Investigating the association between university teachers’ professional autonomy and their innovation performance

Gavrilyuk, Oksana A.; Tareva, Elena G.; Lakhno, Anastasiya V.

doi:10.15823/p.2019.133.7

Cited by 6 publications

(6 citation statements)

References 34 publications

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“…When teachers manage to gain the necessary autonomy, they are able to undertake innovative methodologies. In this sense, other research [45,46], agrees in pointing out how this autonomy that teachers acquire is what leads them to participate in innovative initiatives and projects that promote their personal development from the educational context. ECO boosts their creativity and their ability to engage with and generate ideas in a dynamic, original way.…”

Section: Discussionmentioning

confidence: 88%

“…Regarding the teaching-learning process, ECO is a methodology that has revolutionary effects for teachers. The teacher gives a more central role to the students, and takes on the role of facilitator and companion, generating new dynamics in the classroom, as reflected in other studies [45,48,49]. The method promotes teamwork within and outside the university context, challenge-based learning, critical thinking and helps create a connection between theory and practice.…”

Section: Discussionmentioning

confidence: 99%

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Improving the university teaching-learning process with ECO methodology: Teachers’ perceptions

2020

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This study presents the results of research focused on university teachers' perceptions of the implementation of ECO (Explore, Create, and Offer) methodology. Through teachersŕ esponses, the objective was to learn about the impact ECO has on both teaching and learning. The sample consists of 22 teachers from four academic fields; they implemented ECO methodology during the 2018-19 academic year with 1,350 undergraduate students and 175 Master's-level students. The participating teachers belong to five universities:

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Section: Discussionmentioning

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Improving the university teaching-learning process with ECO methodology: Teachers’ perceptions

2020

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“…Under the influence of these factors, the education system loses the parameters of linearity, closedness, staticity, and conservatism. It is embarking on the path of rapid change, proclaiming innovation and new educational practices as its imperative (Gavrilyuk et al, 2019;Lanzara, 2016;Purtik & Arenas, 2017;Traube et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Foreign Language Teaching Practices: Online Projection

Tareva¹

2021

EJSBS

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Nowadays, educational technologies, in particular, digital means and methods of teaching have become the subject of research studied from different angles. Of interest are educational practices that most successfully disseminate a positive learning experience. The purpose of this paper is to consider the phenomenon of ‘best/effective educational practices’ and present a set of those that have successfully proven to be effective in teaching foreign languages in a digital environment, in the context of distance learning. The research methods comprised an analysis of existing approaches to productive educational practices, their classification and spheres of application and a survey of 48 experienced higher education teachers followed by the processing and systematization of the data obtained. The research results are an innovative classification of educational practices recommended for teaching foreign languages in a digital environment followed by recommendations for the development of new teaching technologies that can ensure the quality of development of foreign language communicative competence of students.

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“…Furthermore, blended learning can be an effective way to familiarise students with online learning peculiarities enabling them to utilise online courses effectively (Fidalgo et al, 2020). However, it is also relevant to note that educational innovation embodied in new technologies is mainly considered to be a tool for developing learners' creative thinking, innovative skills and individualisation while the educator and his/her professional autonomy contributes to an effective educative process (Gavrilyuk et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Massive Open Online courses into Educational Processes at Russian Universities

Bokova¹,

Kabanova²

2021

EJSBS

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Interest in massive open online courses (MOOCs) as a new resource for distance learning is due to the rapid development of information and communication technologies within the framework of education. The 2000s precipitated the development of e-learning in the direction of open learning opportunities which resulted in the phenomenon known as MOOCs. MOOCs are now a widespread and accepted means of higher education which implies interactive online learning. Therefore, it is relevant to define the most appropriate form of MOOC integration, to study the contemporary experiences of MOOC implementation into higher education along with analysing the experience of using online courses within the context of face-to-face classes. This study observes the development of MOOCs by using comparative analysis and literature examination to reveal some accepted blended learning models for higher education. This paper also attempts to show possible challenges and outcomes of MOOC integration into a face-to-face class. The findings are dedicated to effective use of massive open online courses in universities in Russia.

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Investigating the association between university teachers’ professional autonomy and their innovation performance

Cited by 6 publications

References 34 publications

Improving the university teaching-learning process with ECO methodology: Teachers’ perceptions

Improving the university teaching-learning process with ECO methodology: Teachers’ perceptions

Foreign Language Teaching Practices: Online Projection

The Implementation of Massive Open Online courses into Educational Processes at Russian Universities

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