Distance learning in Russia during the coronavirus pandemic

Olentsova, Julia

doi:10.1088/1742-6596/1691/1/012219

Cited by 17 publications

(8 citation statements)

References 4 publications

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“…The educational system is currently not ready to graduate such specialists, although work in this direction is already underway, especially successfully such training is carried out at the Timiryazev Agricultural Academy. But Krasnoyarsk state agrarian university also has good results in training high qualified agronomists-technologists-programmers, especially with using distant learning technologies [16][17][18][19][20].…”

Section: Resultsmentioning

confidence: 99%

The main directions of agro-industrial complex development in the near future

Nezamova

Ступина

Shagaeva

2022

IOP Conf. Ser.: Earth Environ. Sci.

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Digitalization of the Russian economy has been increasingly introduced into the Russian economy in recent years, covering an increasing number of industries and processes. In the modern information world, in the presence of such a volume of various data that require constant updating, processing and monitoring, it is impossible to do without such tools as digital technologies. The Russian agro-industrial complex has been developing quite steadily in recent years and has a tendency of further growth. This, to a large extent, contributes to the modern policy of the state, carried out through the relevant departments and orientation to the international conjuncture. The growth of production in the main branches of the agro–industrial complex in the previous year was: in crop production - 7.1%, in animal husbandry – 3.3%. In the future, it is planned to accelerate the pace of development in the agro-industrial complex due to the integrated introduction of digitalization in agriculture, which is supposed to be provided through state support measures. During the past year, the state allocated 309.1 billion rubles for the implementation of programs for the development of agriculture. Issues of agricultural development are constantly being paid attention at the meetings with the Board of the Ministry of Agriculture in Russia, which is necessary in the framework of ensuring food security in the country. The purpose of this article is to consider the main directions for the development of the agro-industrial complex, analyze the dynamics for the introduction of digital technologies and compares the pace of digitalization with other countries and different regions. It is also necessary to consider the possible advantages for the transformation of agriculture and the agro-industrial complex as a whole and the possibility of acquiring competitive advantages of the industry. It is also necessary to consider which digital technologies, in which processes and in what sequence should be implemented at the enterprises of the agro-industrial complex in the Krasnoyarsk Region.

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Section: Resultsmentioning

confidence: 99%

The main directions of agro-industrial complex development in the near future

Nezamova

Ступина

Shagaeva

2022

IOP Conf. Ser.: Earth Environ. Sci.

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“…The same is true for compulsory education. A modern student who uses a smartphone, tablet, laptop, computer, and other technological achievements simply cannot understand why the teacher gives him a "bad" grade for handwriting, which can be helpful when much of his life is already digitized computerized (Olentsova, 2020). In their study, Zaharah and Kirilova (2020) mention that the production of materials and content for online courses is one of the disruptions in countries with the pandemic.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Educational reflections on the coronavirus pandemic in three different countries

Oznacar

Sorakın

Akarturk³

et al. 2022

EURASIA J Math Sci Tech Ed

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The coronavirus that emerged in Wuhan, China, in 2020 has affected the world and become a global pandemic. All systems in the world are in place to prevent the spread of the pandemic. The education system is one of those systems. Schools are closed to prevent the spread of the virus and to allow a mandatory transition to emergency distance education. The development, change, and difficulties that occurred in the education system in the Northern Cyprus (NC), the Republic of Turkey(TR), and the Russian Federation(RF) during the distance education process were brought together and compiled in the study. This study aims to investigate the reflections of the COVID-19 pandemic, which has affected the whole world, on the educational process in the Northern Cyprus, the Republic of Turkey, and the Russian Federation and to make suggestions for the development and improvement of distance education in these countries based on the information obtained. As a result, it was found that similar studies have been conducted for primary, secondary, and higher education. The implications of this study suggest that there were difficulties in all three countries in planning online courses and adapting students and teachers to this process. However, precautionary measures and the shift of face-to-face classes to a hybrid or fully online format showed success in combating the health problems caused by the pandemic, resulting in classes continuing without interruption.

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“…Social limits affect education policy; learning must be pursued with various consequences. This is very influential on the adaptation period due to changes in the learning mechanism and system [3][4] [5].…”

Section: Introductionmentioning

confidence: 99%

Analysis of Distance Learning Physics During the Covid-19 Pandemic

Astra

Henukh²,

Hidayatullah³

2022

J. Phys.: Conf. Ser.

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The purpose of this study was to analyze distance learning strategies in physics learning during the Covid-19 pandemic at Musamus University in the even semester of the 2020/2021 academic year. This study uses a quantitative descriptive method. The instrument used in this research is a questionnaire in a Google Form for the Physics Education study program students. The analysis results showed that as many as 34.4% of respondents said distance learning was effective. In addition, 62.5% of respondents said that distance learning was less effective, and 3.1% said it was ineffective. Distance learning is less effective because of many obstacles in its implementation. These obstacles are the lack of ability to use information and communication technology, inadequate internet network, and economic problems. Students also do not understand the concepts given during distance learning well because of the lack of assistance from lecturers. The implementation of learning is much more focused on providing materials, assignments, and scientific projects. These results indicate that distance physical learning during the COVID-19 pandemic has not been maximized.

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Distance learning in Russia during the coronavirus pandemic

Cited by 17 publications

References 4 publications

The main directions of agro-industrial complex development in the near future

The main directions of agro-industrial complex development in the near future

Educational reflections on the coronavirus pandemic in three different countries

Analysis of Distance Learning Physics During the Covid-19 Pandemic

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