Extracurricular Activities at Modern Russian University: Student and Faculty Views

Ivanova, Galina P.; Logvinova, Olga K.

doi:10.12973/ejmste/79797

Cited by 10 publications

(10 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, there is increasing interest in the potential for ECA to promote reflection. ECA are defined as voluntary activities that take place outside the class schedule [37], which complement curricular training [38] and contribute to the students' personal [39], professional [40], and social [41] development. These activities are classified into sporting, cultural, solidarity, spiritual and artistic activities, and student clubs [41][42][43].…”

Section: Eca (Extracurricular Activities) To Promote Reflective Learningmentioning

confidence: 99%

Extracurricular Activities in Higher Education and the Promotion of Reflective Learning for Sustainability

2019

View full text Add to dashboard Cite

The objective of higher education institutions is to integrate reflective learning that contributes to the development of a greater awareness among individuals of the importance of facing the 21st century’s sustainability challenges. This paper analyzes the impact of an extracurricular volunteer activity in Tangier, Morocco in the development of student reflection at a Spanish university. To this end, two objectives were proposed: (1) to explore the students’ primary reflections of the experience, and (2) analyze the students’ perceptions of the importance of participating in the experience in order to develop reflective learning. In the study, in-depth interviews were conducted with 23 students who participated in the volunteer activity. Data analysis was carried out using Iramuteq software to conduct a descending hierarchical classification (DHC), and MAXQDA software to conduct a constant comparison analysis. This research highlights the value of voluntary extracurricular activities in the development of reflections that guide change in the beliefs, attitudes, and daily behaviors of students that ultimately result in sustainability. Due to this, not only is it considered essential that students participate in social projects, but also that they undertake these projects with peers and instructors who can create environments of support and trust.

show abstract

Section: Eca (Extracurricular Activities) To Promote Reflective Learningmentioning

confidence: 99%

Extracurricular Activities in Higher Education and the Promotion of Reflective Learning for Sustainability

2019

View full text Add to dashboard Cite

show abstract

“…If U. S. and European universities offer various types of extracurricular activities, such as sport, music, art, academic clubs, in Russian universities an extracurricular life is not highly developed. Despite the fact that it is positively perceived by Russian students, a few of them are ready to take the initiative to organize a community with a specific mission [Ivanova, Logvinova, 2017]. Moreover, as some studies revealed, many students are not aware of student life activities in their institution as such activities are rarely supported and promoted by institutions [Belikova, 2002].…”

Section: Introductionmentioning

confidence: 99%

Может Ли Вовлеченность Студентов Во Внеучебные Мероприятия Способствовать Развитию Мягких Навыков?

Щеглова¹

2019

MONITORING OF PUBLIC OPINION

View full text Add to dashboard Cite

Такие навыки, как критическое мышление и работа в команде, приобрели особую важность в XXI веке. Они считаются основополагающим условием успеха на рынке труда и важным аспектом учебной программы в университете. Во всем мире педагоги и политики в сфере образования ищут пути развития и совершенствования этих навыков у студентов, например, вовлекая их в различные мероприятия, реализуемые на базе университета. Цель данного исследования — оценить вклад участия студентов во внеучебных мероприятиях в развитии навыков межличностного общения и работы в команде. Данное исследование было проведено в рамках проекта «Студенческий опыт в исследовательском университете» (SERU). В выборку вошли студенты-бакалавры разных направлений подготовки, проходящие обучение в российском национальном исследовательском университете в 2016/2017 учебном году (N = 3 344 респондентов). Для оценки вклада студенческой вовлеченности во внеучебные мероприятия в развитии навыков межличностного общения и работы в команде используется бинарная логистическая регрессия. Полученные результаты подтверждают наличие статистически значимых различий в приросте навыков межличностного общения и работы в команде у студентов, участвующих во внеучебной деятельности и не участвующих. Задача данной работы — показать, что вовлечение студентов в деятельность, выходящую за рамки образовательного процесса, происходящего в аудитории, но тесно связанную с ним, способствует росту их человеческого и социального капитала до уровня, требуемого высшим образованием. Вовлечение студентов во внеучебную деятельность университетом способствует развитию у них навыков межличностного общения и работы в команде. Полученные результаты призваны мотивировать преподавательский и административный состав университета на создание и продвижение площадок, на которых студенты могли бы лучше понять изученный материал, соотнести имеющиеся и полученные знания, а также практиковать новые навыки.

show abstract

“…Participation in ECAs allows students to develop skills and attitudes that help them to understand other sociocultural realities, identify social problems, and participate in peaceful conflict resolutions [35]. Hence, it is argued that they promote lifelong learning, active citizenship and a sense of social justice, which enables students to assume more meaningful roles in society and face daily tasks with a more positive state of mind [4,36].…”

Section: Role Of Social Interactions In Developing An Ecamentioning

confidence: 99%

“…Currently, one of the biggest challenges in higher education is to foster personal attitudes among students that will enable them to move toward more equitable, just, and sustainable societies. In this 2 of 17 context, a growing body of literature has studied how ECAs contribute to this goal [3][4][5]. Furthermore, research in this field has indicated the impact of ECA in terms of achieving higher levels of academic performance [6], having more successful development during university life [7], improving later employment adaptation [8], and obtaining more significant social and psychological resources that aid the students' mental well-being [9].…”

Section: Introductionmentioning

confidence: 99%

Understanding the Role of Social Interactions in the Development of an Extracurricular University Volunteer Activity in a Developing Country

Díaz-Iso

Eizaguirre

García-Olalla

2020

IJERPH

View full text Add to dashboard Cite

The relevance of participating in structured extracurricular activities (ECA from here onwords) in higher education is increasing. Involvement in these activities helps students develop personal and social skills that positively affect academic and professional training, well-being, and the development of attitudes toward community involvement. This study analyzes the role of social interactions in the perceived benefits of students, who have participated in an ECA in a developing country. Moreover, this research aspires to explore whether students perceive that these interactions positively impact academic training, professional development, and adjustment to the university context, psychological well-being, and development of community involvement attitudes. As a result, 46 in-depth interviews were conducted with 23 students who participated in the experience. 23 in-depth interviews were conducted before the experience and another 23 after it. Data analysis was carried out using the IRaMuTeQ software to conduct a descending hierarchical classification (DHC). This study highlights the value of social interactions in an ECA to increase the motivation of students to improve academic and professional performance, to build shared knowledge with others, and to develop personal and social skills that contribute to the integral development of participants. ECAs help students reflect on their actions and privileges and develop positive attitudes toward themselves and others. This fact is linked to the achievement of high levels of well-being that allow the enhancement of the students’ self-esteem. Finally, this experience has allowed volunteers to become aware of other sociocultural realities and to reflect on the possible ways of contributing to the development of a more sustainable society.

show abstract

Extracurricular Activities at Modern Russian University: Student and Faculty Views

Cited by 10 publications

References 7 publications

Extracurricular Activities in Higher Education and the Promotion of Reflective Learning for Sustainability

Extracurricular Activities in Higher Education and the Promotion of Reflective Learning for Sustainability

Может Ли Вовлеченность Студентов Во Внеучебные Мероприятия Способствовать Развитию Мягких Навыков?

Understanding the Role of Social Interactions in the Development of an Extracurricular University Volunteer Activity in a Developing Country

Contact Info

Product

Resources

About