Ways of Enriching MOOCs for Higher Education: A Philosophy Course

Bylieva, Daria; Zamorev, Anton; Lobatyuk, Victoria; Anosova, Natalia

doi:10.1007/978-3-030-65857-1_29

Cited by 13 publications

(4 citation statements)

References 26 publications

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“…Researchers note that the development of youth's cognitive activity forms is accompanied by the mobility and flexibility of their value [91], therefore, academic dishonesty in the electronic environment can become a social practice [92]. Performing tasks in an electronic environment turns into a struggle between teachers who are looking for ways to get rid of students' cheating [93,94], and students who, in turn, are looking for new ways to do this [95]. According to Boekaerts' idea [78] Figure 3 demonstrates the possibility of choosing one of two paths: growth or well-being.…”

Section: Self-regulated Learning Modelmentioning

confidence: 99%

Self-Regulation in E-Learning Environment

et al. 2021

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The COVID-19 pandemic has contributed to the accelerated spread of e-learning around the world. In e-learning, self-regulation becomes more relevant than ever. Reducing the influence of traditional features of the face-to-face learning environment and increasing the impact of the e-environment place high demands on students’ self-regulation. The author’s self-regulation e-learning model emphasizes the position of e-learning at the intersection of the electronic environment and the learning environment. We observe a collision of the concepts of these two environments. The Internet is a more common environment that provokes the use of unacceptable tools and hints, which is a logical consequence of such behavior to pass the test, and not to gain knowledge. Therefore, the most important thing is that students have their own goals and strategies, and use the large resources of the electronic environment for development, and not for cheating. The authors conducted a survey (N = 767), which showed that students rate their self-efficacy of online learning higher in the e-environment than in the offline learning environment. Self-regulation indicators are the highest in the field of environment, and the lowest when setting goals and in time management.

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Section: Self-regulated Learning Modelmentioning

confidence: 99%

Self-Regulation in E-Learning Environment

et al. 2021

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“…The new social intelligence skills that appeared with the mass introduction of remote learning [8][9][10] included the use of messengers and social media that were largely assim-ilated by students during the last decade [5,11,12]. The cognitive practices included the exchange of knowledge through digital tools [13][14][15], the rules governing communication within forums [16], and the norms regulating the transfer of knowledge [17][18][19] were studied before COVID-19 and at the beginning of the pandemic [3,5,20].…”

Section: Literature Reviewmentioning

confidence: 99%

Regulation of Digital Behavior Models for Knowledge Transfer: Organizational Concerns of Remote Learning

et al. 2021

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Research on behavior regulation was carried out after several months of social isolation, provoked by the pandemic, between the months of February and March 2020. In spring 2020, many higher education institutions began to introduce digital tools of education, remote learning, and distance teaching. The reaction during the first weeks and months was negative, but the experience of this remote regime of work and learning continued into the autumn semester due to COVID-19. This experience included the perceptions of new organizational approaches that were needed to regulate digital behavior as a specific type of strategy and choices made in the virtual space. This need was expressed in an understanding of the improvements to be implemented in the organization of educational processes at traditional institutions to efficiently apply the remote learning regime. Between December 2020 and March 2021, six focus groups were conducted to investigate if the regulation of behavior for remote work and learning (work for university administrative staff and academic teachers; studying for students) differed, with informal interviews also conducted to check the validity of the opinions formulated. The hypotheses of the lack of responsibility, and of iterative accomplishment of shorter and simpler tasks, were supported with the data obtained. The hypothesis on an imbalanced vision of mutual interests, and of the assessments of gains and costs of the remote activity, was confirmed. The hypothesis of the externalization of motivation was neither confirmed nor rejected, contradictory opinions were obtained, and, thus, further quantitative study is required. The conclusions based on the obtained results included support for improving the regulation mechanisms required to organize knowledge transfer when digital tools are applied at traditional educational institutions. To enhance the remote regime of learning, redesign and reorganization is necessary when considering the assistance needed by teachers and learners. Specific organizational efforts need to be implemented to restructure the teaching to shorter sequences, to stimulate the creativity of both teachers and learners (due to the readiness to experiment and the lack of critics, and constant access to online bases), and to identify the borders of the “sandbox” to clearly define and articulate the common rules of behavior.

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“…In 2017, the World Economic Forum publishes the report about accelerating retraining for the Fourth Industrial Revolution, which highlights that more than a quarter of workers have a mismatch between their current skills and the required qualifications for their work [10]. UNESCO is creating a global network of lifelong learning cities, the so-called Learning Cities [11], trying to find the right mix of resources, institutional structures, modern technology and cosmopolitan values to serve as incubators and drivers for 21st century knowledge societies [12][13][14]. Access to high-quality education for all mankind has the basis for the purposes and objectives of sustainable development [1].…”

Section: State Of the Artmentioning

confidence: 99%

The Era of Digital Transition in the Prism of the Existential Threat of Job Loss: Corporate Social Responsibility

Shestakova¹

2021

Preprint

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This article explores the question of the rate of digital progress in the context of the labor market. Specific features of the current situation are indicated: temporality of socio-technological transformations, which is becoming less and less compatible with the harmonious development of man and society; the pace at which machines acquire intelligence; total devaluation of mental labor; unresolved issue of the role of man in the world of intelligent machines; the criticality of the problem of the labor market, due to its global nature, social significance and the rate of socio-technological changes. It is emphasized that these circumstances in the short term threaten the sustainable development of the global society, whose reactions to the transformation of technological and socio-economic infrastructure are significantly lagging behind. It is concluded that there is an urgent need to strengthen social responsibility, determined by the new ethics of relations between humans and machines with AI, supplemented by the primacy of the dignity of the social role of humans. The authors point out the urgent need to revise ideas about work as the main purpose of a person and about realization in the profession as the main factor that determines the self-esteem of an individual and his social status.

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Ways of Enriching MOOCs for Higher Education: A Philosophy Course

Cited by 13 publications

References 26 publications

Self-Regulation in E-Learning Environment

Self-Regulation in E-Learning Environment

Regulation of Digital Behavior Models for Knowledge Transfer: Organizational Concerns of Remote Learning

The Era of Digital Transition in the Prism of the Existential Threat of Job Loss: Corporate Social Responsibility

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