University Professors and the Digitalization of Education: On the Threshold of Force Majeure Transition to Studying Remotely

Абрамов, Роман Николаевич; Gruzdev, Ivan; Терентьев, Евгений Андреевич; Zakharova, U. S.; Григорьева, А. А.

doi:10.15826/umpa.2020.02.014

Cited by 20 publications

(5 citation statements)

References 8 publications

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“…However, as Abramov points out, high centralization and lack of university autonomy also tends to hinder the potential of universities for development due to the emphasis on administrative procedures and high level of bureaucracy which can replace universities' search for innovations, experiments and new solutions (Abramov et al., 2021 ). Particularly, Abramov et al ( 2020 ) indicated two trends, which occurred due to the shift to remote teaching and learning: from one hand, it led to the rival of academic autonomy due to academic self‐management, development of professional networks and community support. From the other hand, it enhanced the administrative control and digital bureaucratization in universities, which is perceived as a threat to academic autonomy.…”

Section: Russian Higher Education During the Pandemicmentioning

confidence: 99%

Internationalization in Russian universities during the pandemic of COVID‐19: Lessons for succeeding in the new reality

Ekaterina

Тарадина

2022

Higher Education Quarterly

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The pandemic of COVID‐19 became a resilience test for internationalization in Russia and emphasized many systemic trends, both promising and concerning. The turbulence and instability during the pandemic initiated the growth of internationalization activities at the institutional level in two directions: first, it increased attention to the quality of work with current international students, including student support, adaptation issues, student engagement, and second, due to the risks in student enrolment, it brought universities to rethink their internationalization instruments and strategies for work with international applicants and future students. Indeed, the ongoing changes in global education call for reconsideration of the priorities and methods of internationalization: new forms of internationalization become widespread practices, new instruments are necessary for student recruitment, and new push and pull factors come into play. While internationalization of education in Russia during the pandemic was addressed at the national level to a degree, the universities carried out the key activities and had to come up with solutions “in the field”. The paper aims to provide a comprehensive analysis of Russia's transition through the pandemic and tackle the changes at the university level, based on a comparison of data of the survey of international departments of Russian universities conducted in 2020 and the survey of 2021, supported by semi‐structured interviews. The research offers insights on the capacity for change and resilience in Russian universities within the internationalization domain and can help to develop data‐driven approaches for improvement of organizational capacity of universities.

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Section: Russian Higher Education During the Pandemicmentioning

confidence: 99%

Internationalization in Russian universities during the pandemic of COVID‐19: Lessons for succeeding in the new reality

Ekaterina

Тарадина

2022

Higher Education Quarterly

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“…Несмотря на растущую популярность платформ-интеграторов среди взрослого населения, анализ современных публикаций позволяет констатировать отсутствие исследований, направленных на изучение изменения динамики предложения программ непрерывного образования на данных ресурсах. Публикации, посвященные влиянию пандемии коронавирусной инфекции на процесс обучения, направлены на изучение готовности системы образования и её субъектов к экстренному переходу в онлайн (Abramov et al, 2020;Klyagin et al, 2020) и рассмотрению основных организационных трудностей из-за возникшей ситуации.…”

Section: дискуссионные вопросыunclassified

“…Пандемия коронавирусной инфекции (COVID-19), затронувшая все страны мира в начале 2020 года, и режим социального дистанцирования привели к настоящему буму в сфере онлайн-образования из-за перехода образовательных организаций на дистанционный формат обучения (Abramov et al, 2020). Онлайн-обучение для многих взрослых граждан стало сейчас единственным способом приобретения новых компетенций для сохранения и укрепления своих позиций на рынке труда.…”

Section: Introductionunclassified

Vocational Education with Social Distancing: Data from Online Platforms

Korshunov¹,

Shirkova²

2022

E&SD

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This is a study of how vocational education was transformed to deal with social distancing due to coronavirus infection in the Russian Federation. Data was taken from online delivery platforms such as Coursera, Timepad, and Edumarket. The demand for educational courses in Russia increased by 2.5 times in the first half of 2020 due to the spread of COVID-19. Despite this only 19% of learners are prepared to continue their learning after the quarantine measures are lifted. In the first half of 2020 programs on these platforms were focused on soft skills. There was an increase in programs for stress resistance, leadership, productivity, business, hobbies and art, parent-child relationships, and foreign language learning. The proportion of programs reliant on social communications decreased significantly. However, there was an increase courses in IT (blog / website development, machine learning), and medicine (ensuring safety in case of coronavirus infection, prevention of COVID-19, etc.). The study is of interest to the heads of regional educational departments, specialists of the continuing education in universities, professional educational organizations, non-governmental organizations of continuing education, labor exchange and those who are involved in continuing education and self-learning.

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“…On the other hand, for students' classroom performance during the epidemic, there are relevant data that show that students' class attendance was consistently high, even higher than in traditional classes, but attendance dropped significantly in the middle weeks of the due period [7] this is supported by a study by Zhang et al and others [5], who found that undergraduate students, compared to master's students' higher levels of online teaching engagement; also, the team found that postgraduate students were generally better at teaching in the digital classroom than undergraduate students by using a combined weighting-TOPSIS model to measure weights. This demonstrates that technology is not always the most important aspect of digital teaching and learning, but rather the people [8].…”

Section: Digital Teaching and Learning In Practice During The Pandemicmentioning

confidence: 99%

Considerations on Digital Teaching in Computer Science Courses in Universities in the Post-pandemic Era - Taking Computer Operating Systems as an Example

Ma¹

2022

Atlantis Highlights in Social Sciences, Education and Humanities

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As the domestic epidemic in China is gradually and effectively controlled, slowly stepping into the post-pandemic era, this study aims to explore and consider the current performance of the combined online and offline teaching model being experienced for the digital teaching of computer courses Chinese university education in response to the sudden and spot new crown epidemic. The current state of teaching and learning of the course Computer Operating Systems is presented as an example of the practice in the semester teaching in response to the sudden epidemic in Taigu District, Jinzhong City, Shanxi Province, where Jinzhong College of Information Technology is located, during the sudden epidemic on February 20, 2022. Through qualitative analysis of the digital practices in emergency online teaching methods and in-depth reflection and analysis of the feedback from the teaching activities, a glimpse is taken to reflect on the digital teaching experiences of computer courses in the post-epidemic era, providing lessons for future teaching activities.

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University Professors and the Digitalization of Education: On the Threshold of Force Majeure Transition to Studying Remotely

Cited by 20 publications

References 8 publications

Internationalization in Russian universities during the pandemic of COVID‐19: Lessons for succeeding in the new reality

Internationalization in Russian universities during the pandemic of COVID‐19: Lessons for succeeding in the new reality

Vocational Education with Social Distancing: Data from Online Platforms

Considerations on Digital Teaching in Computer Science Courses in Universities in the Post-pandemic Era - Taking Computer Operating Systems as an Example

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