The modern transformation of all spheres of life is associated with rapid technological and digital development. The educational sphere, focusing on external demands, systematically introduces technological and digital solutions into the processes of pedagogical systems functioning, focusing on the expansion of the educational space, on increasing the availability of educational services. In order to create a comfortable and effective digital environment in universities, it is important to take into account not only the level of development of digital competencies of students and teachers, but also their basic needs and requirements in this area. We set a goal to identify the most successful digital solutions used at this stage in university education from the students’ perspective and to consider the factors inhibiting these processes. To solve the problems, we used methods of theoretical analysis and empirical processing of research data. The main method was a survey of students using the questionnaires “Digital learning environment and online learning format” and “Quality of digital educational resources and organizational aspects of e-learning” developed by the authors. More than a thousand students from Russian universities took part in the survey. The results of the survey showed what means of communication in online learning are considered by students to be the most effective, what means of increasing productivity and what means of organization and support in online learning are most useful to them. The platforms and learning systems were considered in detail to understand the important characteristics of these services for students. The analysis highlighted the main areas in the digital transformation of the educational environment, which should be targeted for their development and improvement.
Keyword(s) : university education
Vocational-Education Students’ Attitudes towards Their Academic Specialization in Jordan
The aim of the study was to identify the attitudes of vocational education students at Al-Balqa
Applied University towards enrollment in their academic specialization from their perception,
relating them to variables such as gender, the student’s academic year, and academic rating.
A descriptive approach was used with a questionnaire which comprised 33 items that measured
the students’ attitudes towards the vocational education specialization. The study comprised
221 male and female students to whom the questionnaire was distributed in the first semester of
the academic year 2019-2020. The study found that the students’ attitudes towards the vocational
education specialization for the instrument as a whole were positive: 24 items obtained positive
attitude scores and 9 items showed an average attitude. It was found that there were no statistically
significant differences among vocational-education students’ attitudes towards their enrollment in
their academic specialization in terms of the study variables: gender; the student’s academic year
(first and second year, third and fourth year); or academic rating (acceptable, good, very good,
and excellent). It was also found that there were no statistically significant differences among the
vocational education students’ attitudes towards their enrollment in their academic specialization.
These differences are attributed to the study variables: gender, academic year, and academic rating.
It is recommended that: the study plan should be developed to be more comprehensive, and
incorporates a diversity of experiences, knowledge, and activities to achieve differentiation of the
student’s personality. This requires the university and the college to provide diverse and flexible
activities to suit the characteristics of students in light of the principles of respecting, meeting and
satisfying their inclinations and desires.