Online Course: Application Models in the Educational Process

Гречушкина, Н. В.

doi:10.31992/0869-3617-2021-30-4-120-130

Cited by 8 publications

(3 citation statements)

References 12 publications

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“…Kurt defined the online course such a "offer great flexibility as they offer students the opportunity to study whenever and wherever" (Kurt, 2018). There are also some different types of the online courses: synchronous, partially synchronous, and asynchronous (Grechushkina, 2018). But for our research we will use the interactive asynchronous type of the courses.…”

Section: Introductionmentioning

confidence: 99%

Student Preferences for Content in Online Learning Environments: An Analysis of Engagement Factors

ZHAKUPOV,

SEITKHANOVA

2024

Pedagogy and Psychology

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The COVID-19 pandemic spurred a shift toward distance learning within education. Online courses have emerged as a prominent mode of remote instruction. While online courses existed prior to the pandemic, their focus was primarily on university students. This study examines the essential content types and features of online courses tailored for secondary school students. Additionally, it explores the alignment between teacher-selected materials and student preferences. Data was collected through lesson observations and interviews with students aged 14-17 in a UK school. Analysis suggests that students favor receiving information through videos, images, and presentations. They also value features such as progress tracking, feedback, and lesson commenting. This study’s findings offer guidance to secondary school teachers in the development of online courses for core subjects or exam preparation.

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Section: Introductionmentioning

confidence: 99%

Student Preferences for Content in Online Learning Environments: An Analysis of Engagement Factors

ZHAKUPOV,

SEITKHANOVA

2024

Pedagogy and Psychology

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“…This part of society represents online learning as a modern educational model that fully meets the requirements and demands of the time. This position is reflected in scientific discourse (Golovanova, 2019;Grechushkina, 2021;Smirnova, 2019). However, many scientists support an alternative point of view, according to which online learning is seen as a threat to high-quality,…”

Section: Introductionmentioning

confidence: 99%

Motivation, Intensity and Quality of Educational Activity of Russian Schoolchildren in Online Learning

Dyatlov,

Kovalev,

Chilingarova

2023

IJCRSEE

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The article analyzes the possibility of transitioning a general education school to an online learning format. The indicators are such categories as educational activity, quality of education, intensity of education, learning motives. To achieve this goal, a sociological survey of high school students in Rostov-on-Don (Russia), as well as their parents and school teachers, was conducted. The last two groups of respondents are presented in the status of experts. Based on the analysis of empirical data, the following conclusions were made. More than half of all high school students surveyed (66.6%) expressed their intention to continue the online learning experience they received during the response to the COVID-19 epidemic. However, the conjugations of willingness to study online with the categories “learning motives”, “quality of education”, “intensity of education” showed that the high motivation declared by high school students for the learning process does not correspond to their real behavior in distance lessons. The main motive for choosing online education for high school students is the convenience of this format of education. The survey showed a low degree of significance of other reasons for choosing online education. Preferences for online convenience and the desire to learn asynchronously reflect the unmanifested goal of getting out of the teacher’s control in order to reduce their educational activity. It can be assumed that this is due to the social immaturity of high school students and the lack of understanding by most of them of the value of secondary education. Based on the analyzed data, three approximately equal groups of respondents were identified. In the first group, high school students are focused on the standard school-lesson system with elements of e-learning (40% of respondents). In the second group, the advantages of online learning are articulated, which are associated with convenience and greater resource potential compared to classical learning (35% of respondents). The third group represents the interests of high school students, who are not so much interested in the format of education as the opportunity to get out of the control of the teacher and find themselves in a convenient educational environment to simulate learning activities (25% of respondents). This means that online learning format, the usefulness of which is obvious only if students have a stable cognitive activity, is unacceptable for most high school students.

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“…On this aspect, three main approaches can be distinguished. Within the framework of the first of them, researchers believe that an acceptable quality of higher education using online education can be provided now (Grechushkina, 2021;Gul, 2014;Kryaklina and Rettikh, 2018;Smirnova, 2019). From the point of view of the second approach, the position is determined according to which quality can be ensured in the future when solving a number of problematic issues that have arisen in the process of implementing online learning (Gulaya, 2014;Ibodova, 2020;Kuznetsov, 2020;Olshannikova, 2020).…”

Section: Introductionmentioning

confidence: 99%

Decline The Quality of Higher Education in Russia: Negative Consequences of Moving to Online Education

Dyatlov

Kovalev

Latsveeva

2022

IJCRSEE

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This article analyzes the possibility of online education to ensure the quality of higher education. A review of scientific literature led to the conclusion that in the Russian scientific discourse, the potential of online education to ensure the quality of higher education through the resource potential has not been studied. The goal is formulated as follows: to determine the sufficiency of online learning resources to ensure the expected quality of education in a social institution of higher education in Russia. The neo-institutional approach is the methodological basis. Before the empirical research, the basic concepts were operationalized: the quality of higher education, online education, quality resources of higher education. The operationalization resulted in the identification of two empirical indicators: 1) resources of students for obtaining quality education in the context of online education; 2) resources of professors to ensure the quality of education in environment of online education. They formed the basis for structuring the questionnaire. The same indicators are used to analyze the data obtained. The study found that the overwhelming majority of professors indicated a sharp decline in the effectiveness of their educational activities on the Teams or Zoom platforms. This includes a decrease in professional motivation and interest in the end result of work, mental detachment from students and indifference to them, increased anxiety due to fears of deteriorating health, indifference to professional development, loss of visual and non-verbal control over students, etc. The opinion of professors on the main positions is correlated with the point of view of students. However, there is a stable group of about 25% among learners that is focused on online education and demonstrates the belief that in the context of e-learning, resources for obtaining quality of education are increasing. We have formulated a proposal according to which this group of students should study in special online (digital) schools according to an abbreviated program, where accelerated vocational training is a priority.

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Online Course: Application Models in the Educational Process

Cited by 8 publications

References 12 publications

Student Preferences for Content in Online Learning Environments: An Analysis of Engagement Factors

Student Preferences for Content in Online Learning Environments: An Analysis of Engagement Factors

Motivation, Intensity and Quality of Educational Activity of Russian Schoolchildren in Online Learning

Decline The Quality of Higher Education in Russia: Negative Consequences of Moving to Online Education

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