The Pandemic as a Challenge to the Development of University Networks in Russia: Differentiation or Collaboration?

Кокшаров, В. А.; Сандлер, Д. Г.; Kuznetsov, P. S.; Klyagin, Aleksandr; Leshukov, Oleg

doi:10.17323/1814-9545-2021-1-52-73

Cited by 8 publications

(3 citation statements)

References 3 publications

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“…However, more progress is needed in creating operational response strategies through shared governance to respond to future episodes of health crises. Along these lines, it is recommended to broaden inter-institutional collaboration in the development of universities (Koksharov et al, 2021). In addition, structural changes are required to become more adept at meeting these challenges (Miller, 2021) using a holistic view to analyse the situation presented by all those involved.…”

Section: Discussionmentioning

confidence: 99%

Analysis of the problems generated by the adaptation of teaching caused by Covid-19: Proposal for a new learning framework

Alonso-Muñoz

González-Sánchez

2021

Proceedings INNODOCT/21. International Conference on Innovation, Documentation and Education

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After the pandemic crisis caused by Covid-19, we can affirm that the future will increasingly rely on remote methodologies and will most likely continue with hybrid or blended teaching, combining online and face-to-face classes. Article 9 of Spanish Royal Decree 463/2020 ordered the suspension of presential educational activity at all levels in Spanish territory, as it was recommended that distance and online teaching be used whenever possible. Due to these quarantines, education authorities have been forced to modify teaching methods and methodologies in a short period, using existing technological and human resources. Students and teachers have found themselves in a new educational scenario very quickly and traumatically, without being prepared on most occasions. This paper presents a systematic literature review of the main national and international journals in the Web of Sciences, with the aim of finding out the main problems that the academic community has faced with the rapid adaptation of presential teaching to online or blended teaching. We can conclude that this expeditious change has caused problems that can be derived from (1) technical or infraestructure, (2) psychological and/or (3) formative and normative aspects. We are talking about a new learning framework that involves changes in the knowledge to be applied -pedagogical and technological-, in the didactics used -more collaborative and active- and in the context in which it is carried out -virtualisation of the environment and use of social networks-.

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Section: Discussionmentioning

confidence: 99%

Analysis of the problems generated by the adaptation of teaching caused by Covid-19: Proposal for a new learning framework

Alonso-Muñoz

González-Sánchez

2021

Proceedings INNODOCT/21. International Conference on Innovation, Documentation and Education

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“…In particular, it was found that the deterioration of the economic situation of families, fears associated with the spread of the disease, as well as the perception of electronic learning formats as less valuable, increases the cost and risks of moving to another city [25], which can lead to a decrease in the social mobility of applicants from small cities and remote territories, and, as a result, to a decrease in the demand of the population for higher education. Researchers suggest that educational and career trajectories will change in favor of early employment and preference for secondary vocational education organizations instead of universities [26]. However, the implementation of such a scenario is not obvious, since many states, in turn; take measures to increase the mobility of students, and studies confirming a real significant decrease in educational mobility are still insufficient [27].…”

Section: Introductionmentioning

confidence: 99%

Features of career self-determination of regional university applicants in the context of the COVID-19 pandemic

Kremen

2021

E3S Web Conf.

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The impact of the COVID-19 pandemic on the career plans of high school graduates in 2020 is examined in article. At the stage of graduating from high school and admission to university, career self-determination is considered in the context of professional self-determination, an indicator of the development of which is a conscious choice of a professional future. As a result of a survey and diagnostic of 127 first-year students of Smolensk State University, it was found that students who entered the university with formed professional plans have a higher level of development of personal competencies that are significant for career self-determination. Most of them implemented their university admission plans despite the limitations associated with the COVID-19 pandemics. At the same time, students who did not have formed career ideas at the time of admission experienced more difficulties in entering; their choice of the training program was due to external factors.

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“…Under these conditions, there is a decrease in the level of post-school migration activity while maintaining a positive attitude towards higher education: more and more graduates are making a choice in favor of universities in their home region [18]. This can lead to a decrease in the social mobility of applicants from small towns and remote areas, a narrowing of the range of their educational opportunities [19]. Our study [7] of the peculiarities of admission to a regional university in the context of a pandemic has shown that a significant part of those admitted is young people living in cities of the regional level or district centers, whose families have an average income.…”

Section: Introductionmentioning

confidence: 99%

The Territorial Factor of Admission to a Regional University in the Context of the COVID-19 Pandemic (On the Example the Teacher Training Program)

Kremen¹,

Kremen²

2021

Proceedings of the Second Conference on Sustainable Development: Industrial Future of Territories (IFT 2021)

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The territorial differences are seen as one of the reasons for unequal access to quality education. Students living in large cities have better opportunities for higher education than those living in small urban and rural settlements. The conditions of school graduations during the COVID-19 pandemic further exacerbate these differences. As a result of a survey and diagnostic test of 97 first-year undergraduate students at the Smolensk State University studying in the teacher training program, it was found that there are differences between students who came from the regional center and small settlements. A smaller number of the latter confirms the territorial inequality of higher education opportunities. However, these students have a higher motivation for the teaching profession, showed high activity in the implementation of their career plans, despite the difficulties of adapting to the educational process in the COVID-19 pandemic.

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The Pandemic as a Challenge to the Development of University Networks in Russia: Differentiation or Collaboration?

Cited by 8 publications

References 3 publications

Analysis of the problems generated by the adaptation of teaching caused by Covid-19: Proposal for a new learning framework

Analysis of the problems generated by the adaptation of teaching caused by Covid-19: Proposal for a new learning framework

Features of career self-determination of regional university applicants in the context of the COVID-19 pandemic

The Territorial Factor of Admission to a Regional University in the Context of the COVID-19 Pandemic (On the Example the Teacher Training Program)

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