From Online  High School  to Online Education

Lubsky, Anatoly Vladimirovich; Kovalev, Vitaliy

doi:10.18522/2227-8656.2020.2.2

Cited by 11 publications

(7 citation statements)

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“…Considering the impact of digital transformation on formation of professional identity of young teachers, it is impossible to avoid studying this issue in the context of new social reality caused by the spread of COVID-19 and the associated forced "onlineization" (Lubsky & Kovalev, 2020) of the entire educational process in the spring of 2020.…”

Section: Resultsmentioning

confidence: 99%

Digital transformation of Russian society as a condition of forming young teachers’ professional identity in a big city

Volkov

Chikarova

2021

WJET

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Digitalization affects every sphere of life including education. However, for it to be beneficial, it needs transfomation in order to fit the current situation or changes that have occurred in human life over a time.The purpose of this research is to consider the impact of the digital transformation of Russian society on the formation of young teachers’ professional identity. The constructivist approach and the "soft concepts" of identity that have developed within its framework, serve as the methodological basis of the proposed research. The results of the applied authors’ sociological study conducted in 2020 serve as the empirical basis of this study. The method of collecting information was an in-depth interview. The reseach concluded that digitalization has a positive impact on formation of professional identity of young teachers. We also note that, despite the fact that the forced transition to online education has increased the prestige of teaching, digitalization cannot be considered as an independent factor that is able to change the professional space so that it becomes more attractive for young professionals. Keywords: mass digitalization, forced onlineization, digitalization of school education, online education, professional identity, young teachers, Russian megapolis.

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Section: Resultsmentioning

confidence: 99%

Digital transformation of Russian society as a condition of forming young teachers’ professional identity in a big city

Volkov

Chikarova

2021

WJET

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“…Previous data suggests that the educational process, mediated by online computer technologies, requires a specific teaching experience [6]. It has been shown that teachers who have such communicative qualities as benevolence, openness, neuroplasticity, stress resistance, and the presence of self-regulation and self-discipline skills are more successful in the implementation of online courses [8,9,25,26].…”

Section: Discussionmentioning

confidence: 99%

“…The psychological aspects of online (distant, remote) education include the following: determining the age range and personality characteristics of students and teachers who are able to effectively learn using online technologies; students' motivation and professional motivation of faculty members; organization of communication (communicative qualities) in the teacher-student system; features of cognitive functions and building effective behavioral patterns during training using online technologies; various kinds of effects on the psyche of teachers and students [6,7]. Prior research generally confirms that in online learning character traits of both teachers and students are of great importance for maintaining involvement, motivation, and discipline [8,9].…”

Section: Introductionmentioning

confidence: 99%

“…It is important to remember that students have certain expectations for quick answers, explanations, discussion of arisen organizational difficulties associated with the uncertainty of the situation in terms of the schedule, passing independent work, getting credits, test retakes, certification, and other issues [12,14]. Prior research substantiates the belief that with online education the severity of anxiety about the listed problems increases [4,6,15,16]. At the same time, the transition to distance learning somewhat blurs the boundaries of contact between students and teachers.…”

Section: Introductionmentioning

confidence: 99%

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Subjective discomfort and personality traits of university teachers during the COVID-19 pandemic

et al. 2020

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The current threat of the COVID-19 pandemic has led to the transition to distance (online) education in all educational institutions of the country, including universities. A sudden forced change in the form and structure of education has psychological consequences for all the participants in the educational process. The objective of the study presented was to examine the severity of anxiety, career maladjustment, stress levels, and coping strategies among university teachers during the transition to distance (online) education. The sample comprised 169 individual participants (95 women, 74 men) aged 25 to 70 years: 119 university teachers of the Rostov region (mean age = 45 years) and 40 sales specialists as the control group (mean age = 35 years). The study was conducted online from 04.24.2020 to 06.15.2020. The results indicate a general tendency to increasing stress levels and severity of career maladjustment. university teachers have a higher level of professional motivation and less often complain of feeling unwell and of a decrease in cognitive functions. Less adaptive in terms of stable personality parameters respondents are more likely to experience stress and more prone to manifest unmotivated anxiety. They demonstrate a higher level of career maladjustment and subjective discomfort when using the Internet. The preferred coping strategy is to openly complain about work or general negative feelings. Changes in the dynamic personality characteristics of university teachers during distance education are determined by their stable personality characteristics rather than by their age, which is often mentioned as the main factor for adaptation difficulties.

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“…It is worth noting that there are no attempts of theoretical understanding of online learning and development of methodology related to its implementation, which suggests that Russian researchers do not have a deep understanding of the online learning market and its impact on the educational environment. The studies conducted by Kovalev and Lubsky are noteworthy as they are based on empirical information and allow to determine the attitude of Russian students towards online education [11]. They hold the position that "onlineization" of higher education is associated with the loss of quality of the educational product and does more harm than good in modern Russian realities [8].…”

Section: Introductionmentioning

confidence: 99%

Perception of E-Learning by Consumers of Educational Services

Bogdanova

2021

E3S Web Conf.

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This paper attempts to assess the perception of online learning by consumers of educational services. The study is based on the cognitive approach, interpreting the person as a cognitive system, which is influenced by the communication arising in the learning environment, and education is defined as a process of communication, where the associated problems have a negative impact on the final educational product. We revealed the indicators which determine the perception of online education, among which we can name the following: the quality of communication, convenience of tools, students’ motivation and their ability to self-organization, responsiveness to innovations. The analysis of the scientific literature revealed that the works devoted to the perception of online education are of a private nature, depending on the specific country and its situation at the market of educational services. This puts the Russian scientific community in front of the need for scientific understanding of the perception of online education based on the situation observed in Russian higher education. It is concluded that the main problem of the image of Russian online education is an attempt of the Ministry of Education to combine two mutually exclusive approaches: to use online education as an innovative way to train specialists and the possibility to reduce the cost of the classical education. According to the author, online-education is not a competitor to classical education, because it is focused on a different audience and is based on different methodological and didactic principles. That is the reason why the work on improvement of perception of e-learning should begin with defining its place in the sphere of Russian education and the decision about it should be made by the Ministry of Education.

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From Online High School to Online Education

Cited by 11 publications

References 0 publications

Digital transformation of Russian society as a condition of forming young teachers’ professional identity in a big city

Digital transformation of Russian society as a condition of forming young teachers’ professional identity in a big city

Subjective discomfort and personality traits of university teachers during the COVID-19 pandemic

Perception of E-Learning by Consumers of Educational Services

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