Digitalization as the “new normal” of higher education

Abstract

The research emphasis of the article is focused on the urgent problem of digitalization of education. Depending on the degree of development of states, the digitalization of education is uneven. In the context of the COVID 19 pandemic, digitalization has accelerated, consolidated and approved the distance learning system, while revealing a number of problems: insufficient technology, lack of appropriate software, unprofessional teaching staff, unwillingness of students to study using distance learning technologies, etc. The article highlights the main barriers to the development and promotion of digitalization of the Russian educational environment in the "new reality". The dependence of the digitalization of the Russian educational environment on internal and external factors determining the competitiveness of universities in providing their services in a digital format is determined. Analysis of the work of higher school teachers during the period of distance learning revealed some patterns. Teachers used traditional forms of work even when switching to a distance format; a significant part of communications with students was carried out through e-mail and popular training sites. Sometimes work with students was limited to issuing a mandatory task, which must be solved on the proposed portals. Some large higher educational institutions have their own specialized corporate portals through which work with students is carried out: lectures, webinars, tests and tests are held. Attention is focused on the gamification of educational activities as an effective teaching tool. A low degree of student involvement in the educational process, weak motivation and the inability to organize effective control of students’ knowledge are stated. To enhance the effect of digitalization in education, the above barriers should be removed.

Modern Stoicism at the XXI Century University

“…In the context of the Covid-19 pandemic, the problem of student objectification in the educational process has intensified. This is indicated by the content of publications, where the authors mark the forced online turn of education as "shock digitalisation" (Nazarov et al, 2021) or a "new normal" (Nesterchuk et al, 2020). It is revealed in the teachers' difficulties to adequately transpose their material into an online format, and a low degree of student involvement in this modified educational process.…”

Navigating Barriers to Successful Implementation of Digital Record Management System: A Case Study of Pakistani Public Sector Universities

“…For planning to make digital record management systems successful and acceptable, research was conducted at a university in Saudi Arabia to understand digital record management system adoption based on the unified theory of acceptance and use of technology (UTAUT). That study extended the UTAUT model with additional constructs, offering a theoretical contribution to better comprehend users' adoption behavior in the unique context of HEIs (Bamufleh et al, 2021;Marcon et al, 2019;Nesterchuk et al, 2020). In a previous study, the positive impact of ERP/DRMS was highlighted which shows that, such systems should be initiated in higher education institutes for making record management smartly and effectively.…”

Adapting to Changing Expectations: Accounting Students in the Digital Learning Environment

“…The use of computers has also increased and the country is working towards developing more research universities. Russia acknowledges educational technologies as the new normal and has made them mandatory in education sector with the approval of distance learning system and the development of online corporate portals for teaching and learning [15]. Most educational institutions in Russia today have incorporated tablets, smartphones, and computers which resulted in physical activity reduction [13].…”