Digital Technologies in Education: Problems and Prospects for “Moscow Electronic School” Project Implementation

doi:10.13187/ejced.2019.4.779

Cited by 19 publications

(19 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…To summarize, maximization of the engagement of students/learners in the educational procedure (a) can generate (i) motivation and stimulation of new perceptual skills and/or one's already obtained skills (e.g., soft skills, such as persuasive communication skills, versatility, critical thinking, emotional intelligence, etc.) (González-Salamanca et al 2020;Nicolaou 2019a) as well as (ii) more opportunities, challenges, and social benefits that will lead to enhanced learning outcomes, interaction, and interplay with the audiovisual media communications (Nicolaou et al 2019;Quinn 2018;Quinn et al 2016), and/or learner-learner interaction or enjoyment (Nagy 2018; Turan and Cetintas 2020); in addition, (b) it will aid in exchanging experiences and gaining access to best teaching practices (Frolova et al 2019), providing educational effectiveness in technology-enhanced learning. Furthermore, their efficiency can be strengthened if principles of theoretical frameworks, such as the theory of constructive learning (or constructivism theory) of von von Glasersfeld (1985) or the andragogy theory of Knowles (1989), are applied both to the content and the method of their development (see Nicolaou 2018a), and/or investigated through the technology acceptance model (TAM) (see, for example, Manolika et al 2021;Matsiola et al 2019;Fazil and Ward 2016) originally proposed by Davis (1989).…”

Section: Background and Literature Review And/or Related Workmentioning

confidence: 99%

“…Finally, effective integration of audiovisual media technologies at all educational levels and disciplines (including adult education) also requires dedicated and talented educators (see Guillén-Gámez and Mayorga-Fernández 2020;Nicolaou and Kalliris 2020;Ngah et al 2019), especially regarding educators of media studies education, due to their scientific field (see Crawford et al 2020;Matsiola et al 2019;Nicolaou et al 2019). In conclusion, all the educators, regardless of which educational levels and disciplines they work in, should need to combine communication techniques through audiovisual media communications within the educational process and the processes of appropriation and use of ICTs in teaching practices (see Brenes-Monge et al 2020;Esteve-Faubel et al 2020;Nicolaou 2020;Frolova et al 2019;Griva et al 2019;Ryabova et al 2018;Veglis and Avraam 2001). Furthermore, they should facilitate broadening the educational process from the curriculum (see Seamon 1999;Nicolaou et al 2019;Nicolaou and Kalliris 2020), while their textbook-centered material should be based on real-world Internet applications and services (see Seamon 1999;Hennessy et al 2005;Nicolaou 2018b) from and/or through transactional and interactive distance (see Xalkidou and Gasparinatou 2020), always taking into account the inherent and specific characteristics-such as the culture, the needs (including special needs), the habits, the profile, and the digital identity-of students/learners (see Muñoz-Rodríguez et al 2020;Nicolaou and Kalliris 2020;Ortiz-Jiménez et al 2020;Nicolaou et al 2019;Vuleta 2018;Courau [1993Courau [ ] 2017Giannoumi et al 2017;Rogers andHorrocks [1986] 2010;Jacobs 1989;…”

Section: Background and Literature Review And/or Related Workmentioning

confidence: 99%

See 1 more Smart Citation

Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

Nicolaou

Matsiola

Karypidou

et al. 2021

Journalism and Media

View full text Add to dashboard Cite

In this article, the quality of media studies education through effective teaching utilizing audiovisual media technologies and audiovisual content (audiovisual media communications) to budding journalists as adult learners (18 years and older) is researched, with results primarily intended for application in radio lessons at all educational levels and disciplines (including adult education). Nowadays, audiovisual media communications play an important role in the modern and visual-centric way of our life, while they require all of us to possess multiple-multimodal skills to have a successful professional practice and career, and especially those who study media studies, such as tomorrow’s new journalists. Data were collected after three interactive teachings with emphasis on educational effectiveness in technology-enhanced learning, through a specially designed written questionnaire with a qualitative and quantitative form (evaluation form), as case study experiments that applied qualitative action research with quasi-experiments. The results (a) confirmed (i) the theory of audiovisual media in education, as well as (ii) the genealogical characteristics and habits of budding journalists as highlighted in basic generational theory, something which appears to be in agreement with findings of previous studies and research; and (b) showed that (i) teaching methodology and educational techniques aimed primarily at adult learners in adult education kept the interest and attention of the budding journalists through the use of such specific educational communication tools as audiovisual media technologies, as well as (ii) sound/audio media, as audiovisual content may hold a significant part in a lecture.

show abstract

Section: Background and Literature Review And/or Related Workmentioning

confidence: 99%

Section: Background and Literature Review And/or Related Workmentioning

confidence: 99%

Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

Nicolaou

Matsiola

Karypidou

et al. 2021

Journalism and Media

View full text Add to dashboard Cite

show abstract

“…The specifics of working with information are significantly modified considering the dynamic development of competencies in working with digital media and the practice of exchanging experience in the network online space. In the new conditions, youths' requests are formed related to the search and processing of relevant address information [26].…”

Section: Literature Reviewmentioning

confidence: 99%

Views on Working with Information in a Semi-Digital Society: Its Possibility to Develop as Open Innovation Culture

Vinichenko

Rybakova

Chulanova

et al. 2021

Journal of Open Innovation: Technology, Market, and Complexity

View full text Add to dashboard Cite

The transition from a semi-digital to digital society depends on the nature of work with information, and the speed and quality of digitalization largely depend on Generation Z. The purpose of the article is to identify and evaluate Gen Z’s views in Russia and Slovakia on the search and assessment of information in a semi-digital society. The empirical research methods are a questionnaire survey, in-depth interviews, and a focus group. In the context of the COVID-19 pandemic, they were conducted remotely. The study reveals that the views of the Slovak and Russian Generation Z are similar in terms of searching and speeding up the acquisition of information and especially in the high assessment of their capabilities in information search and low confidence in advertising campaigns. The Slovak Gen Z is informationally mature and, at the same time, Internet-dependent. A difference in the perception of AI in Russian and Slovak Gen Z is identified. The results can be used to improve youth policies and provide information to society in the transition to fully digital life.

show abstract

“…К положительным практикам отнесены следующие: экономия рабочего времени, расширение доступности образования, эффективное использование технологического оборудования. Наиболее значимыми рисками являются: несовершенство материально-технологической базы, недостаточность мотивации, поддержки со стороны педагогического коллектива [11].…”

Section: таблицаunclassified

Benefits and risks of switching to distance learning in a pandemic

Фролова¹,

Rogach²,

Ryabova³

2020

P Sci Edu

View full text Add to dashboard Cite

Introduction. The need to maintain social isolation in the spread of COVID-19 required educational organizations to implement accelerated measures to introduce distance learning. The purpose of this study is to assess the level of adaptation of students from Russian universities to new educational practices, the benefits and risks of distance learning in the COVID-19 pandemic. Materials and methods. The study was conducted from May to early July 2020 in the form of a questionnaire survey of senior students of the full-time and part-time modes of study at the Russian State Social University (N=146; girls – 58.9%, boys – 41.1%). Results. The results of the study show the success of students’ adaptation to distance learning; most of the respondents did not experience any difficulties in organizing the educational process remotely. Students’ problems relate to a change in the format of interaction with a teacher, an increase in the teaching load, an insufficient level of material-and-technical equipment of the workplace. The results of the study showed that in the context of distance learning, the emphasis in the teacher’s work shifted onto the demonstration of videos (27.4%). Only 9.6% of the respondents indicated that the teacher used business games at lessons; 5.5% – virtual reality technologies; presentations were mentioned by 1.4% of the respondents. Lack of “live communication” with the teacher, poor quality of feedback with him/her, decreased motivation and interest in learning are the key limitations of distance learning effectiveness. Students’ interest in distance learning is determined by such parameters as the teacher’s charisma (79.5%), his/her ability to keep the listeners’ attention (57.5%), the level of use of digital innovative technologies (72.6%). Conclusions. According to the research results, the authors come to the conclusion that the compensators of the identified problems can be: the widespread use of information and communication technologies in the educational process, increasing the level of interactivity of the lessons, flexibility and an individual approach in organizing training, the teacher’s personal interest, support for student feedback.

show abstract

Digital Technologies in Education: Problems and Prospects for “Moscow Electronic School” Project Implementation

Abstract: The dynamic development of information and communication technologies,

Cited by 19 publications

References 14 publications

Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

Views on Working with Information in a Semi-Digital Society: Its Possibility to Develop as Open Innovation Culture

Benefits and risks of switching to distance learning in a pandemic

Contact Info

Product

Resources

About