The New Normal?

Donskikh, Oleg A.

doi:10.31992/0869-3617-2020-29-10-56-64

Cited by 9 publications

(2 citation statements)

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“…Thus, the use of video conferencing systems such as Zoom, Skype or TrueConf, etc., which allow you to simulate normal communication, gives the illusion of presence, but it quickly turns out that such communication is much more intensive but less effective. Remote communication has a negative impact, for example, on reading and in general on communication processes [5].…”

Section: Resultsmentioning

confidence: 99%

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Digital learning at the University of Architecture and Civil Engineering: psychological risks and effects

Yarullina

2021

E3S Web Conf.

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The article examines the problem of digital education in high school in terms of its psychological risks and effects. The aim of the work is to identify the psychological effects of the transformation of higher education in the digital age and to determine the priority trends of psychological support in the digital educational process. In the theoretical aspect of this study the analysis of the problem of psychological risks and challenges of digital education in high school is presented on the basis of domestic and foreign experience of transition to a remote format of education. Methods of theoretical analysis of modern sources on this problem were applied, in particular, cognitive and personal-developing approach to professional and professional-pedagogical education. The author refers to the separate articles on digital education in high school. The work analyzes the sociopsychological aspects of digital education reflecting the person-oriented system risks, communicative competence risks, individual psychological security risks and a new type of students in the digital age. The article reveals only some of the psychological effects of digitalization discussed in studies on this issue. As a result, the priority trends of digital education psychological effects in high school were identified.

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Section: Resultsmentioning

confidence: 99%

“…Online learning has been gaining speed in many Western countries having sufficient experience in such a kind of education [4][5][6]. Before the crisis, this practice was highly approved by both students and faculty, for example, American universities [1,7,8].…”

Section: Introductionmentioning

confidence: 99%

Digital learning at the University of Architecture and Civil Engineering: psychological risks and effects

Yarullina

2021

E3S Web Conf.

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Transition to emergency distance learning amid COVID-19 pandemic through the lens of students’ subjective experience of the transformation of university learning environment

2021

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The aim of the current research was to identify the students’ subjective experience of the transforming learning environment according to the perceived opportunities provided by the digital learning environment of the university.Methodology and research methods. The research methodological framework is based on leading theories related to the students’ behaviour in digital learning environments (DLE). The synthesis of the theories considered made it possible to propose a theoretical model of the students’ subjective experiences in relation to DLE of the university, which was operationalised by constructing a questionnaire that reveals the students’ perception of the main components of the DLE. The following methods were employed: a questionnaire on alienation from study, a method for the assessment of students’ subjective experiences, and the Academic Motivation Scale (AMS). Previous distance learning experience was identified by the use of self-rating scales. The survey results were analysed qualitatively and quantitatively using the Cronbach Alpha coefficient, the Spearman’s rank correlation coefficient, and the Pearson’s chi-squared test. The authors also used factorial ANOVA, correspondence analysis and multiple linear regression analysis. Statistical calculations were performed using Statistica ver. 7.0 (Statsoft). 4558 students from 30 Russian universities (located in 23 subjects of Russia) took part in the research.Results. The present research demonstrated a change in the usual forms of learning activities carried out by students in the distance learning process. Distance learning is presented to students as a basis for meeting the need for subjectivity of their personality, the ability to initiate their own learning activities. Students feel that there are sufficient conditions and resources for mastering digital learning tools, and they easily adapt to the digital environment of their universities. However, in this process, the student acts as an atomised subject, weakly interacting with other people and not feeling a sense of interpersonal closeness and connectedness with others.The research findings revealed that the perceived characteristics of the DLE of the university have a direct impact on the inner states of students in the learning process. The formation of a stable social environment within the framework of the DLE, which ensures harmonious interaction and communication between the subjects of the educational process, contributes to achieving an optimal balance of students’ subjective experiences, reduces the risk of negative inner states that lead to learning demotivation, the experience of alienation from study, the growing sense of meaninglessness and emptiness in the learning process.Scientific novelty. The developed model of the influence of DLE on the subjective experiences of students in the emergence distance learning made it possible to identify significant DLE components, which determine the motivational and emotional states of students, and to establish student ratio to achieve the optimal balance of subjective experiences.Practical significance. The empirically based findings presented in this study can be used to design the DLE of the university, to determine the directions of work on the formation of psychological readiness of students for distance learning.

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University language education: Lessons of forced transition to teaching online

2022

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Introduction. The unexpected transition to online teaching in spring 2020 resulted in educational institutions differently equipped in terms of technology, methodology and academic staff preparedness. Moreover, educational institutions faced with a totally new working environment. One may assume that during the pandemic, education systems of most countries crossed the Rubicon, and now there is no going back. What learning and teaching will be like in the future depends, to a large extent, on the lessons the teaching community will learn.The aim of the research was to find out how successful the emergency transition to teaching foreign languages online was and to identify technological resources necessary to maintain the quality of foreign language teaching and learning in different educational formats.Methodology and research methods. The research was carried out in line with the learner- centered activity approach and principles of distant teaching and learning; it also included analysis of online teaching practices across the world before and during the COVID-19 pandemic. The research data was collected via three surveys conducted (with Google forms) among foreign language teachers of MGIMO University (1329 questionnaires) in April, June and September, 2020; 15 heads of foreign language(s) departments (July 2020), and 201 MGIMO students (September 2020). The data was analysed using IBM SPSS Statistics: correlation and cross tabulation analyses, linear regression analysis, and ANOVA.Results. In the course of the research, the correlations between class activities, selfstudy assignments, forms of assessment, and students’ engagement in learning have been established; as well as the fact that individual approach in teaching has a positive effect on students’ activity, responsibility and academic independence. Furthermore, the problems in online teaching have been identified: classes were not communicative enough, nor teaching sufficiently individualised; besides, the quality of assessment declined with the transition to online learning format.Scientific novelty. An attempt has been made to evaluate the experience of remote teaching foreign languages at university level after the emergency shift to online learning format, and to find out its potential for maintaining (and, in prospect, improving) the quality of language education.Practical significance. Class activities, self-study assignments and forms of testing found the most effective in this research can be of use to foreign language teachers working online. The need to provide individual trajectories for students to develop communicative competence in a foreign language has been established, which is important for course, programme and teaching materials designers.

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The New Normal?

Cited by 9 publications

References 0 publications

Digital learning at the University of Architecture and Civil Engineering: psychological risks and effects

Digital learning at the University of Architecture and Civil Engineering: psychological risks and effects

Transition to emergency distance learning amid COVID-19 pandemic through the lens of students’ subjective experience of the transformation of university learning environment

University language education: Lessons of forced transition to teaching online

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