Teacher Education in Higher Education Systems during Pandemic and the Synergy of Digital Technology

Vlasova, Elena Z.; Барахсанова, Е А; Гончарова, С. В.; Ilina, Tatyana Sergeevna; Aksyutin, Pavel Aleksandrovich

doi:10.20511/pyr2020.v8nspe3.719

Cited by 12 publications

(8 citation statements)

References 7 publications

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“…This digital transformation has affected all levels of education, including higher education [ 10 ]. The digitization of training processes in higher education has been carried out in different ways and with different intensities depending on the geographical area involved [ 11 , 12 ].…”

Section: Introductionmentioning

confidence: 99%

“…The different described dimensions of this digital divide have caused socio-emotional problems, anxiety, and stress derived from the abrupt need to use sophisticated digital technologies due to the pandemic. These problems include areas of the affective dimension of the agents involved in higher education, such as resilience [ 16 ], insecurity [ 17 ], lack of control and anxiety [ 18 ], irritability [ 19 ], difficulties in establishing online communications [ 20 ], nervousness [ 21 ], and fear [ 10 ]. These types of problems, hereafter referred to as “digital stress”, have affected both higher education students [ 20 , 22 ] and professors [ 12 , 23 , 24 ].…”

Section: Introductionmentioning

confidence: 99%

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Digital Pandemic Stress in Higher Education in Venezuela

Antón‐Sancho

Vergara

Medina

et al. 2022

EJIHPE

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The COVID-19 pandemic had a great impact on the process of integrating digital technologies in higher education and caused digital stress among professors, mainly in countries with a lower level of digitalization. In this work, quantitative research was carried out on the stress of professors in Venezuela due to the digitalization of their teaching activities caused by the pandemic, and gender gaps were identified in this regard. This digital stress was compared with that of professors in other countries with a low level of digitalization. For this purpose, a questionnaire designed by the authors was used. The questionnaire was distributed to a sample of 129 Venezuelan professors and 132 professors from countries with low digitalization levels. As a result, it was found that Venezuelan professors have lower digital competence and lower digital stress than their colleagues in weakly digitized countries, and that digital stress decreases as digital competence increases. Moreover, among Venezuelan professors, there was a strong gender gap in digital stress, which was higher among females in all subject areas, except for Health Sciences. This gender gap is specific to Venezuela since it differs from that in countries with low digital levels. According to the results, we urgently recommend investing resources in the digital training of faculty members, especially in regards to the integration of female professors.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Digital Pandemic Stress in Higher Education in Venezuela

Antón‐Sancho

Vergara

Medina

et al. 2022

EJIHPE

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“…In education, technology has long been seen as the primary focus. During the pandemic, the use of digital tools in the educational process reached an all-time maximum (Vlasova et al, 2020). Digital teaching tools provided a feasible option for many people, including students of all levels.…”

Section: Introductionmentioning

confidence: 99%

EFL Teaching Experience With Technology: Portraying Higher Education Institutions in Suburban During the Post-Pandemic

2022

JHETP

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The portrait of the teaching experience of EFL lecturers of using technology in distance learning for interaction in post-pandemic. The purpose of the study is to capture experiences in the lecturers' engagement and support students' learning pedagogically using technology and the impact of the learning platform shift from face-to-face to distance learning with technology in their professional lives. The participants in this study are three general English course lecturers from three higher educations in the suburban. One-to-one interview sheets are given to lecturers after employing technology in the distance learning process to get the data. Data are analyzed using descriptive phenomenological steps. The result reveals that all lecturers actively engage and support using technology in distance learning. Most lecturers feel compelled to adapt to the use of technology because the ability, facilities, and support from the school community still do not contribute to the learning process. It is crucial during the post-pandemic to have respect for lecturers to implement distance learning using technology they are comfortable with.

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“…An interesting and timely vision of this issue in teacher education at a higher education institution under conditions of digital technology pandemic and synergy can be found in the papers (BARAKHSANOVA et al,2019;ZAINUDDIN, IDRUS, JAMAL, 2016;TRETYAKOVA et al, 2020(a); TRETYAKOVA et al, 2020(b), VLASOVA, 2020;VLASOVA et al, 2019;VLASOVA et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Formation of digital educational ecosystem for teacher education

Tretyakova¹,

Vlasova²,

Buryanina³

et al. 2021

Laplage

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This paper presents an example of the formation of a digital educational ecosystem, developed at the Teacher Training Institute of North-Eastern Federal University (NEFU), as an integral socially significant multi-level system, whose participants are students and employees of the educational system of the republic. In general, the digital educational ecosystem is a socio-technical ecosystem, which includes a set of interacting independent educational and social actors, representing students, educational institutions, and a variety of potential customers of educational services. The important thing for the functioning of the digital educational ecosystem is the availability of resources: material and technical, human resources represented by teachers with formed digital competencies, software (digital educational resource), and used modern technologies (blended learning, distance learning technologies, and so on). It is expected that practical activities within the project should create collective digital competencies, will accumulate new intellectual capital, and will develop new mechanisms of collaboration in the interaction of new participants from the perspective of territorial, geographical, national, and other aspects.

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Teacher Education in Higher Education Systems during Pandemic and the Synergy of Digital Technology

Cited by 12 publications

References 7 publications

Digital Pandemic Stress in Higher Education in Venezuela

Digital Pandemic Stress in Higher Education in Venezuela

EFL Teaching Experience With Technology: Portraying Higher Education Institutions in Suburban During the Post-Pandemic

Formation of digital educational ecosystem for teacher education

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