting where the need to create a knowledge-intensive institutional culture exists.
The human agents are central to the formation of a sustainable CoP which contributes to effective
teaching and learning practices. Secondary data was used for the study and non-probability, purposive
sampling resulted in a sample group of 78 individuals comprising of the Instructional Design
team as well as the academic staff members at UWC who utilize the institutional Learning Management
System or a range of Personal Learning Environments (PLEs) in their teaching and learning
practices.
Psychological determinants of achievement of the first stage of academic careers in higher education
The main indicator of the achievement of the first stage in the academic career is the award of the
PhD, which comes only from the evaluation of the research level of the applicant. Our research
allowed us to create a psychological model of the subject of scientific research activity and highlight
the specific psychological characteristics that form the personality of the beginning scientist.
Previously, the requirements and assumptions of the individual were described, and this made it
possible to consider a person as a subject of scientific research activity. However the psychological
determinants were never defined. The nature of the requirements was related to the general mental
processes, the possibilities and qualities of the individual, the internal specific conditionality of
which was not disclosed. The work of by Е.А. Klimov on professionally oriented periodization
allowed us to distinguish two phases of the development of research activities: «the phase of
internality – the acquisition of professional experience» – training in graduate school and «the phase
of skill – the qualified performance of work» – the requirements of standards and the defense of the
candidate’s thesis. The search for psychological determinants as an «internal condition» determining
the transition from phase to phase was based on the theoretical and methodological approaches of
Russian psychologists E.A. Klimov, N.M. Peysakhov, Y.A. Ponomarev, and S.L. Rubinstein. This
made it possible to determine the block of psycho-diagnostic tools, a set of valid and reliable author’s
questionnaires, statistical data processing methods of high level of reliability.
Students’ feedback: messages and implications
Abstract
Active learning increases the role of organized and systematic feedback between all the stakeholders
of modern education. Although this factor has been given considerable attention in the literature,
the study of written feedback from students and the subsequent response of the teacher deserves
closer investigation. This research reveals – on the basis of feedback forms analysis – the level of
development of students’ competences of self-regulation, reflection and evaluation. Zimmerman’s
model of self-regulated learning was used as theoretical premises of the paper; qualitative analysis
was employed for data interpretation. The study helped to identify a range of problematic areas in
students’ self-regulatory processes in learning including,
• inconsistencies in the evaluation of performance aspects and the performance in total;
• organisational issues concerning the use of the feedback form;
• underdeveloped reflective skills (difficulty in analysing the educational experience critically and
understanding how to use it in the future performance).
The article discusses ways to address these problems on the part of the teacher. The findings show
the importance of learners’ feedback for the teacher as an indicator of their metacognitive skills
development. Close attention must be paid to students’ responses, their “decoding” and acting upon
them help establish dialogic relations between the participants of the educational process, thus,
increasing the quality of educational experience.