Analysis of the current state of research and development in the construction of information and educational environments of higher educational institutions

Gruzdeva, Marina L.; Тукенова, Н. И.

doi:10.26795/95/2307-1281-2019-7-2-1

Cited by 16 publications

(8 citation statements)

References 10 publications

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“…In Russia, MOOC are promising courses. Their development and use will become a common practice that will expand traditional contact methods of teaching [10,11,12]. In modern education, there are a number of trends that characterize MOOC development:…”

Section: Discussionmentioning

confidence: 99%

Motivation of University Teachers Developing and Implementing Open Online Courses

Prokhorova¹,

Lebedeva²,

Shkunova³

et al. 2020

Proceedings of the International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization

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The article describes research on the motivation of university teachers to develop and implement open online courses. It was determined that the practice of using open online courses is developing, which requires the involvement of teachers in both their development and use. The study was carried out using the methodology developed by S. Richi and P. Martin which was used to develop an averaged motivational profile of the developer of the online course. It was found that the leading motives of such teachers are the desire for achievement, high earnings and material incentives, recognition of merit, selfimprovement, the ability to learn new competencies, the desire to constantly have a stimulating interest. Motivating factors for teachers who do not have experience in developing online courses were identified. Additional material rewards, new experience in using educational technologies, and skills in working with a wide and diverse audience are motivating factors. The results can be of practical importance for the development of decisions aimed at encouraging teachers to develop online courses.

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Section: Discussionmentioning

confidence: 99%

Motivation of University Teachers Developing and Implementing Open Online Courses

Prokhorova¹,

Lebedeva²,

Shkunova³

et al. 2020

Proceedings of the International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization

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“…The study was conducted through a google form posted in electronic courses developed by the University n.a. Minin in courses designed for continuing education [22,23]. The questionnaire contained 5 closed-ended questions; respondents chose several answer options for each question.…”

Section: Methodsmentioning

confidence: 99%

Emotional Intelligence as a Factor of Corporate Culture

Prokhorova¹,

Lebedeva²,

Shkunova³

et al. 2020

Proceedings of the International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization

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The article studies the main components of the emotional intelligence of managers and employees of various organizations and fields. An analysis of sources showed that components of emotional intelligence are as follows: interpersonal understanding of the concept, emotional expressiveness, emotional awareness, behavioral intentions. The study was conducted using a google form posted in the electronic courses of Nizhny Novgorod University in courses designed for continuing education. It was revealed that the semantic content of the concept "emotional intelligence" is different for employees and managers of organizations. Changes in emotional intelligence are determined by the development of its components: interpersonal understanding of emotions, emotional expressiveness, emotional awareness, empathy, behavioral intentions. In organizations, positive personal qualities prevail. It is the norm for building interaction, developing a corporate culture based on creativity, relationships, and selfdevelopment. The results obtained can be of practical importance for the development of training technology for a specific organization, which would not contradict the organizational culture.

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“…Hay tres componentes importantes en la formación de la capacidad de autopresentación (Gruzdeva & Tukenova, 2019). Entre ellos se encuentra el sujeto que se presenta, el sujeto al que se presentan y el contenido que se presenta.…”

Section: Marco Teóricounclassified

Desarrollo de habilidades en estudiantes de Instituciones de Educación superior para la autopresentación

Bryantseva

Dybina

Stryapikhina

et al. 2021

Eduweb

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El propósito del artículo fue estudiar la experiencia de desarrollar en los estudiantes de instituciones educativas profesionales la capacidad de autopresentación. La metodología presenta un estudio dirigido a diagnosticar las estrategias de autopresentación de los estudiantes. El trabajo refleja la experiencia de autopresentación de los alumnos en clases prácticas, la defensa de trabajos finales e informes en la práctica, actuaciones en concursos profesionales y congresos científicos. Los datos obtenidos en el transcurso del estudio nos permiten manifestar que la capacidad de autopresentación amplía las oportunidades laborales, contribuye a un aumento en la competitividad de los estudiantes de las instituciones de educación superior en el mercado laboral.

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Analysis of the current state of research and development in the construction of information and educational environments of higher educational institutions

Cited by 16 publications

References 10 publications

Motivation of University Teachers Developing and Implementing Open Online Courses

Motivation of University Teachers Developing and Implementing Open Online Courses

Emotional Intelligence as a Factor of Corporate Culture

Desarrollo de habilidades en estudiantes de Instituciones de Educación superior para la autopresentación

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