Библиографический датасет 1

Это первый библиографический датасет. Мы пока не умеем их описывать и свойства датасета непонятно какие. Но, мы для него категорию создадим

Получаем данные

• Собрали коллекцию, переработали её в Zotero, экспортировали - сохранили в csv
• положили по ftp в доступ (куда смогли)
• http://www.uic.unn.ru/pustyn/data-sets/digida/personal_collection_dudko.csv

Какие поля там есть

Там исходно множество полей, но мы пока только несколько:

"Item Type", Publication Year, "Author", "Title", "Language", "Programming Language", "URL", Abstract Note

1. "Key",
2. "Item Type",
3. "Publication Year",
4. "Author",
5. "Title",
6. "Publication Title",
7. "ISBN",
8. "ISSN",
9. "DOI",
10. "Url",
11. "Abstract Note",
12. "Date",
13. "Date Added",
14. "Date Modified",
15. "Access Date",
16. "Pages",
17. "Num Pages",
18. "Issue",
19. "Volume",
20. "Number Of Volumes",
21. "Journal Abbreviation",
22. "Short Title",
23. "Series",
24. "Series Number",
25. "Series Text",
26. "Series Title",
27. "Publisher",
28. "Place",
29. "Language",
30. "Rights",
31. "Type",
32. "Archive",
33. "Archive Location",
34. "Library Catalog",
35. "Call Number",
36. "Extra",
37. "Notes",
38. "File Attachments",
39. "Link Attachments",
40. "Manual Tags",
41. "Automatic Tags",
42. "Editor",
43. "Series Editor",
44. "Translator",
45. "Contributor",
46. "Attorney Agent",
47. "Book Author",
48. "Cast Member",
49. "Commenter",
50. "Composer",
51. "Cosponsor",
52. "Counsel",
53. "Interviewer",
54. "Producer",
55. "Recipient",
56. "Reviewed Author",
57. "Scriptwriter",
58. "Words By",
59. "Guest",
60. "Number",
61. "Edition",
62. "Running Time",
63. "Scale",
64. "Medium",
65. "Artwork Size",
66. "Filing Date",
67. "Application Number",
68. "Assignee",
69. "Issuing Authority",
70. "Country",
71. "Meeting Name",
72. "Conference Name",
73. "Court",
74. "References",
75. "Reporter",
76. "Legal Status",
77. "Priority Numbers",
78. "Programming Language",
79. "Version",
80. "System",
81. "Code",
82. "Code Number",
83. "Section",
84. "Session",
85. "Committee",
86. "History",
87. "Legislative Body"

Обращаемся к данным из вики

"Item Type", Publication Year, "Author", "Title", "Language", "Programming Language"

Показываем книги из датасета

Автор	Год	Название	Резюме	Страна	URL
Quine, W. V.	1956	Quantifiers and Propositional Attitudes			http://www.pdcnet.org/oom/service?url_ver=Z39.88-2004&rft_val_fmt=&rft.imuse_id=jphil_1956_0053_0005_0177_0187&svc_id=info:www.pdcnet.org/collection
Tulia Ricardo-Barreto, Carmen; Jabba Molinares, Daladier; Llinás, Humberto; M Peña Santodomíngo, Judith; Milena Astorga Acevedo, Cinthia; D Acevedo Rodríguez, Pedro; P Baloco Navarro, Claudia; M Villarreal Villa, Sandra	2020	Trends in Using ICT Resources by Professors in HEIs (Higher Education Institutions)	Aim/Purpose: This study aimed at recognizing and analyzing the trends of ICT use (hardware, software, and digital educational resources) by higher education professors in the Antioquia region (Colombia), and characterizing this population according to their context. Background: The inexorable growth of ICT and the convergence of networks have produced great changes in human culture, and particularly in the educational environment. As a result, the development of appropriate technological competencies and the study of the trends of ICT use to meet this requirement become necessary. Methodology: The study follows a quantitative approach, with a non-experimental and correlational design. The sample consisted of 97 professors from different universities of the Antioquia region (Colombia), age between 21 and 60 years old, selected in a non-aleatory way, to fill in an online survey. Contribution: A contribution is the identification and characterizing of an active population in higher education and the trends in use of digital resources in the classroom from the professors’ perception that allows recognizing the pedagogical potential of these resources to enrich the process of social and educational appropriation of ICT in higher education institutions (HEI). Findings: Findings show the level of use (low and high) of ICT (hardware, software, and digital educational resources) by university professors, identifying those that still maintain a predominant use (e.g., desktop PC); those that are innovative (e.g., laptop, smartphone), and those that appear with low frequency (e.g., apps, digital blackboard, clickers). These results show some factors that may influence the development of these trends, such as technological infrastructure, HEI support, teachers’ training, the accessibility and availability of resources, and preference for digital open resources. Recommendations for Practitioners: According to the results, universities should provide technological resources and suitable connectivity necessary for educational innovation to professors. Besides, it is suggested to strengthen the pedagogical use of ICT by training according to the trends of use and professors’ competency levels. Recommendation for Researchers: This study made evident professors’ great preference of using storage, display, and sound devices, among them the desktop PC and the laptop continue being the key tools to boost the educational process, in contrast to the low use of tools to detect plagiarism, social networks, and apps to boost activities with emergent technologies. Considering the potential and richness these tools may offer in the educational processes, it should be interesting to carry out studies on factors or motivations that influence the little inclination to use them. Impact on Society: The analysis of the trends of ICT use from the perspective of university professors about hardware, software, and digital educational resources may suggest greater attention to the permanent training to take advantage of the pedagogical and technological potential of these tools. Future Research: This study allows thinking of other ways and lines of research that are the base to develop future proposals exploring the reality of new generations of professors. It also could be the base to carry out comparative studies in other regional contexts, which permit to compare, contrast and enrich professors’ diversity. On the other hand, this research also shows the importance of carrying out mixed studies that offer a greater level of comprehension, analysis, and reflection about the target population and the trends of use of ICT.		https://www.informingscience.org/Publications/4601
Sixto-García, José; Duarte-Melo, Ana	2020	Self-destructive content in university teaching: new challenge in the Digital Competence of Educators	The Z are the first digital native people gaining access to university. It is a generation that registers high rates of social media consumption, but their digital competence is not as outstanding as one might expect due to the training’ deficiency they have acquired in previous educational levels caused, among other reasons, by the primary and secondary teachers’ low digital competence. The current research aims to identify the demand for using social networks and messaging apps 2.0 in university teaching. A quantitative methodology was employed in order to know the technological prospects of the university Z in the Euroregion Galicia-North of Portugal, in the context of an Erasmus mobility. The results confirm the necessity to continue using social media, but only those within the students’ technological comfort zone; thus, it is necessary to combine transmedia storytelling with the insertion of technological proposals in environments initially not conceived for learning. It is concluded that the Z are starting to claim the use of state-of-the-art resources such as self-destructive content, which requires an immediate improvement in the university educators’ digital competence by means of continuing training programmes, since only the pioneer educators with a C2 level can detect and pay attention to this type of demands.		https://revistas.unav.edu/index.php/communication-and-society/article/view/37495
Dudin, Mihail Nikolaevich; Afanasyev, Vladimir Vasilievich; Afanaseva, Irina Vasilyevna; Rezakov, Ravil Garifovich	2019	Formation of media education in Russia (from the Middle Ages to the present day)	In a situation when digitalization becomes a new paradigm of society’s activity and cyber-physical systems are the systems that will organize social and economic space (online and offline) in the near future, an increase in media literacy among the population becomes a very urgent necessity, for, as shown by public opinion, many people do not possess elementary skills of media security and do not have sufficient media knowledge to successfully interact with other people (or, alternatively, computer or bionic systems) in a virtual or real environment. The main purpose of the paper is to show the formation and development of media education in Russia from the 12th century to the 21st century (i. e., from the moment of appearance of the first reliable written sources and up to modern times). Based on the analysis of a wide historical context, the authors explore the functional areas and main media education tools that were used at various historical stages of media education development. In addition, the paper presents data on the state of media literacy of the population in the past and present and also argues that the middle and older generations (Generation Last) are more vulnerable in their interactions with the media than the younger generations (Generation Next). Therefore, as a practical solution to the goal of increasing the overall media literacy of the population, it is suggested to use inter-network collaboration (social networking collaboration), where Generation Next will transmit relevant knowledge to Generation Last and the social networking administration will support the exchange of knowledge using positive reinforcement (for example, by assigning special public statuses to active users).		https://amazoniainvestiga.info/index.php/amazonia/article/view/156
Е.е, Гетманова	2009	Интерактивная лекция по электростатике	An interactive computer lecture on physics, created on the basis of Flash technologies is considered. The lecture enables the students to master electrostatics laws, to check the skills of calculating physical indexes. It may be used at lectures and seminars and at the individual work.		https://cyberleninka.ru/article/n/interaktivnaya-lektsiya-po-elektrostatike
Викторович, Кузнецов Михаил	2011	Интерактивная лекция как методическая среда для развития речевых умений в их комбинации	The article touches upon the analysis of the basic characteristics of different types of lectures with usage of active methods of studying. They are being analyzed and criteria for these types of an interactive lecture are being formulated. A classic academic lecture is compared with an interactive one and advantages of the latter are described. Development of communicative skills in their combinations is outlined as the basic advantage in student's studying during an interactive lecture.		https://cyberleninka.ru/article/n/interaktivnaya-lektsiya-kak-metodicheskaya-sreda-dlya-razvitiya-rechevyh-umeniy-v-ih-kombinatsii
Е.в, Зеленина	2017	Лекция с интерактивным компонентом	The article focuses on the search of new approaches to organizing the modern university lecture. Tracing the history of the lecture becoming the leading teaching form in higher education from the time of the first European universities’ emergence, the author emphasizes the lecture’s great potential for integrating components that can intensify the process of competence formation. This thesis is illustrated by the author’s model of designing the lecture with an interactive component intended to enhance students’ learning activity by creating professional-like contexts and situations. The author reveals scientific and methodological aspects of organizing this kind of lectures, describes interactive learning activities, including competition ofprojects, mini cases and dramatizations, as well as gives an example of lecture segmentation into the traditional and interactive components.		https://cyberleninka.ru/article/n/lektsiya-s-interaktivnym-komponentom
Андреевна, Пичкуренко Елена; Ивановна, Архипова Алевтина	2016	Структура интерактивной лекции в контексте герменевтического подхода	The paper presents the technique of holding a lecture the structure of which reflects a method of the hermeneutical circle suggesting that learning scientific texts is built by the principle from the general to specific, and then from it to the general. According to this technique the content of the lecture breaks into the separate stages finished by independent work of students on a lecture fragment with the help of computer technologies. The short description of these computer educational technologies is given.		https://cyberleninka.ru/article/n/struktura-interaktivnoy-lektsii-v-kontekste-germenevticheskogo-podhoda
Владимировна, Титова Светлана; Тур, Талмо	2015	Модель интерактивной лекции на базе мобильных технологий	The objective of this paper is to investigate the pedagogical impact of mobile voting tools on creating collaborative environment at university lecture courses and getting immediate feedback from large classes. Our research demonstrated that integration of mobile voting app Student Response System (SRS) created in Norwegian University HiST (Trondheim) influenced not only lecture design time management, the mode of material presentation, activity switch patterns but also learners8teacher interaction, student collaboration and output, formats of activities and tasks. SRS supported lectures help instructors gradually get the grasp of a new type of digital classroom flipped classroom, and then, in the long run, MOOC lecturing. The analysis based on qualitative and quantitative data collected from 56 undergraduate students showed that SRS supported lectures enhance their motivation, improve their intercultural competence and language skills.		https://cyberleninka.ru/article/n/model-interaktivnoy-lektsii-na-baze-mobilnyh-tehnologiy
Александровна, Челнокова Елена; Сергеевич, Челноков Александр; Алексеевна, Максимова Ксения; Александровна, Лапшина Ирина; Евгеньевна, Барабина Ирина	2020	ИНТЕРАКТИВНАЯ ЛЕКЦИЯ КАК ФОРМА ОБУЧЕНИЯ В ПРОФЕССИОНАЛЬНОМ ОБРАЗОВАНИИ	Today, there is a decrease in students ' motivation for the learning process. It is important for modern students to get ready-made knowledge without making any effort to learn it, without entering into a dialogue with the teacher. To activate the educational and cognitive activity of students, it is necessary to use a wide range of both didactic and organizational means. This can be facilitated by organizing interactive lectures in the learning process. The purpose of the article is to reveal the types and possibilities of interactive lectures as a form of training in professional education. The article considers such types of interactive lectures as: lecture-visualization; lecture-provocation; lecture-dialogue; lecture "press conference"; lecture together. The authors of the article noted that the main goal of the teacher in organizing interactive forms of lectures is to make students feel independent in the study of educational material. The article describes the role of multimedia technologies in the framework of interactive lectures. The main advantages of implementing interactive lectures in professional education for teachers, students, and the entire educational process were highlighted. As a result of the research, it was found that modern interactive lectures should contain elements of problem-solving, lectures should be mobile and flexible, so that both teachers and students can change their activities during classes, it is also important to have feedback.		https://cyberleninka.ru/article/n/interaktivnaya-lektsiya-kak-forma-obucheniya-v-professionalnom-obrazovanii
Romijn, Bodine R.; Slot, Pauline L.; Leseman, Paul P.M.	2021	Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review	This article reviews professional development efforts that aim to improve intercultural competences of in-service and pre-service teachers working in primary and early childhood education. A specific purpose was to evaluate the impact of the wider context and the use of reflection and enactment as facilitators of change. An analysis of 23 in-service and 22 pre-service papers shows that an embedded and contextual approach to professional development, in which reflection is guided and enactment is fostered, is most likely to effectively increase teachers’ intercultural competences. However, such an approach is still uncommon in the field of teacher preparation and support.		https://linkinghub.elsevier.com/retrieve/pii/S0742051X2031427X
Rivas, Alberto; González-Briones, Alfonso; Hernández, Guillermo; Prieto, Javier; Chamoso, Pablo	2021	Artificial neural network analysis of the academic performance of students in virtual learning environments			https://linkinghub.elsevier.com/retrieve/pii/S0925231220307384
Кузнецов, Михаил Викторович	2011	Интерактивная Лекция Как Методическая Среда Для Развития Речевых Умений В Их Комбинации	В работе рассмотрены основные характеристики видов лекций с использованием активных методов обучения. Проводится их анализ и выдвигаются критерии данных видов интерактивной лекции. Сравнивается классическая академическая лекция и интерактивная лекция, а также выделяются преимущества последней. Развитие речевых умений в их комбинации рассматривается как основное преимущество в обучении студентов во время интерактивной лекции.		https://www.elibrary.ru/item.asp?id=16701210
Кузнецов, Михаил Викторович	2011	Методика развития речевых умений в процессе их комбинации на интерактивной лекции у студентов языкового вуза	Рассматриваются различные механизмы функционирования речевых умений. Представлена характеристика элементов системы взаимодействия речевых умений на интерактивной лекции. Проводится анализ психолингвистических аспектов восприятия и понимания речи на слух как ключевого вида речевой деятельности во время интерактивной лекции. Предлагается схема, в которой показан механизм взаимодействия речевых умений в процессе их комбинации на интерактивной лекции.		https://www.elibrary.ru/item.asp?id=16897402
Кузнецов, Михаил Викторович	2011	Механизм Взаимодействия Речевых Умений В Процессе Их Комбинации На Интерактивной Лекции У Студентов Языкового Вуза	В работе рассмотрены различные механизмы функционирования речевых умений. Представляется характеристика элементов системы взаимодействия речевых умений на интерактивной лекции. Проводится анализ психолингвистических аспектов восприятия и понимания речи на слух, как ключевого вида речевой деятельности во время интерактивной лекции. Предлагается схема, в которой показан механизм взаимодействия речевых умений в процессе их комбинации на интерактивной лекции.		https://www.elibrary.ru/item.asp?id=17009357
Золотарева, Лариса Романовна	2011	Лекция-образ - интерактивная технология педагогического искусствоведения	В статье анализируется специфика лекции-образа как интерактив- ной технологии педагогического искусствоведения в системе полихудожественной подготовки бакалавров образования в области изобразительного искусства. Основу размышлений автора составляют исследования в области теоретической и эмпири- ческой истории искусства, а также психологии художественного творчества. Под- робно анализируются лекция-образ как художественный текст, принципы проекти- рования модели лекции (искусствоведческо-педагогические и эстетико-куль ту ро ло- гические) и ее полифункциональность. В качестве образца приводится авторская лекция «Творческая биография художника как культурно-эстетическая проблема».		https://www.elibrary.ru/item.asp?id=17318799
Титова, Светлана Владимировна; Талмо Тур	2015	Модель Интерактивной Лекции На Базе Мобильных Технологий	В данной статье представлены результаты исследований педагогического влияния мобильных систем опроса на создание интерактивной среды обучения в лекционном курсе. Пилотирование мобильной системы опроса Student Response System (SRS), созданной в норвежском университете HiST (Trondheim), показало, что интеграция SRS влияет не только на взаимодействие преподавателя и обучающихся, но также на презентацию учебного материала, структуру курса, типы заданий для текущего и промежуточного контроля. Лекционные курсы, в которых используется SRS, помогают преподавателям поэтапно овладевать особенностями создания модели интерактивных лекций формата flipped classroom, а затем, в перспективе, массовых открытых онлайн-курсов. Анализ данных эксперимента, в котором приняли участие 56 студентов, подтвердил гипотезу о том, что интеграция SRS в лекционный курс повышает мотивацию студентов, способствует развитию их социокультурной компетенции, коммуникативных навыков и умений.		https://www.elibrary.ru/item.asp?id=23133662
Молчанова, Е. Е.	2015	К Вопросу Об Интерактивной Лекции Как Форме Обучения В Системе Профессиональной Подготовки Студентов	Рассматривается взаимосвязь гуманитаризации образования и внедрения интерактивных методов. Внимание акцентируется на интерактивной лекции. Анализируются возможности реализации ее разновидностей с учетом специфики лекции как формы учебного занятия и особенностей студенческой аудитории. Приводятся примеры, иллюстрирующие потенциал некоторых видов интерактивной лекции, проводимой по дисциплинам «Русский язык и культура речи», «Риторика».		https://www.elibrary.ru/item.asp?id=25117662
Гаркуша, Галина Геннадьевна; Зиновченко, Александр Николаевич	2015	Интеллектуальное компьютерное приложение "Виртуальная интерактивная лекция"	Дан краткий анализ известных методов обучения с помощью компьютера. Показано, что эффективность передачи новых знаний можно повысить, предъявляя учебную информацию в виде динамической графики с синхронизированным звуковым объяснением в сопровождении перманентной практической работы, закрепляющей полученные знания в сознании обучаемого. Предложены структура базы учебной информации и программный алгоритм её воспроизведения. Показано, что предложенный способ обучения позволяет также организовать гибкий график учебного процесса, объективно оценивать работу обучаемого		https://www.elibrary.ru/item.asp?id=26367724
Казаков, В. В.	2007	Система Организации Электронных Лекций С Видеосвязью И Разнородным Интерактивным Демонстрационным Рядом			https://www.elibrary.ru/item.asp?id=9587197
Белинская, Дина Викторовна; Круглова, Ксения Сергеева; Рязанова, Ирина Владимировна	2020	Особенности дистанционного обучения в период самоизоляции (на примере мнений студентов ТГУ имени Г.Р. Державина)	В статье представлен анализ результатов социологического исследования об отношении студентов ТГУ имени Г.Р. Державина к процессу дистанционного обучения в условиях самоизоляции, дается оценка работы электронной образовательной среде Moodle как основной платформы дистанта в условиях самоизоляции		https://www.elibrary.ru/item.asp?id=43142084
Трегубова, Татьяна Моисеевна	2020	Профессиональное Развитие Педагогов: Концептуальные Идеи И Бенчмаркинг Лучших Практик	Модернизация российского образования, тенденции международной образовательной интеграции, сущностными характеристиками которой являются взаимосближение и взаимообогащение систем образования разных стран, создали разнообразные возможности получения образования и самообразования как в традиционной системе, так и в рамках новых образовательных форматов, структур, методологических подходов и парадигм. Обращение к проблеме профессионального развития педагогов в России и за рубежом является весьма актуальным и своевременным как ответ на современные требования гражданского общества к личности педагога и его деятельности в условиях глобализации и цифровизации образования. Выявленные в ходе сравнительно-педагогического исследования успешные практики организации профессионального развития педагога за рубежом могут служить ресурсом и ориентиром для российских реформаторов педагогического образования в контексте государственной образовательной политики. Автором выделена группа концептуальных идей, касающихся модернизации системы профессионального развития педагогов; подробно представлена идея выявления и имплементации лучших образовательных образцов и практик системы профессионального развития педагогов за рубежом с использованием технологии бенчмаркинга... Модернизация российского образования, тенденции международной образовательной интеграции, сущностными характеристиками которой являются взаимосближение и взаимообогащение систем образования разных стран, создали разнообразные возможности получения образования и самообразования как в традиционной системе, так и в рамках новых образовательных форматов, структур, методологических подходов и парадигм. Обращение к проблеме профессионального развития педагогов в России и за рубежом является весьма актуальным и своевременным как ответ на современные требования гражданского общества к личности педагога и его деятельности в условиях глобализации и цифровизации образования. Выявленные в ходе сравнительно-педагогического исследования успешные практики организации профессионального развития педагога за рубежом могут служить ресурсом и ориентиром для российских реформаторов педагогического образования в контексте государственной образовательной политики. Автором выделена группа концептуальных идей, касающихся модернизации системы профессионального развития педагогов; подробно представлена идея выявления и имплементации лучших образовательных образцов и практик системы профессионального развития педагогов за рубежом с использованием технологии бенчмаркинга. Применение технологии бенчмаркинга обосновывается через анализ успешного опыта ее реализации в европейских университетах. В статье также определены условия, которые имеются и которые необходимо создать для успешного применения бенчмаркет-проектов в российской высшей школе. В заключении сделан вывод, что изучение современных идей и успешных практик с использованием технологии бенчмаркинга в организации профессионального развития педагогов за рубежом будет способствовать просветительству и пропаганде психолого-педагогических знаний среди российских работников образования в условиях его глобализации и цифровизации. function show_abstract() { $('#abstract1').hide(); $('#abstract2').show(); $('#abstract_expand').hide(); } ▼Показать полностью		https://www.elibrary.ru/item.asp?id=43797946
Лозинская, Анна Михайловна; Лапенок, Марина Вадимовна; Рожина, Ирина Венокентьевна	2018	Методика Разработки И Применения Электронных Образовательных Ресурсов Для Обучения На Неродном Языке Общенаучным Дисциплинам	В работе анализируются проблемы разработки и применения электронных учебно-методических материалов по общенаучным дисциплинам, адаптированных для обучения на неродном языке. Традиционные образовательные ресурсы для обучения на родном русском языке не соответствуют педагогическим условиям обучения иностранных студентов в смешанных группах. Учебные тексты для обучения на неродном языке должны быть адаптированы к специфическим требованиям в дидактическом, лингвометодическом и когнитивном аспектах. Для обучения студентов общенаучной дисциплине на русском языке как неродном предлагается разрабатывать учебно-методические материалы на основе следующих рекомендаций: (1) проектировать цикл лабораторных работ, обеспечивающий достаточный уровень формирования компетенций; в содержании каждой работы выделить 2-3 укрупненных задания, направленных на формирование важных знаний / умений и 1-2 самостоятельных задания на закрепление / расширение умений; (2) тексты учебно-методических материалов конструировать в краткой форме, в обоснованных для предметного содержания и ограниченных в количественном отношении функционально-стилевых конструктах; (3) методические указания по выполнению лабораторных работ сопроводить пошаговыми скриншотами с методическими визуальными подсказками; (4) сложные для описания части учебных работ дублировать скринкастами; (5) скринкасты методически обработать - добавить комментарии или субтитры на русском языке и языке-посреднике, подсветку кликов мыши, отображение пути курсора... В работе анализируются проблемы разработки и применения электронных учебно-методических материалов по общенаучным дисциплинам, адаптированных для обучения на неродном языке. Традиционные образовательные ресурсы для обучения на родном русском языке не соответствуют педагогическим условиям обучения иностранных студентов в смешанных группах. Учебные тексты для обучения на неродном языке должны быть адаптированы к специфическим требованиям в дидактическом, лингвометодическом и когнитивном аспектах. Для обучения студентов общенаучной дисциплине на русском языке как неродном предлагается разрабатывать учебно-методические материалы на основе следующих рекомендаций: (1) проектировать цикл лабораторных работ, обеспечивающий достаточный уровень формирования компетенций; в содержании каждой работы выделить 2-3 укрупненных задания, направленных на формирование важных знаний / умений и 1-2 самостоятельных задания на закрепление / расширение умений; (2) тексты учебно-методических материалов конструировать в краткой форме, в обоснованных для предметного содержания и ограниченных в количественном отношении функционально-стилевых конструктах; (3) методические указания по выполнению лабораторных работ сопроводить пошаговыми скриншотами с методическими визуальными подсказками; (4) сложные для описания части учебных работ дублировать скринкастами; (5) скринкасты методически обработать - добавить комментарии или субтитры на русском языке и языке-посреднике, подсветку кликов мыши, отображение пути курсора. Учебно-познавательная деятельность с использованием разработанных материалов может осуществляться обучающимся в комфортном темпе, в условиях снижения влияния языкового барьера на результат и повышения доступности и понятности содержания за счет снятия части информационной нагрузки с текста и передачи ее визуальным средствам представления информации по предмету. function show_abstract() { $('#abstract1').hide(); $('#abstract2').show(); $('#abstract_expand').hide(); } ▼Показать полностью		https://www.elibrary.ru/item.asp?id=35534377
Zhang, Jia-Hua; Zou, Liu-cong; Miao, Jia-jia; Zhang, Ye-Xing; Hwang, Gwo-Jen; Zhu, Yue	2019	An individualized intervention approach to improving university students’ learning performance and interactive behaviors in a blended learning environment	(2020). An individualized intervention approach to improving university students’ learning performance and interactive behaviors in a blended learning environment. Interactive Learning Environments: Vol. 28, BigData, pp. 231-245.		https://proxylibrary.hse.ru:2116/doi/abs/10.1080/10494820.2019.1636078
Zhang, Jia-Hua; Zou, Liu-cong; Miao, Jia-jia; Zhang, Ye-Xing; Hwang, Gwo-Jen; Zhu, Yue	2020	An individualized intervention approach to improving university students’ learning performance and interactive behaviors in a blended learning environment	Обширные исследования были проведены для диагностики и прогнозирования успеваемости студентов путем анализа большого количества данных, связанных с их поведением обучения в смешанной учебной среде. Однако не хватает исследований, исследующих, каким образом индивидуализированные учебные мероприятия могут улучшить успеваемость учащихся в таком учебном контексте. В этом исследовании, квази-эксперимент был разработан, чтобы исследовать влияние индивидуального подхода вмешательства на успеваемость курса студентов и обучение поведения в смешанном курсе. Сорок девять китайских студентов высших учебных заведений, осуществляющих курс, были случайным образом распределены на две группы - экспериментальные и контрольные группы. В ходе курса экспериментальная группа получала индивидуальные вмешательства, в то время как контрольная группа получала недифференцированные вмешательства. Данные об обучении этих участников были собраны в течение 15 недель. Результаты показали, что, по сравнению с контрольной группой, экспериментальная группа показала значительно лучшую успеваемость, более высокий уровень мотивации к обучению, отношение и самореаффективию, более активное поведение обучения, и меньше пассивного поведения обучения. Контрольная группа выявила аналогичное время онлайн-обучения, но значительно больше использования ресурсов и доступа к форуму. Делается вывод, что персонализированное учебное вмешательство может эффективно улучшить поведение студентов, отношение, мотивацию, самореаффективу и успеваемость в смешанной учебной среде.		https://proxylibrary.hse.ru:2116/doi/full/10.1080/10494820.2019.1636078
Florenthal, Bela	2016	The Value of Interactive Assignments in the Online Learning Environment	Все чаще растет предложение дополнительных материалов для учебников на веб-сайте. При принятии решения принять учебник, инструкторы изучить добавленную стоимость связанных добавок, также называемых электронного обученияинструменты , для повышения студентов обучения курсов концепции. В этом исследовании, одно из таких дополнений, интерактивные задания, рассматривается с точки зрения студентов. Два пара литературы, информационных технологий и коммуникаций, обеспечивают основу для понимания оценки студентами интерактивных заданий. Результаты исследования показывают, что мотивационная теория использования и удовлетворения вносит значительный вклад в наше понимание воспринимаемой студентами ценности, отношения к ним и удовлетворения от выполнения заданий по электронному обучению. Мы также вносим свой вклад в наше понимание концепций наглядности результатов и соответствия ожиданий, которые были приняты из литературы, связанной с моделью принятия технологии. Предусмотрены последствия для издателей и инструкторов.		https://proxylibrary.hse.ru:2116/doi/full/10.1080/10528008.2016.1204895
Crane, R. A.; Comley, S.	2020	Influence of social learning on the completion rate of massive online open courses	Massive open online courses (MOOCs) are now well-established as a highly effective, flexible and large participation capacity distance learning tool. They have enabled unprecedented access to educational material for millions of people worldwide, however, still suffer from significant student non-completion. Various theories have been proposed but we still lack a comprehensive understanding of why such attrition occurs. Herein we have analysed data from all MOOCs offered by the University of Exeter (UK) in 2018 in order to investigate whether “Social Learners” (i.e. those which comment on MOOC forums) exhibit differential non-completion than “Non-Social Learners”. Results demonstrate that the former are considerably more likely to complete MOOCs, with median steps (i.e. “click points” within each MOOC) accessed (as a percentage of total steps) for Social and Non-Social Learners ranging from 50 to 100% and 9–46% respectively. In addition, the number of Non-Social Learners enrolled onto each MOOC was consistently greater than the number of Social Learners, with ratios of Non-Social Learners to Social Learners for each MOOC ranging from 1.75–11.30. Results therefore suggest that whilst Social Learners are in the minority Social Learning is an important tool to prevent student attrition. More research is therefore required in order to further understand the multifaceted value of Social Learning (i.e. technical vs purely social) in order to inform future MOOC design to maximise such benefits for students.		https://doi.org/10.1007/s10639-020-10362-6
	2020	Information Technologies in Foreign Language Education	The authors consider the specifics and possibilities of applying information technologies during foreign language training in non-linguistic universities of Russia, especially in conditions of preventing the spread of a new coronavirus infection (Covid-19) in the Russian Federation at Moscow State Institute of International Relations University of the Ministry of Foreign Affairs of the Russian Federation and REU named after. G.V. Plekhanov (Moscow) in 2018−2020 years (undergraduate and graduate levels). The foreign language e-learning practice is analyzed. The authors view: educational platforms (Google class, Moodle, MS Teams, Edmodo) that allow to organize off-line classes; conducting on-line classes by means of on-line conferences (Zoom, MS Teams, Google handout); usage of educational sites and applications, as well as sites (with duplicate applications) for assessment and creating tests and handouts that allow lectures to prepare for lessons, and students to improve their level of language proficiency. Authors present the experience of MGIMO and REU named after G.V. Plekhanov, where the professors of Foreign Languages Department No. 1 conduct a number of courses on their platforms on an ongoing basis using pedagogical and information technologies.		http://ejournal1.com/journals_n/1608756809.pdf
Bäwert, Andjela; Holzinger, Anita	2019	Practice makes perfect! Patient safety starts in medical school: Do instructional videos improve clinical skills and hygiene procedures in undergraduate medical students?	Einleitung: Um im Bereich Patientensicherheit Verbesserungen zu erzielen wurden 2012 in Österreich Sicherheitsstrategien in 5 Interventionsfeldern festgeschrieben. Im Interventionsfeld Politikentwicklung soll die Patientensicherheit in die Ausbildung aller Gesundheitsberufe miteinbezogen werden, in der Organisationsentwicklung sollen Maßnahmen zur Verbesserung von Hygienestandards gesetzt werden. Das Bestreben dieses Projektes war es durch Darstellung klinischer und hygienischer Fertigkeiten in permanent online abrufbaren Lehrvideos, als Vorbereitung auf die erste klinische Famulatur, Handlungsabläufe nachhaltig zu verbessern und damit Patientensicherheit bereits in der medizinisch-studentischen Lehre zu verankern.Methode: Kurzfilme mit der Anleitung zum Legen eines Harnkatheters bei der Frau und beim Mann wurden hergestellt und online gestellt. Diese wurden den StudentInnen kurz vor der praktischen OSCE Prüfung vorgeführt. Im Anschluss daran wurden alle StudentInnen mittels eines Online-Fragebogens, der 15 Fragen zur Qualität und Akzeptanz beinhaltete, befragt. Die Auswirkungen der Videos auf den Lernerfolg wurden durch den Prüfungsoutcome beim abschließenden OSCE („Objective Structured Clinical Examination“), indem die Anzahl der vergebenen „Roten Karten“ erhoben wurde, ermittelt. Eine rote Karte bedeutete 0 Punkte und Prüfungsabbruch bei dieser Prüfungsstation bei selbst- oder fremdgefährdendem Verhalten. Ergebnisse: Insgesamt sahen 647 Studierende eines der beiden Harnkatheter-Videos, 623 beantworteten online den auf Moodle gestellten Fragebogen vollständig. 551 Studierende (85,2%) gaben an, sich besser an einzelne Handgriffe und Handlungsabläufe erinnern zu können, 626 Studierende (96,7%) bewerteten es positiv, dass Lehrvideos im Online-Tool der MedUni Wien zur Verfügung gestellt werden. Mehr als die Hälfte der Befragten (56,6%), konnten sich besser an notwendige hygienische Handgriffe erinnern. Der Vergleich des Prüfungsoutcome bei der OSCE-Prüfung des Jahrganges 2016 mit dem 2013, bei dem Instruktionsvideos noch nicht zur Verfügung standen, zeigte keine signifikante (Chi2=3,79; p-Wert>0,05), wohl aber eine tendenzielle Verbesserung der Studierenden. Die Chance eine Rote Karte zu bekommen war 2013 3,36 mal so hoch als im Vergleichsjahr 2016. Fazit: Wenngleich in unserer Studie keine signifikanten Ergebnisse durch das Vorführen der Videos in der OSCE Prüfung selbst zu verzeichnen waren, so erscheint uns die regelrechte – auch visuelle – Vermittlung von ärztlichen Fertigkeiten und hygienischen Standards vor der ersten Famulatur wichtig um größtmögliche Patientensicherheit zu gewährleisten. Die Kombination aus Lehr- und Lernformaten, wie Videos auf Online-Plattformen, in Verbindung mit Lehrbüchern oder Skripten, erscheint uns gut geeignet um Effektivität und Effizienz beim Lernen zu erhöhen. Es bedarf weiterer Studien um die Effekte von Lehrfilmen besser belegen zu können.
Tomsk Polytechnic University, Tomsk, Russian Federation; Guryeva, Irina Yu.; Kotov, Anton S.; Murastova, Ksenia A.	2019	The Modernisation of Historical Education in a Higher Engineering School (The Case of Tomsk Polytechnic University)			http://journals.tsu.ru//vestnik/&journal_page=archive&id=1916&article_id=43164
Joseph, Mickaël Antoine; Roach, Erna Judith; Natarajan, Jansirani; Karkada, Suja; Cayaban, Arcalyd Rose Ramos	2021	Flipped classroom improves Omani nursing students performance and satisfaction in anatomy and physiology	Abstract Background Nursing students struggle with anatomy and physiology course because of the complicated terminology and the difficulty in handling large amounts of information. New, innovative instructional strategies must be integrated into nursing education to improve nursing students’ performance in this challenging bioscience course. The aim of this study was to determine the impact of an innovative teaching strategy, the flipped classroom, on the performance and satisfaction of Omani nursing students in an anatomy and physiology course. Methods A quasi-experimental design was used with two classes of 112 first-year nursing students at the College of Nursing, Sultan Qaboos University, Oman. Online videos and active-learning activities about the respiratory system were developed and implemented in an anatomy and physiology course with 53 first-semester nursing students. The control group consisted of a previous cohort of 59 students enrolled in the same course but taught with a traditional lecture approach. The impact of the flipped classroom strategy was measured by students’ performance on the final examination and students’ self-reported satisfaction. Wilcoxon signed-rank and Mann-Whitney U tests were used to compare students’ academic performance. Results Our results showed that the performance of the flipped classroom group was better than that of the traditional lecture group. The mean scores of students instructed with the flipped classroom method on the respiratory system items in the final examination were significantly higher than those of the control group, U = 1089.00, z  = − 2.789, p  < .005. Moreover, the results of a survey showed that nursing students were satisfied with the flipped classroom method. Overall, 68 to 78% of students agreed or strongly agreed that the flipped classroom method improved their learning and increased their interest in the course. Conclusion Compared with the didactic lecture format, flipped classroom strategy improved Omani nursing students’ performance in and satisfaction with an anatomy and physiology course. These results show that the flipped classroom is an important teaching strategy in nursing education.		https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-020-00515-w
Terenko, Olena; Ogienko, Olena	2020	How to Teach Pedagogy Courses Online at University in COVID-19 Pandemic: Search for Answers			https://lumenpublishing.com/journals/index.php/rrem/article/view/2774
Seidlein, Anna-Henrikje; Bettin, Hartmut; Franikowski, Philipp; Salloch, Sabine	2020	Gamified E-learning in medical terminology: the TERMInator tool	Background Proficiency in medical terminology is an essential competence of physicians which ensures reliable and unambiguous communication in everyday clinical practice. The attendance of a course on medical terminology is mandatory for human and dental medicine students in Germany. Students' prerequisites when entering the course are diverse and the key learning objectives are achieved to a varying degree. Methods A new learning space, the "TERMInator", was developed at the University Medicine Greifswald to meet the medical students' individual learning needs better. The interactive e-learning course serves as a supplement to the seminars, lectures and tutorials to rehearse and practically apply the course contents at an individual pace. It uses gamification elements and is supplied via the learning platform Moodle. The TERMInator was pilot implemented in two consecutive winter terms (2018/19, 2019/20) and comprehensively evaluated based on the general course evaluations and an anonymous questionnaire covering aspects of content, layout and user friendliness of the TERMInator and questions concerning the students' learning preferences. Results The TERMInator was rated very positively overall, which was also fed back to the lecturers during the classes. Students appreciate the new e-learning tool greatly and stress that the TERMInator should be further expanded. The handling of the TERMInator was considered to be very easy and, therefore, almost no training time was needed. The tasks were easy to understand and considered a good supplement to the seminar contents. The extent and quality of the images were seen rather critically. The students' learning strategies differ. Although e-learning options were generally rated as very important, student tutorials were considered by far the most important. Conclusions Medical terminology classes are characterised by heterogeneous learning groups and a high workload within a short time, which can lead to major challenges for the teaching staff. Complementary gamified e-learning tools are promising in view of the students' different knowledge levels and changing learning behaviour.
Fitzgerald, Ange; Parr, Graham; Williams, Judy; Wellam, Rachel; Howard, Bethany; Zandes, Stavroula; Diug, Basia	2020	Interfaculty collaboration for improving international mobility experiences: sustaining a dialogue across difference	Higher education institutions promote interfaculty collaborations in research and education projects, but few studies have examined the challenges of such collaborations. This case study investigates how a heterogeneous interfaculty group worked in a community of practice for two years curating an educational e-resource to support the professional learning of academic leaders of student international mobility experiences in their university. Focusing on thejourneyof working within this community of practice rather than thedestination(the e-resource they produced), the study explores how the different members of the group negotiated the tensions and uncertainty associated with an interdisciplinary collaboration. Data in the form of reflexive 'critical incident' narratives written by all seven authors reveal the challenges of sustaining a 'dialogue across difference' in this cross-disciplinary collaboration. The study supports existing research that argues interfaculty collaborations are potentially rich and generative, but shows why success should not be taken for granted.
Li, Yi-Bin; Zheng, Wen-Zhi; Yang, Fan	2017	Cooperation Learning of Flip teaching style on the MBA Mathematics Education Efficiency	This study aims to discuss the effects of flipped teaching supported cooperative learning on MBA students' learning achievement, attitudes toward technology, cooperative learning attitudes, and course satisfaction in the mathematics and science education. By applying quasi-experimental research, 120 MBA students of a national university in China are selected as the research objects. Two classes are randomly sampled for a class as the experiment group (N = 75) and the other class as the control group (N = 45). The students in the experiment group apply flipped teaching supported cooperative learning, while those in the control group adopt traditional didactic cooperative learning. Both the experiment group and the control group are paired with heterogeneous cognitive styles for the 4-week (16 sessions) teaching experiment. The research results reveal that the flipped teaching supported cooperative learning could actually enhance students' learning achievement, course satisfaction, and cooperative learning attitudes in the science education. However, there is no significant effect between learning achievement, course satisfaction and cooperative learning attitudes. On the other hand, web-based learning self-efficacy would influence students' learning achievement and course satisfaction in the mathematics and science education.
Delgado, Vanessa		Decoding the Hidden Curriculum: Latino/a First-Generation College Students' Influence on Younger Siblings' Educational Trajectory	Past research demonstrates that familial and community support can aid the academic success of Latino/a students. However, few studies explore how older siblings influence their younger siblings' education trajectory including primary, secondary, and post-secondary education. Drawing on 25 in-depth interviews with Latino/a first-generation college students at a large research university in Southern California, I find that older siblings assist their younger family members by (a) choosing schools, (b) assisting with reading comprehension, (c) helping with homework assignments, and (d) post-high school preparation. In doing do, they demystify norms and rules about education and attempt to position their loved ones on a path of upward mobility. I capture the labor Latino/a children of immigrants provide to their families and how these contributions can result in tensions between parents and children. Findings advance scholarship on intra-immigrant family brokering, Latino/a families, and education.
Georgiou, H.	2020	Characterising communication of scientific concepts in student-generated digital products	New assessment types that include multimodal and digital elements are increasingly being used to assess university students’ ‘soft skills’ such as communication, as well as their science content knowledge. However, very little is known about how or how well such products assess communicative elements, particularly when these elements are so intricately linked with disciplinary knowledge. This paper presents a novel way of looking at these new digital assessments in science. Using semantic density, a concept from the framework of Legitimation Code Theory (LCT) that conceptualises complexity, we consider how to characterise learners’ communication of complex science in the digital products. Results show that successful products ʼnegotiate’ complexity in distinct ways and that language and image work together in the products to build meaning. This approach is a ‘first step’ in characterising discipline-based communication skills through the development of a preliminary conceptual framework that will inform pedagogies and assessment practices surrounding student-generated digital products, in an effort to improve outcomes for science students. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.
Казанцева, Виктория Алексеевна	2017	Сущность и содержание опыта нравственного воспитания младших школьников, обучающихся в гетерогенных ученических группах	The article is devoted to the theoretical analysis of the problem of forming the experience of moral education of junior schoolchildren who are studying in heterogeneous student groups. The urgency of this problem is caused by the intensification of migration processes in Russia, which led to a change in the composition of children in modern schools where children from different cultures speak different languages. Migrant children entering primary school often do not speak Russian well, they are not familiar with the culture and traditions of the settlement in which they live and Russia. Considering the necessity of fostering respect for the children of migrants, their culture and customs, it is equally important that the children of migrants get acquainted with the history, cultural values of the city, the country in which they now reside, show respect for people who share the same territory with them. The approaches to the phased education of future primary school teachers are described; the requirements for future teachers engaged in moral education of younger schoolchildren are described in detail. At the same time, it was revealed that young specialists do not have sufficient level of professional skills in the formation of such experience. This justifies the need to create pedagogical conditions, which include a number of certain components.		https://cyberleninka.ru/article/n/suschnost-i-soderzhanie-opyta-nravstvennogo-vospitaniya-mladshih-shkolnikov-obuchayuschihsya-v-geterogennyh-uchenicheskih-gruppah
Васильевна, Попова Антонина; Николаевна, Крылова Ольга	2019	Гетерогенные группы учащихся: становление и содержание понятия	The article discusses scientific and theoretical approaches to the definition of the concepts of “heterogeneity”, “students’ heterogeneous group”, the main categories of signs of heterogeneous groups, the history of development of pedagogical ideas about students’ heterogeneous groups of educational organizations.		https://cyberleninka.ru/article/n/geterogennye-gruppy-uchaschihsya-stanovlenie-i-soderzhanie-ponyatiya
Стаховский, Тимофей	2017	Гетерогенные группы обучающихся в современной школе	The article examines the problems and prospects for work with heterogeneous groups of students in the conditions of modern school with in-depth study of subjects of the artistic and aesthetic cycle based on the integration of general and additional education		https://cyberleninka.ru/article/n/geterogennye-gruppy-obuchayuschihsya-v-sovremennoy-shkole
Stadlinger, Bernd; Jepsen, Soren; Chapple, Iain; Sanz, Mariano; Terheyden, Hendrik	2021	Technology-enhanced learning: a role for video animation	The last 20 years has seen a shift in medical education from printed analogue formats of knowledge transfer to digital knowledge transfer via media platforms and virtual learning environments. Traditional university medical teaching was characterised by lectures and printed textbooks, which to a degree still have an important role to play in knowledge acquisition, but which in isolation do not engage the modern learner, who has become reliant on digital platforms and 'soundbite' learning. Recently, however, traditional methods of teaching and learning have been augmented by, and indeed sometimes replaced by, the alternative learning methods such as: problem-based learning; a greater integration of basic science and clinical considerations; smaller teaching groups; the 'flipped classroom' concept; and various technological tools which promote an interactive learning style. The aim of these new teaching methods is to overcome the well-documented limitations of traditional lectures and printed material in the transfer of knowledge from expert to student, by better engaging the minds of more visual learners and encouraging the use of diverse resources for lifelong learning. In this commentary paper, we share the concept of video animation as an additional educational tool, and one that can help to integrate molecular, cellular and clinical processes that underpin our understanding of biology and pathology in modern education. Importantly, while they can provide focused and attractive formats for 'soundbite' learning, their aim as a tool within the broader educational toolbox is to direct the interested reader towards more traditional formats of learning, which permit a deeper dive into a particular field or concept. In this manner, carefully constructed video animations can serve to provide a broad overview of a particular field or concept and to facilitate deeper learning when desired by the student.
Aznar-Diaz, Inmaculada; Hinojo-Lucena, Francisco-Javier; Caceres-Reche, Maria-Pilar; Romero-Rodriguez, Jose-Maria	2020	Pedagogical Approaches in the Knowledge Society: The Flipped Classroom Method for the Development of Creativity and Dialogical Learning	Dialogical learning and teamwork have become the principles demanded by the knowledge society, given that we are currently living in a completely globalised world that requires skilled citizens to collaborate on a social, professional and academic level. Likewise, creativity is another key element requested by organisations to solve problems. Against this background, some student-centred teaching methods like flipped classrooms are appearing. Therefore, this paper aimed to analyse the implementation of the flipped classroom method as a factor to develop dialogical learning and creativity. To this regard, a quantitative method was used, applying a survey prepared ad hoc to a sample of 308 students from Spain and Colombia, in order to know whether implementing the flipped classroom truly enhances the development of such skills. According to the results obtained, it is stated that developing the flipped classroom method promotes a team-based work dynamic, which generates dialogical learning among students. It also enhances creativity, since it provides students with autonomy to carry out their tasks. Finally, the flipped classroom pedagogical approach is a teaching method with numerous advantages and benefits for students to adapt to the competencies required by the knowledge society.
Fuentes Cabrera, Arturo; Parra-Gonzalez, Maria Elena; Lopez Belmonte, Jesus; Segura-Robles, Adrian	2020	Educational Potentials of Flipped Learning in Intercultural Education as a Transversal Resource in Adolescents	The evolution of technology in the educational field has resulted in the emergence of new ways of teaching and learning, adapted to the formative characteristics of a digital era. This is the case of Flipped Learning (FL), an innovative teaching methodology that uses technology to carry out instructional action and change learning moments and spaces. The objective of this study is to verify the effectiveness of FL on a traditional methodology without the use of digital resources in teaching content related to intercultural education. A quantitative research method has been followed by an experimental design. Two study groups have been set up. With the control group a traditional training methodology has been used, and with the experimental group an innovative one, through FL. A total of 60 students of the 4th level of Secondary Education from an educational center in Ceuta (Spain) have participated. An ad hoc questionnaire derived from other validated instruments has been used for data collection. The findings show that the FL has achieved better results in the different dimensions analyzed. Therefore, it is concluded that the implementation of innovative training actions such as FL can obtain better results in academic indicators than a traditional methodology.
Dooly, Melinda; Sadler, Randall	2020	"If you don't improve, what's the point?" Investigating the impact of a "flipped" online exchange in teacher education	This article presents a pedagogical design for teacher education that combines flipped materials, in-class instruction, and telecollaboration (also known as virtual exchange) for foreign language teacher education. The context of this study is a course on technology and language learning for future teachers in which the flipped classroom concept was applied to technology-infused collaborative teacher training between future ESL/EFL instructors located at two partner universities (one in the USA, one in Europe). The three main teaching approaches (flipped materials, in class, and telecollaborative, or "FIT") were symbiotic in that each structure reinforced the other through reception, discussion, and reflection as a means to help the student teachers bridge the gap between theory and practice. We apply classroom ethnographic discourse analysis to data sources (face-to-face and online discussion groups, student e-portfolios) to look at uptake of ideas, conceptual understanding, and successful transfer of new knowledge, and thereby identify whether the design provides significant learning opportunities for the future teachers. Although most studies of telecollaboration in language teacher education look principally at output, this approach allows an in-depth look at the learning process as knowledge is developed collaboratively between the participants.
Arruabarrena, Rosa; Sanchez, Ana; Blanco, Jose M.; Vadillo, Jose A.; Usandizaga, Imanol	2019	Integration of good practices of active methodologies with the reuse of student-generated content	In this article, we present an integrated instructive methodological approach. We begin with a set of proposals for educational innovation oriented towards active learning that have been tested separately and implemented for various subjects in courses of different levels. The approach integrates the following elements: (1) the dynamic generation of digital content by students and their integration into shared knowledge bases of the subjects involved; (2) the systematic use of quality content, mainly in video format, distributed through online platforms as support for flipped classrooms; (3) peer evaluation to support the development of reflective and self-critical capacities; and (4) systematic collaboration with students and professors from other universities to develop the enumerated activities. The methodology has been tested in a variety of subjects, thanks to its flexibility. In all experienced cases, it has been shown that it is feasible for students to generate enough valuable and reusable content. In addition, students have expressed high levels of satisfaction with the implementation of the proposal.
Oznacar, Behcet; Koprulu, Fatma; Caglar, Mehmet	2019	The Success of Implementing Flipped Classroom in Teaching Foreign Language for International Students	The purpose of this study is to define the international students' use of flipped classroom and its effect on their academic performance, participation levels, learning attitudes and academic success during their foreign language learning. The participants were 2 lecturers and 17 international students from the Preparatory School of Near East University in the academic year of 2017-2018 fall semester. This study is based on qualitative and descriptive research. As a result, it has been introduced that flip lessons were more useful instructional designs than non-flip lessons. The findings indicate that the students who use Edmodo to follow the flip class achieve better learning outcomes and promote better attitudes toward their learning experiences.
Gavassa, Sat; Benabentos, Rocio; Kravec, Marcy; Collins, Timothy; Eddy, Sarah	2019	Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure	Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning. We designed, taught, and assessed a fully online course (100% online) and a hybrid-and-flipped course (50% online 50% face-to-face) and compared those formats with a lecture-based face-to-face course. The three formats also varied in the degree of structure; the hybrid course was the most structured and the face-to-face course was the least structured. All three courses were taught by the same instructor in a large Hispanic-serving research university. We found that exam scores for all students were lowest in the face-to-face course. Hispanic and Black students had higher scores in the hybrid format compared with online and face-to-face, while white students had the highest performance in the online format. We conclude that a hybrid course format with high structure can improve exam performance for traditionally underrepresented students, closing the achievement gap even while in-person contact hours are reduced.
Birova, Lenka	2019	Flipped classroom and its use in teaching English as a foreign language	The study examines the effectiveness of the flipped classroom teaching strategy in the context of English language classroom. The research is focused on the development of the communicative ability of the students in the foreign language, views of the participants on their experience of flipped classroom, and identification of measures to overcome the issue of low homework completion. The presented data are based on an experiment conducted by the author at the University of Granada (Spain), with a group of undergraduate students attending a compulsory foreign language course. The data were collected using a standardized exam; an observation diary to evaluate the development of the students' communicative ability in the foreign language; a questionnaire; and web-based statistical tools. Results show that the use of flipped classroom strategy had a positive effect on students' foreign language abilities.
Lin, Yi-Ti	2019	Cooperative Experiential Learning in a Flipped Translation Classroom	This research aims to investigate the perception of English as a Foreign Language (EFL) learners on cooperative experiential learning in a flipped translation classroom. Translation competence is seen as one of the essential language skills to acquire for English. In order to facilitate learners in developing translation skills, a learner-centered instruction integrating cooperative learning with experiential learning was implemented. A total of 13 English majors taking a required translation course at a university in Taiwan participated in the research. Data were collected from semi-structured interviews and analyzed systematically using a qualitative conductive approach. Results showed that the participants encountered different obstacles when translating from English to Chinese and vice versa. The findings indicated that this flipped translation classroom enables learners to actively engage in the translation process and elevate the learning process from lower order thinking to higher order thinking Pedagogical implications are suggested and research implications are also provided for future studies.
McCollum, Brett M.; Fleming, Cassidy L.; Plotnikoff, Kara M.; Skagen, Darlene N.	2017	Relationships in the Flipped Classroom	This study examines the effectiveness of flipped classrooms in chemistry, and identifies relationships as a major factor impacting the success of flipped instruction methods. Examination of student interview data reveals factors that affect the development of peer-peer, peer-peer leader, and peer-expert relationships in first-year general chemistry and second-year organic chemistry flipped classrooms. Success was measured in terms of student perceptions of the effectiveness of the instruction, as well as student academic development. Furthermore, analysis of research participant interviews reveals that academic reading circles, open-response multiple-attempt group quizzes, and peer leaders are important elements of a text-centric flipped approach at a small-classroom, commuter-campus university. Student reflections and classroom observations provide further support for these conclusions.
Клинов, Виленин Георгиевич; Сидоров, Алексей Александрович	2018	Мировые тенденции в распределении доходов и проблемы социально-экономического развития	В статье рассматриваются тенденции к углублению неравномерности в распределении доходов и богатства в крупнейших национальных экономиках и мировом хозяйстве в целом за последние 40 лет. Перспектива дальнейшего усиления экономического неравенства чревата потрясениями социального, политического и экономического характера. Она вполне реальна, так как из-за диктуемой обострением глобальной конкуренции необходимости уменьшать прогрессивность шкалы налогообложения доходов возрастет неравномерность в распределении доходов и богатства. В статье рассмотрены возможные изменения в налогово-бюджетной политике, которые могут способствовать сохранению социального баланса, несмотря на углубление неравенства в распределении доходов.		https://www.elibrary.ru/item.asp?id=35248538
Старцев, Максим Валерьевич; Джабраилов, Магомед Ахмедович; Колесникова, Оксана Ивановна	2020	Социально-экономические детерминанты трансформации системы образования в России	Цель настоящего исследования в привлечении внимания педагогической общественности к осмыслению и пониманию причин и сути трансформаций, происходящих в сфере образования России на современном этапе. Обоснована детерминированность изменений в сфере образования особенностями выстраивания экономических отношений в государстве. Переход российской экономики на рыночную систему отношений с частной собственностью на средства производства предопределил начавшиеся впоследствии трансформации в отечественной системе образования. В логике рыночных отношений образование рассматривается как услуга, которая должна приносить прибыль. Данное положение, по мнению авторов, является одной из отправных точек для начавшихся в образовательной сфере трансформаций. В эпоху промышленной революции образование стало локомотивом развития науки и техники, которые, в свою очередь, способствовали экономической эффективности процессов производства, что благоприятно отражалось на росте доходов владельцев промышленного капитала... Цель настоящего исследования в привлечении внимания педагогической общественности к осмыслению и пониманию причин и сути трансформаций, происходящих в сфере образования России на современном этапе. Обоснована детерминированность изменений в сфере образования особенностями выстраивания экономических отношений в государстве. Переход российской экономики на рыночную систему отношений с частной собственностью на средства производства предопределил начавшиеся впоследствии трансформации в отечественной системе образования. В логике рыночных отношений образование рассматривается как услуга, которая должна приносить прибыль. Данное положение, по мнению авторов, является одной из отправных точек для начавшихся в образовательной сфере трансформаций. В эпоху промышленной революции образование стало локомотивом развития науки и техники, которые, в свою очередь, способствовали экономической эффективности процессов производства, что благоприятно отражалось на росте доходов владельцев промышленного капитала. С течением времени научно-технический прогресс в силу объективных закономерностей стал приводить к негативному для представителей капитала эффекту - снижению нормы прибыли. Сложившаяся ситуация предопределила искусственное замедление научно-технического прогресса и привела к пересмотру политическими и финансовыми элитами экономически развитых стран места и роли образования в системе государства. Рассмотрены сущностные трансформации, имеющие место быть в отечественной системе образования, а также приводится авторское видение причин, детерминировавших данные изменения. function show_abstract() { $('#abstract1').hide(); $('#abstract2').show(); $('#abstract_expand').hide(); } ▼Показать полностью		https://www.elibrary.ru/item.asp?id=44369596
Карова, Елена Анатольевна	2020	Миграция человеческого капитала	В данной статье рассматриваются основные понятия и современные тенденции теории человеческого капитала, основанный на анализе существующих данных. За последние 70 лет знания превратились в главный экономический ресурс и производственный фактор. Люди с их способностью производить и продуктивно применять знания становятся главным фактором конкурентоспособности на макро- и микроуровне в экономике знаний. Затраты на образование и развитие людей определяют уровень дохода и жизни, поэтому эти затраты называют инвестициями в человеческий капитал. Одним из важных вопросов в реалиях экономики знаний является в изучение тенденций движения человеческого капитала. Различают международную миграцию человеческого капитала и миграцию внутри страны. Движение человеческого капитала определяется политическими и экономическим и факторами. В первую очередь, человек желает получить максимальную норму прибыли на вложенные в свое развитие и образование инвестиции, поэтому страны с высоким уровнем дохода принимают большую часть трудовых мигрантов... В данной статье рассматриваются основные понятия и современные тенденции теории человеческого капитала, основанный на анализе существующих данных. За последние 70 лет знания превратились в главный экономический ресурс и производственный фактор. Люди с их способностью производить и продуктивно применять знания становятся главным фактором конкурентоспособности на макро- и микроуровне в экономике знаний. Затраты на образование и развитие людей определяют уровень дохода и жизни, поэтому эти затраты называют инвестициями в человеческий капитал. Одним из важных вопросов в реалиях экономики знаний является в изучение тенденций движения человеческого капитала. Различают международную миграцию человеческого капитала и миграцию внутри страны. Движение человеческого капитала определяется политическими и экономическим и факторами. В первую очередь, человек желает получить максимальную норму прибыли на вложенные в свое развитие и образование инвестиции, поэтому страны с высоким уровнем дохода принимают большую часть трудовых мигрантов. Миграция человеческого капитала в зависимости от срока подразделяется на постоянную (более года) и временную или краткосрочную. Миграция человеческого капитала оказывает огромное влияние на рост мировой экономики, поскольку стимулирует процессы научно-технической и культурной интеграции между развитыми и развивающимися странами, обеспечивая тем самым повышение общемирового уровня прогресса. Также в статье широко представлены статистические данные по международному движению человеческого капитала, полученные на основе изучения данных Всемирного Банка, Организации Объединенных наций и Международной миграционной организации. function show_abstract() { $('#abstract1').hide(); $('#abstract2').show(); $('#abstract_expand').hide(); } ▼Показать полностью		https://www.elibrary.ru/item.asp?id=42809636
Сорокин, Александр Владимирович	2017	Межотраслевая конкуренция и образование средней нормы прибыли как предпосылка реиндустриализации	Предметом статьи являются явления деиндустриализации (голландской болезни) и экспортно-сырьевой ориентации России. Цель статьи - фундаментальный анализ явлений с позиций «Капитала» Маркса. Метод (математического) описания непосредственно наблюдаемых явлений (дескриптивный, экзотерический метод), который используется в работах по данной проблематике, дополняется методом выяснения внутренней взаимосвязи явлений (экспликативным, эзотерическим методом). Основные результаты исследования: (1) деиндустриализация и экспортно-сырьевая ориентация - результат неравенства отраслевых норм прибыли, (2) образование средней нормы прибыли - объективный закон рыночной экономики, (3) механизм выравнивания общей нормы прибыли - межотраслевая конкуренция, (4) по этому закону норма прибыли в экспортно-добывающих отраслях неизбежно должна понижаться (формы проявления - падение «цен на нефть» при неизменном экспорте и неизменные или растущие «цены на нефть» при сокращении экспорта), (5) по этому закону норма прибыли в высокотехнологичных (экспортных) отраслях (вооружения, атомная и др.) должна повышаться.		https://www.elibrary.ru/item.asp?id=28805581
Марджинсон Саймон	2017	Общественные блага, производимые в высших учебных заведениях России (пер. с англ. Е. Шадриной)	Разделение на общественное и частное является основополагающим для понимания структуры системы высшего образования в той или иной стране, однако консенсус в отношении содержания понятия «общественное» до сих пор не сформирован. Широко используются два разных значения этого термина. Экономическая теория отделяет нерыночные (общественные) блага, которые не могут производиться для получения прибыли, от благ, произведенных на рынке (частные блага). Такое определение дает основу для расчета минимально необходимых общественных расходов, но не учитывает в достаточной степени коллективные блага. В политической теории под общественным часто понимается принадлежащее государству и/или контролируемое им. Это определение более содержательное, чем экономическое, оно учитывает действующие нормы и правила, однако ему не хватает четких границ. Мы объединяем эти два подхода, разрабатывая аналитическую модель, представленную в виде четырех квадрантов (гражданское общество, социальная демократия, государственный квазирынок, коммерческий рынок), которые можно использовать в качестве категорий типов деятельности в сфере высшего образования и науки... Разделение на общественное и частное является основополагающим для понимания структуры системы высшего образования в той или иной стране, однако консенсус в отношении содержания понятия «общественное» до сих пор не сформирован. Широко используются два разных значения этого термина. Экономическая теория отделяет нерыночные (общественные) блага, которые не могут производиться для получения прибыли, от благ, произведенных на рынке (частные блага). Такое определение дает основу для расчета минимально необходимых общественных расходов, но не учитывает в достаточной степени коллективные блага. В политической теории под общественным часто понимается принадлежащее государству и/или контролируемое им. Это определение более содержательное, чем экономическое, оно учитывает действующие нормы и правила, однако ему не хватает четких границ. Мы объединяем эти два подхода, разрабатывая аналитическую модель, представленную в виде четырех квадрантов (гражданское общество, социальная демократия, государственный квазирынок, коммерческий рынок), которые можно использовать в качестве категорий типов деятельности в сфере высшего образования и науки. Во второй части статьи обобщаются результаты 30 полуструктурированных интервью, проведенных в 2013 г. с представителями российского правительства и двух университетов. В них обсуждались общественные блага, производимые российскими высшими учебными заведениями, как они воспринимаются специалистами, работающими в сфере высшего образования. Большинство опрашиваемых оценили исследовательскую деятельность как глобальное общественное благо, однако их мнения относительно преподавания и обучения разделились. Некоторые участники исследования считают образование общественным благом и в экономическом, и в политическом смысле и хотели бы, чтобы государство брало на себя больше ответственности в деле совершенствования высшего образования. Другие относят высшее образование к частным благам в экономическом смысле и, признавая необходимость участия государства в управлении высшим образованием там, где рыночное регулирование неэффективно, хотели бы, тем не менее, сократить вмешательство государства в сферу высшего образования. В противоречивых мнениях представителей системы высшего образования об обществен -ном и частном отразилось более глубокое размежевание между советским и неолиберальным мышлением в российской политической культуре, а также проявилась раздробленность системы высшего образования, в ко торой сосуществуют бесплатное государственное образование и рынок платных образовательных услуг function show_abstract() { $('#abstract1').hide(); $('#abstract2').show(); $('#abstract_expand').hide(); } ▼Показать полностью		https://www.elibrary.ru/item.asp?id=30053448
Хавенсон,, Татьяна Евгеньевна; Чиркина, Татьяна Александровна	2019	Образовательный выбор учащихсяпосле 9-го и 11-го классов:сравнение первичных и вторичных эффектов социально-экономического положения семьи	In this paper, we study the relationship between family characteristics and the choice of educational trajectory in high school. We explore two aspects of educational choice: whether to pursue academic or vocational education after grade 9 (middle to high school transition); and choices made after grade 11 (postsecondary) including preferences in selecting universities. In accordance with Budon’s theory on education and inequality, we explore the primary and secondary effects of a family’s socioeconomic status (SES). The primary effects are revealed in the higher educational performance of families with higher SES. Secondary effects are expressed in longer periods in educational pathways for students with a higher SES. The paper is based on the data from a longitudinal project entitled ‘Trajectories in Education and Careers’. It was launched in 2011, when respondents studied in the 8th grade, and continues to the current day. The dataset provides variables on a wide range of achievement, family’s SES and other important information proxies. For achievement TIMSS mathematics and USE in Russian language were used. The results showed that the primary effects reduce in salience from the 9th to the 11th grades, while, in the same period, secondary effects increase. Even high-achieving students from families with a low level of cultural, educational, and social capital chose less ambitious education strategies. Conversely, students from families with high SES, but low academic achievements, tend to chose in favour of higher education. On the basis of these results, we draw some conclusions on the degree of accessibility during transition into the high school and higher education, as well as the probable causes of inequality.		https://cyberleninka.ru/article/n/obrazovatelnyy-vybor-uchaschihsyaposle-9-go-i-11-go-klassov-sravnenie-pervichnyh-i-vtorichnyh-effektov-sotsialno-ekonomicheskogo
Drijvers, Paul; Doorman, Michiel; Boon, Peter; Reed, Helen; Gravemeijer, Koeno	2010	The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom	The availability of technology in the mathematics classroom challenges the way teachers orchestrate student learning. Using the theory of instrumental orchestration as the main interpretative framework, this study investigates which types of orchestrations teachers develop when using technology and to what extent these are related to teachers’ views on mathematics education and the role of technology therein. Data consisted of videotapes of 38 lessons taught by three teachers, who also provided information on their views through questionnaires and interviews. Qualitative analysis of these data led to the identification of orchestration types and teacher profiles. The orchestration preferences of the three teachers proved to be related to their views. A detailed analysis of one exemplary episode suggests how other theoretical perspectives might complement the theory of instrumental orchestration.		https://doi.org/10.1007/s10649-010-9254-5
Чернявская, Валентина Станиславовна; Мишарева, Анна Евгеньевна	2020	Педагогическая интенциональность учителя и ее влияние на учебную мотивацию учеников начальной школы	В статье показана социальная значимость профессии учителя начальной школы. Обоснован факт влияния учителя начальной школы, как референтной фигуры на ученика. Педагогическая интенциональность обоснована как идентификация собственных профессиональных целей и результатов с теми, которые заданы ФГОС: субъективная цель профессиональной деятельности учителя совпадает с целью образования - развитие способностей ученика. Проведено исследование учителей и учеников начальной школы на примере МБОУ СОШ №12 НГО: определена интенциональность учителей, определен уровень учебной мотивации учеников начальной школы с 1 по 4 класс. Интенциональность учителей определялась по методике В.С. Чернявской, кроме того, для уточнения данных об интенциональности и выявления соответствия цели образования субъективной цели педагогов был применен опрос с ответами в свободной форме. Педагоги показали, что они способны к осмыслению процессуальных характеристик своей профессиональной деятельности и ее результатов, осознанию стиля своей деятельности, решению проблем самоорганизации... В статье показана социальная значимость профессии учителя начальной школы. Обоснован факт влияния учителя начальной школы, как референтной фигуры на ученика. Педагогическая интенциональность обоснована как идентификация собственных профессиональных целей и результатов с теми, которые заданы ФГОС: субъективная цель профессиональной деятельности учителя совпадает с целью образования - развитие способностей ученика. Проведено исследование учителей и учеников начальной школы на примере МБОУ СОШ №12 НГО: определена интенциональность учителей, определен уровень учебной мотивации учеников начальной школы с 1 по 4 класс. Интенциональность учителей определялась по методике В.С. Чернявской, кроме того, для уточнения данных об интенциональности и выявления соответствия цели образования субъективной цели педагогов был применен опрос с ответами в свободной форме. Педагоги показали, что они способны к осмыслению процессуальных характеристик своей профессиональной деятельности и ее результатов, осознанию стиля своей деятельности, решению проблем самоорганизации. По итогам оценки влияния педагогической интенциональности на учебную мотивацию было доказано, что эффект продуктивной мотивации у большинства учеников связан с более высокой педагогической интенциональностью их учителей. Расчет достоверности по φ*-критерию Фишера показал достоверность различий результативности деятельности учителей: направленность учителя начальной школы на взаимодействие является фактором учебной мотивации его учеников. function show_abstract() { $('#abstract1').hide(); $('#abstract2').show(); $('#abstract_expand').hide(); } ▼Показать полностью		https://elibrary.ru/item.asp?id=44356638
Лави Виктор	2010	Оплата по результатам: влияние на объем и продуктивность работы учителей и принципы оценивания учеников	Представлены выводы о влиянии материальных стимулов на учителей английского языка и математики в Израиле. Учителя получали денежные бонусы за улучшение результатов учеников на выпускных экзаменах. В распределении школ на две группы - участвующие и не участвующие в программе - использовалась переменная, значения которой были измерены со случайной ошибкой, что сделало распределение на группы случайным. На этом был основан главный метод исследования. Стимулирование учителей способствовало существенному повышению доли сдававших экзамены (test taking rate), количества сдавших (среди тех, кто сдавал бы экзамены вне зависимости от введения программы; conditional pass rate) и среднего балла сдававших. Успеваемость улучшилась благодаря изменению методов обучения, увеличению продолжительности дополнительных занятий во внеурочное время и большей восприимчивости учителей к потребностям учащихся. Никаких манипуляций учителей с результатами экзаменов выявлено не было.Performance pay and teachers effort, productivity and grading ethics. Translated from English		https://elibrary.ru/item.asp?id=14871251
Борисенко, Наталья Анатольевна	2018	"Барометр влияния", или Какие факторы оказывают наибольшее воздействие на обучение Рецензия на книгу: Джон Хэтти "Видимое обучение"	В рецензируемой книге освещаются результаты фундаментального исследования, посвященного факторам, которые оказывают влияние на учебные достижения школьников. Рассматриваются такие понятия, как метаанализ, синтез метаанализов, «барометр влияния», размер эффекта. В статье дан поглавный реферативный обзор содержания книги, проанализированы шесть основных источников влияния: влияние ученика, семьи, школы, учителя, учебной программы, стра тегий и методов преподавания. Приведены примеры конкретных факторов с указанием размеров эффекта («биографические факторы», обратная связь, метакогнитивные стратегии, программы по улучшению понимания текста, домашние задания, финансирование школ, наполняемость классов и др.). Делается вывод о том, что, несмотря на уникальный как по охвату метаанализов, так и по количеству рассмотренных факторов материал, переносить результаты исследования Д. Хэтти на отечественную образовательную практику следует достаточно осторожно.		https://elibrary.ru/item.asp?id=34913961
Lai, Yi-Chen; Peng, Li-Hsun	2020	Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education	Education for sustainable development (ESD) is regarded as a key element of high-quality education. Hence, the United Nations proposed the Sustainable Development Goals (SDGs) in 2015, in an attempt to achieve the harmony and shared prosperity between humans and the Earth, and advocate for fair and high-quality education. With the aim of exploring "high-quality sustainable teaching", this study intends to probe into the idea and meaning of the high-quality design education for sustainable development and elaborate on the teaching effectiveness and sustainable teaching activities by the teachers of higher design education. According to the research results, the effectiveness of high-quality teaching is introduced in seven categories, as follows: (1) Faith in sustainability in teaching, (2) the trend of talent demand, (3) the teaching value of sustainability, (4) curriculum mapping, (5) teaching approach, (6) teaching evaluation, (7) the sustainable management of teaching development. The factors of high-quality teaching include: The teacher has passion for teaching, the teacher pays attention to the student's independent learning ability, the teacher intrigues student's interest in learning, the teacher places emphasis on furnishing the student with professionalism and confidence, the teacher highlights learning through doing to increase the student's competitiveness in the job fair, the teacher reviews teaching effectiveness and makes progress in pursuing the value of high-quality ESD.
Manasia, Loredana; Ianos, Maria Gratiela; Chicioreanu, Teodora Daniela	2020	Pre-Service Teacher Preparedness for Fostering Education for Sustainable Development: An Empirical Analysis of Central Dimensions of Teaching Readiness	While it is generally agreed that teachers can shape student learning outcomes, there remains considerable debate on how national policies and training programmes can best support teacher education to address sustainable development challenges. This study aimed to develop a teaching readiness model with a focus on education for sustainable development. Therefore, the research investigated pre-service teachers' readiness for fostering education for sustainable development by applying its principles to teaching and learning activities. Pre-service teachers in science, technology, engineering, and mathematics responded to a survey regarding their perception of the readiness for designing, conducting, assessing, and engaging in teaching and learning experiences underpinning sustainable development. The results suggest professional knowledge and practice, professional engagement, and self-management could be considered central dimensions of teachers' job readiness, each of them encompassing a set of components or vectors. Moreover, professional knowledge has a strong and positive influence on teaching practice and professional engagement. In regard to professional knowledge, the ability to conduct didactic transposition is the most influential component. The most significant vectors of the professional practice dimension were found to be the ability to design effective evaluation tools and interpret learning outcomes. The research also revealed weak areas of teacher training: the ability to manage students' disruptive behaviors, to customize learning and to self-regulate teaching emotions.
Song, Hye-Jeong; Kim, Hong-Ki; Kim, Jong-Dae; Park, Chan-Young; Kim, Yu-Seop	2019	Inter-Sentence Segmentation of YouTube Subtitles Using Long-Short Term Memory (LSTM)	Recently, with the development of Speech to Text, which converts voice to text, and machine translation, technologies for simultaneously translating the captions of video into other languages have been developed. Using this, YouTube, a video-sharing site, provides captions in many languages. Currently, the automatic caption system extracts voice data when uploading a video and provides a subtitle file converted into text. This method creates subtitles suitable for the running time. However, when extracting subtitles from video using Speech to Text, it is impossible to accurately translate the sentence because all sentences are generated without periods. Since the generated subtitles are separated by time units rather than sentence units, and are translated, it is very difficult to understand the translation result as a whole. In this paper, we propose a method to divide text into sentences and generate period marks to improve the accuracy of automatic translation of English subtitles. For this study, we use the 27,826 sentence subtitles provided by Stanford University's courses as data. Since this lecture video provides complete sentence caption data, it can be used as training data by transforming the subtitles into general YouTube-like caption data. We build a model with the training data using the LSTM-RNN (Long-Short Term Memory - Recurrent Neural Networks) and predict the position of the period mark, resulting in prediction accuracy of 70.84%. Our research will provide people with more accurate translations of subtitles. In addition, we expect that language barriers in online education will be more easily broken by achieving more accurate translations of numerous video lectures in English.
Al Zumor, Abdulwahid Qasem	2019	Challenges of Using Emi in Teaching and Learning of University Scientific Disciplines: Student Voice	This study examines the challenges of using English medium instruction (EMI) in teaching and learning scientific disciplines. The main objective of the study is to identify students' perceptions regarding lecture comprehension, communication, pedagogy, assessment, and affect in an EMI setting. The participants in this study are 264 Saudi students who study Computer Science, Engineering, and Medicine. A questionnaire with a four-point Likert scale was used to survey the participants' views on the challenges they encounter as a result of the use of EMI for teaching and learning scientific disciplines. The collected data were analysed quantitatively with SPSS and qualitatively by using the content analysis method. The major findings of the study are: a) using English language to teach scientific disciplines has a seriously negative impact on the scientific content comprehension and assessment of a majority of the students in the present study, b) using English language as the medium of instruction and assessment causes anxiety, frustration, tension, fear, embarrassment and, ultimately, poor educational outcomes, c) EMI deprives the students of their basic rights to effective understanding, communication, interaction, discussion and inquiry. The study recommends ensuring quality English education in the foundation year and examining the option of "additive bilingual education."
Huhn, Daniel; Al Halabi, Karam; Alhalabi, Obada; Armstrong, Christina; Morley, Alexandra Castell; Herzog, Wolfgang; Nikendei, Christoph	2018	Interactive peer-guided examination preparation course for second-year international full-time medical students: quantitative and qualitative evaluation	Background: It has been documented that international students face diverse challenges due to language and cultural barriers. International medical students suffer from personal distress, a lack of support and perform poorer than local fellow-students in clinical examinations. It has been documented that international medical students benefit from peer-led tutorials in their first year. We investigated the effectiveness of a tutorial offered for international medical students in their second year. Methods: A peer-guided examination preparation course with interactive elements for second year international medical students was designed, learning objectives were defined. Two evaluations were undertaken: In a quantitative assessment, students were asked to fill out five multiple-choice-questions at the beginning of every session of the tutorial (pretest) as well as to participate in a post-test at the end of the semester in which all former multiple-choice-questions were re-used. Using a qualitative approach, participants were asked for their thoughts and comments in a semi-structured interview at the end of the semester. Results: International students (N=12) showed significantly better results in the post- than in the pre-test (t(11)=-8.48, p<.001, d=1.95). Within the interviews, international students (N=10) reported to have benefited from technical and didactic, as well as social learning experiences. The individual lectures students were asked to contribute were discussed controversially. Conclusion: Our peer-guided tutorial for second year international medical students is an effective and well accepted possibility to prepare these students for examinations.
Huhn, Daniel; Al Halabi, Karam; Alhalabi, Obada; Armstrong, Christina; Castell Morley, Alexandra; Herzog, Wolfgang; Nikendei, Christoph	2018	Interactive peer-guided examination preparation course for second-year international full-time medical students: quantitative and qualitative evaluation	Hintergrund: Es ist bekannt, dass internationale Studierende aufgrund bestehender sprachlicher und kultureller Hürden vor verschiedenartige Herausforderungen gestellt werden. Internationale Medizinstudierende leiden unter persönlichem Stress sowie unzureichender Unterstützung und zeigen in klinischen Prüfungen schlechtere Ergebnisse als einheimische Kommilitonen. Es konnte gezeigt werden, dass internationale Medizinstudierende im ersten Studienjahr von studentengeleiteten Tutorien profitieren können. In der vorliegenden Studie wurde die Wirksamkeit eines Tutoriums für internationale Medizinstudierende im zweiten Studienjahr untersucht.Methodik: Ein studentengeleitetes Tutorium mit interaktiven Elementen für internationale Medizinstudierende im zweiten Studienjahr wurde konzipiert und Lernziele wurden definiert. Zwei Evaluationen wurden dabei vorgenommen: In einer quantitativen Erhebung waren Studierende aufgefordert, zu Beginn jeder Tutoriumssitzung fünf Multiple-Choice-Fragen zu beantworten (Prä-Test) und außerdem, am Ende des Semesters an einem Post-Test teilzunehmen, in welchem alle vorherigen Multiple-Choice-Fragen erneut verwendet wurden. In einem qualitativen Ansatz wurden freiwillige Teilnehmer am Ende des Semesters bzgl. ihrer Gedanken und Anmerkungen in halbstrukturierten Interviews befragt.Ergebnisse: Internationale Studierende (N=12) zeigten signifikant bessere Ergebnisse in den Post-Tests als in den Prä-Tests (t(11)=–8,48, p<,001, d=1,95). Im Rahmen der Interviews berichteten die internationalen Studierenden (N=10), im Tutorium von technisch-didaktischen sowie sozialen Lernerfahrungen profitiert zu haben. Die individuellen Vorträge, welche die Studierenden gebeten worden waren zu halten, wurden kontrovers diskutiert. Schlussfolgerung: Unser studentengeleitetes Tutorium für internationale Medizinstudierende im zweiten Studienjahr ist eine effektive und gut angenommene Möglichkeit, diese Studierenden auf Prüfungen vorzubereiten.
MacKay, Jill R.D.	2020	First year undergraduates make use of recordings to overcome the barriers to higher education: evidence from a survey			https://journal.alt.ac.uk/index.php/rlt/article/view/2476
Moon, Chi Yun; Zhang, Shuai; Larke, Patricia; James, Marlon	2020	We Are Not All the Same: A Qualitative Analysis of the Nuanced Differences Between Chinese and South Korean International Graduate Students’ Experiences in the United States			https://www.ojed.org/index.php/jis/article/view/770
MacKay, Jill R. D.	2020	First year undergraduates make use of recordings to overcome the barriers to higher education: evidence from a survey	In this study, 295 (13.8% response rate) first year students from a large, Scottish, Russell-Group university were surveyed on their attitudes to and use of lecture recordings in 2018. Kruskal-Wallis tests were used to compare the ranked responses between students in different categories relevant to monitoring equality and diversity, such as carer status (5% of respondents), learning adjustments (9% of respondents) and non-native English speakers (27% of respondents). Students most commonly watched a full lecture by themselves when studying with 60% watching a full lecture at least once a week. Non-native English speakers were more likely to watch specific parts of a lecture more frequently (H-2 = 8.52, p = 0.014). Students with learning adjustments more often reported being unable to find a resource (H-3 = 8.356, p = 0.039). There was no effect of students' language, carer status or learning adjustment status on their self-reported likelihood to attend a lecture, likelihood to change note-taking behaviour or concentrate on a lecture if it was being recorded. Non-native English speakers were still more likely to worry about keeping up with a lecture, even when it was being recorded (H-2 = 10.492, p = 0.005). In conclusion, lecture recording has different impacts on students from different backgrounds, and inclusive lecture recording education policies need to consider this impact.
Couperthwaite, John; Leadbeater, Wendy; Nightingale, Karl; Shuttleworth, Tom	2012	Evaluating the use and impact of lecture recording in undergraduates: Evidence for distinct approaches by different groups of students	Lecture recordings are increasingly used to supplement lecture attendance within higher education, but their impact on student learning remains unclear. Here we describe a study to evaluate student use of lecture recordings and quantify their impact on academic performance. Questionnaire responses and online monitoring of student's access to recordings indicate that ∼75% students use this material, the majority in a targeted manner. In contrast, a small subset of students (∼5%) are highly dependent on recordings downloading every lecture, and viewing the material for long periods, such that this represents a large proportion of their independent study. This ‘high user’ group is atypical, as it contains a high proportion of dyslexic and Non-English Speaking Background students. Despite high usage, lecture recordings do not have a significant impact on academic performance, either across the cohort or with students that use the recordings. Overall, this approach appears to be beneficial, but may reduce lecture attendance and encourage surface learning approaches in a minority of students.
Bonesrønning, Hans	2004	Can effective teacher behavior be identified?	The present paper departs from the hypothesis that successful teachers are characterized by being able to manipulate student effort. Grading is identified as a potential teachers’ tool, and its quantitative importance is investigated by estimation of an education production function. The main econometric problems are omitted variables biases due to correlations between different elements in the teacher behavior vector, and teacher behavior that is endogenous to student achievement. A large number of variables describing teacher behavior, a difference-in-differences approach, and finally, an instrumental variable approach are offered as solutions. Notably, the grading practices turn out to be correlated with the number of schools in the municipality; thus identifying the number of schools as a credible instrumental variable. Hard grading leads to improved achievement, but hard grading is less likely to occur in competitive environments.
Nye, Barbara; Hedges, Larry	2004	How Large Are Teacher Effects?	It is widely accepted that teachers differ in their effectiveness, yet the empirical evidence regarding teacher effectiveness is weak. The existing evidence is mainly drawn from econometric studies that use covariates to attempt to control for selection effects that might bias results. We use data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement. Teacher effects are estimated as between-teacher (but within-school) variance components of achievement status and residualized achievement gains. Our estimates of teacher effects on achievement gains are similar in magnitude to those of previous econometric studies, but we find larger effects on mathematics achievement than on reading achievement. The estimated relation of teacher experience with student achievement gains is substantial, but is statistically significant only for 2nd-grade reading and 3rd-grade mathematics achievement. We also find much larger teacher effect variance in low socioeconomic status (SES) schools than in high SES schools.
Gerritsen, Sander; Plug, Erik; Webbink, Dinand	2017	Teacher Quality and Student Achievement: Evidence from a Sample of Dutch Twins	This paper examines the causal link that runs from classroom quality to student achievement using data on twin pairs who entered the same school but were allocated to different classrooms in an exogenous way. In particular, we apply twin fixed-effects estimation to assess the effect of teacher quality on student test scores from second through eighth grade of primary education, arguing that a change in teacher quality is probably the most important classroom intervention within a twin context. In a series of estimations using measurable teacher characteristics, we find that (a) the test performance of all students improves with teacher experience; (b) teacher experience also matters for student performance after the initial years in the profession; (c) the teacher experience effect is most prominent in earlier grades; (d) the teacher experience effects are robust to the inclusion of other classroom quality measures, such as peer group composition and class size; and (e) an increase in teacher experience also matters for career stages with less labor market mobility, which suggests positive returns to on-the-job learning of teachers. Copyright © 2016 John Wiley & Sons, Ltd.		https://onlinelibrary.wiley.com/doi/abs/10.1002/jae.2539
Kurum, Gul; Erdemli, Ozge	2021	Challenges Encountered by Academicians in International Students' Education: Turkey Case	Purpose: Turkey offers higher education opportunities to an increasing number of international students. However, academicians have encountered some problems while teaching international students. The aim of this study is to identify the problems encountered by academicians in the education of international students and to recommend solutions to the problems. Method: This research was conducted with the qualitative research method. The study group consists of 16 academicians having international students in their classrooms. The data were collected through a semi-structured interview form. These data were analyzed with inductive content analysis. Findings: According to the findings, academicians have experienced various problems such as language barrier, asking for favours/tolerance, not achieving the learning outcomes, not participating in classes, systemic challenges, and extra workload. However, the inclusion of international students in higher education has benefits like learning about different educational systems, familiarizing themselves with different cultures, internationalization of universities and transfer of educational knowledge and experience. Implications for Research and Practice: This study was limited to views of academicians working at state universities. This study is believed to be helpful for practitioners as it offers concrete solution recommendations. It is suggested that a Turkish proficiency certificate should be asked for the enrollment of international students. Also, a support unit for the academicians should be established to consult whenever they have difficulty in the education process of international students. (C) 2021 Ani Publishing Ltd. All rights reserved
Kuprina, T. V.; Beketova, A. P.; Minasyan, S. M.	2019	Self-Organising Systems in the Context of Academic Environment	Introduction. In the era of globalisation, which affects all spheres of modern social life (political, financial, scientific, technical, religious, cultural), the processes of internationalisation and academic migration in higher education have significantly intensified. The rapidly growing mobility in higher education, when students study outside their country of residence, is accompanied by certain problems, which include students' adaptation to the conditions of unfamiliar urban environment. The introduction of new methodological tools for teaching humanitarian disciplines in universities can contribute to the elimination of barriers and successful transition of students to another, different from their customary, socio-cultural environment. The aim of the research was to present the results of experimental work aimed at the development of students' intercultural communicative tolerance within the foreign language learning, and to reveal the role of self-organising systems in the university international academic environment. Methodology and research methods. The study is based on the theory of self-organising systems. In the process of designing and application of the authors' technology aimed at developing students' intercultural communicative tolerance, experimental methods and the method of comparative analysis were used. Results and scientific novelty. It has been shown that academic migration is a self-organising system characterised by socio-cultural instability. The factors of human transition from one urboecological niche to another, which often disturbs the balance of social systems, have been described. Lacking knowledge about such processes in the theory and practice of pedagogy within higher education has been stated. Insufficient level of intercultural communicative tolerance of Russian (132 people) and foreign (40 people) students, who studied at the Ural Federal University (Ekaterinburg, Russia) in 2015, has proved the necessity of its systematic focused formation. The technology for the development of this type of tolerance within the framework of the 'Foreign Language' discipline has been proposed. The approbation of the technology has demonstrated its effectiveness. The students have not only acquired the necessary competencies, but also learned to adapt to the new academic environment, as well as had the opportunity to directly participate in the creation of their own academic programs. Practical significance. The research confirms the productivity of mutual adaptation of students to an unfamiliar socio-cultural academic environment. The author's technology of intercultural communicative tolerance development can be used to optimise the pedagogical conditions of maintaining the processes of internationalisation and academic mobility within universities.
Shadiev, Rustam; Chien, Yu-Cheng; Huang, Yueh-Min	2020	Enhancing Comprehension of Lecture Content in a Foreign Language as the Medium of Instruction: Comparing Speech-to-Text Recognition With Speech-Enabled Language Translation	Scholars suggest that not every student completely comprehends the content of a lecture in a foreign language as the medium of instruction, especially in the case of those with low language ability. To facilitate comprehension of lectures in a foreign language, learning content was presented to students in multiple modalities; that is, in addition to verbal (speech of the instructor) and visual (lecture slides) content, texts generated by speech-to-text recognition (STR) or speech-enabled language translation (SELT) were shown to the students. The goal was to compare how these two additional content modalities (i.e., STR-texts vs. SELT-texts) facilitate student comprehension of lecture content. Because processing multimodal content requires additional cognitive resources, another goal was to explore whether STR-texts versus SELT-texts impose any cognitive load on the students. To this end, two groups of students were recruited, where they attended two lectures at the intermediate and advanced levels. STR-texts were shown to a control group, and SELT-texts were shown to an experimental group. The posttest results and the cognitive load of the students in both groups after each lecture were compared. Four main findings were obtained: (a) The experimental group outperformed the control group on both posttests. However, when student language ability was considered, the difference was statistically significant for low ability students only; (b) there was not a significant between-group difference in cognitive load; however, if student language ability was considered, a significant between-group difference existed during the more difficult lecture; (c) between-group differences in self-efficacy were statistically insignificant; and (d) associations among some research variables were found. Based on these results, several implications were drawn for the teaching and research community.
Limongelli, Carla; Lombardi, Matteo; Marani, Alessandro; Sciarrone, Filippo; Temperini, Marco	2016	A recommendation module to help teachers build courses through the Moodle Learning Management System	In traditional e-learning, teachers design sets of Learning Objects (LOs) and organize their sequencing; the material implementing the LOs could be either built anew or adopted from elsewhere (e.g. from standard-compliant repositories) and reused. This task is applicable also when the teacher works in a system for personalized e-learning. In this case, the burden actually increases: for instance, the LOs may need adaptation to the system, through additional metadata. This paper presents a module that gives some support to the operations of retrieving, analyzing, and importing LOs from a set of standard Learning Objects Repositories, acting as a recommending system. In particular, it is designed to support the teacher in the phases of (i) retrieval of LOs, through a keyword-based search mechanism applied to the selected repositories; (ii) analysis of the returned LOs, whose information is enriched by a concept of relevance metric, based on both the results of the searching operation and the data related to the previous use of the LOs in the courses managed by the Learning Management System; and (iii) LO importation into the course under construction.		https://doi.org/10.1080/13614568.2015.1077277
Kangas, Jari; Rantanen, Elisa; Kettunen, Lauri	2017	How to facilitate freshmen learning and support their transition to a university study environment	Most freshmen enter universities with high expectations and with good motivation, but too many are driven into performing instead of true learning. The issues are not only related to the challenge of comprehending the substance, social and other factors have an impact as well. All these multifaceted needs should be accounted for to facilitate student learning. Learning is an individual process and remarkable improvement in the learning practices is possible, if proper actions are addressed early enough. We motivate and describe a study of the experience obtained from a set of tailor-made courses that were given alongside standard curriculum. The courses aimed to provide a ‘safe community’ to address the multifaceted needs. Such support was integrated into regular coursework where active learning techniques, e.g. interactive small groups were incorporated. To assess impact of the courses we employ the feedback obtained during the courses and longitudinal statistical data about students' success.		https://doi.org/10.1080/03043797.2016.1214818
Zhang, Jia-Hua; Zou, Liu-cong; Miao, Jia-jia; Zhang, Ye-Xing; Hwang, Gwo-Jen; Zhu, Yue	2020	An individualized intervention approach to improving university students’ learning performance and interactive behaviors in a blended learning environment	Extensive studies have been conducted to diagnose and predict students' academic performance by analyzing a large amount of data related to their learning behaviors in a blended learning environment. But there is a lack of research examining how individualized learning interventions could improve students' academic performance in such a learning context. In this study, a quasi-experiment was designed to investigate the effect of an individualized intervention approach on students’ course performance and learning behaviors in a blended course. Forty-nine Chinese tertiary students undertaking the course were randomly assigned into two groups – the experimental and control groups. During the course, the experimental group received individualized interventions, while the control group received undifferentiated interventions. The data about these participants’ learning behaviors were collected over 15 weeks. The results indicated that, compared with the control group, the experimental group showed significantly better academic performance, a higher level of learning motivation, attitude and self-efficacy, more active learning behaviors, and fewer passive learning behaviors. The control group revealed similar online learning time, but significantly more resource utilization and forum access. It is concluded that personalized learning intervention can effectively improve students’ learning behaviors, attitude, motivation, self-efficacy, and academic performance in a blended learning environment.		https://doi.org/10.1080/10494820.2019.1636078
Feng, Haoda; Wang, Jin	2021	Learning in a Digital World: Perspective on Interactive Technologies for Formal and Informal Education			https://doi.org/10.1080/10494820.2020.1870502
Ross, Robert	2017	MoodleNFC – integrating smart student ID cards with moodle for laboratory assessment	Moodle (along with other Learning Management Systems), are widely used within the education sector to facilitate content delivery, marking and student feedback. This paper describes a system which is designed to significantly increase efficiency, accuracy and security whilst reducing feedback latency for a laboratory marking environment. The MoodleNFC system described in this paper seeks to answer the question as to how to most efficiently record marks for students in a laboratory environment by considering aspects of efficiency, accuracy, data integrity and Moodle integration. For large laboratory environments the MoodleNFC system saves significant time by removing the need to search for and select the correct student requiring marking – instead a tutor simply scans a student’s ID card which automatically brings up the student record. The system is evaluated based on measured improvements in efficiency, accuracy and on evaluations completed by users of the system. Compared to a paper-based marking system benchmarking has demonstrated that efficiency increases in the order of 50% are attainable.		https://doi.org/10.1080/22054952.2017.1414557
Florenthal, Bela	2016	The Value of Interactive Assignments in the Online Learning Environment	The offerings of Web-based supplemental material for textbooks have been increasingly growing. When deciding to adopt a textbook, instructors examine the added value of the associated supplements, also called e-learning tools, to enhance students’ learning of course concepts. In this study, one such supplement, interactive assignments, is examined from students’ perspective. Two steams of literature, information technology and communication, provide the foundation to understanding students’ evaluation of the interactive assignments. The results of the study indicate that the motivational theory of uses and gratification contributes significantly to our understanding of students’ perceived value of, attitude toward, and satisfaction from completing e-learning assignments. Also contributing to our understanding are the concepts of results demonstrability and conformation of expectation, which have been adopted from the literature related to the technology acceptance model. Implications for publishers and instructors are provided.		https://doi.org/10.1080/10528008.2016.1204895
Burns, Adrienne; Holford, Peter; Andronicos, Nicholas	2020	Enhancing understanding of foundation concepts in first year university STEM: evaluation of an asynchronous online interactive lesson	The transition to tertiary level learning requires students take responsibility for their own learning and independently synthesise conceptual knowledge specific to their discipline. We designed an interactive online lesson that aimed to build student engagement and foster self-regulation of understanding for a foundation concept in molecular biology in a first year general biology unit delivered to both on-campus and off-campus cohorts. Students demonstrated a high level of engagement following exposure to the lesson, and more attempted the molecular biology exam question, and subsequently recorded higher grades than in the previous year. The inclusion of an interactive online lesson has facilitated these first year science students to take responsibility for their own learning (through asynchronous engagement) and independently synthesise conceptual knowledge (improved summative outcomes). Development and application of online lessons for STEM disciplines that require students to synthesise discipline specific content has the potential to improve students’ successful transition to university education.		https://doi.org/10.1080/10494820.2020.1712426
Yin, Chengjiu; Yamada, Masanori; Oi, Misato; Shimada, Atsushi; Okubo, Fumiya; Kojima, Kentaro; Ogata, Hiroaki	2019	Exploring the Relationships between Reading Behavior Patterns and Learning Outcomes Based on Log Data from E-Books: A Human Factor Approach	Online learning environments presently accumulate large amounts of log data. Analysis of learning behaviors from these log data is expected to benefit instructors and learners. This study was intended to identify effective measures from e-book materials used at Kyushu University and to employ these measures for analyzing learning behavioral patterns. In an evaluation, students were grouped into four clusters using k-means clustering, and their learning behavioral patterns were analyzed. We examined whether the learning behavioral patterns exhibited relations with the learning outcomes. The results reveal that the learning behavior of “backtrack” style reading exerts a significant positive influence on learning effectiveness, which can aid students to learn more efficiently.		https://doi.org/10.1080/10447318.2018.1543077
Sautière, P.-E.; Blervacq, A.-S.; Vizioli, J.	2019	Production and uses of e-learning tools for animal biology education at university	In many European universities, access to biology studies is non-selective and implies the enrolment of several hundred students who graduated from high school with a generally weak life sciences background. Teachers from the Biology Department of the University of Lille (France) are currently involved in a student-centred didactical project aimed to improve the attractiveness of animal biology using innovative e-learning tools. Members of younger generations are mostly used to visual approaches in learning, sometimes in contrast with the “traditional” educational methods. This is why the use of multimedia supports, available on different devices, can increase motivation and promote individual involvement in learning. We produced movies and interactive e-books describing the body plan and anatomy of organisms representative of the main Metazoan phyla. These free-access tools are used by students to prepare and review practical sessions. The learning outcomes include: (i) the visualisation of the dissection steps (technical know-how), (ii) identification of the main organs and understanding their relationships (memorisation), and finally (iii) the success of the evaluation (learning feedback). The integration of such multimedia tools, either in laboratory work or in lectures, contributes to an innovative approach in zoology teaching. The use of these information and communication technologies for education (ICTEs) has to be considered an original and useful means for helping learning, but it does not constitute a complete solution. This approach must be complemented with a solid and regular inductive instruction in the discipline.		https://doi.org/10.1080/24750263.2019.1582722
Hillier, Mathew	2018	Bridging the digital divide with off-line e-learning	This paper explores a proposal for an off-line e-learning platform that will provide a bridge for digitally unconnected students and educators to join the contemporary information and communications technology (ICT) intensive world. Individual remote and unconnected learners face a chicken and egg problem for engagement with contemporary e-learning offerings. Without connectivity, remote learners have no way of engaging with now common ICT intensified learning materials that are intended to teach them how to engage in an ICT intensive world! The paper takes systems approach to developing a solution that will fit into the world we have, and not one we wish we had in terms of infrastructure, economics and skills available in remote and developing regions. Digital learning courses are placed onto a portable e-learning environment that is not reliant on a constant network connection to function but retains interactivity, analytics and the ability to synchronise data with an educational institution when a connection is found.		https://doi.org/10.1080/01587919.2017.1418627
Kang, Hee Young; Kim, Hae Ran	2021	Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning	Background A flipped classroom with team-based learning is a blended educational strategy that guides active learning inside and outside the classroom. This study aimed to verify the effects of this innovative blended educational strategy on knowledge, problem-solving ability, and learning satisfaction of undergraduate nursing students undergoing public healthcare education. Methods The subjects were undergraduate nursing students enrolled in H University in South Korea. The experiment was conducted over a period of 8 weeks in the public healthcare course. Two groups, blended learning (A flipped classroom with team-based learning) which was the experimental group and traditional lecture-based classroom group, the control group, were assessed. In the blended learning group, the students had pre-class, in-class (including team-based learning elements), and post-class learning elements. The two groups were compared on the following learning outcomes: knowledge, problem-solving ability, and learning satisfaction. Results Results showed that the blended learning instructional methods, in comparison with traditional lectures, enhanced the students' knowledge, problem-solving ability, and learning satisfaction in the public healthcare course. Conclusions This study supports the feasibility of the flipped classroom with team-based learning as a blended learning strategy, able to produce improvements in nursing students' learning outcomes. Blended learning approaches may be an effective alternative to conventional approaches in nursing education.
Surov, Alexey; March, Christine; Pech, Maciej	2021	Curricular teaching during the COVID-19-pandemic Evaluation of an online-based teaching concept	Background The COVID-19 pandemic has created multiple challenges for health care, social and economic systems worldwide, but also for school and university teaching. Most learning has been shifted to online classes. So far, it is unclear whether these changes are well received within the student body. Objectives The aim of this study was the evaluation of a newly developed online-based teaching concept for medical students studying radiology during the COVID-19 pandemic. Materials and methods The concept consisted of 12 online seminars of the 11-week course "Imaging Procedures", which were combined with 31 prerecorded video presentations. Five weeks after the start of the summer term, we conducted an anonymous online survey, which consisted of 12 questions and a box for additional comments. Furthermore, we analysed the number of requests of the presentations, the duration and the average viewing time. Results In all, 110 of 213 students (51.6%) completed the survey; 72.7% stated that the new teaching concept drew their interest for radiology, 78.2% agreed that it incited self-study as well as would facilitate time- and place-independent learning (95.5%). The majority indicated that the time investment for the video presentations was appropriate, but shorter video sections would simplify the learning process (70.9%) and the ideal timeframe would be 10-20 min. The majority (80.9%) agreed that the concept should be maintained in upcoming semesters. Conclusions This newly developed online-based teaching concept enjoys high acceptance rates among students. It offers advantages such as time- and location-independent learning, possibilities for self-study and should be maintained in upcoming semesters after the end of social distancing due to the COVID-19 pandemic.
Joseph, Mickael Antoine; Roach, Erna Judith; Natarajan, Jansirani; Karkada, Suja; Cayaban, Arcalyd Rose Ramos	2021	Flipped classroom improves Omani nursing students performance and satisfaction in anatomy and physiology	Background Nursing students struggle with anatomy and physiology course because of the complicated terminology and the difficulty in handling large amounts of information. New, innovative instructional strategies must be integrated into nursing education to improve nursing students' performance in this challenging bioscience course. The aim of this study was to determine the impact of an innovative teaching strategy, the flipped classroom, on the performance and satisfaction of Omani nursing students in an anatomy and physiology course. Methods A quasi-experimental design was used with two classes of 112 first-year nursing students at the College of Nursing, Sultan Qaboos University, Oman. Online videos and active-learning activities about the respiratory system were developed and implemented in an anatomy and physiology course with 53 first-semester nursing students. The control group consisted of a previous cohort of 59 students enrolled in the same course but taught with a traditional lecture approach. The impact of the flipped classroom strategy was measured by students' performance on the final examination and students' self-reported satisfaction. Wilcoxon signed-rank and Mann-Whitney U tests were used to compare students' academic performance. Results Our results showed that the performance of the flipped classroom group was better than that of the traditional lecture group. The mean scores of students instructed with the flipped classroom method on the respiratory system items in the final examination were significantly higher than those of the control group, U = 1089.00, z = - 2.789, p < .005. Moreover, the results of a survey showed that nursing students were satisfied with the flipped classroom method. Overall, 68 to 78% of students agreed or strongly agreed that the flipped classroom method improved their learning and increased their interest in the course. Conclusion Compared with the didactic lecture format, flipped classroom strategy improved Omani nursing students' performance in and satisfaction with an anatomy and physiology course. These results show that the flipped classroom is an important teaching strategy in nursing education.
Sengul, Fatma; Bostanci, Hanife Bensen	2021	In-Class versus Out-of-Class Flipped Classroom Models in English as a Foreign Language Writing	A flipped classroom model is an indispensable part of the English as a foreign language (EFL) writing courses as it helps the instructor to advance the learners' writing proficiency levels (Pavanelli, 2018). However, EFL students' attitudes toward the in-class and out-of-class writing models in a flipped classroom process are unknown. Understanding these issues have a vital importance as these will help educators arrange their writing classes based on the flipped classroom models in order to have an effective writing course in line with EFL students' needs (Abaeian & Samadi, 2016). Therefore, this study purposed to investigate the EFL students' attitudes toward in-class and out-of-class writing models in a flipped classroom. A quantitative research design was employed through the use of a questionnaire which was employed to 30 EFL students studying at a private university's English language teaching department. As the findings showed, although the EFL students had positive attitudes towards both flipped classroom models for writing, they preferred the out-of-class model and the majority of them stated that they prefer to produce their written work out-of-class settings. As a consequence of these, EFL educators should use an out-of-class flipped classroom model for writing, if they give priority to their EFL students' attitudes towards the writing models on account of having an effective writing course.
Rasheed, Rasheed Abubakar; Kamsin, Amirrudin; Abdullah, Nor Aniza	2021	An Approach for Scaffolding Students Peer-Learning Self-Regulation Strategy in the Online Component of Blended Learning	The implementation of blended learning in higher educational institutions is increasing due to its perceived effectiveness in affording the benefits of both face-to-face traditional mode and the fully online mode of instructions. However, the leading challenge associated with the online component of blended learning is students' inability to properly self-regulate their learning activities as self-regulation has been an integral competence for the success in online environments. Research on supporting students' self-regulation in the online component of blended learning has been on the rise, but these approaches have primarily focused on designing systems and techniques to support students self-regulated learning and have not provided solutions to self-regulation strategies, more importantly online peer-learning self-regulation strategy. The lack of online peer learning self-regulation strategy has been the hallmark of the challenges in blended learning instruction. This study proposed an approach for scaffolding students peer-learning self-regulation strategy in the online component of blended learning. The study involves forming online peer-learning groups based on learning potential and affinity structures; leveraging the design of learning system features to instigate group dynamic elements for facilitating and motivating small group peer-learning, as well as promoting pro-social behavior by offering incentives for combating the inherent problems of reluctance to students' peer-learning participation. An experiment involving 120 university Students shows that effective online peer-learning self-regulation strategy scaffold involves preparing and inspiring students so as to prevent social loafing and refusal to participate; and secondly to facilitate and fully engage students in the actual online peer-learning discussion. The experimental results show significant improvement of students' academic performance by using this approach. In addition, our study proposed recommendations for future research.
Al Mulhim, Ensaf Nasser	2021	Flipped Learning, Self-Regulated Learning and Learning Retention of Students with Internal/External Locus of Control	This article investigates the effect of the flipped learning model on university students with internal/external locus of control regarding their self-regulated learning skills and learning retention in Saudi Arabia. The sample was divided into two groups according to learning style (internal/external locus of control). Both groups were taught through a flipped learning model. A self-regulated learning skills scale and a learning retention instrument were used. Results indicate significant differences between the experimental groups in favor of the internal locus control. The study highlights the necessity of identifying students' learning styles and finding the best e-learning environments and strategies that meet their learning preferences.
Torres Martin, Cesar; Acal, Christian; El Honrani, Mohammed; Mingorance Estrada, Angel Custodio	2021	Impact on the Virtual Learning Environment Due to COVID-19	As a result of the global pandemic caused by COVID-19, universities have carried out teaching in a digital way, accelerating the inclusion and use of technologies in methodological adaptation. The research aims to ascertain the perception that students at the Faculty of Education Sciences of the University of Granada have regarding the pedagogical model adopted in the virtual learning environment during confinement through the second semester of the 2019-2020 academic year. The information collection method was an online questionnaire, using simple random sampling with proportional affixing 0.5, 95% confidence level and maximum permissible error of 4.7%. The results demonstrate a generalised dissatisfaction of the students, being fundamental to carry out the transition of the educational processes and training of the teaching staff. The implementation of active methodologies increases due to the virtual condition, specifically the flipped classroom methodology, but students manifest generalised dissatisfaction regarding the adequate methodological development and the involvement of professors. There is an outstanding use of e-mail and the virtual learning platform (PRADO), although they consider that they do not have the appropriate knowledge about image editors, video, computer graphics, synchronous response systems and anti-plagiarism tools. The students surveyed express that the tutoring functions, tasks and beliefs of the teaching staff in e-learning are not satisfactory.
Abdullah, Mohamad Yahya; Hussin, Supyan; Ismail, Kemboja	2021	Does Flipped Classroom Model Affect EFL Learners' Anxiety in English Speaking Performance?	Learners of English as a foreign language (EFL) face various challenges which impede their efforts to achieve English proficiency, especially in speaking performance. In response, this study sets out to use the Flipped Classroom Model (FCM) as a teaching method to investigate the effectiveness of the FCM on EFL learners' anxiety in English speaking performance. A mixed-methods research design was utilized whereby 27 Omani undergraduate students majoring in English as a foreign language at Buraimi University College (BUC), Sultanate of Oman were selected purposively as the subjects of the study. The collected data involved the Anxiety in English Speaking Performance Questionnaire (AESPQ) that was distributed in three stages: pre, midway and post the implementation of FCM. Another set of data was elicited in the focus group interviews and students' reflective journals. Findings indicated that after twelve weeks of using FCM, a considerable improvement occurred on EFL learners' anxiety in English speaking performance across time. The results of the One-way ANOVA showed that there were significant differences among the EFL learners' levels of anxiety in speaking English, F (2, 52) = 111.492, P<0.001, eta(2) = 0.811), and MANOVA results revealed that there was a significant difference between the four dimensions of AESPQ over time (Wilks Lambda =0.017, F = 134.718, eta(2) = 0.983). FCM was found to be appropriate to all the students in this study since it satisfied their needs and suited their learning styles. Essentially, the findings reported in this research would contribute to advancing English language teaching, not only in instructional design but also in promoting EFL instructors to be more interested in using FCM.
Altas, Ezgi Aydemir; Mede, Enisa	2021	The Impact of Flipped Classroom Approach on the Writing Achievement and Self-Regulated Learning of Pre-Service English Teachers	The major purpose of this study is to investigate the impact of flipped classroom on pre-service English teachers' Advanced Writing achievement. The study also aims at exploring whether flipped classroom approach makes a difference, if any, on the self-regulated learning of the participants. The participants of this study were selected by convenience sampling method and consisted of fifty-five (N=55) pre-service ELT teachers attending Advanced Writing course and studying at English Language Teaching Department (ELT) at a foundation university in the fall semester of 2017-2018 academic year. Two intact classes were selected as control (N=28) and experimental group (N=27). The control group was exposed to traditional lecture based instruction, whereas the experimental group received the flipped classroom approach. In this quasi-experimental study, data were gathered through pre-post-tests of advanced writing and self-regulated learning scale. Mixed ANOVA analysis was used for data analysis. The obtained results demonstrated that the implementation of flipped classroom approach resulted in better writing achievement, yet self-regulated learning showed no significant difference between groups. Based on these findings, the study provides pedagogical implications and suggestions for integrating flipped classroom approach in the undergraduate programs.
Hoult, Ryan; Peel, Murray; Duffield, Colin	2021	Lessons from Flipping Subjects in Engineering: Effectiveness of Student Learning in a Flipped Environment at the University Level	This paper outlines the subjective and quantitative outcomes of the introduction of the flipped classroom approach to two engineering subjects at the University of Melbourne. In this approach, lectures are delivered online as opposed to the traditional method of being provided in person. To facilitate learning, after each part of an online lecture, students completed an activity to reflect upon and review the content via compulsory questionnaires. Students would then attend formal classes in person (e.g., workshops) in which they would participate in interactive and collaborative activities related to the online lecture material. Surveys were provided to the students at the beginning of the semester to understand their perceptions of different learning activities. The surveys indicate that students who did well on the questionnaires also did well in the subject with a positive trend between questionnaire scores and final grades in both subjects. The survey results suggest that the flipped classroom method could provide students with better learning outcomes for subjects at the university level if implemented in a way that promotes active and student-centered learning. Some recommendations are provided based on the results of this paper for the implementation of the flipped classroom method for future subjects at the university level.
Cuenca Ruano, Pablo; Garcia Martinez, Salvador; Ferriz Valero, Alberto; Tortosa Martinez, Juan	2021	Comparative analysis of motivational profiles and flow status between a traditional methodology and the Flipped Classroom methodology in Physical Education students	The teaching and learning process is highly determined by motivation and the learning environment. The motivation and the learning environment, within education, both of them depend a lot on the educational methodologies that are implemented in educational centers. The objective of this work is to compare the motivation and the state of Flow between the Flipped Classroom methodological strategy and a traditional methodology. For this reason, a quasi-experimental design study was carried out, with a selection of the non-probabilistic and intentional sample. 103 university students participated in the study, divided into an experimental group (Flipped Classroom) and a control group (traditional methodology). The motivation and the state of Flow were evaluated before the beginning of the lessons related to the subject: "Physical Education Didactics" and at the end of it (four months later). The 2x2 achievement goal questionnaires (Guan et al., 2006) and DREEM (Herrera et al., 2015) were used. To determine if there are initial and final differences between the groups, the T-Student test was performed on independent samples. To observe intra-group differences (pre vs. post-test), a T-Student test was detected for related samples. The results found that there are differences between the control group and the experimental group in the variables approach/mastery (p <.001), teaching (p =.003) and learning (p =.05). With the Flipped Classroom methodology, students have higher levels of motivation and Flow status than students who teach a traditional methodology.
Hew, Khe Foon; Jia, Chengyuan; Gonda, Donn Emmanuel; Bai, Shurui	2020	Transitioning to the "new normal" of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms	The COVID-19 outbreak has compelled many universities to immediately switch to the online delivery of lessons. Many instructors, however, have found developing effective online lessons in a very short period of time very stressful and difficult. This study describes how we successfully addressed this crisis by transforming two conventional flipped classes into fully online flipped classes with the help of a cloud-based video conferencing app. As in a conventional flipped course, in a fully online flipped course students are encouraged to complete online pre-class work. But unlike in the conventional flipped approach, students do not subsequently meet face-to-face in physical classrooms, but rather online. This study examines the effect of fully online flipped classrooms on student learning performance in two stages. In Stage One, we explain how we drew on the 5E framework to design two conventional flipped classes. The 5E framework consists of five phases-Engage, Explore, Explain, Elaborate, and Evaluate. In Stage Two, we describe how we transformed the two conventional flipped classes into fully online flipped classes. Quantitative analyses of students' final course marks reveal that the participants in the fully online flipped classes performed as effectively as participants in the conventional flipped learning classes. Our qualitative analyses of student and staff reflection data identify seven good practices for videoconferencing-assisted online flipped classrooms.
Yoon, Seo Young; Kim, Na-Young	2020	To Flip or Not to Flip: A Comparative Study on Flipped, Blended, and Conventional Learning in EFL Korean Context	The purpose of this study is to investigate the effectiveness of flipped learning in Korean EFL context. The study focuses on whether flipped learning leads to more increased learning outcomes in comparison to conventional or blended learning, especially regarding English speaking skills. A total of 70 first-year students in a Korean university participated in the study. They were divided into conventional, blended learning, and flipped learning groups. For the experiment, online contents were used for the flipped learning group, online contents and messengers were utilized for the blended learning group, and the conventional group was given paper-based activities. The pre- and post-tests were administered and evaluated using a rubric following the IELTS speaking assessment criteria. For the study, both quantitative and qualitative methods were collected and analyzed. Findings showed the statistically significant increases between the pre-test and post-test scores regarding fluency and coherence and lexical resources for all three groups. In terms of grammatical range and accuracy and pronunciation, however, only the two experimental groups showed significant improvements. Group comparison results showed no significant differences regarding all four items. Based on the findings, this study hopes to offer insights on the decision to implement flipped learning in EFL classes in Korea.
Izagirre-Olaizola, Julen; Morandeira-Arca, Jon	2020	Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance	The main objective of this study is to present a teaching-learning experience carried out before the appearance of the COVID-19 pandemic and to analyze its usefulness in times of social and academic restrictions, as well as its fit into an online teaching format. In recent years, much research has been done on the development and application of new teaching methodologies, but the current health emergency situation means that it is necessary to assess how these methodologies are useful in a context of social distancing. Managing teaching-learning processes following the closure of educational centers due to the pandemic caused by COVID-19 presents a significant challenge, not just in Business Management, but across all subjects. In the context of a pandemic, active methodologies take on greater importance as a way of adapting to new, socially distanced educational needs. This article presents a study carried out among students of Business Management at the University of the Basque Country (Spain). The study focuses on the context of the flipped classroom methodology, with students being asked to rate the effectiveness of this methodology, before and after the pandemic. Following the appearance of the pandemic, opinions have been strengthened in favor of the inverted classroom methodology, which is shown to be a powerful methodological alternative compatible with online teaching. Educational authorities must strengthen the technological tools as well as the teacher skills needed to develop capacities related to the rapid response to current and future teaching challenges.
Midun, Hendrikus; Bule, Oswaldus; Rorimpandey, Widdy H. F.	2020	The Effect of Scaffolding on Assignment Quality and Procedural Learning Achievement	Some problems experienced by millennial students when they learn by online include learning control, learning disorientation, and cognitive load. This study aims to examine the effect of scaffolding use on assignment quality and procedural cognitive learning achievement in the implementation of inverted or flipped (IF) classroom strategies. This study involved students of the pre-service study program of Indonesian Catholic University of Ruteng. The total research subjects were 78 students. They were divided into experimental and control groups. The experimental group is assisted by scaffolding while the control group without scaffolding. The study design used a pretest-posttest experimental control group design and data collection using questionnaires and tests. Data analysis using multivariate analysis (MANOVA). The results showed that the use of scaffolding increased the effectiveness of implementing IF classroom strategies on student assignment quality and procedural learning achievement. The implications of the research for future study and learning practices can be explained.
Jdaitawi, Malek	2020	Does Flipped Learning Promote Positive Emotions in Science Education? A Comparison between Traditional and Flipped Classroom Approaches	Flipped learning has become a popular approach for supporting higher education, but less is known about its link with the learners' emotions, which are known to play an important role in science education. The main purpose of this study is to analyse the effects of the flipped learning approach on students' learning emotions. This research utilised a quasi-experimental design with two data collection time points (pre- and post-study). The sample involved 65 students from the science track in one Saudi university. The participants were distributed into two groups, taught by the traditional and the flipped learning methods respectively. Data collection took place over a period of 4 study weeks. The results show that the flipped mode group had obtained higher learning emotions mean score compared to its traditional counterpart, and they showed improvement in learning emotions mean score over the period of the study. The findings indicate that further study is needed both to validate the current study in a different context , and also to determine how the flipped learning environment can better support students' interactions and their emotions.
Sajid, Muhammad; Shaikh, Abdul Ahad; Ikram, Muhammad Faisal; Cahusac, Peter; Yaqinuddin, Ahmed; AlKattan, Wael; Rohra, Dileep	2020	Comparative Analysis of Effectiveness Between Flipped Classroom and Lecture-Based Classroom in Undergraduate Medical Education at Alfaisal University	Objective The effectiveness of the flipped classroom is currently debated due to conflicting results from different studies. It is therefore important to evaluate its usefulness each time it is applied in a new setting. Thus, this study was conducted with the objective of evaluating the effectiveness and acceptability of the flipped classroom in undergraduate medical education al the College of Medicine, Alfaisal University. Methods This was a quasi-experimental study consisting of development and administration of a flipped classroom with one group of students receiving the flipped classroom (FG) and the other group with the traditional lecture-based teaching (LG). We compared the pre-university enrolment Cumulative Grade Point Average (CGPA), preceding progress test results and previous semester performance for the two groups, which showed no statistical difference. Results Since the FG had received the video lecture while the LG had not, there was a clear statistical difference between the groups with FG showing better performance in pre-test scores. The post-test performances were marginally not statistically different between FG and LG groups. Conclusion Our results did not show any long-term benefit of a flipped classroom in terms of retention of knowledge as manifested by grades obtained in midterm and final examinations. It was also not received positively by the students.
Lambrou, Marina	2020	The pedagogy of stylistics: Enhancing practice by flipping the classroom, using whiteboards and action research	This article describes how teaching in a second-year undergraduate stylistics workshop was transformed in my attempt to increase student attendance and engagement, and the strategies that were put in place to achieve this outcome. The personal account describes how I changed my teaching pedagogy to facilitate learning through collaborative strategies and how I evaluated the impact this had on student learning using action research (Bradbury, 2015 (ed) The SAGE Handbook of Action Research. London: SAGE) as the investigative approach. Using the model of Plan-Act-Observe-Reflect process (Kemmis and McTaggart, 1988 The Action Research Planner. 3rd edn. Geelong: Deakin University Press) and with data from a short questionnaire given to students, I was able to gain a deeper understanding of the value of the activities as perceived by students. The flipped classroom, where materials were given to students in advance to prepare, became critical for participation in the workshop and allowed for classroom time to be optimised for discussion and feedback. This article also presents photographs of the stylistic analysis produced on whiteboards as part of the collaborative activities with a summary of responses by students to the questionnaire which evaluated the impact that this approach to teaching had on their learning, confidence and preparation for the assessment.
Abarghouie, Mohammad Hassan Ghasemi; Omid, Athar; Ghadami, Ahmad	2020	The effects of traditional lecture and flipped classroom on learning, learning retention, and satisfaction among operating room students: A comparative study	Background: Rapid changes in communities necessitate the use of new-teaching methods in universities. Objectives: This study aimed to determine and compare the effects of traditional lecture and flipped classroom (FC) on learning, learning retention, and satisfaction among operating room students. Methods: This two-group quasi-experimental study was conducted in 2018-2019 in the Faculty of Nursing and Midwifery of Isfahan University of Medical Sciences, Isfahan, Iran. Forty-four operating room students who had enrolled in anesthesiology course were selected and randomly allocated to a lecture and a FC group. Data were collected using a researcher-made satisfaction questionnaire and two researcher-made knowledge examinations. Data analysis was performed using the Chi-square, independent-samples t, and paired-samples t-tests. Results: The mean scores of knowledge in the first and the second examinations in the FC group (i.e. 18.85 +/- 0.83 and 17.47 +/- 1.42, respectively) were significantly greater than the corresponding mean scores in the lecture group (i.e., 16.21 +/- 1.99 and 12.90 +/- 2.64, respectively) (P < 0.05). Moreover, the mean score of satisfaction in the FC group was significantly higher than the lecture group (169.44 +/- 17.82 vs. 115.56 +/- 17.57;P < 0.05). Conclusion: FC is more effective than traditional lecture in promoting students' satisfaction and short- and long-term learning.
Carnoy, Martin; Froumin, Isak; Loyalka, Prashant K.; Tilak, Jandhyala B. G.	2014	The concept of public goods, the state, and higher education finance: a view from the BRICs	Because higher education serves both public and private interests, the way it is conceived and financed is contested politically, appearing in different forms in different societies. What is public and private in education is a political-social construct, subject to various political forces, primarily interpreted through the prism of the state. Mediated through the state, this construct can change over time as the economic and social context of higher education changes. In this paper, we analyze through the state's financing of higher education how it changes as a public/private good and the forces that impinge on states to influence such changes. To illustrate our arguments, we discuss trends in higher education financing in the BRIC countries—Brazil, Russia, India, and China. We show that in addition to increased privatization of higher education financing, BRIC states are increasingly differentiating the financing of elite and non-elite institutions.		https://www.jstor.org/stable/43648725
Baker, Bruce D; Levin, Jesse		Rethinking “Costing Out” and the Design of State School Finance Systems: Lessons from the Empirical Era in School Finance
		Использование социальных сетевых сервисов Веб 2.0 в обучении иностранным языкам в условиях общеобразовательной школы
Muraškovska, Ingrīda		LATVIJAS UNIVERSITĀTE PEDAGOĢIJAS, PSIHOLOĢIJAS UN MĀKSLAS FAKULTĀTE PEDAGOĢIJAS NODAĻA	The doctoral thesis of Ingrida Murashkovska in pedagogy science, Pedagogy of adult education sub-discipline “Research of Adults Lifelong Learning” has been worked out in the Pedagogy department of the Faculty of Education, Psychology and Art, University of Latvia, under the supervision of Dr. habil. paed. professor Tatjana Koķe from 2004 till 2012 year. The actuality of the study is determined of human development problems in the transition to a knowledge society in which the ultimate development condition gets all its members the ability to create new knowledge, and the need for a common understanding of Latvian lifelong learning policy. The aim of the study is to develop lifelong learning model which meets the requirements of Latvian Sustainable Development. The study has resulted in finding out the lifelong learning model, the criteria for evaluating the implementation of lifelong learning, and suggestions for its improvement.
Мироненко, Елена Станиславовна	2019	Компетенции XXI века vs образование XXI века	Вопрос трансформации российского образования с целью приведения его в соответствие с требованиями новой реальности, стоит сегодня очень остро. Президент Российской Федерации в Послании Федеральному Собранию в декабре 2016 года обозначил задачу запуска масштабной системной программы развития экономики нового технологического поколения - так называемой цифровой экономики. Решать эту амбициозную задачу должны квалифицированные кадры. Новое общество знаний требует новых навыков, которые известны как компетенции XXI века. Цель данной статьи - систематизация подходов к определению природы феномена «компетенция» и набора ключевых компеенций, представленных в зарубежной и отечественной литературе, а также в официальных государственных программах. Вступлением в мир глобальной конкуренции продиктована необходимость сделать акцент на подготовке выпускников, направленной на общение, сотрудничество, творчество, инновации, критическое и аналитическое мышление и способность эффективно решать реальные проблемы, что, в свою очередь, позволит выстроить стратегию по улучшению подготовки текущих и будущих специалистов... Вопрос трансформации российского образования с целью приведения его в соответствие с требованиями новой реальности, стоит сегодня очень остро. Президент Российской Федерации в Послании Федеральному Собранию в декабре 2016 года обозначил задачу запуска масштабной системной программы развития экономики нового технологического поколения - так называемой цифровой экономики. Решать эту амбициозную задачу должны квалифицированные кадры. Новое общество знаний требует новых навыков, которые известны как компетенции XXI века. Цель данной статьи - систематизация подходов к определению природы феномена «компетенция» и набора ключевых компеенций, представленных в зарубежной и отечественной литературе, а также в официальных государственных программах. Вступлением в мир глобальной конкуренции продиктована необходимость сделать акцент на подготовке выпускников, направленной на общение, сотрудничество, творчество, инновации, критическое и аналитическое мышление и способность эффективно решать реальные проблемы, что, в свою очередь, позволит выстроить стратегию по улучшению подготовки текущих и будущих специалистов. В основе статьи анализ российских и зарубежных трендов, дополненный обзором релевантных количественных исследований. Сформирована теоретическая модель«компетенции XXI века». Результаты исследования показывают, что компетенции XXI века состоят из трех групп. Первая группа представлена основными или ключевыми компетенциями гражданина: грамотность, математика, научная грамотность и др. Во второй группе находятся генерация, обработка комплексной информации, общение, информация и идеи, решение проблем, сотрудничество, работа в команде и адаптивность к окружающей среде. Третью группу формируют компетенции с точки зрения информационно-коммуникационных технологий, или цифровые компетенции, к которым относятся технологические ресурсы и их уместное использование. Показано, что образовательная политика должна учитывать все подмножества компетенций для обучения граждан, входящих в общество знаний. Предложены направления для дальнейшей разработки данного вопроса. function show_abstract() { $('#abstract1').hide(); $('#abstract2').show(); $('#abstract_expand').hide(); } ▼Показать полностью		https://elibrary.ru/item.asp?id=37529720
Роберт, Ирэна Веньяминовна	2020	Стратегические Направления Развития Образования В Условиях Цифровой Трансформации	Представлены существенные изменения, произошедшие в образовании (позитивные и негативные) в связи с активным и систематическим применением цифровых технологий в образовательных целях. Обоснованы и сформулированы определения цифровой трансформации и цифровой парадигмы образования. Описаны направления развития образования в условиях цифровой трансформации. Предложены новые теории обучения, которые позволят преподавателю, учителю грамотно решать методические проблемы и осуществлять меры по предотвращению возможных негативных последствий цифровой трансформации образования.		https://elibrary.ru/item.asp?id=44448374
Piasta, Shayne B.; Connor, Carol McDonald; Fishman, Barry J.; Morrison, Frederick J.	2009	Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth	We examined the relations of teacher knowledge (n = 42 first-grade teachers), explicit decoding instruction provided, and students' (n = 437) word-reading gains. Results revealed an interaction between teacher knowledge and observed decoding instruction: For students of more knowledgeable teachers, more time in explicit instruction predicted stronger word-reading gains. For students of less knowledgeable teachers, more time in explicit instruction was associated with weaker skill gains. Findings highlight the importance of teachers' specialized body of knowledge about reading as it informs effective instruction.		https://www.tandfonline.com/doi/abs/10.1080/10888430902851364
Penuel, William; Fishman, Barry J.; Gallagher, Lawrence P.; Korbak, Christine; Lopez‐Prado, Bladimir	2009	Is alignment enough? Investigating the effects of state policies and professional development on science curriculum implementation	Implementation of science curriculum materials has been a fundamental challenge in science education for decades. Policy researchers have argued that alignment of standards, curriculum, and assessment are the key to supporting implementation. This paper focuses on teachers' perceptions of curricular alignment and on curriculum implementation using empirical data from a statewide systemic inquiry science reform effort targeting students from kindergarten to eighth grade. We find that the success of alignment policies depends on teachers' construal of the relationship between standards and curriculum materials and on allocation of time for planning at the school level. © 2008 Wiley Periodicals, Inc. Sci Ed 93:656–677, 2009		https://onlinelibrary.wiley.com/doi/abs/10.1002/sce.20321
Allen, Carrie D.; Penuel, William R.	2015	Изучение умозаключений учителей для изучения их реакции на профессиональное развитие, ориентированное на новые стандарты	Недавнее исследование профессионального развития учителей (ПП) подчеркивает важность согласованности ПД со стандартами, учебным планом и оценкой. Суждения учителей о согласованности PD с более крупными системными целями влияют на их решения о том, какие идеи и ресурсы они заимствуют из PD. Однако мало исследований посвящено изучению того, как учителя формулируют эти суждения и почему суждения учителей различаются в рамках одной системы и одной и той же реформы. В этой статье мы используем концепцию осмысления организационной теории для изучения ответов учителей на ПД, связанные с научными стандартами следующего поколения.в двух школах в США. Наше исследование показывает, что восприятие учителями согласованности возникает из взаимодействия в рамках PD, связанных материалов учебной программы, а также с коллегами и руководителями в их школах. Мы обнаружили, что некоторые учителя могли продуктивно справляться с двусмысленностью, неопределенностью и воспринимаемой непоследовательностью, в то время как другие исключали глубокое и устойчивое осмысление. Наши результаты показывают, что PD должен вовлекать учителей в устойчивую деятельность по осмыслению вопросов предполагаемой несогласованности, чтобы поддержать возникающее понимание стандартов учителями и повысить вероятность внедрения учебной практики в соответствии со стандартами.		https://doi.org/10.1177/0022487114560646
Demartini, Claudio Giovanni; Benussi, Lorenzo; Gatteschi, Valentina; Renga, Flavio	2020	Education and Digital Transformation: The “Riconnessioni” Project	Schools, universities, and other educational entities are increasingly aware of the untapped potential of digital transformation, an essential process for increasing efficiency and collaboration, and reducing costs and errors in the management of at-scale training systems. In this context, the “Riconnessioni” project was promoted by the Compagnia di San Paolo in agreement with the Ministry of Education but planned, started and developed by the Foundation for the School. The digital transformation started with a defined strategy that leveraged opportunities presented by new technology while meeting the objectives of system stakeholders. Through several steps, that strategy was developed for education connecting everything to support tomorrow's digital world and creating strong strategic partnerships able to build an ecosystem connecting people, processes, and things into a powerful, secure, and smart communications network. This paper reports on the three-year Riconnessioni project, which is combining the energies of teachers, managers, administrative staff, students, among others, and experimenting with new learning models, taking advantage of opportunities that emerged from perceptions stemming from concerns and systemic issues. To date, more than 150 schools in Italy have been included in the project, together with 550 teachers selected to scale up the instructional process. Using a methodology called “cascade training”, the 550 selected teachers were able to spread the knowledge to more than 2,600 colleagues. The monitoring and evaluation activity performed in Riconnessioni aims at processing information on implementation and results, following three lines. First, it regularly evaluates project activities from a reporting standpoint. Second, it verifies the plan consistency against implementation achievements. Third, it identifies changes produced and focuses on teachers' and students' skills to evaluate the effects of the project. The assessment framework is also discussed in this work, reporting on results regarding feedback, follow-up, and effects gathered from the field. The evaluation highlighted that labs were indeed able to improve teachers' competence and underlined the added value of cascade training which spread digital domain knowledge and awareness into the group of involved schools.
Jenkins, Henry; Clinton, Katie; Purushotma, Ravi; Robison, Alice J; Weigel, Margaret		Confronting the Challenges of Participatory Culture: Media Education for the 21st Century
Кречетников, К. Г.	2016	Методика апробации оболочки интерактивных электронных учебников и обучающих курсов	Раскрыты требования к интерактивным электронным учебникам, интегрированные подходы к их апробации и оценке их качества с трех сторон: качество построения образовательного процесса, качество учебного материала, качество программного обеспечения.		https://www.elibrary.ru/item.asp?id=25952718
National Research University Higher School of Economics; Maksimenkova, O. V.; Neznanov, A. A.; National Research University Higher School of Economics	2019	COLLABORATIVE TECHNOLOGIES IN EDUCATION: HOW TO BUILD AN EFFECTIVE SYSTEM FOR BLENDED LEARNING?	Nowadays education has been significantly transformed by the widespread use of digital solutions. This has made it popular to carry out the new approaches to educational processes, which cannot be easily implemented before. Оne of such forms is blended learning, and it becomes possible everywhere thanks to the global distribution and convergence of telecommunication technologies and to the appearance of cloud-based educational software.		https://www.umj.ru/jour/article/view/998
Nefyodova, Liliya A.; Mironova, Darya A.	2016	The Role of Collaborative Methods of Teaching in Forming Translator’s Language Personality			https://vestnik.utmn.ru/humanitates/vypuski/2016-tom-2/2/292474/
Павельева, Н. В.	2010	Коллаборативное обучение как модель эффективной реализации образовательного процесса			https://cyberleninka.ru/article/n/kollaborativnoe-obuchenie-kak-model-effektivnoy-realizatsii-obrazovatelnogo-protsessa
Sadaf, Ayesha; Newby, Timothy J.; Ertmer, Peggy A.	2016	An investigation of the factors that influence preservice teachers' intentions and integration of Web 2.0 tools	The purpose of the study was to investigate factors that predict preservice teachers' intentions and actual uses of Web 2.0 tools in their classrooms. A two-phase, mixed method, sequential explanatory design was used. The first phase explored factors, based on the decomposed theory of planned behavior, that predict preservice teachers' intentions to integrate Web 2.0 tools in their future classrooms. The second, follow-up phase, explored preservice teachers' transfer of intentions into actions during student teaching and the factors that influenced actual use of Web 2.0 tools in their classrooms. Results of the study showed that perceived usefulness, selfefficacy, and student expectations were the strongest predictors of preservice teachers' intentions and actual use of Web 2.0 tools in the classroom. Additional findings revealed a significant positive relationship between preservice teachers' intentions and subsequent behaviors. The results of the second phase of the study showed that although most preservice teachers were able to carry out their intentions, due to facilitative factors, a few were unable to use Web 2.0 tools due to limited access to technology resources and unsupportive mentor teachers. These findings provide evidence that when preservice teachers perceive the value of Web 2.0 tools to facilitate student learning, have support from their K-12 students and mentor teachers, and have high self-efficacy as well as easy access to Web 2.0 tools, they are able to translate their intentions into actions.		http://www.jstor.org/stable/24761347
Sadaf, Ayesha; Newby, Timothy J.; Ertmer, Peggy A.	2016	An investigation of the factors that influence preservice teachers' intentions and integration of Web 2.0 tools	The purpose of the study was to investigate factors that predict preservice teachers' intentions and actual uses of Web 2.0 tools in their classrooms. A two-phase, mixed method, sequential explanatory design was used. The first phase explored factors, based on the decomposed theory of planned behavior, that predict preservice teachers' intentions to integrate Web 2.0 tools in their future classrooms. The second, follow-up phase, explored preservice teachers' transfer of intentions into actions during student teaching and the factors that influenced actual use of Web 2.0 tools in their classrooms. Results of the study showed that perceived usefulness, selfefficacy, and student expectations were the strongest predictors of preservice teachers' intentions and actual use of Web 2.0 tools in the classroom. Additional findings revealed a significant positive relationship between preservice teachers' intentions and subsequent behaviors. The results of the second phase of the study showed that although most preservice teachers were able to carry out their intentions, due to facilitative factors, a few were unable to use Web 2.0 tools due to limited access to technology resources and unsupportive mentor teachers. These findings provide evidence that when preservice teachers perceive the value of Web 2.0 tools to facilitate student learning, have support from their K-12 students and mentor teachers, and have high self-efficacy as well as easy access to Web 2.0 tools, they are able to translate their intentions into actions.		http://www.jstor.org/stable/24761347
Lee, Min-Hsien; Tsai, Chin-Chung	2010	Exploring teachers' perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web	Research in the area of educational technology has claimed that Web technology has driven online pedagogy such that teachers need to know how to use Web technology to assist their teaching. This study provides a framework for understanding teachers' Technological Pedagogical Content Knowledge-Web (TPCK-W), while integrating Web technology into their pedagogical practice. Furthermore, contemporary educational researchers have highlighted the significance of teachers' self-efficacy, conceptualized as the teachers' perceptions of their own competence at teaching, and related to instructional strategies as well as teaching effectiveness. The major purpose of this study was to investigate teachers' perceived self-efficacy in terms of their TPCK-W. This study aimed to develop a new questionnaire, namely the Technological Pedagogical Content Knowledge-Web (TPCK-W) Survey to explore teachers' self-efficacy in terms of their TPCK-W, and additionally to assess their attitudes toward Web-based instruction. The participants in this study were 558 teachers from elementary school to high school level in Taiwan. Both exploratory and confirmatory factor analyses indicated that the TPCK-W survey developed in this study has satisfactory validity and reliability characteristics. The results indicate a lack of general knowledge about Web-related pedagogy amongst the teachers surveyed. The correlations between teachers' self-efficacy in terms of their TPCK-W, their attitudes regarding Web-based instruction, and their background variables were also examined. Correlations were found between self-efficacy and positive attitudes to web-based instruction. Older and more experienced teachers were found to have lower levels of self-efficacy with respect to TPCK-W, though teachers with more experience of using the web (including for instruction) had higher levels of self-efficacy with respect to TPCK-W.		http://www.jstor.org/stable/23372538
Кречетников, Константин Геннадьевич; Кречетникова, Инна Вячеславовна	2010	Социальные Сетевые Сервисы В Образовании	Рассматриваются основные социальные сетевые сервисы сети Интернет, их особенности. Отдельно выделены социальные сетевые образовательные сервисы. Проанализированы достоинства и недостатки широкого использования сетевых социальных сервисов в образовании, а также предложены рекомендации по созданию эффективной образовательной среды с использованием сетевых социальных сервисов.		https://www.elibrary.ru/item.asp?id=15184708
Кулешова, А. В.; Чехович, Ю. В.; Беленькая, О. С.	2019	По лезвию бритвы: как самоцитирование не превратить в самоплагиат	В статье затронута актуальная проблема самоплагиата в научных работах. Авторы придерживаются точки зрения, что недобросовестное самоцитирование должно рассматриваться как образец неэтичного поведения в науке. Описаны различные способы самоплагиата, получившие распространение в российской и зарубежной публикационной практике, рассмотрены критерии, позволяющие отличить добросовестное самоцитирование от самоплагиата. Авторами исследован вопрос об ограничениях самоцитирования в зависимости от жанра научной работы, из которой делаются заимствования, и жанра научной работы, в которой повторно используется авторский текст. Приведена также информация о принципах работы системы обнаружения текстовых заимствований «Антиплагиат», сделан вывод о необходимости анализа экспертом полного отчета в целях адекватной оценки добросовестности выявленных цитирований и самоцитирований.		https://www.scieditor.ru/jour/article/view/96
Goroshko, Helen; Pakhnin, Nikolai	2021	Образование 2.0: Психолингвистический анализ (Часть 2)	Introduction. The paper enlightens e-learning 2.0 linguistic consciousnesses through psycholinguistic research. An additional objective is to perfect the methodological foundation of psycholinguistics 2.0 – a new direction in linguistics, which studies psychological and linguistic aspects of human speech activity running through web 2.0 platforms, and social and psychological aspects of language use in communication through these services. Methods. The methods of free and directed associative experiment were chosen as the main method of research. A total of 150 teachers and 179 students of humanities and technical disciplines (329 people in total) took part in the experiment. The native language of the informants was Russian and/or Ukrainian. The experiment was conducted online in two stages. First, the participants were asked to answer the first word they came up with for a number of concepts – the most popular social web services and Internet technologies – and then they had to complete sentences that also included the same social web concepts. Results. The conducted associative experiment reveals that informational, communicative and functional components of the Global Network are most actualized in the language consciousness of informants – participants of the educational process regardless of the form of carrying out the associative tests (free or directed), but it is the method of incomplete sentences as a variety of the method of directed associations that as a matter of fact directs associations in a functional mainstream more often. Also, the reactions obtained through directed associative test are more often motivated by the syntactic component – the prevalence of syntagmatic associations over pragmatic ones. It is also shown that the way that the experiment is carried out influences which component may be actualized – functional or informational. Conclusions. The study shows that the educational component of social media is not fixed practically in the linguistic consciousness of our recipients, which indirectly indicates that the use of social media in the educational process doesn’t present a regular practice. It can be argued also that conducting psycholinguistic experiments online is another form of their use, along with the oral and written ones.		https://psycholing-journal.com/index.php/journal/article/view/948
Goroshko, Helen; Pakhnin, Nikolai	2021	Образование 2.0: Психолингвистический анализ (Часть 2)	Introduction. The paper enlightens e-learning 2.0 linguistic consciousnesses through psycholinguistic research. An additional objective is to perfect the methodological foundation of psycholinguistics 2.0 – a new direction in linguistics, which studies psychological and linguistic aspects of human speech activity running through web 2.0 platforms, and social and psychological aspects of language use in communication through these services. Methods. The methods of free and directed associative experiment were chosen as the main method of research. A total of 150 teachers and 179 students of humanities and technical disciplines (329 people in total) took part in the experiment. The native language of the informants was Russian and/or Ukrainian. The experiment was conducted online in two stages. First, the participants were asked to answer the first word they came up with for a number of concepts – the most popular social web services and Internet technologies – and then they had to complete sentences that also included the same social web concepts. Results. The conducted associative experiment reveals that informational, communicative and functional components of the Global Network are most actualized in the language consciousness of informants – participants of the educational process regardless of the form of carrying out the associative tests (free or directed), but it is the method of incomplete sentences as a variety of the method of directed associations that as a matter of fact directs associations in a functional mainstream more often. Also, the reactions obtained through directed associative test are more often motivated by the syntactic component – the prevalence of syntagmatic associations over pragmatic ones. It is also shown that the way that the experiment is carried out influences which component may be actualized – functional or informational. Conclusions. The study shows that the educational component of social media is not fixed practically in the linguistic consciousness of our recipients, which indirectly indicates that the use of social media in the educational process doesn’t present a regular practice. It can be argued also that conducting psycholinguistic experiments online is another form of their use, along with the oral and written ones.		https://psycholing-journal.com/index.php/journal/article/view/948
Вайндорф-Сысовева, Марина Ефимовна	2009	Алгоритм деятельнос ти при сетевом вза имодействии для решения образова тельных задач повышения квалификации учителей (слушателей) в виртуальной образова тельной среде МГОУ.	Традиционные технологии повышения квалификации сегодня не отве- чают на всё возрастающие запросы современных учителей по изучению, апробации и внедрению инновационных технологий в учебный процесс. В данной статье представле- ны особенности использования инновационных технологий при сетевом взаимодействии в виртуальной образовательной среде Traditional methods of teachers' professional development do not respond to the augmenting demands of modern teachers for study, approbation and introduction new technologies into educational process. This article presents peculiarities of using innovative technologies during network interaction in virtual educational environment		https://elibrary.ru/item.asp?id=13583402
Ranjbar-Sahraei, Bijan; Negenborn, Rudy	2017	Research positioning & trend identification: a data-analytics toolbox			https://research.tudelft.nl/en/publications/research-positioning-amp-trend-identification-a-data-analytics-to
Vaindorf-Sysoeva, Marina Ye.; Kuznetsova, Natal’ya A.; Drazhan, Regina V.	2018	Цифровизация непрерывного повышения квалификации преподавателей	The authors systematize the experience of introducing information-communicational and educational technologies into the system of foreign language teachers’ continuous advanced training at Sedov Water Transport Institute. Based on theoretical methods of research (interdisciplinary analysis of pedagogical literature, study and analysis of normative and legal acts, concepts of continuous professional development of foreign language teachers, as well as empirical methods (observation, structured interview, brainstorming), the necessity of modernization of the system of continuous professional development of teachers is substantiated. The authors come to the conclusion that the system of continuous advanced training of foreign language teachers can be successfully improved by means of introducing individual charting and web-portfolio, life-long learning in teaching environment.		https://vestnik-mgou.ru/Articles/View/14179
Заир-Бек, Елена Сергеевна		Анализ европейских моделей повышения квалификации учителей как источник развития непрерывного педагогического образования в педагогическом университете			https://cyberleninka.ru/article/n/analiz-evropeyskih-modeley-povysheniya-kvalifikatsii-uchiteley-kak-istochnik-razvitiya-nepreryvnogo-pedagogicheskogo-obrazovaniya-v/viewer
Уваров, Александр Юрьевич	2012	О двух ключевых составляющих информатизации школы	В статье обсуждается внутришкольные нормативы результативности образовательной работы.		https://www.elibrary.ru/item.asp?id=17334268
Вайндорф-Сысоева Марина Ефимовна; Крившенко, Лина Поликарповна; Юркина, Лера Валерьевна	2012	Методы исследования в психологии и педагогике	Рассматривается специфика психологии и педагогики в системе наук. Выделены основные отрасли исследования, применительно к этим наукам. Описаны используемые в этих областях методы исследования, как заимствованные, так и собственно-научные.		https://www.elibrary.ru/item.asp?id=17743287
Булин-Соколова Е.и.; Семенов, А. Л.; Уваров, А. Ю.	2009	Школа Информатизации: Путь К Обновлению Образования			https://www.elibrary.ru/item.asp?id=17771607
Вайндорф-Сысоева Марина Ефимовна	2012	Педагогический Потенциал Инновационной Деятельности В Образовании	Рассматриваются факторы, обусловливающие «вхождение» инновационных технологий в педагогическую среду и педагогическую систему, а также возникающие в связи с этим потребности участников образовательного процесса.		https://www.elibrary.ru/item.asp?id=17890877
Вайндорф-Сысоева Марина Ефимовна	2012	Мониторинг Непрерывного Образования В Профессиональной Педагогической Деятельности: Модель, Инструментарий, Структура	В данной статье представлена разработанная в процессе исследования модель мониторинга системы повышения квалификации с использованием виртуальной образовательной среды. Анализируются цель, задачи, механизм реализации мониторинга непрерывного образования Московской области.		https://www.elibrary.ru/item.asp?id=18327984
Каракозов, Сергей Дмитриевич; Уваров, Александр Юрьевич	2014	Развитие Икт-Насыщенной Образовательной Среды Педагогического Вуза	Педагогическим вузам нужна ИКТ-насыщенная образовательная среда (инфосреда), которая по своим образовательным возможностям опережает разработки, уже реализованные в передовых вузах и школах нашей страны, или находится на их уровне. Однако до последнего времени работе в этом направлении уделяется недостаточно внимания. Сегодня проблемы развития педагогического образования вынесены на федеральный уровень. Требуется готовить концепции развития инфосреды педагогического вуза. Настоящая публикация представляет собой вклад в эту работу и предлагает начать диалог среди специалистов.		https://www.elibrary.ru/item.asp?id=22622316
Каракозов, Сергей Дмитриевич; Сулейманов, Руслан Сулейманович; Уваров, Александр Юрьевич	2014	Ориентиры развития цифровой образовательной среды Московского педагогического государственного университета	Новые образовательные стандарты и требования к компетенциям учителей требуют обновления образовательного процесса. Сегодня в МПГУ ведутся работы по погружение студентов в современную педагогику. Для этого требуется сформировать в Университете новую ИКТ-насыщенную образовательную среду, которая позволяет поддержать эту работу без существенного увеличения нагрузки на педагогический персонал. В статье кратко описано современное состояние развития цифровой образовательной среды Университета. Сформулированы требования к ее желаемому состоянию.		https://www.elibrary.ru/item.asp?id=22703546
Фаткуллин, Николай Юрьевич; Шамшович, Валентина Федоровна; Вайндорф-Сысоева Марина Ефимовна; Грязнова, Татьяна Сергеевна	2015	Двухпараметрическая Педагогическая Модель Прогнозирования Успешности Результатов Дистанционного Обучения	В работе рассматривается двухпараметрическая модель педагогической прогностики, использующая комбинацию баллов оценки успешности и учета времени в период дистанционного процесса обучения. Гипотезой исследования служит предположение о том, что при выполнении соответствующей процедуры выбора ассоциативной модели прогнозирования на основе нейронной сети тьютор будет обладать возможностью получения достоверного индивидуального педагогического прогноза успешности обучения учащихся в системе дистанционного обучения как по основному параметру - итоговому баллу, так и по временному критерию, тем самым диагностируя процесс дистанционного обучения в его динамике. Тьютор, определяя на двухпараметрических диаграммах зоны риска и зоны успешности, способен дифференцировать множество вновь приступивших к обучению дистанционно обучающихся на подмножества, тем самым оценивая как успешность группы в целом, так и степень ее однородности по степени рассеянности точек на диаграмме.		https://elibrary.ru/item.asp?id=25338481
Каракозов, Сергей Дмитриевич; Уваров, Александр Юрьевич	2016	Успешная Информатизация= Трансформация Учебного Процесса В Цифровой Образовательной Среде	В статье рассматриваются условия успешной трансформацииобразовательного процесса в ИКТ-насыщенной образовательной среде. Информатизация образования сегодня превращается в работупо трансформации учебного процесса. Информатизацию=трансформацию можно обсуждать как системное изменение, которое качественно трансформирует работу образовательного учреждения.		https://elibrary.ru/item.asp?id=25919196
Каракозов, Сергей Дмитриевич; Уваров, Александр Юрьевич	2016	Условия Успешной Информатизации Учебного Процесса	Информатизация образования сегодня превращается в работу по трансформации учебного процесса. Информатизацию = трансформацию можно обсуждать как системное изменение, которое качественно трансформирует работу образовательного учреждения. В статье рассматриваются условия успешной трансформации образовательного процесса в ИКТ-насыщенной образовательной среде.		https://elibrary.ru/item.asp?id=26205831
Вайндорф-Сысоева Марина Ефимовна	2017	Современные Подходы К Организации Повышения Квалификации Современного Педагога	В статье представлены актуальные подходы в области организации повышения квалификации педагогов в современных условиях использования информационно-коммуникационных технологий, используемые автором.		https://elibrary.ru/item.asp?id=30710786
Вайндорф-Сысоева Марина Ефимовна; Субочева, Марина Львовна	2018	Концептуальные Подходы К Организации Многоуровневой Подготовки Педагогических Кадров В Условиях Цифровизации	В данной статье актуализировано решение проблемы подготовки и переобучения действующих педагогических кадров в системе непрерывного образования к осуществлению профессиональной деятельности в условиях формирующейся цифровой образовательной среды и представлены основные компоненты многоуровневой системы подготовки педагогических кадров к профессиональной деятельности в условиях цифрового образования.		https://elibrary.ru/item.asp?id=35689013
Каракозов, Сергей Дмитриевич; Уваров, Александр Юрьевич; Рыжова, Наталья Ивановна	2018	На Пути К Модели Цифровой Школы	В условиях цифровизации общества, когда основой его развития становится цифровая экономика и образование, авторы пишут о необходимости перехода от традиционной школы к цифровой. Рассматривая понятие «цифровая школа» в первую очередь как педагогический, а не технологический феномен, авторы предлагают пути решения задачи о безусловном достижении каждым обучаемым требуемого (зафиксированного в утвержденной образовательной программе) уровня образовательной подготовки на каждой ступени образования вместе со всесторонним развитием его личностного потенциала, использующего возможности цифровой школы. При этом утверждается, что движение к цифровой школе представляет собой цифровую трансформацию школьного образования на всех его ступенях.		https://elibrary.ru/item.asp?id=36265976
Вайндорф-Сысоева Марина Ефимовна; Субочева, Марина Львовна	2018	"Цифровое Образование" Как Системообразующая Категория: Подходы К Определению	Статья посвящена вопросу формирования категории «цифровое образование». Основное содержание исследования составляет анализ выступлений руководителей государственных ведомств, признанных экспертов в области цифрового образования, иностранных исследователей, нормативных документов, научных текстов. В статье авторы определяют подходы к содержательной трактовке и содержание понятия «цифровое образование», его сущность и структуру. В исследовании представлены сравнительные показатели компонентов, входящих в понятие «цифровое образование». Работа имеет междисциплинарный характер.		https://elibrary.ru/item.asp?id=36310128
Вайндорф-Сысоева Марина Ефимовна; Кузнецова, Наталья Андреевна; Дражан, Регина Владиславовна	2018	Цифровизация Системы Непрерывного Повышения Квалификации Преподавателей Иностранного Языка(на Примере Института Водного Транспорта)	Авторы систематизируют опыт внедрения информационно-коммуникационных и образовательных технологий в систему непрерывного повышения квалификации преподавателей иностранного языка Института водного транспорта им. Г.Я. Седова. С опорой на теоретические методы исследования (междисциплинарный анализ педагогической литературы, изучение и анализ нормативных и правовых актов, концепций непрерывного повышения преподавателей иностранного языка, а также эмпирические методы (наблюдение, структурированное интервью, мозговой штурм) обосновывается необходимость модернизации системы непрерывного повышения квалификации преподавателей. Авторами делается вывод о том, что систему непрерывного повышения квалификации преподавателей иностранного языка можно успешно модернизировать с помощью внедрения технологий индивидуального картирования и веб-портфолио.		https://elibrary.ru/item.asp?id=36769256
Уваров, А. Ю.	2019	От Компьютеризации До Цифровой Трансформации Образования	Выход трехсотого номера журнала «Информатика и образование» совпал с утверждением Паспорта программы «Цифровая экономика», где ставится задача создания перспективных цифровых учебно-методических комплексов (ЦУМК). Это событие знаменует запуск нового этапа работы по информатизации образования в нашей стране. Цифровая трансформация рассматривается как процесс внедрения и использования цифровых технологий для кардинального повышения производительности и ценности предприятия; как процесс (управляемый и/или стихийный) преобразований (существенного изменения) содержания, методов и организационных форм образовательной работы, который направлен на повышение качества работы школ для удовлетворения требований цифровой экономики в быстро развивающейся цифровой среде. Важным шагом на пути цифровой трансформации образования является предусмотренная Паспортом национальной программы «Цифровая экономика» разработка цифровых учебно-методических комплексов, учебных симуляторов, тренажеров и виртуальных лабораторий для реализации образовательных программ общего среднего и профессионального образования по предметным областям «Математика», «Информатика» и «Технология». ЦУМК по информатике, создаваемый в рамках программы «Цифровая экономика», - перспективная разработка, которая предопределит формирование цифровой грамотности подрастающего поколения в следующем десятилетии. Обсуждаются черты перспективного ЦУМК по информатике, которые хотел бы увидеть в нем автор.		https://elibrary.ru/item.asp?id=38198112
Вайндорф-Сысоева Марина Ефимовна; Субочева, Марина Львовна	2019	Элементы Дидактического Обеспечения Реализации Модели Многоуровневой Подготовки Педагогических Кадров В Условиях Цифрового Обучения	Представлены подходы к организации дидактического обеспечения учебного процесса в многоуровневой подготовке педагогических кадров в условиях цифрового обучения.		https://elibrary.ru/item.asp?id=38228595
Уваров, Александр Юрьевич	2019	Модель цифровой школы и цифровая трансформация образования	В условиях цифрового общества, когда основой его развития становится цифровая экономика и образование, становится явной необходимость перехода от традиционной школы к цифровой. Рассматривается понятие «цифровая школа» в первую очередь как педагогический, а не технологический феномен. Предлагаются пути решения задачи о безусловном достижении каждым обучающимся требуемого (зафиксированного в утвержденной образовательной программе) уровня образовательной подготовки на каждой ступени образования вместе с разносторонним развитием его личностного потенциала, использующего возможности цифровой школы. Движение к цифровой школе представляет собой цифровую трансформацию школьного образования на всех его ступенях.		https://elibrary.ru/item.asp?id=38556087
Вайндорф-Сысоева М.е.; Хапаева, С. С.; Грязнова, Татьяна Сергеевна; Шаверина, Д. А.		Методическое обеспечение педагогической деятельности для организации повышения квалификации педагогических работников по вопросам дистанционного образования детей с ограниченными возможностями здоровья			https://elibrary.ru/item.asp?id=42469053
Вайндорф-Сысоева Марина Ефимовна; Субочева, Марина Львовна	2020	Дистанционное Обучение В Условиях Пандемии: Проблемы И Пути Их Преодоления	В данной статье рассматриваются особенности реализации учебного процесса в условиях пандемии. Представлены специфические технологии цифрового обучения, такие как научно-цифровой след, цифровой воркшоп.		https://elibrary.ru/item.asp?id=43422950
Вайндорф-Сысоева М.е.; Воробчикова, Е. О.	2020	Модель организации профессиональной педагогической поддержки преподавателя при использовании электронных образовательных ресурсов	Задачей данного исследования стала разработка системы профессиональной педагогической поддержки преподавателя в использовании электронных образовательных ресурсов в учебном процессе. В статье дается определение термина "профессиональная педагогическая поддержка преподавателя". Кроме того, описана модель профессиональной педагогической поддержки преподавателя в использовании электронных образовательных ресурсов, выделены основные дидактические задачи, которые могут быть решены с применением электронных образовательных ресурсов. Описанная модель позволит педагогам самостоятельно создавать ресурсы, наиболее эффективно и осознанно внедрять электронные технологии в образовательный процесс.		https://elibrary.ru/item.asp?id=43819049
Уваров, А. Ю.	2020	Три Сценария Развития Образования И Его Цифровая Трансформация	Формирующееся сегодня представление о цифровой трансформации общего образования (ЦТО) обсуждаются как естественная составная процессов развития системы общего образования. Это развитие разнонаправлено и может быть представлено несколькими группами конфликтующих сценариев. Выделено три группы таких сценариев и показано, что цифровые технологии используются в каждой группе, однако технологические решения при этом разнятся.		https://elibrary.ru/item.asp?id=44145608
Вайндорф-Сысоева М.е.; Панькина, Е. В.	2020	Риск возникновения конфликтных ситуаций при организации взаимодействия участников учебного процесса в цифровой образовательной среде	События последних месяцев, связанные с пандемией, способствовали стремительному переходу на дистанционное обучение. Несмотря на имеющиеся исследования в области электронного обучения, проблема конфликтов, возникающих у участников учебного процесса в цифровой образовательной среде изучена недостаточно. В статье рассматриваются основные модели взаимодействия участников учебного процесса в цифровой образовательной среде, а также их особенности. Утверждается, что особенности личности, особенности социальной ситуации, уровень ИКТ-компетентности обучающего и обучающегося способны приводить к возникновению конфликтов в электронной информационнообразовательной среде. Особенности коммуникации и технические особенности самой электронной информационно-образовательной среды также могут провоцировать появление конфликтов. Прогнозирование и учет этих особенностей при проектировании электронных учебных курсов и организации взаимодействия способен приводить к снижению риска возникновения конфликтных ситуаций между участниками процесса обучения.		https://elibrary.ru/item.asp?id=44419712
Вайндорф-Сысоева Марина Ефимовна; Чекалина, Татьяна Александровна; Лебеденко, Алексей Владимирович	2020	Система Дистанционного Наставничества Как Средство Профессионального Развития Педагогов	Введение. Во всем мире система образования перешла на дистанционное обучение, что повлекло за собой массу проблем, связанных с недостаточным уровнем владения педагогами цифровыми и дистанционными технологиями. Эффективным инструментом решения выявленных проблем выступает институт наставничества, который в последние годы существенно изменился. В статье авторы указывают и на ряд других факторов, способствующих развитию дистанционного наставничества. Методология. В качестве основных методологических подходов к построению системы дистанционного наставничества нами были определены личностный и системно-деятельностный. В статье приводятся необходимые организационно-методические условия, а также принципы построения системы дистанционного наставничества. Результаты. Авторами публикации была создана и апробирована система дистанционного наставничества, состоящая из специального портала, LMS (системы дистанционного обучения), группы профессионального сообщества (группа в Telegram), а также педагогов, испытывающих профессиональные дефициты в овладении цифровыми технологиями, и экспертовнаставников, желающих оказать квалифицированную помощь при затруднениях в данных вопросах... Введение. Во всем мире система образования перешла на дистанционное обучение, что повлекло за собой массу проблем, связанных с недостаточным уровнем владения педагогами цифровыми и дистанционными технологиями. Эффективным инструментом решения выявленных проблем выступает институт наставничества, который в последние годы существенно изменился. В статье авторы указывают и на ряд других факторов, способствующих развитию дистанционного наставничества. Методология. В качестве основных методологических подходов к построению системы дистанционного наставничества нами были определены личностный и системно-деятельностный. В статье приводятся необходимые организационно-методические условия, а также принципы построения системы дистанционного наставничества. Результаты. Авторами публикации была создана и апробирована система дистанционного наставничества, состоящая из специального портала, LMS (системы дистанционного обучения), группы профессионального сообщества (группа в Telegram), а также педагогов, испытывающих профессиональные дефициты в овладении цифровыми технологиями, и экспертовнаставников, желающих оказать квалифицированную помощь при затруднениях в данных вопросах. Заключение. Дистанционное наставничество в ближайшее время выступает одним из трендов, поэтому важно донести до педагогической общественности значимость и результативность разработанной системы. Внедрение системы дистанционного наставничества позволяет выстроить персональный образовательный маршрут для каждого участника, что способствует непрерывному профессиональному развитию педагогов. function show_abstract() { $('#abstract1').hide(); $('#abstract2').show(); $('#abstract_expand').hide(); } ▼Показать полностью		https://elibrary.ru/item.asp?id=44583914
Hardman, E.	2015	How pedagogy 2.0 can foster teacher preparation and community building in special education	This paper describes how one teacher educator used action research methodology to investigate the feasibility of using Web 2.0 technology to build a virtual professional learning community (PLC) in special education to support the preparation of highly qualified special education teachers. Study participants included 218 pre-service and in-service teachers who joined the virtual PLC over a four-year period. Data were collected using two Web 2.0 tools, wiki and Ning, and analyzed to evaluate the degree to which the virtual community met the essential characteristics of a PLC. The results showed that 200 of the 218 graduate students who joined the PLC as graduate students continued their membership after graduation but participated in community work as observers only, rarely if ever contributing anything to community growth and development. The implication of the results are discussed with respect to the importance of preparing teachers for service in today’s modern 21st Century academically diverse, inclusive learning communities. © 2015 by the author; licensee Cogitatio (Lisbon, Portugal).
Goroshko, Helen; Pakhnin, Nikolai	2021	Образование 2.0: Психолингвистический анализ (Часть 2)	Introduction. The paper enlightens e-learning 2.0 linguistic consciousnesses through psycholinguistic research. An additional objective is to perfect the methodological foundation of psycholinguistics 2.0 – a new direction in linguistics, which studies psychological and linguistic aspects of human speech activity running through web 2.0 platforms, and social and psychological aspects of language use in communication through these services. Methods. The methods of free and directed associative experiment were chosen as the main method of research. A total of 150 teachers and 179 students of humanities and technical disciplines (329 people in total) took part in the experiment. The native language of the informants was Russian and/or Ukrainian. The experiment was conducted online in two stages. First, the participants were asked to answer the first word they came up with for a number of concepts – the most popular social web services and Internet technologies – and then they had to complete sentences that also included the same social web concepts. Results. The conducted associative experiment reveals that informational, communicative and functional components of the Global Network are most actualized in the language consciousness of informants – participants of the educational process regardless of the form of carrying out the associative tests (free or directed), but it is the method of incomplete sentences as a variety of the method of directed associations that as a matter of fact directs associations in a functional mainstream more often. Also, the reactions obtained through directed associative test are more often motivated by the syntactic component – the prevalence of syntagmatic associations over pragmatic ones. It is also shown that the way that the experiment is carried out influences which component may be actualized – functional or informational. Conclusions. The study shows that the educational component of social media is not fixed practically in the linguistic consciousness of our recipients, which indirectly indicates that the use of social media in the educational process doesn’t present a regular practice. It can be argued also that conducting psycholinguistic experiments online is another form of their use, along with the oral and written ones.		https://psycholing-journal.com/index.php/journal/article/view/948
Пискунова, Елена Витальевна; Заир-Бек, Елена Сергеевна		Анализ феномена цифрового образования в современных исследованиях			http://www.emissia.org/offline/2020/2871.htm
Пискунова, Е. В.; Заир-Бек Е.с.	2019	Профессионализм учителя: методология международных исследований	Исходная идея статьи заключается в следующем: учитывая, что сегодня во всем мире повышенное внимание уделяется развитию образования для обеспечения всеобщего доступа к качественным образовательным услугам, а также установленный в ряде исследований факт, что наиболее влиятельным основанием, определяющим образовательные результаты детей, является профессионализм учителя, важно определить, какие факторы являются наиболее значимыми в развитии профессионализма педагогов, что можно выявить на основе анализа методологии международных сравнительных исследований, ориентированных на изучение именно этого феномена. В статье в результате изучения материалов наиболее масштабных международных сравнительных исследований профессионализма учителей, а именно TEDS-M, TALIS, NorBa, SABER-Teachers, представлены основные характеристики их методологии -концептуальные рамки, критерии и показатели, методы и процедуры, что позволяет определять наиболее актуальные направления профессионального развития учительства в зависимости от национальных и локальных контекстов.		https://www.elibrary.ru/item.asp?id=41286618&
Пискунова, Елена Витальевна; Заир-Бек Елена Сергеевна	2020	Концепции цифрового образования в зарубежной и отечественной науке и практике образования	В статье рассматриваются вопросы возможности обращения к традиционным концепциям образования при исследовании инновационных процессов, связанных с цифровизацией образования. Рассмотренные теорий являются важными для развития практик цифрового образования, но для практической трансформации школ необходимо использование педагогического дизайна, который проецирует теории в практики.		https://www.elibrary.ru/item.asp?id=44492688&
Kotarba, Marcin	2017	Measuring Digitalization – Key Metrics	The article covers an analysis of metrics used to measure digitalization activities. Five main levels are analyzed  moving from the metrics of the digital economy to society, industry, enterprise, and clients. The study is based on leading public and commercial metrics used for the evaluation of the digital progress. The similarities and differences between key performance indicators on each level are discussed, forming a set of conclusions on the scope and maturity of various measurement systems and potential improvement options.		https://content.sciendo.com/view/journals/fman/9/1/article-p123.xml
Е.д, Патаракин	2010	Культура 2. 0 — совместное творчество и исследование	In this paper we proposed and implemented simple methods of observation and study of the wiki community. MediaWiki environment allows to collect data which can be used to assess the viability of the network community. Designed tools of detecting and visualization of group are open and can be used to attract participants to the research. Visualization is based on history of articles editing and allows distinguish groups and communities without leaving the wiki.		https://cyberleninka.ru/article/n/kultura-2-0-sovmestnoe-tvorchestvo-i-issledovanie
Е.д, Патаракин; Б.б, Ярмахов	2007	Веб 2. 0 — управление, изучение и копирование	Since Web 2.0. emerged in 2005 as a concept it has been changing the shapes of legacy systems of knowledge management. Development of Web 2.0. based social services gives rise to a vast number of resources that may be used in educational, research, managerial and cultural networking. The Web content has become a product of millions users" efforts who contribute their text and multimedia to multiple content sharing services. Web publishing has become available to people not possessing any special skills in programming or computer science. In the domain of corporate building this change has led to the emergence of Knowledge Management 2.0., a movement that enhances individual employee"s efficiency by integrating him in a "community of practice", a network, enabling him to exchange his explicit and "tacit" knowledge with colleagues. In the area of research new opportunities, such as touchgraph allow us to observe the whole complicated system of social contacts of blog users, giving a new dimension to the well known method of sociometrics. In the domain of education the constructivist metaphor of constructing bricks is revitalized in contemporary networking programming tools such as Scratch, Sophie and Alice. Easy-to-use and comprehensive tools of scheduling and document sharing are provided by Google. Web 2.0. is becoming a prevailing strategy of social development in the nearest future.		https://cyberleninka.ru/article/n/veb-2-0-upravlenie-izuchenie-i-kopirovanie
Е.д, Патаракин	2006	Совместное конструирование знаний и взаимная адаптация соавторов внутри гипертекста ВикиВики	В работе представлен анализ совместной сетевой деятельности участников проекта построения всероссийской учебной энциклопедии в среде ВикиВики http://www.letopisi.ru. Для анализа деятельности сообщества используются две метафоры построение общего контента из простейших строительных блоков и стайное сетевое поведение. В соответствии с метафорой элементарных кирпичиков участники проекта создают статьи как элементарные строительные блоки, из которых в дальнейшем строятся более сложные конструкции. Создаваемые кирпичики статей будут в дальнейшем использоваться другими людьми и как справочный, и как строительный материал. В связи с этим, участники должны как можно строже относиться к собственным блокам и как можно более терпимо к строительным блокам, которые создают другие участники. В соответствии со второй метафорой в разрабатываемой нами модели обучения организаторы играют роль не вожаков стаи, но стайных советников. Эти советники расширяют поле зрения всех участников, помогают им отслеживать направление деятельности друг друга и общую картину формирования сети гипертекстовых документов.		https://cyberleninka.ru/article/n/sovmestnoe-konstruirovanie-znaniy-i-vzaimnaya-adaptatsiya-soavtorov-vnutri-giperteksta-vikiviki
van Eck, Nees Jan; Waltman, Ludo		VOSviewer Manual
Yarmakhov, B. B.; Sotnikova, A. L.; Patarakin, E. D.	2018	Basic Frameworks of ICT in the Structure of Professional Standard for Teachers	The paper provides a detailed review of the issue of basic frameworks underlying the development of professional standards for teachers in the part referring to ICT competency. We focus on a case of designing an ecosystem of the ISTE association community which is based on the lifecycle of standards for students, educators, coaches, computer science educators and school administrators. We analyse the mechanism of transforming the ICT competency standards into educational policies on the basis of the approach proposed by UNESCO. Also, we explore the mechanisms of translating the frameworks of the teacher's ICT competency standards into national educational systems.
Burov, V. V.; Patarakin, E. D.; Yarmakhov, B. B.	2011	Using Crowdsourcing Technologies in Legislative Activity
Peters, Douglas P.; Ceci, Stephen J.	1982	Peer-review practices of psychological journals: The fate of published articles, submitted again	Abstract A growing interest in and concern about the adequacy and fairness of modern peer-review practices in publication and funding are apparent across a wide range of scientific disciplines. Although questions about reliability, accountability, reviewer bias, and competence have been raised, there has been very little direct research on these variables. The present investigation was an attempt to study the peer-review process directly, in the natural setting of actual journal referee evaluations of submitted manuscripts. As test materials we selected 12 already published research articles by investigators from prestigious and highly productive American psychology departments, one article from each of 12 highly regarded and widely read American psychology journals with high rejection rates (80%) and nonblind refereeing practices. With fictitious names and institutions substituted for the original ones (e.g., Tri-Valley Center for Human Potential), the altered manuscripts were formally resubmitted to the journals that had originally refereed and published them 18 to 32 months earlier. Of the sample of 38 editors and reviewers, only three (8%) detected the resubmissions. This result allowed nine of the 12 articles to continue through the review process to receive an actual evaluation: eight of the nine were rejected. Sixteen of the 18 referees (89%) recommended against publication and the editors concurred. The grounds for rejection were in many cases described as “serious methodological flaws.” A number of possible interpretations of these data are reviewed and evaluated.		https://www.cambridge.org/core/product/identifier/S0140525X00011183/type/journal_article
Зельдина, М. М.	2020	Препринты: история развития и современное состояние	В статье проанализированы разные точки зрения на возможности использования препринтов в обмене знаниями: как нерецензируемый статус влияет на восприятие препринтов в разных областях наук, как научное сообщество решает задачу оценки препринтов, как издатели относятся к препринтам, как на распространение и использование современных препринтов влияют внешние условия и кто несет ответственность за качество препринтов. Вводится периодизация развития препринтов за время их существования (1940-2020 гг.), описано изменение уровня востребованности препринтов в период пандемии COVID-19, приведена информация о существующих платформах и инструментах для работы с препринтами и их оценки.		https://elibrary.ru/item.asp?id=44619979
Лазарев, В. С.	2020	Расширение значения термина "документ" как фактор возможного переосмысления объектов библиометрии, наукометрии и информетрии. 2. Старые определения объектов "метрий" в контексте нового определения термина "документ"	Введение. В первой части статьи была предпринята попытка проследить эволюцию, которую претерпело понятие «документ». Под ним понимается теперь любой материальный объект, могущий быть использованным для получения человеком необходимой ему информации. Во второй части, исходя из предположения, что такая трактовка понятия «документ» плодотворна для возможного переосмысления представлений об объектах библиометрии, наукометрии и информетрии, рассмотрен ряд определений объектов «библиометрия», «наукометрия» и «информетрия» с мысленной «подстановкой» в них нового значения термина «документ».Материалы и методы. Сравнительный анализ представлений об объектах библиометрии, наукометрии и информетрии, выраженных в некоторых, взятых для примеров, определениях данных научных областей; мысленная «подстановка» в них нового значения термина «документ»; интерпретация изменяющихся значений традиционных трактовок объектов «метрий».Результаты. Показано, сколь серьезно может быть пересмотрено понимание объектов библиометрии, наукометрии и информетрии с применением обновленной «широкой» трактовки понятия «документ» и насколько при этом могут еще более (нежели признавалось раньше) сближаться трактовки объектов библиометрии, наукометрии и информетрии.Обсуждение и заключение... Введение. В первой части статьи была предпринята попытка проследить эволюцию, которую претерпело понятие «документ». Под ним понимается теперь любой материальный объект, могущий быть использованным для получения человеком необходимой ему информации. Во второй части, исходя из предположения, что такая трактовка понятия «документ» плодотворна для возможного переосмысления представлений об объектах библиометрии, наукометрии и информетрии, рассмотрен ряд определений объектов «библиометрия», «наукометрия» и «информетрия» с мысленной «подстановкой» в них нового значения термина «документ».Материалы и методы. Сравнительный анализ представлений об объектах библиометрии, наукометрии и информетрии, выраженных в некоторых, взятых для примеров, определениях данных научных областей; мысленная «подстановка» в них нового значения термина «документ»; интерпретация изменяющихся значений традиционных трактовок объектов «метрий».Результаты. Показано, сколь серьезно может быть пересмотрено понимание объектов библиометрии, наукометрии и информетрии с применением обновленной «широкой» трактовки понятия «документ» и насколько при этом могут еще более (нежели признавалось раньше) сближаться трактовки объектов библиометрии, наукометрии и информетрии.Обсуждение и заключение. Подобный сравнительный анализ объектов «метрий» способствует выявлению как сходства, так и различий между тремя «метриями», что важно, поскольку их осознание - вполне очевидное исходное условие для взаимообогащения «метрий» знаниями и концепциями. Более полный и подробный анализ представлений об объектах «метрий» в сопоставлении с обновленной «широкой» трактовкой понятия «документ», а также сравнение методических составляющих «метрий» - предмет дальнейших исследований. function show_abstract() { $('#abstract1').hide(); $('#abstract2').show(); $('#abstract_expand').hide(); } ▼Показать полностью		https://elibrary.ru/item.asp?id=44619977
Лазарев, В. С.	2019	Неудовлетворительные Определения Или Смутно Понимаемое Понятие? Об Определениях Термина "Impact"	Введение. Для лучшего теоретического осознания понятия «impact’а» («воздействия»), введенного в оборот Ю. Гарфилдом в 1955 году, выполнен анализ употребляемых определений и трактовок этого понятия.Материалы и методы. Аналитическая интерпретация научной литературы, имеющей отношение к данной проблеме (с 1955 года). Автор рассматривает понятие «воздействие» в его исходном значении «научного воздействия».Результаты. Общепризнанное определение понятия «impact» («воздействие») в настоящее время не сформировано. Существующие и используемые значения термина либо рассматриваются как синоним слова «влияние», либо не выходят за пределы понятия «сильное впечатление», либо совпадают со значением термина «пертинентность», либо относятся к чисто техническим индикаторам.Обсуждение и заключение. Сделан вывод, что нельзя считать «impact» ключевым понятием наукометрии, поскольку само понятие термина строго не определено.		https://www.elibrary.ru/item.asp?id=37144689
Пивовар, Х.; Прим Дж.; Ларивьер, В.; Алперин, Х. П.; Маттиас, Л.; Норландер, Б.; Фарли, Э.; Вест Дж.; Хауштайн, С.	2019	Открытый Доступ Сегодня: Широкомасштабный Анализ Распространенности И Влияния Статей Открытого Доступа	Хотя интерес к открытому доступу (ОД) к научной литературе выразился в большом количестве публикаций, пока остается неудовлетворенной потребность в широкомасштабном современном исследовании с воспроизводимыми результатами, которое оценило бы распространенность и характеристики публикаций открытого доступа. Мы откликаемся на эту потребность с помощью oaDOI, общедоступного онлайнового сервиса, определившего статус ОД для 67 миллионов статей. Для исследования мы используем три группы статей объемом 100 тысяч каждая: (1) статьи c DOI от CrossRef; (2) статьи последних лет, проиндексированные в Web of Science; и (3) статьи, открытые пользователями Unpaywall, общедоступного браузерного расширения, позволяющего пользователям находить статьи ОД с помощью oaDOI. Наша оценка процента научной литературы открытого доступа - не менее 28% (19 миллионов), причем этот процент растет в основном за счет Золотого и Гибридного ОД. Последний проанализированный период, 2015 г., показал наивысший процент ОД - 45%... Хотя интерес к открытому доступу (ОД) к научной литературе выразился в большом количестве публикаций, пока остается неудовлетворенной потребность в широкомасштабном современном исследовании с воспроизводимыми результатами, которое оценило бы распространенность и характеристики публикаций открытого доступа. Мы откликаемся на эту потребность с помощью oaDOI, общедоступного онлайнового сервиса, определившего статус ОД для 67 миллионов статей. Для исследования мы используем три группы статей объемом 100 тысяч каждая: (1) статьи c DOI от CrossRef; (2) статьи последних лет, проиндексированные в Web of Science; и (3) статьи, открытые пользователями Unpaywall, общедоступного браузерного расширения, позволяющего пользователям находить статьи ОД с помощью oaDOI. Наша оценка процента научной литературы открытого доступа - не менее 28% (19 миллионов), причем этот процент растет в основном за счет Золотого и Гибридного ОД. Последний проанализированный период, 2015 г., показал наивысший процент ОД - 45%. Благодаря этому росту и c учетом того, что пользователи чаще всего обращаются к свежим статьям, мы обнаружили, что пользователи Unpaywall достаточно часто просматривают статьи ОД: 47% всех открытых статей. Интересно, что самый распространенный тип ОД - не Золотой, Зеленый или Гибридный, а дискуссионный тип, который мы называем Бронзовым. Это статьи в свободном (бесплатном) доступе на сайте издателя, не имеющие открытой лицензии. Мы также исследуем влияние открытого доступа на цитирование статей, подтверждая так называемое преимущество статей ОД в аспекте цитирования: с учетом времени публикации и тематики статей ОД они получают в среднем на 18% больше цитирований. Этот эффект обеспечивается в основном за счет Зеленого и Гибридного ОД. Мы призываем к дальнейшим исследованиям с использованием сервиса oaDOI с целью выработки обоснованной политики и практики открытого доступа. function show_abstract() { $('#abstract1').hide(); $('#abstract2').show(); $('#abstract_expand').hide(); } ▼Показать полностью		https://elibrary.ru/item.asp?id=41854741
Патаракин, Евгений Дмитриевич; Ярмахов, Борис Борисович; Буров, Василий Владимирович	2011	Агентное моделирование деятельности внутри вики-систем	В статье рассмотрен опыт создания и применения мультиагентной модели для описания и изучения феноменов, наблюдаемых внутри сетевых сообществ, основанных на вики-принципах. При реализации модели искусственного сообщества мы опирались на представления о том, что отношения между агентами возникают опосредованно, и формирование отношений предполагает совместное создание, редактирование и оценку страниц. В качестве примеров для описания использованы российский образовательных проект Летописи, краудсорсинговое конструирование закона об образовании в России.The paper discusses a wiki-based network communities multi-agent research model. The cases for the model application include a Russian educational wiki portal letopisi.ru and a wiki platform for drafting the Russian Law on education.		https://www.elibrary.ru/item.asp?id=16356706
Вачкова, Светлана; Петряева, Елена; Патаракин, Евгений		Типология школ, действующих в системе Московской электронной школы, на основе анализа сетевых показателей			https://www.elibrary.ru/item.asp?id=44833374
Патаракин, Евгений; Вачкова, Светлана; Буров, Василий	2021	Агентное моделирование взаимодействия учителя в репозитории цифровых объектов			https://www.elibrary.ru/item.asp?id=44833293
Ярмахов, Б. Б.; Сотникова, А. Л.; Патаракин, Е. Д.	2018	Базовые фреймворки ИКТ-компетентности в структуре профессионального стандарта учителя	В статье рассматриваются базовые концептуальные рамки (фреймворки), на основе которых происходит формирование профессиональных стандартов учителя в разделе ИКТ-компетенции. Рассмотрен кейс выстраивания экосистемы сообщества американской ассоциации ISTE, в основе которой лежит жизненный цикл пакета стандартов учащегося, учителя, образовательного технолога, учителя информатики и администратора школы. Проанализирован механизм трансформации стандартов ИКТ-компетенции в образовательные политики на основе подхода, предложенного ЮНЕСКО. Показано, что в процессе преобразования стандартов ISTE в фреймворк ЮНЕСКО была сохранена структура стандартов, но был внедрен механизм уровневой оценки компетентности учителя. Рассмотрены механизмы трансляции фреймворков стандартов ИКТ-компетентности учителя в национальные образовательные системы более чем пятидесяти стран мира. Сформулированы рекомендации по реализации современных подходов к разработке образовательных стандартов в реалиях российского образования.		https://www.elibrary.ru/item.asp?id=35176835
Патаракин, Евгений Дмитриевич; Ярмахов, Борис Борисович	2016	Google Aprs - Новая Технология Взаимодействия И Организации Образовательного Процесса	Управление образованием на основе анализа данных становится одним из основных образовательных трендов. Учебная аналитика на основе больших данных позволяет выявить связи в школьном коллективе и отследить формирование сообществ практики. Извлечение данных из школьного домена позволяет получить необходимый материал для такого исследования. Проведённое исследование позволило выявить в структурах школьных коллективов группы наиболее тесно связанных между собой сотрудников, а также обнаружить документы, являющиеся граничными объектами.		https://www.elibrary.ru/item.asp?id=28969569
Патаракин, Евгений Дмитриевич; Шилова, Ольга Николаевна	2015	Развитие педагогического дизайна для совместной сетевой деятельности субъектов образования	В статье представлена концепция педагогического дизайна совместной сетевой деятельности. В организации деятельности основное внимание уделено достижению актуальных педагогических и социальных эффектов, которые проявляются как результаты её применения		https://www.elibrary.ru/item.asp?id=23833963
		МЕТОДОЛОГИЯ ИССЛЕДОВАНИЙ В МЕНЕДЖМЕНТЕ И МАРКЕТИНГЕ:
Патаракин, Евгений Дмитриевич	2017	Макроскопический подход к анализу совместной сетевой деятельности	В работе представлен макроскопический подход к анализу совместной сетевой деятельности. Данные о действиях участников над социальными объектами преобразуются в компьютерную карту, с исследования которой начинается знакомство учителей и учащихся с наукой о сетях. В качестве примеров в работе использованы карты образовательного проекта Letopisi.org в период 2006 - 2015 годов.The paper presents a macroscopic approach to the analysis of collaborative network activity. Data about the actions of participants over social objects are transformed into a computer map. Acquaintance of teachers and students with the network science begins with the study of this map. As examples, the maps of the educational project Letopisi.org in the period 2006-2015 were used.		https://www.elibrary.ru/item.asp?id=29438094
Nordmann, Emily; Calder, Colin; Bishop, Paul; Irwin, Amy; Comber, Darren	2019	Turn up, tune in, don't drop out: the relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study	Lecture capture tends to polarise the views of academic staff. Some view it as encouraging non-attendance at lectures. Others view it as a valuable adjunct, allowing students to revisit the lecture experience and providing opportunities for clarification and repetition of key points. However, data supporting either of these stances remains scarce. Irrespective of these views, a more pertinent question pertains to the impact of lecture attendance and the use of recordings on student achievement. Findings remain unclear due to methodological issues, inconsistent findings, and a lack of differentiation of students by year of study. This paper investigated the impact of attendance, lecture recording, and student attainment across four years of an undergraduate programme. For first year students, attendance and recording use were positive predictors of performance. For weaker students, supplementary recording use was beneficial but only better students use of the recordings helped overcome the impact of low attendance. For second year students, attendance and recording use were positively correlated with, but no longer predictive of, achievement. There was no relationship for honours year students. We found no compelling evidence for a negative effect of recording use, or that attendance and recording use were related. We suggest focusing on improving lecture attendance through monitoring whilst also providing recordings for supplementary use, particularly in first year. Finally, our findings highlight the need to consider third variables such as year of study and first language when conducting and comparing lecture capture research.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1007%2Fs10734-018-0320-8&DestApp=DOI&SrcAppSID=C2WUQn3RBWbBvstpvu3&SrcJTitle=HIGHER+EDUCATION&DestDOIRegistrantName=Springer-Verlag
Valor Miro, Juan Daniel; Baquero-Arnal, Pau; Civera, Jorge; Turro, Carlos; Juan, Alfons	2018	Multilingual Videos for MOOCs and OER	Massive Open Online Courses (MOOCs) and Open Educational Resources (OER) are rapidly growing, but are not usually offered in multiple languages due to the lack of cost-effective solutions to translate the different objects comprising them and particularly videos. However, current state-of-the-art automatic speech recognition (ASR) and machine translation (MT) techniques have reached a level of maturity which opens the possibility of producing multilingual video subtitles of publishable quality at low cost. This work summarizes authors' experience in exploring this possibility in two real-life case studies: a MOOC platform and a large video lecture repository. Apart from describing the systems, tools and integration components employed for such purpose, a comprehensive evaluation of the results achieved is provided in terms of quality and efficiency. More precisely, it is shown that draft multilingual subtitles produced by domainadapted ASR/MT systems reach a level of accuracy that make them worth post-editing, instead of generating them ex novo, saving approximately 25%-75% of the time. Finally, the results reported on user multilingual data consumption reflect that multilingual subtitles have had a very positive impact in our case studies boosting student enrolment, in the case of the MOOC platform, by 70% relative.		http://www.webofscience.com/wos/woscc/full-record/WOS:000429647500001
Filice, Serafina	2020	CLIL in Pharmacology: Enabling Student Voice	Over the past decades, the integration of content and language in education has been gaining ground in different design formats and at various levels of education worldwide. This study describes a pilot project carried out at the School of Pharmacy of an Italian University, using a partial-CLIL format, as this was the only model accepted for experimentation by the School. The terms partial CLIL and adjunct CLIL describe different degrees of integration. Since this was the first trial with students from the Pharmacy program, the main concern was finding out how they would respond to such an "innovative" approach. Despite the plethora of literature available on CLIL in higher education, there is a lack of research regarding students' views on the issue; no consideration seems to be given to the main protagonists who undergo this "novel" approach. Hence, the aim of the study was to seek students' voice on the experience-their thoughts and feelings. Student perceptions are essential for future didactical applications. A mixed method approach to data collection was employed to give strong validity to the data (direct observation, focus group interview followed by a survey questionnaire). The preliminary findings gathered from the qualitative and quantitative analysis contribute positively to the organization of CLIL courses in higher education. Overall, the results reveal positive student views, but, at the same time, encourage reflections for teachers and stakeholders on how to prepare students for CLIL lessons and on structuring CLIL programs for future implementations.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.5294%2Flaclil.2020.13.2.7&DestApp=DOI&SrcAppSID=C35ATs99TI6hGDwasYJ&SrcJTitle=LATIN+AMERICAN+JOURNAL+OF+CONTENT+%26+LANGUAGE+INTEGRATED-LACLIL&DestDOIRegistrantName=Universidad+de+la+Sabana
Islam, Farzana Sharmin Pamela	2017	Note-Taking of English Lessons at Tertiary Level: A Context of Bangladesh	Note-taking is a common and an important classroom activity. Notes that students create in class while listening to the lectures given by lecturers, or while they review course material, become an important means of learning. It is a general perception of many learners and many of their instructors as well that note-taking is a common manifestation and intuitive skill to have, yet a few considers differently and encourage best practices for better performance. Unfortunately, many students are unaware of its benefits and so fail to appreciate that effective note-taking contributes to a great extent to their learning, and so the importance of cultivating their note-taking skills in course of their education period. This paper based on qualitative analysis provides an overview of how Bangladeshi students follow different strategies to take down notes in lecture sessions at tertiary level. The primary data for this paper has been collected from 35 students' paragraph writing on a topic 'How to take notes in a lecture' in which the students were asked to reflect on their own note-taking strategies, how they get benefit from their notes, and their subsequent retrieval of information from the notes later on. The participants were from a 'Basic English' course as well as from English core courses at a highly rated private university in a metropolitan city in Bangladesh. This case study evolves around four aspects of note taking: firstly, the principal functions of note-taking; secondly, the main strategies students used for note-taking; thirdly, the benefits that the students derive through various approaches to note-taking; and lastly, the initiatives to improve the art of note taking as a successful tool in learning target subject matter. While some of the findings are in line with earlier studies, a few of them have their own uniqueness.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.26858%2Fijole.v1i2.4314&DestApp=DOI&SrcAppSID=E6MQn89GyiOtmRIiQSf&SrcJTitle=IJOLE-INTERNATIONAL+JOURNAL+OF+LANGUAGE+EDUCATION&DestDOIRegistrantName=Universitas+Negeri+Makassar
Krasnoshchekova, G. A.	2020	Implementation of Integrated Additional Professional Education	The article presents the organization of integrated continuing professional education, successfully implemented at the Southern Federal University, and also discloses the importance of knowing foreign languages for specialists of any profile in the era of globalization and rapidly developing international cooperation. The use of content-language integration in the training of specialists within the framework of this program forms and develops interdisciplinary knowledge and skills among specialists, as well as linguistic, which they need to acquire additional qualifications. The systemic, competency-based, content and synergetic approaches to training students according to the program of retraining of specialists are presented; program structure, substantive and procedural components of the model for accelerated retraining of foreign language specialists. Multilevel programs, textbooks and teaching aids are described, as well as the criteria and certification requirements for specialists studying in foreign language courses. The analysis of the communicative portrait of students of this system is given, which allowed us to build an individual educational trajectory of teaching a foreign language to each student successfully in the courses. A training model using various educational technologies is shown, such as: technology for training in collaboration, project method, case method, training conference and others. Integration of the methods of online learning, project and team teaching of a foreign language into a single educational space allowed us to achieve good results and improve the quality of training for students of the courses. It describes online courses that are built into the educational process and contribute to the construction of an individual educational trajectory of students, the formation of their ability to self-organization and self-education. The formation of communicative competence should be carried out in stages, at the first stage, lexical and grammatical difficulties should be removed by performing a sufficient number of language exercises to improve the phonetic, lexical and grammatical skills necessary not only for reading and understanding professionally oriented texts, but also for teaching professional communication, namely, the application of acquired knowledge, skills and abilities in various situations. At the next stages of training, it is necessary to integrate productive communicative and methodological skills of students, to form new qualities and abilities of students that they need in the implementation of professional activities. It is concluded that content-language integration in the training of students of vocational education is effective, contributing to the quality training of specialists who are ready to give lectures in a foreign language and carry out professional communication.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.17223%2F19996195%2F49%2F14&DestApp=DOI&SrcAppSID=E3IJPBuPtMpMYGohrbG&SrcJTitle=YAZYK+I+KULTURA-LANGUAGE+AND+CULTURE&DestDOIRegistrantName=Tomsk+State+University
Величковский, Б. Б.; Гусев, А. Н.; Виноградова, В. Ф.; Арбекова, О. А.	2016	Когнитивный Контроль И Чувство Присутствия В Виртуальных Средах	Взаимодействие пользователя с системой виртуальной реальности может сопровождаться чувством присутствия - иллюзией реальности виртуальной среды. Возникновение чувства присутствия определяется как технологическими, так и психологическими факторами. В данной работе показано, что чувство присутствия может зависеть от индивидуальных особенностей когнитивного контроля - системы метакогнитивных процессов, обеспечивающих настройку когнитивной сферы на решение конкретных задач с учетом контекста. Обнаружено, что выраженность чувства присутствия может зависеть от эффективности контрольных функций переключения, подавления интерференции и обновления рабочей памяти. При этом зависимости выраженности чувства присутствия от эффективности когнитивного контроля различаются в виртуальных средах с разным уровнем иммерсивности.		https://www.elibrary.ru/item.asp?id=26003949
Vlieghe, Joris; Zamojski, Piotr		Entering the world with notes: Reclaiming the practices of lecturing and note making	In this article we focus on note taking as a practice that is fundamental to (higher) education. We argue that note-taking should not primarily be regarded as a method that supports effective learning, but as formative of the student herself (making her attentive and granting possibilities for self-transformation). Hence it is a practice that has educational meaning in and of itself. It is a pedagogical form in its own right. We go on arguing that the practice of lecturing can itself be seen as a form of note taking and that both phenomena are not only closely related, but also that note making and lecturing consist of reciprocal operations. Studying on the basis of one's notes comes down to the reverse operation the teacher had to perform when preparing her lessons. Moreover, thanks to making notes during a class students have a deeply embodied sense of what it means to generate and to construct new arguments and ideas.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1080%2F00131857.2020.1743271&DestApp=DOI&SrcAppSID=D6GyYi8RB1ZUyAK8jbF&SrcJTitle=EDUCATIONAL+PHILOSOPHY+AND+THEORY&DestDOIRegistrantName=Informa+UK+%28Taylor+%26+Francis%29
Asaly-Zetawi, Mona; Lipka, Orly	2019	Note-Taking Skill Among Bilingual Students in Academia: Literacy, Language and Cognitive Examination	The ability to take notes while listening to a lecture is important and complicated. The main goal of the current study was to examine note-taking skills among students with Hebrew as a first language (L1) and students with Arabic as a first language and Hebrew as a second language (L2). Literacy, language, cognitive, and note-taking skills were assessed among 63 undergraduate students (28 L1). L1 students were found to produce notes of higher quality than L2 students. Moreover, there were significant differences between the groups on measures of vocabulary, word reading fluency, and handwriting speed. The results also revealed that first language was the most important variable in predicting note quality, followed by word reading fluency. Educational implications and directions for further research are discussed in light of the findings.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.3389%2Ffpsyg.2019.00870&DestApp=DOI&SrcAppSID=D6GyYi8RB1ZUyAK8jbF&SrcJTitle=FRONTIERS+IN+PSYCHOLOGY&DestDOIRegistrantName=Frontiers+Media+SA
Iannone, Paola; Miller, Dominic	2019	Guided notes for university mathematics and their impact on students' note-taking behaviour	This paper reports findings from a case study of the impact that teaching using guided notes has on university mathematics students' note-taking behaviour. Whereas previous research indicates that students do not appreciate the importance of lecturers' non-written comments and record in their notes only what is written on the board when taught with the traditional chalk and talk method, some students in our study recorded the non-written comments as well as some of their own links between sections of the lecture. We did not, however, find students' attitude towards those comments to be different from what previous research found. We conclude that guided notes can be an appropriate way of teaching university mathematics but on their own cannot make the pedagogical intentions of the lecturer clearer to the students. We also found that the educational environment plays a big part for all aspects of student learning, including decisions related to note-taking during lectures.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1007%2Fs10649-018-9872-x&DestApp=DOI&SrcAppSID=C3SzsWZwrinioj2mLVd&SrcJTitle=EDUCATIONAL+STUDIES+IN+MATHEMATICS&DestDOIRegistrantName=Springer-Verlag
Baldwin, Matthew P.; Fanguy, Mik; Costley, Jamie H.	2019	The Effects of Collaborative Note-Taking in Flipped Learning Contexts	While the benefits of shared note-taking during live lectures have been studied, the effects of shared note-taking in e-learning environments merit examination since such courses often feature asynchronous video lectures, allowing students to work together to construct notes over longer periods of time. A study (n=92) was conducted in the context of a flipped scientific writing course at a Korean university to investigate the effects of collaborative online note-taking on student learning. Students in the course were divided into two groups: members of the control were simply directed to view course videos and take notes individually, and members of the experimental group were asked to take collaborative notes in a shared online document. Student learning performance was measured through six online quizzes related to the course video lectures and through six related individual writing assignments. No differences were found in the learning outcomes of the control and the collaborative note-taking groups. However, significantly higher scores on related online quizzes and individual writing assignments were found in groups who took notes actively and for individuals who were major contributors to the group notes.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.17323%2Fjle.2019.9726&DestApp=DOI&SrcAppSID=C3SzsWZwrinioj2mLVd&SrcJTitle=JOURNAL+OF+LANGUAGE+AND+EDUCATION&DestDOIRegistrantName=National+Research+University%2C+Higher+School+of+Economics+%28HSE%29
Marin, Lavinia; Sturm, Sean		'Why aren't you taking any notes?' On note-taking as a collective gesture	The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student's note-taking is an educational practice worthy in itself as a way to relate to the live event of the lecture. We adopt a phenomenological approach inspired by Vilem Flusser's phenomenology of gestures, which assumes that a gesture like note-taking is always an event of thinking with media in which a certain freedom is expressed. But Flusser's description of note-taking focusses on the individual note-taker. What about students' note-taking in a lecture hall as a collective gesture? Nietzsche considered note-taking 'mechanical,' as if students were automatons who mindlessly transcribed a verbal flow, while Benjamin considered it an inaesthetic gesture: at best, boring; at worst, 'painful to watch.' In contrast, we argue that the educational potentiality of note-taking-or better, note-making-can be grasped only if we account for its mediaticity (as writing that displaces the voice), together with but distinct from its political potentiality as a collective mediality (as a 'means without end'). Note-taking enables us to see how collective thinking emerges in the lecture, a kind of thinking that belongs neither to the lecturer nor the student, but emerges in the relation of attention established between the lecturer, students and their object of thought.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1080%2F00131857.2020.1744131&DestApp=DOI&SrcAppSID=C3SzsWZwrinioj2mLVd&SrcJTitle=EDUCATIONAL+PHILOSOPHY+AND+THEORY&DestDOIRegistrantName=Informa+UK+%28Taylor+%26+Francis%29
Frith, V.; Lloyd, P.	2020	Student Practices in Use of Lecture Recordings in Two First-Year Courses: Pointers for Teaching and Learning	Although there is a large body of research that exists internationally about how students use lecture recordings, it is necessary to consider the South African situation, where a large proportion of students entering higher education are underprepared and for whom English is not their first language. This study investigated student use of lecture recordings in two different first-year courses, one a standard mathematics course and the other a quantitative literacy course using a lecture-workshop mode of delivery. The results from this study confirm much of what has been seen internationally, that is, that students value the availability of lecture recordings and perceive that their learning is improved by having access to them. Lecture recordings are used mainly to make up for missed lectures, but also to review material from lectures and improve notes made in lectures. There is also evidence of increased usage of recordings immediately prior to assessments. This study found no evidence of a relationship between lecture attendance and recording usage. It also revealed that the extent of use of lecture recordings differs in different course contexts, and that students with lower academic English competence make significantly greater use of the recordings. Limitations that became apparent due to reliability of data obtained by different methods (from questionnaires and from the learning management system) are discussed. Finally, recommendations are made for classroom practice that could enhance academically immature students' use of lecture recordings as a valuable learning resource.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.20853%2F34-6-3863&DestApp=DOI&SrcAppSID=C3SzsWZwrinioj2mLVd&SrcJTitle=SOUTH+AFRICAN+JOURNAL+OF+HIGHER+EDUCATION&DestDOIRegistrantName=Stellenbosch+University+-+South+African+Journal+of+Higher+Education
Khiati, Nadia	2019	Giving more Voice to Post-graduate Students' ESP Lecture Comprehension Needs	The present paper reports on a small investigation that took place in the author's teaching environment to highlight her students' academic lecture comprehension needs related to the new subject matter of English for Specific Purposes (ESP). The aim of this research endeavour was to ponder over students' perspective of the difficulties emerging from, and strategies needed for lecture comprehension, in a way to improve the author's lecturing practice and ensure better academic achievement in the ESP subject. To this end, 26 Algerian post-graduate students in Didactics of English submitted written feedback about the ESP-subject lectures (including their difficulties and learning strategies). Additionally, the author's lecturing strategies and perspective of learners' academic lacks helped complete such learning/teaching situation. The findings revealed that students' difficulties in ESP lecture comprehension were due to the complex skills required of them while listening to the lectures besides their unfamiliarity with the new ESP topics and terminology. To grasp better, student participants demanded more emphasis on some lecturing strategies (such as, pre-lecturing revision/reminder, while-lecturing explanation/repetition, and final recapitulation/comprehension check) while projecting a preference for particular visual supplements to oral lecturing (i.e., the whiteboard, handouts, additional reading materials). Because student participants showed little inclination towards note-taking from the lecturer's speech and PowerPoint slides, the paper concluded with suggestions for pedagogical treatment to such difficult-to-attain academic lecture comprehension/listening strategies.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.24093%2Fawej%2Fvol10no4.13&DestApp=DOI&SrcAppSID=C3SzsWZwrinioj2mLVd&SrcJTitle=ARAB+WORLD+ENGLISH+JOURNAL&DestDOIRegistrantName=AWEJ+Group
Chen, Jian-Fei; Huang, Hai-Feng	2018	Empirical Study on the Factors Influencing the Web-based Teaching Effect	Online teaching has become more and more popular in China, which has also become a widespread way of instructing in the field of mathematics, science, technology and other subjects. Based on the analysis of the characteristics of instructing, students and learning styles, a research on the influential factors of online teaching was conducted by methods of the integrated technology acceptance model and social cognitive theory from the cognitive point of view. Through questionnaire investigation, students were categorized according to different learning styles. Through the establishment of the structural equation that the significant influential factors of students with different learning styles on the effect of web-based teaching were identified. It was concluded that Utility Value possessed significant influence on online teaching for learners with whatever type of learning style. To people that provide online teaching service, individualized and customized teaching strategies can be established for students with different learning styles and cognitive characteristics. Meanwhile, the context further explored the online teaching strategies that were friendly and suitable to students with diverse learning styles.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.29333%2Fejmste%2F85035&DestApp=DOI&SrcAppSID=D6sbu8cwUbZWmLk3SoG&SrcJTitle=EURASIA+JOURNAL+OF+MATHEMATICS+SCIENCE+AND+TECHNOLOGY+EDUCATION&DestDOIRegistrantName=Modestum+Limited
Kopniak, Nataliia B.	2018	The Use of Interactive Multimedia Worksheets at Higher Education Institutions	The conducted research has revealed a high level of technical, technological and psychological readiness of students for integration into the educational activities of cloud technologies in general and interactive multimedia worksheets (IMWS) in particular. In the article, the possibilities of use of the Wizer. me cloud service to create IMWS were analysed; it was established that they entirely correspond to the peculiarities and principles of distance education. When using worksheets, a student turns from a passive recipient of knowledge into an active participant in the teaching-learning process. IMWS are effectively used with the purpose of organisation of formative assessment. Alongside considerable advantages of using IMWS, certain technical, financial, organisational, psychological and methodological problems of incorporation of worksheets into the teaching process at higher educational institutions were revealed.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.33407%2Fitlt.v63i1.1887&DestApp=DOI&SrcAppSID=D6sbu8cwUbZWmLk3SoG&SrcJTitle=INFORMATION+TECHNOLOGIES+AND+LEARNING+TOOLS&DestDOIRegistrantName=Institute+of+Information+Technologies+and+Learning+Tools+of+NAES+of+Ukraine
Zhang, Jia; Huang, Yu-Ting; Liu, Tzu-Chien; Sung, Yao-Ting; Chang, Kuo-En		Augmented reality worksheets in field trip learning	Worksheets are often used during field trips and utilize a learning cycle with three stages (exploration, concept introduction and concept application) to engage learners in the learning activities of observation and exploration. However, traditional paper worksheets do not provide multimedia and interactive presentations with physical objects, which made learners losing interaction with the physical context during field trips and failing to implement all the stages completely. This study designed an augmented reality worksheet with a three-stage learning cycle and applied it to learning about plants, specifically assisting learners in observing and classifying plants. A pretest-posttest quasi-experimental design was used to show the effect of learning when learners used augmented reality worksheets. Lag sequence analysis was used to identify learning behavioral patterns. The findings indicate that the learning effect of using augmented reality worksheets is much better than that of paper worksheets and improves the learners' interaction with plants.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.1080%2F10494820.2020.1758728&DestApp=DOI&SrcAppSID=D6sbu8cwUbZWmLk3SoG&SrcJTitle=INTERACTIVE+LEARNING+ENVIRONMENTS&DestDOIRegistrantName=Informa+UK+%28Taylor+%26+Francis%29
Shiau, Wen-Lung; Chau, Patrick Y. K.	2016	Understanding behavioral intention to use a cloud computing classroom: A multiple model comparison approach	Cloud computing is an innovative information technology that has been applied to education and has facilitated the development of cloud computing classrooms; however, student behavioral intention (BI) toward cloud computing remains unclear. Most researchers have evaluated, integrated, or compared only few theories to examine user BI. In this study, we tested, compared, and unified six well-known theories, namely service quality (SQ), self-efficacy (SE), the motivational model (MM), the technology acceptance model (TAM), the theory of reasoned action or theory of planned behavior (TRA/TPB), and innovation diffusion theory (IDT), in the context of cloud computing classrooms. This empirical study was conducted using an online survey. The data collected from the samples (n = 478) were analyzed using structural equation modeling. We independently analyzed each theory, by formulating a united model. The analysis yielded three valuable findings. First, all six theoretical models and the united model exhibited adequate explanatory power. Second, variance explanation, Chi-squared statistics, effect size, and predictive relevance results revealed the ranking importance of the theoretical models. Third, the united model provided a comprehensive understanding of the factors that significantly affect the college students' BI toward a cloud computing classroom. The discussions and implications of this study are critical for researchers and practitioners. (C) 2015 Elsevier B.V. All rights reserved.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1016%2Fj.im.2015.10.004&DestApp=DOI&SrcAppSID=D6sbu8cwUbZWmLk3SoG&SrcJTitle=INFORMATION+%26+MANAGEMENT&DestDOIRegistrantName=Elsevier
Chang, Yu-Wei; Hsu, Ping-Yu; Shiau, Wen-Lung; Cheng, Yun-Shan	2016	The Effects of Individual and National Cultures in Knowledge Sharing: A Comparative Study of the US and China	A major challenge for multinational companies is to motivate employees with different individual cultural characteristics and national cultures to share knowledge. Although comparative studies across different countries have been conducted, little is known about the effects of individual cultural differences in this context. The purpose of this study is to investigate the effects of individual and national cultures in knowledge sharing. The individual cultural characteristics of power distance, individualism/collectivism, and uncertainty avoidance are incorporated into the model as antecedents of knowledge-sharing motivations (organizational rewards, image, and reciprocal benefits). National cultural differences are examined by subjects conducted in the U.S. and China. Results show that power distance is significantly related to reciprocal benefits for the U.S. but not for China. Individualism/collectivism is related to organizational rewards and image for the U.S. but not for China, while individualism/collectivism is significantly related to reciprocal benefits for China but not for the U.S. Uncertainty avoidance is significantly related to reciprocal benefits for the U.S. but not for China. This study provides knowledge-sharing practices and managements for multinational companies attempting to motivate U.S. and Chinese employees to share knowledge.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.4018%2FJGIM.2016040103&DestApp=DOI&SrcAppSID=D6sbu8cwUbZWmLk3SoG&SrcJTitle=JOURNAL+OF+GLOBAL+INFORMATION+MANAGEMENT&DestDOIRegistrantName=IGI+Global
Mwanza-Simwami, Daisy	2011	AODM as a framework and model for characterising learner experiences with technology	The task of characterising learner experiences with technology is increasingly becoming complex due to continuous technological advancements that enable learners to connect, collaborate, generate educational resources and promptly share them in various settings. The challenge for the educator is to understand how to effectively capture and represent learners’ current and future experiences with technology. This paper presents ‘Activity-Oriented Design Method’ (AODM) as a framework and model for characterising personalised and contextualised learner experiences with technology. The objective...		https://www.learntechlib.org/p/43493/
Mwanza-Simwami, Daisy; McANDREW, Patrick; Madiba, Matete	2008	Fostering Open Educational Practices in Cross-Cultural Contexts	The open content movement is breaking down traditional barriers to learning and resource sharing by promoting free access to Open Educational Resources (OERs) such as digital educational content and technological tools for teaching and learning. OERs have the potential to enable learners to champion their own learning by providing free access to educational content and tools that enable them to create, use and share knowledge. However, the design and uptake of OERs is often hampered by limited understanding of issues relating to the context in which learners access and use OERs. This paper discusses some of the approaches taken to foster open educational practices in learner use of OERs offered by The Open University’s open content initiative, OpenLearn. Drawing on these experiences, we then consider future ideas about supporting open educational practices in crosscultural contexts, and, in collaboration with Tshwane University of Technology, examine potential impact of OERs in Africa.
Cao, Zhenhao	2021	Improving Young Learners’ L2 Writing Accuracy with Written Corrective Feedback: a Case Study	The effects of written corrective feedback (WCF) have long been debated. While several studies found that WCF improved students’ overall L2 writing accuracy, much remains unknown as to specific linguistic structures. Additionally, the majority of WCF research was situated at the tertiary level; its effects on younger learners are elusive. Therefore, this study explored the effects of WCF on 60 students in a Chinese secondary school, focusing on the third person singular structure. The participants were randomly assigned to one of the groups: (1) direct written corrective feedback (DCF, n = 20), (2) direct corrective feedback plus metalinguistic explanation (DCF + META, n = 20) and (3) control (CON, n = 20). The picture description tasks and the blank-filling tasks were used to evaluate their L2 writing accuracy. The results demonstrated an overall positive impact of WCF over time, but the impact did not reach statistical significance in the delayed post-test. DCF + META was found statistically significant in both task types in the post-test, but DCF was only found significant in the picture description tasks. No superiority was found in DCF + META over DCF alone. The research questions were discussed, and implications on instruction and research were offered.		https://doi.org/10.1007/s42321-020-00071-1
Lee, Jung-Sook	2014	The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality?	The author examined the relationship between student engagement and academic performance, using U.S. data of the Program for International Student Assessment 2000. The sample comprised 3,268 fifteen-year-old students from 121 U.S. schools. Multilevel analysis showed that behavioral engagement (defined as effort and perseverance in learning) and emotional engagement (defined as sense of belonging) significantly predicted reading performance. The effect of emotional engagement on reading performance was partially mediated through behavioral engagement. Findings from the present study suggest that educators, policy makers, and the research community need to pay more attention to student engagement and ways to enhance it.		https://doi.org/10.1080/00220671.2013.807491
Ferris, Dana R.; Liu, Hsiang; Sinha, Aparna; Senna, Manuel	2013	Written corrective feedback for individual L2 writers	In this study, the controversial issue of written corrective feedback (WCF) is examined through a longitudinal (16-week semester) multiple-case study approach. Ten L2 writers (from “Generation 1.5” backgrounds) in a developmental ESL writing class at a U.S. university wrote four in-class texts, revised them after receiving WCF, and participated in retrospective interviews after each of the first three writing and revision sessions. Data collected included student background questionnaires (N=10), four student texts (originals plus revisions) per participant (N=40), recordings and field notes from interviews with participants (N=30), and recordings and notes from an end-of-semester interview with the classroom teacher. Analyses focused primarily on students’ descriptions of their own self-monitoring processes as they revised marked papers and wrote new texts and individual and contextual factors that appeared to influence their writing development. Students found the techniques used in the study (focused WCF, revision, and one-to-one discussion about errors) useful, but formal knowledge of language rules played a limited and sometimes even counterproductive role in their self-editing and composing. Our findings suggest that teachers should take a more finely tuned approach to corrective feedback and that future research designs investigating WCF should go beyond consideration of only students’ written products.		https://www.sciencedirect.com/science/article/pii/S1060374312000811
Han, Ye	2019	Written corrective feedback from an ecological perspective: The interaction between the context and individual learners	Previous research has identified a range of learner factors and contextual factors that mediate L2 learners' engagement with written corrective feedback (WCF). However, much remains to be known about how these factors impact individual learners' engagement with WCF in L2 classrooms. To address this issue, the paper draws upon the ecological perspective on language learning to discuss the data collected in a case study on Chinese university EFL students' engagement with WCF. Data were collected from multiple resources including students' writing, verbal reports, interviews, field notes, and class documents. While the context, ranging from the textual level to the broad sociocultural level, was found to provide resources that could afford learning, engagement hinged on whether students were able and willing to perceive and use those affordances. The findings suggest that learner engagement with WCF can be conceptualized as a process of perceiving and acting upon embedded learning opportunities afforded by WCF, and highlight the importance of establishing an alignment between affordances and learner agency to enhance individual students’ engagement with written feedback.		https://www.sciencedirect.com/science/article/pii/S0346251X18303142
Nordmann, Emily; Calder, Colin; Bishop, Paul; Irwin, Amy; Comber, Darren	2019	Turn up, tune in, don't drop out: the relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study	Lecture capture tends to polarise the views of academic staff. Some view it as encouraging non-attendance at lectures. Others view it as a valuable adjunct, allowing students to revisit the lecture experience and providing opportunities for clarification and repetition of key points. However, data supporting either of these stances remains scarce. Irrespective of these views, a more pertinent question pertains to the impact of lecture attendance and the use of recordings on student achievement. Findings remain unclear due to methodological issues, inconsistent findings, and a lack of differentiation of students by year of study. This paper investigated the impact of attendance, lecture recording, and student attainment across four years of an undergraduate programme. For first year students, attendance and recording use were positive predictors of performance. For weaker students, supplementary recording use was beneficial but only better students use of the recordings helped overcome the impact of low attendance. For second year students, attendance and recording use were positively correlated with, but no longer predictive of, achievement. There was no relationship for honours year students. We found no compelling evidence for a negative effect of recording use, or that attendance and recording use were related. We suggest focusing on improving lecture attendance through monitoring whilst also providing recordings for supplementary use, particularly in first year. Finally, our findings highlight the need to consider third variables such as year of study and first language when conducting and comparing lecture capture research.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1007%2Fs10734-018-0320-8&DestApp=DOI&SrcAppSID=C2WUQn3RBWbBvstpvu3&SrcJTitle=HIGHER+EDUCATION&DestDOIRegistrantName=Springer-Verlag
Carless, David	2019	Feedback loops and the longer-term: towards feedback spirals	A key challenge for feedback practice involves promoting student uptake through the closing of feedback loops. This paper investigates feedback loops by using the concepts of single and double-loop learning to interrogate student responses to feedback. Single-loop learning tackles an identified problem or task, whereas double-loop learning additionally re-evaluates how the problem or task is approached. Evidence from a five-year longitudinal enquiry into four undergraduate students' experiences of feedback is used to analyse feedback loops. Students reported a variety of experiences: failing to engage significantly with end-of-semester comments; short-term uptake within modules which had two assignments; and longer-term efforts at improving their learning strategies. A model of long-term student engagement with feedback is proposed, including single-loop feedback processes, double-loop feedback processes and unresolved learning puzzles. Whereas feedback loops are mainly focused on the shorter-term, it is suggested that feedback spirals represent an alternative way of analysing complex, iterative longer-term learning processes. Implications for practice focus on student self-regulation and the development of student feedback literacy.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1080%2F02602938.2018.1531108&DestApp=DOI&SrcAppSID=C6KkCi6S95f11SA4H2B&SrcJTitle=ASSESSMENT+%26+EVALUATION+IN+HIGHER+EDUCATION&DestDOIRegistrantName=Informa+UK+%28Taylor+%26+Francis%29
Yang, Min; Carless, David	2013	The feedback triangle and the enhancement of dialogic feedback processes	This article explores some of the main barriers to the enhancement of feedback processes and proposes a framework for using dialogic feedback to foster productive student learning in the discipline. The framework suggests a feedback triangle focused on the content of feedback (cognitive dimension), the interpersonal negotiation of feedback (social-affective dimension) and the organisation of feedback provision (structural dimension). The interplay between these three elements is central to prospects for the enhancement of feedback processes. Derived from the framework is a set of six key features of optimal feedback practice which we represent as building blocks of an architecture of dialogic feedback. The paper concludes with a research agenda which suggests issues to be further explored in the cognitive, social-affective and structural dimensions.		https://doi.org/10.1080/13562517.2012.719154
Cookson, Chris	2017	Voices from the East and West: congruence on the primary purpose of tutor feedback in higher education	While feedback in education is important, formative feedback that leads to improvement in students’ learning outcomes and emotional disposition is vital. This argument has been made repeatedly in the Western literature, both by researchers and by students participating in their research in higher education. This paper presents both affective and non-affective improvement as the most frequently occurring theme identified in a mixed-methods study conducted at a National Key University in mainland China, which investigated 232 Chinese students’ experiences and expectations of feedback from their Chinese tutors. This paper, thus, concludes that mainland Chinese university students and Western researchers and students likely agree on the primary function of tutor feedback. The desire for tutor feedback to also or chiefly play a formative role appears not to be a geographically or culturally specific phenomenon.		https://doi.org/10.1080/02602938.2016.1236184
Yu, Shulin; Jiang, Lianjiang; Zhou, Nan	2020	Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study	While research on feedback in L2 writing has focused on the effects of a given or some types of feedback strategies on the accuracy of the grammar in student texts, revisions to writing, and/or the enhancement of writing quality, little is known about the influences of different writing feedback practices on learner affective factors such as writing motivation. To address this research void, based on data from 1190 students from 35 Chinese universities, this study developed a comprehensive L2 writing feedback scale and investigated how various L2 writing feedback strategies (i.e., scoring feedback, process-oriented feedback, expressive feedback, peer and self-feedback, and written corrective feedback) impact student writing motivation and engagement in Chinese EFL contexts. We found that expressive feedback turned out to be the most frequently used type of L2 writing feedback, and written corrective feedback (WCF) as the least frequently used one. Process-oriented feedback and WCF tended to discourage students’ motivation and engagement in L2 writing, whereas scoring, peer and self-feedback, and expressive feedback in particular seemed to boost student writing motivation and engagement. Pedagogical implications regarding how L2 writing teachers can use feedback strategies to enhance student writing motivation and classroom engagement were discussed.		https://www.sciencedirect.com/science/article/pii/S107529352030012X
Zheng, Yao; Yu, Shulin	2018	Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students	While recent research on teacher written corrective feedback (WCF) has highlighted the importance of students’ engagement with WCF for understanding its effectiveness, little research has investigated lower-proficiency (LP) students’ engagement with WCF in EFL writing classes. Underpinned by a multi-dimensional conceptual framework of student engagement with WCF, this case study has explored how 12 Chinese LP students engaged affectively, behaviourally and cognitively with teacher WCF in EFL writing. It examines data collected from multiple sources, including drafts of student essays, teacher written feedback, student immediate oral reports and semi-structured interviews. The study has found that while the participants’ affective engagement was relatively positive, their behavioural and cognitive engagement was not extensive in a sense that their behavioural engagement did not necessarily result in greater language accuracy, and there was scant awareness at the level of understanding the WCF, especially for the indirect WCF. It has also found that students’ lower English proficiency may negatively influence their cognitive and behavioural engagement with WCF and cause imbalances among the three sub-dimensions of engagement. The findings contribute to an understanding of the multifaceted and dynamic nature of EFL lower-proficiency students’ engagement with teacher WCF.		https://www.sciencedirect.com/science/article/pii/S1075293518300230
Zheng, Yao; Yu, Shulin	2018	Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students	While recent research on teacher written corrective feedback (WCF) has highlighted the importance of students’ engagement with WCF for understanding its effectiveness, little research has investigated lower-proficiency (LP) students’ engagement with WCF in EFL writing classes. Underpinned by a multi-dimensional conceptual framework of student engagement with WCF, this case study has explored how 12 Chinese LP students engaged affectively, behaviourally and cognitively with teacher WCF in EFL writing. It examines data collected from multiple sources, including drafts of student essays, teacher written feedback, student immediate oral reports and semi-structured interviews. The study has found that while the participants’ affective engagement was relatively positive, their behavioural and cognitive engagement was not extensive in a sense that their behavioural engagement did not necessarily result in greater language accuracy, and there was scant awareness at the level of understanding the WCF, especially for the indirect WCF. It has also found that students’ lower English proficiency may negatively influence their cognitive and behavioural engagement with WCF and cause imbalances among the three sub-dimensions of engagement. The findings contribute to an understanding of the multifaceted and dynamic nature of EFL lower-proficiency students’ engagement with teacher WCF.		https://www.sciencedirect.com/science/article/pii/S1075293518300230
	2018	Student engagement with teacher and automated feedback on L2 writing	Research on feedback in second language writing has grown enormously in the past 20 years and has expanded to include studies comparing human raters a…		https://www-sciencedirect-com.proxylibrary.hse.ru/science/article/pii/S1075293518300199
Zhang, Zhe (Victor); Hyland, Ken	2018	Student engagement with teacher and automated feedback on L2 writing	Research on feedback in second language writing has grown enormously in the past 20 years and has expanded to include studies comparing human raters and automated writing evaluation (AWE) programmes. However, we know little about the ways students engage with these different sources of feedback or their relative impact on writing over time. This naturalistic case study addresses this gap, looking at how two Chinese students of English engage with both teacher and AWE feedback on their writing over a 16-week semester. Drawing on student texts, teacher feedback, AWE feedback, and student interviews, we identify the strengths and weaknesses of both types of feedback and show how engagement is a crucial mediating variable in the use students make of feedback and the impact it has on their writing development. We argue that engagement is a key factor in the success of formative assessment in teaching contexts where multiple drafting is employed. Our results show that different sources of formative assessment have great potential in facilitating student involvement in writing tasks and we highlight some of these pedagogical implications for promoting student engagement with teacher and AWE feedback.		https://www.sciencedirect.com/science/article/pii/S1075293518300199
Hyland, Ken	2013	Faculty feedback: Perceptions and practices in L2 disciplinary writing	While a great deal of the research on feedback given to second language writers focuses narrowly on what goes on in language classrooms, most of the writing that matters to undergraduates occurs in disciplinary contexts. Students are attending academic writing courses to more effectively participate in the debates of their disciplines and to demonstrate their learning to readers in those disciplines. They are ‘Writing to Learn’ rather than ‘Learning to Write’, yet we often know little about the advice faculty give to students or what they are trying to achieve through their feedback. The study seeks to move L2 writing feedback studies beyond the texts produced for teachers in the writing classroom while contributing to our understanding of students’ attempts to write themselves into their disciplines. Drawing on interviews with 20 teachers from four faculties at an English medium university in Hong Kong, I explore their perceptions of feedback to illuminate students’ experiences of disciplinary writing. Overall, the findings show that faculty teachers’ feedback is shaped by a desire to see students write in disciplinary approved ways, yet only infrequently supports students towards this goal.		https://www.sciencedirect.com/science/article/pii/S1060374313000192
Qi, Donald S.; Lapkin, Sharon	2001	Exploring the role of noticing in a three-stage second language writing task	The importance of noticing as a cognitive process in second language (L2) acquisition has been increasingly recognized by applied linguistics researchers. However, issues concerning how noticing is related to composing and subsequent feedback processing, and what impact such noticing has on L2 writing improvement, need to be addressed. We conducted a case study to investigate these issues with two Mandarin background adult English-as-a-second language (ESL) learners. The study documents the relationship of noticing, both in the composing stage (Stage 1) and the reformulation stage (Stage 2, where learners compare their own text to a reformulated version of it), to the improvement of the written product in the posttest (Stage 3) of a three-stage writing task. The findings suggest that while composing and reformulation promote noticing, the quality of noticing, which relates directly to L2 writing improvement, is different for learners with different levels of L2 proficiency. We argue that while promoting noticing is important, promoting the quality of that noticing is a more important issue to be addressed in L2 writing pedagogy.		https://www.sciencedirect.com/science/article/pii/S1060374301000467
Qi, Donald S.; Lapkin, Sharon	2001	Exploring the role of noticing in a three-stage second language writing task	The importance of noticing as a cognitive process in second language (L2) acquisition has been increasingly recognized by applied linguistics researchers. However, issues concerning how noticing is related to composing and subsequent feedback processing, and what impact such noticing has on L2 writing improvement, need to be addressed. We conducted a case study to investigate these issues with two Mandarin background adult English-as-a-second language (ESL) learners. The study documents the relationship of noticing, both in the composing stage (Stage 1) and the reformulation stage (Stage 2, where learners compare their own text to a reformulated version of it), to the improvement of the written product in the posttest (Stage 3) of a three-stage writing task. The findings suggest that while composing and reformulation promote noticing, the quality of noticing, which relates directly to L2 writing improvement, is different for learners with different levels of L2 proficiency. We argue that while promoting noticing is important, promoting the quality of that noticing is a more important issue to be addressed in L2 writing pedagogy.		https://www.sciencedirect.com/science/article/pii/S1060374301000467
Greenhow, Christine; Belbas, Brad	2007	Using activity-oriented design methods to study collaborative knowledge-building in e-learning courses within higher education	Trends in higher education have contributed to the need for more coordination and collaboration among different constituencies involved in instructional design and delivery. As researchers and educational technologists working in a large public research university, our research focuses on understanding the interactions among various stakeholder groups involved in e-Learning courses. In this paper we provide an interpretation of how Activity-Oriented Design Methods (AODM) based on Activity Theory can be used to develop a more comprehensive understanding of collaborative knowledge building practices among course design teams and their students. We also discuss how these methods can inform instructional design and development within distance education programs. In the absence of universally accepted methods for applying activity theoretical perspectives, these methods provide an analytic scheme for identifying the essential elements of an activity and for examining their interrelationships or contradictions, which are essential to improving the activity overall. The procedures described here have been used in a series of e-Learning case studies at our institution. We draw from one case to illustrate our interpretation of Activity-Oriented Design Methods. The themes discussed in this paper have implications for a broad audience of educational researchers, technologists, instructional systems designers, faculty, course assistants, and administrators concerned with examining and advancing collaboration among different groups in developing e-Learning.		https://doi.org/10.1007/s11412-007-9023-3
Doman, Evelyn; Webb, Marie	2017	The Flipped Experience for Chinese University Students Studying English as a Foreign Language	Many educators worldwide are aware that traditional teacher-fronted instruction and lecture-based learning often lead students to become passive in the classroom. In the language classroom, particularly in classrooms for English as a second or foreign language, the flipped model of education drives students to become more responsive and more engaged in lessons. Current literature on the flipped model suggests that providing more lecture-based lessons outside of the classroom via video recordings and creating more student-centered activities inside the classroom may help enhance students' attitudes and learner autonomy. By collecting data during a large-scale experiment at the University of Macau, this study provides insight into learner attitudes in the areas of teaching orientation; use of technology; and social, cognitive, and learner presence. Findings show that students in the flipped sections had more positive attitudes to the language learning experience than students in the non-flipped sections.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1002%2Ftesj.264&DestApp=DOI&SrcAppSID=F2otmSly3b4fg3fFZrn&SrcJTitle=TESOL+JOURNAL&DestDOIRegistrantName=Wiley+%28John+Wiley+%26+Sons%29
Doman, Evelyn; Webb, Marie	2017	The Flipped Experience for Chinese University Students Studying English as a Foreign Language	Many educators worldwide are aware that traditional teacher-fronted instruction and lecture-based learning often lead students to become passive in the classroom. In the language classroom, particularly in classrooms for English as a second or foreign language, the flipped model of education drives students to become more responsive and more engaged in lessons. Current literature on the flipped model suggests that providing more lecture-based lessons outside of the classroom via video recordings and creating more student-centered activities inside the classroom may help enhance students' attitudes and learner autonomy. By collecting data during a large-scale experiment at the University of Macau, this study provides insight into learner attitudes in the areas of teaching orientation; use of technology; and social, cognitive, and learner presence. Findings show that students in the flipped sections had more positive attitudes to the language learning experience than students in the non-flipped sections.		http://onlinelibrary.wiley.com/doi/abs/10.1002/tesj.264
Yuen, Allan H. K.; Deng, Liping; Fox, Robert	2009	Use of WebCT in online and blended modes	– The purpose of this paper is to compare the use of WebCT in support of online and blended learning in the Faculty of Architecture of a Hong Kong university., – Paper questionnaires are used to collect students' experiences, perceptions and attitudes towards the online course they have undertaken. Focus group interviews are conducted with two groups of students at the end of the semester. In addition, both formal and informal interviews are conducted with the instructor to understand his perceptions and perspectives., – In general, students prefer to have course management systems (CMS) as a supplement to face‐to‐face lectures rather than as its replacement. They perceive WebCT as mainly a platform for downloading materials and submitting assignments rather than a platform for teaching and learning. Learning fully online is perceived as self‐learning. The traditional lecture is considered more effective and efficient by many students to grasp concepts and principles., – This is an exploratory study at a Hong Kong university. However, it provides initial evidence to shed light on issues concerning the use of CMS in support of online and blended learning., – In order to ensure a more engaging and rewarding online learning experience, teacher's online presence should be strengthened. Other than teacher presence, the cognitive presence could be fostered through engineering the student‐to‐student interaction in co‐located settings., – The paper usefully demonstrates how the blended mode of learning that combines face‐to‐face and online learning has become increasingly popular, while the courses conducted entirely online are comparatively rare at universities in Hong Kong.		https://www-emerald-com.proxylibrary.hse.ru/insight/content/doi/10.1108/17415650911009227/full/html
Yuen, Allan H.K.; Deng, Liping; Fox, Robert	2009	Use of WebCT in online and blended modes	Абстрактный Цель – Целью данной статьи является сравнение использования WebCT в поддержке онлайн-обучения и смешанного обучения на архитектурном факультете гонконгского университета. Дизайн/методология/подход – Бумажные вопросники используются для сбора опыта, восприятия и отношения студентов к онлайн-курсу, который они прошли. Интервью в фокус-группах проводятся с двумя группами студентов в конце семестра. Кроме того, с преподавателем проводятся как формальные, так и неформальные интервью, чтобы понять его восприятие и перспективы. Выводы – В целом, студенты предпочитают иметь системы управления курсом (CMS) в качестве дополнения к очным лекциям, а не в качестве их замены. Они воспринимают WebCT в основном как платформу для загрузки материалов и отправки заданий, а не как платформу для преподавания и обучения. Полное обучение онлайн воспринимается как самообучение. Традиционная лекция считается более эффективной и действенной многими студентами для понимания концепций и принципов. Ограничения/последствия исследований – Это исследовательское исследование в гонконгском университете. Тем не менее, он предоставляет первоначальные доказательства, чтобы пролить свет на вопросы, касающиеся использования CMS в поддержку онлайн-обучения и смешанного обучения. Практические последствия – Чтобы обеспечить более привлекательный и полезный опыт онлайн-обучения, присутствие учителя в Интернете должно быть усилено. Помимо присутствия учителя, когнитивное присутствие может быть стимулировано путем разработки взаимодействия между студентами в совмещенные условия. Оригинальность/ценность – Статья с пользой демонстрирует, как смешанный способ обучения, который сочетает в себе очное и онлайн-обучение, становится все более популярным, в то время как курсы, проводимые полностью онлайн, сравнительно редки в университетах Гонконга.		https://doi.org/10.1108/17415650911009227
Kopniak, Nataliia B.	2018	THE USE OF INTERACTIVE MULTIMEDIA WORKSHEETS AT HIGHER EDUCATION INSTITUTIONS	The conducted research has revealed a high level of technical, technological and psychological readiness of students for integration into the educational activities of cloud technologies in general and interactive multimedia worksheets (IMWS) in particular. In the article, the possibilities of use of the Wizer.me cloud service to create IMWS were analysed; it was established that they entirely correspond to the peculiarities and principles of distance education. When using worksheets, a student turns from a passive recipient of knowledge into an active participant in the teaching-learning process. IMWS are effectively used with the purpose of organisation of formative assessment. Alongside considerable advantages of using IMWS, certain technical, financial, organisational, psychological and methodological problems of incorporation of worksheets into the teaching process at higher educational institutions were revealed.		https://journal.iitta.gov.ua/index.php/itlt/article/view/1887
Li, Hui Helen; Zhang, Lawrence Jun	2021	Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students' individual writing: A quasi-experimental study	Prior studies have reported inconsistent findings with regard to the effects of small-group student talk on developing individual students' English-as-a-foreign-language (EFL) writing ability. To further explore the question under discussion, we designed a quasi-experimental study that included a pretest, a posttest, and a delayed posttest, and implemented it in two English-major groups at a university in China. We randomly assigned the students to an intervention group and a comparison group to investigate whether employing structured small-group student talk as collaborative prewriting discussions would effectively facilitate individual students' EFL writing development and whether such effects could be retained. The immediate and sustained effects after the quasi-experimental study was completed were measured by the analytic scores on five components of the writing task (content, organization, vocabulary, language, and mechanics) and the holistic writing scores cumulated of all these components. Statistical analyses revealed that the two groups were significantly distinguished by their analytic and holistic scores, indicating that students in the intervention group outperformed their comparison group peers in writing performance. The effects of collaborative prewriting discussions in the form of structured small-group student talk were found statistically significant in facilitating students' writing improvement in the content, organization, vocabulary, and language use, but not mechanics. The effects on content, organization, and vocabulary were retained as seen from the delayed posttest, while those on language use were not. The comparison group showed little improvement in their writing performance across the three tests. We concluded this study with a discussion on the implications for English-as-a-second/foreign-language (L2) writing instruction.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1371%2Fjournal.pone.0251569&DestApp=DOI&SrcAppSID=D2Sd1Gnv5MOhqJvx1vL&SrcJTitle=PLOS+ONE&DestDOIRegistrantName=Public+Library+of+Science
Ma, Maggie; Wang, Chuang; Teng, Mark Feng	2021	Using Learning-Oriented Online Assessment to Foster Students’ Feedback Literacy in L2 Writing During COVID-19 Pandemic: A Case of Misalignment Between Micro- and Macro- Contexts	Online learning has emerged as the “new norm” due to the COVID-19 crisis. Compared with institutions’ and teachers’ responses to online teaching, little is known about students’ perceived influence of online assessment practices. The present study explored the perceived effects of learning-oriented online assessment on L2 students’ feedback literacy and individual differences in feedback literacy development from an ecological perspective. We used multiple sources of data, including a survey on student feedback literacy, semi-structured interviews with two focal students, drafts produced by them and related teacher feedback, and supplementary data reflecting the online assessment practices in the course. Results demonstrated that the students held less favorable opinions of the online mode of learning in promoting feedback literacy. However, they perceived positively the development of feedback literacy in the aspects of appreciating feedback, developing judgements, and taking actions. Considerable variations were identified in the development of two focal students’ feedback literacy, especially in the aspects of managing affects and taking actions. The findings revealed the negative influence of misalignment between micro- and macro- factors on student feedback literacy and how such a misalignment interacted with learner factors to influence individual students’ feedback literacy when learning-oriented assessment (LOA) was implemented during COVID-19. The paper proposed a fine-grained model for developing student feedback literacy through learning-oriented online assessment. With a special focus on misalignment, the model provided insights into the interactional dynamics among learners, classroom, and larger contexts in using LOA to enhance student feedback literacy online. Relevant pedagogical implications for developing student feedback literacy within and beyond COVID-19 were discussed.		https://doi.org/10.1007/s40299-021-00600-x
Crosthwaite, Peter; Jiang, Kevin	2017	Does EAP affect written L2 academic stance? A longitudinal learner corpus study	This study explores the longitudinal development of L2 academic ‘stance’ features resulting from instruction in English for Academic Purposes (EAP) at a university in Hong Kong. We analysed the frequency and wordings of hedges, boosters, attitude markers and self-mention within a 205,682 word longitudinal corpus of essays and reports collected over a semester's instruction via pre-, mid- and post-instruction submissions, alongside data on submission grade. Data was analysed for frequency and wording differences alongside mixed-effect models to confirm the impact of instruction on the data. Results show significant longitudinal variation in the frequency of hedging, boosting, marking attitude and self-mention devices as the result of instruction, with a rise in the use of hedging and an overall reduction in the use of boosting and self-mention, serving to leave students with a more careful, narrower, less polarising and less personal range of expressions with which to convey their stance over time. We also present longitudinal genre-specific effects on stance features between essays and reports, and show how a longitudinal increase in hedges and boosters results in texts that receive a higher grade from teacher-raters. Our findings recommend explicit instruction of stance features as crucial in raising students' awareness of how to achieve persuasive academic writing.		https://www.sciencedirect.com/science/article/pii/S0346251X16301725
Halverson, Lisa R.; Graham, Charles R.	2019	Learner Engagement in Blended Learning Environments: A Conceptual Framework	Learner engagement correlates with important educational outcomes, including academic achievement and satisfaction. Although research is already exploring learner engagement in blended contexts, no theoretical framework guides inquiry or practice, and little consistency or specificity exists in engagement definitions and operationalizations. Developing definitions, models, and measures of the factors that indicate learner engagement is important to establishing whether changes in instructional methods (facilitators) result in improved engagement (measured via indicators). This article reviews the existing literature on learner engagement and identifies constructs most relevant to learning in general and blended learning in particular. The authors present a possible conceptual framework for engagement that includes cognitive and emotional indicators, offering examples of research measuring these engagement indicators in technology-mediated learning contexts. The authors suggest future studies to test the framework, which they believe will support advances in blended learning engagement research that is increasingly real time, minimally intrusive, and maximally generalizable across subject matter contexts.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.24059%2Folj.v23i2.1481&DestApp=DOI&SrcAppSID=D5SEN8MP9JQxmuinuam&SrcJTitle=ONLINE+LEARNING&DestDOIRegistrantName=The+Online+Learning+Consortium
Engeström, Yrjö; Sannino, Annalisa	2012	Whatever happened to process theories of learning?	The article examines strengths and limitations of three examples of well known post-behaviorist process theories of learning: Norman and Rumelhart, Kolb, and Nonaka and Takeuchi. Two central shortcomings are found in these theories, namely universalism and separation of learning from instruction. After that the article analyzes Davydov's theory of learning activity and Engeström's theory of expansive learning as process theories that may significantly enrich the current landscape of learning theory and research. The strength of the two cultural–historical theories is in their rejection of universalism. The theory of expansive learning also attempts to bring learning and instruction into a dialectical relationship. The conclusion is that in order to revitalize theorizing of learning processes, researchers need to give up explicit and implicit universalism and recognize the intimate relationship between learning and instruction and the gap between them as a source of creative deviation and agency.		https://www.sciencedirect.com/science/article/pii/S2210656112000050
Engeström, Yrjö; Sannino, Annalisa	2012	Whatever happened to process theories of learning?	The article examines strengths and limitations of three examples of well known post-behaviorist process theories of learning: Norman and Rumelhart, Kolb, and Nonaka and Takeuchi. Two central shortcomings are found in these theories, namely universalism and separation of learning from instruction. After that the article analyzes Davydov's theory of learning activity and Engeström's theory of expansive learning as process theories that may significantly enrich the current landscape of learning theory and research. The strength of the two cultural–historical theories is in their rejection of universalism. The theory of expansive learning also attempts to bring learning and instruction into a dialectical relationship. The conclusion is that in order to revitalize theorizing of learning processes, researchers need to give up explicit and implicit universalism and recognize the intimate relationship between learning and instruction and the gap between them as a source of creative deviation and agency.		https://www.sciencedirect.com/science/article/pii/S2210656112000050
Engeström, Yrjö; Sannino, Annalisa	2010	Studies of expansive learning: Foundations, findings and future challenges	The paper examines studies based on the theory of expansive learning, formulated in 1987. In recent years the theory has been used in a wide variety of studies and interventions. The theory builds on foundational ideas put forward by Vygotsky, Leont’ev, Il’enkov, and Davydov, key figures in the Russian school of cultural–historical activity theory. Studies based on the theory are reviewed in six sections: expansive learning as transformation of the object, expansive learning as movement in the zone of proximal development, expansive learning as cycles of learning actions, expansive learning as boundary crossing and network building, expansive learning as distributed and discontinuous movement, and formative interventions. A separate section is devoted to critiques of expansive learning. It is concluded that the ultimate test of learning theories is how they help practitioners to generate learning that grasps pressing issues the humankind is facing. The theory of expansive learning currently expands its analyses both up and down, outward and inward. Moving up and outward, it tackles learning in fields or networks of interconnected activity systems with their partially shared and often contested objects. Moving down and inward, it tackles issues of subjectivity, experiencing, personal sense, emotion, embodiment, identity, and moral commitment.		https://www.sciencedirect.com/science/article/pii/S1747938X10000035
Engeström, Yrjö		Enriching activity theory without shortcuts	Attempts to identify an intermediate unit between collective activity and individual action within activity theory are useful and necessary. While several possible conceptualizations have been put forward, engagement is a relevant candidate for		https://www.academia.edu/2597130/Enriching_activity_theory_without_shortcuts
	2000	Measurement in action: an activity-theoretical perspective on producer–user interaction	Why are developers, in many cases, unable to identify user problems, even when the information is ready and available? How do such miscommunication si…		https://www-sciencedirect-com.proxylibrary.hse.ru/science/article/pii/S1071581900903756
Hasu, MERVI; Engeström, YRJÖ	2000	Measurement in action: an activity-theoretical perspective on producer–user interaction	Why are developers, in many cases, unable to identify user problems, even when the information is ready and available? How do such miscommunication situations actually emerge and how could research and information technology help developers and users to overcome this problem? To tackle these questions, we examine a critical phase in the lifespan of a technological innovation: the transfer of a new medical technology from developers to users. Such a phase emerges especially in the early stages of implementation and diffusion, prior to the stabilization and expansion of user networks, and presupposes collaborative performance between otherwise loosely connected actors and activity systems. The innovation under scrutiny is a neuromagnetic measuring system (MEG), developed and manufactured by a Finnish start-up company. We use an activity-theoretical perspective in which the unit of analysis is a collective object-oriented activity system, a community of practitioners sharing a common object. Based on an analysis of a breakdown situation and the ensuing interactions between the users and the developers of the device, we present an enriched model of developmental contradictions in the implementation phase of the neuromagnetometer device. We argue that the anticipated outcome of the critical phase of the innovation process, the shift toward a mature customer-intelligent product driven by co-configuration work, will require a major effort to resolve developmental contradictions within and between the parties of the implementation process. As part of this re-mediation effort, shared meta-tools for dialogical diagnosis, problem solving and system redesign are needed. We suggest that these functions could conceivably be delegated to intelligent software agents, built into the MEG computer system, which would operate as boundary-crossing agents that facilitate interaction and mutual intelligibility between the perspectives of users and developers.		https://www.sciencedirect.com/science/article/pii/S1071581900903756
Engeström, Yrjö; Engeström, Ritva; Kärkkäinen, Merja	1995	Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities			https://www.sciencedirect.com/science/article/pii/0959475295000216
Engeström, Yrjö	2001	Expansive Learning at Work: Toward an activity theoretical reconceptualization	Cultural-historical activity theory has evolved through three generations of research. The emerging third generation of activity theory takes two interacting activity systems as its minimal unit of analysis, inviting us to focus research efforts on the challenges and possibilities of inter-organizational learning. Activity theory and its concept of expansive learning are examined with the help of four questions: 1. Who are the subjects of learning? 2. Why do they learn? 3. What do they learn? 4. How do they learn? Five central principles of activity theory are presented, namely activity system as unit of analysis, multi-voicedness of activity, historicity of activity, contradictions as driving force of change in activity, and expansive cycles as possible form of transformation in activity. Together the four questions and five principles form a matrix which is used to present a study of expansive learning in a hospital setting in Finland. In conclusion, implications of the framework for our understanding of the increasingly important horizontal dimension of learning are discussed.		https://www.tandfonline.com/doi/abs/10.1080/13639080020028747
Harrison, Neil; Peacock, Nicola	2010	Cultural distance, mindfulness and passive xenophobia: using Integrated Threat Theory to explore home higher education students' perspectives on 'internationalisation at home'	This paper addresses the question of interaction between home and international students using qualitative data from 100 home students at two 'teaching intensive' universities in the southwest of England. Stephan and Stephan's Integrated Threat Theory is used to analyse the data, finding evidence for all four types of threat that they predict when outgroups interact. It is found that home students perceive threats to their academic success and group identity from the presence of international students on the campus and in the classroom. These are linked to anxieties around 'mindful' forms of interaction and a taboo around the discussion of difference, leading to a 'passive xenophobia' for the majority. The paper concludes that Integrated Threat Theory is a useful tool in critiquing the 'internationalisation at home' agenda, making suggestions for policies and practices that may alleviate perceived threats, thereby improving the quality and outcomes of intercultural interaction.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1080%2F01411920903191047&DestApp=DOI&SrcAppSID=C65KZmJjnhACLkUExfa&SrcJTitle=BRITISH+EDUCATIONAL+RESEARCH+JOURNAL&DestDOIRegistrantName=Informa+UK+%28Taylor+%26+Francis%29
Rienties, Bart; Heliot, YingFei; Jindal-Snape, Divya	2013	Understanding social learning relations of international students in a large classroom using social network analysis	A common assumption in higher education is that international students find it difficult to develop learning and friendship relations with host students. When students are placed in a student-centred environment, international students from different cultural backgrounds are "forced" to work together with other students, which allows students to learn from different perspectives. However, large lecture rooms may provide fewer opportunities for students to work together in small groups. The purpose of this article is to understand how 191 international students from 34 cultural backgrounds and 16 host students build learning and friendship relations in a large classroom of 207 students. We have used an innovative mixed-method design of social network analysis in a pre- and post-test manner combined with two sets of focus groups. Using multiple regression quadratic assignment procedures, the results indicate that learning ties after 11 weeks were significantly predicted by the friendship and learning ties established at the beginning of the module, (sub)specialisation, and whether students were Chinese or not. Contrary to previous findings, team divisions played only a marginal role in building (new) learning relations. A substantial segregation between Confucian Asian, European international and UK students was present. Follow-up qualitative data highlighted that international students made a conscious effort to build friendship and learning relations primarily outside the formal team, which for some were along co-national lines, while others were pro-actively looking for new perspectives from multi-national students. These results indicate that the instructional design might have a strong influence on how international and host students work and learn together. We believe that this study is the first to provide an in-depth and unique understanding of how international students from different cultural backgrounds build friendship and learning-relationships with other students in- and outside their classroom over time in a large classroom of 200+ students.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1007%2Fs10734-013-9617-9&DestApp=DOI&SrcAppSID=C65KZmJjnhACLkUExfa&SrcJTitle=HIGHER+EDUCATION&DestDOIRegistrantName=Springer-Verlag
Nistor, Nicolae; Gogus, Aytac; Lerche, Thomas	2013	Educational technology acceptance across national and professional cultures: a European study	The continuous development of new platforms and environments for technology-enhanced learning emphasizes the increasing importance of research in educational technology acceptance (ETA). Responding to this need, the unified theory of acceptance and use of technology (UTAUT) proposes a major ETA model. However, the UTAUT has been so far validated only in restrained contexts. The ongoing internationalization of education calls for extending ETA research and the UTAUT across national and professional boundaries. Therefore, this study aims at cross-cultural validation of the UTAUT by examining a large sample (N = 4,589) of educational technology users from three European countries, Germany, Romania and Turkey. As a first conclusion, the UTAUT questionnaire displays adequate validity, reliability, and measurement equivalence across cultures, which further enables UTAUT-based comparisons of the cultural groups. Secondly, the effect of technology use intention on the actual use behavior proves to be extremely weak. Several possible explanations are proposed along with suggestions for future research. Thirdly, for the first time in ETA research the cultural sample diversity allows the verification of correlations between acceptance and culture. Thus, this study makes headway in the integration of culture (sensu Hofstede) in the UTAUT by suggesting effects of power distance, individualism, masculinity, uncertainty avoidance and long-term orientation on performance and effort expectancy, perceived social influence, computer anxiety, technology use intention and actual use behavior. Fourthly, for educational practice the presented results suggest several ways of anticipating and supporting ETA in multicultural user groups.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1007%2Fs11423-013-9292-7&DestApp=DOI&SrcAppSID=C65KZmJjnhACLkUExfa&SrcJTitle=ETR%26D-EDUCATIONAL+TECHNOLOGY+RESEARCH+AND+DEVELOPMENT&DestDOIRegistrantName=Springer-Verlag
Spencer-Oatey, Helen	2013	Maximizing the Benefits of International Education Collaborations: Managing Interaction Processes	International collaborations are frequently mentioned in university strategies as a way of promoting internationalization, often in relation to achieving greater connectivity among staff from different backgrounds. Much less explicit attention is paid to the underlying rationale for facilitating such connectivity, or the challenges academic staff may face in participating in such collaborations. In this article, the author argues that failure to pay adequate attention to such interaction issues can hinder the added value that international projects can offer and that much greater attention needs to be paid to the collaboration process itself in order to maximize benefits. The author analyzes the interaction experiences of staff who participated in a set of Sino-British collaborative e-learning projects and reports and illustrates the key challenges they faced and the ways in which they responded. The article concludes with a number of implications and recommendations for personnel involved in researching, planning, and/or participating in international education collaborations.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1177%2F1028315312454545&DestApp=DOI&SrcAppSID=C65KZmJjnhACLkUExfa&SrcJTitle=JOURNAL+OF+STUDIES+IN+INTERNATIONAL+EDUCATION&DestDOIRegistrantName=SAGE+Publications
McCrohon, Mark; Nyland, Berenice	2018	The perceptions of commoditisation and internationalisation of higher education in Australia: an interview study of Chinese international students and their lecturers	This paper examined domestic educator and Chinese international student (CIS) perspectives on their experience of the commoditisation of international higher education in Australia. Data consisted of semi-structured interviews with academic and student participants. A Trans-disciplinary Framework derived from grounded theory and the Auditable Systematised Qualitative Analysis tool, provided structure and a method to systematise interview data. An interpretation of positioning theory gave insights into the perceived reality of research participants. Findings indicated that a number of academics struggled in their role as teachers of CIS. Concerns varied from disquiet about high fees to a perception that the quality of the teaching and learning program was lower because of the university's emphasis on international students as a source of income. Conversely, some international students paid a high price for a Western education and considered success a fait accompli.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1007%2Fs12564-018-9515-z&DestApp=DOI&SrcAppSID=C65KZmJjnhACLkUExfa&SrcJTitle=ASIA+PACIFIC+EDUCATION+REVIEW&DestDOIRegistrantName=Springer-Verlag
Byrne, E.; Brugha, R.; McGarvey, A.	2019	"A melting pot of cultures' -challenges in social adaptation and interactions amongst international medical students	BackgroundThe internationalisation of higher level education and the profiles - nationalities, ethnicities and cultural identities - of students who migrate to undertake higher level education programmes in a different country are increasingly complex. This article explores the way in which cultural backgrounds impact the student's experiences of an international medical school, and how these experiences have the potential to inform the development and design of student support services for those students who are not coping well with the transition.MethodsThirty one first year students were interviewed by sixteen second year students who were trained and supervised by an experienced researcher. Three focus group discussions were also held.ResultsWhile many international students had lived in more than one country and region and spoke several languages, most reported difficulties in forming intercultural friendships, especially interactions outside of the academic setting. Some of the challenges faced were similar to what has been reported in the literature, such as difficulties with language and loss of established friendship networks. Other challenges to emerge in this study were the complex interrelatedness of the daily life challenges facing international students regarding the forming and importance of intercultural relations, which is impacted by gender, the presence of alcohol, languages spoken (in addition to English, which was the language used for medical education), and the dominance of the regional grouping the student belongs to.ConclusionThe challenges of adaptation and intercultural relations are increasing in complexity and it is important for higher level institutions who enrol international students to understand the nature of the pressures these students experience, outside as well as within the academic environment, and to support them in managing these transitions.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.1186%2Fs12909-019-1514-1&DestApp=DOI&SrcAppSID=C65KZmJjnhACLkUExfa&SrcJTitle=BMC+MEDICAL+EDUCATION&DestDOIRegistrantName=Springer+%28Biomed+Central+Ltd.%29
Ковба, Д. М.; Грибовод, Е. Г.	2020	Международная академическая мобильность сквозь призму теории «мягкой силы»	Научный журнал «Образование и наука»		https://www.edscience.ru/jour/article/view/1450
Антонова, Н. Л.; Сущенко, А. Д.; Попова, Н. Г.	2020	«Мягкая сила» высшего образования как фактор мирового лидерства	Научный журнал «Образование и наука»		https://www.edscience.ru/jour/article/view/1499
Загвязинский, В. И.; Волосникова, Л. М.; Кукуев, Е. А.; Патрушева, И. В.	2020	Академическая мобильность в педагогическом образовании	Научный журнал «Образование и наука»		https://www.edscience.ru/jour/article/view/1728
Chou, Meng-Hsuan		Sticky and slippery destinations for academic mobility: the case of Singapore	This article seeks to contribute to the existing scholarship on academic mobility in two ways. First, it brings together insights on academic mobility (aspirations, desperations) and higher education internationalisation to show how we may analytically organise these insights to shed light on the shifting global higher education landscape from an experiential perspective. Second, it provides fresh data on the 'lived experiences' of mobile faculty members based in an attractive academic destination outside of the traditional knowledge cores-Singapore. As a city state without any natural resources, Singapore has successfully transformed its economy into one that is knowledge-intensive based on combined efforts from grooming locals to recruiting foreign talents to shore up skilled manpower needs. These efforts are reflected in the university sector where Singapore's comprehensive universities have consistently ranked high across many global university rankings. Using survey and interview data, I show how the mobility and immobility experiences of faculty based in Singapore have contributed to its making as a 'sticky' and 'slippery' academic destination. My contributions point to the need to integrate individual-level factors underpinning academic mobility decisions with systemic developments to better understand the changing global higher education landscape today.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.1007%2Fs10734-020-00574-7&DestApp=DOI&SrcAppSID=C65KZmJjnhACLkUExfa&SrcJTitle=HIGHER+EDUCATION&DestDOIRegistrantName=Springer-Verlag
Chou, Meng-Hsuan	2020	Sticky and slippery destinations for academic mobility: the case of Singapore	This article seeks to contribute to the existing scholarship on academic mobility in two ways. First, it brings together insights on academic mobility (aspirations, desperations) and higher education internationalisation to show how we may analytically organise these insights to shed light on the shifting global higher education landscape from an experiential perspective. Second, it provides fresh data on the ‘lived experiences’ of mobile faculty members based in an attractive academic destination outside of the traditional knowledge cores—Singapore. As a city state without any natural resources, Singapore has successfully transformed its economy into one that is knowledge-intensive based on combined efforts from grooming locals to recruiting foreign talents to shore up skilled manpower needs. These efforts are reflected in the university sector where Singapore’s comprehensive universities have consistently ranked high across many global university rankings. Using survey and interview data, I show how the mobility and immobility experiences of faculty based in Singapore have contributed to its making as a ‘sticky’ and ‘slippery’ academic destination. My contributions point to the need to integrate individual-level factors underpinning academic mobility decisions with systemic developments to better understand the changing global higher education landscape today.		https://doi.org/10.1007/s10734-020-00574-7
Ose Askvik, Eva; van der Weel, F. R. (Ruud); van der Meer, Audrey L. H.	2020	The Importance of Cursive Handwriting Over Typewriting for Learning in the Classroom: A High-Density EEG Study of 12-Year-Old Children and Young Adults	To write by hand, to type, or to draw – which of these strategies is the most efficient for optimal learning in the classroom? As digital devices are increasingly replacing traditional writing by hand, it is crucial to examine the long-term implications of this practice. High-density electroencephalogram (HD EEG) was used in 12 young adults and 12, 12-year-old children to study brain electrical activity as they were writing in cursive by hand, typewriting, or drawing visually presented words that were varying in difficulty. Analyses of temporal spectral evolution (TSE, i.e., time-dependent amplitude changes) were performed on EEG data recorded with a 256-channel sensor array. For young adults, we found that when writing by hand using a digital pen on a touchscreen, brain areas in the parietal and central regions showed event-related synchronized activity in the theta range. Existing literature suggests that such oscillatory neuronal activity in these particular brain areas is important for memory and for the encoding of new information and, therefore, provides the brain with optimal conditions for learning. When drawing, we found similar activation patterns in the parietal areas, in addition to event-related desynchronization in the alpha/beta range, suggesting both similarities but also slight differences in activation patterns when drawing and writing by hand. When typewriting on a keyboard, we found event-related desynchronized activity in the theta range and, to a lesser extent, in the alpha range in parietal and central brain regions. However, as this activity was desynchronized and differed from when writing by hand and drawing, its relation to learning remains unclear. For 12-year-old children, the same activation patterns were found, but to a lesser extent. We suggest that children, from an early age, must be exposed to handwriting and drawing activities in school to establish the neuronal oscillation patterns that are beneficial for learning. We conclude that because of the benefits of sensory-motor integration due to the larger involvement of the senses as well as fine and precisely controlled hand movements when writing by hand and when drawing, it is vital to maintain both activities in a learning environment to facilitate and optimize learning.		https://www.frontiersin.org/article/10.3389/fpsyg.2020.01810
Pessoni, Rosemeire Bom; Pessoni, Arquimedes	2021	Internacionalização do ensino superior e a mobilidade acadêmica	Este estudo retrata e discute a globalização e a internacionalização do ensino superior com ênfase em um dos principais aspectos da internacionalização da educação - a mobilidade acadêmica. Pesquisas nessa área têm crescido substancialmente nos últimos anos e alguns autores têm se destacado no cenário internacional como Altbach e Knight (2007); Gacel-Ávila (2005); Knight (2003, 2005, 2012) e Wilkins e Hubman (2012).  No Brasil, diversos autores também têm se dedicado a essa temática, a exemplo de  Carvalho e Maia (2014); Dias Sobrinho (2010); Lima e Contel (2011); Lima e Maranhão (2009, 2011); Miura (2006); Morosini (2006, 2014); Silva (2018); Stallivieri (2009, 2017) entre outros, e os dados dos relatórios da OCDE e da UNESCO fundamentam esse estudo. Assim, partir da visão de diferentes autores, esse trabalho visa contribuir para a discussão dos aspectos positivos e negativos da internacionalização, as contradições que esse tema suscita e as suas implicações para as universidades.		https://periodicos.ufsm.br/reveducacao/article/view/43070
Cakir, Hasan	2013	Use of blogs in pre-service teacher education to improve student engagement	Web 2.0 technologies allow average computer users to be able to publish on the Internet without having to know complex computer technical knowledge, which gives these technologies powerful potential to facilitate student engagement in various learning environments. However, a knowledge gap exists in the literature related to factors affecting student engagement with Web 2.0 technologies. The purpose of this study is to understand factors affecting student engagement in a pre-service teacher education program that uses blogs to expand in-class discussions about technology integration. First year pre-service teachers in a mathematics education department participated in the study. Data were collected with a survey that was developed to measure student engagement with blog use. Results show that student motivation, reasons to use blog in the course, and level of challenge perceived by the students affect students' engagement with blog use. Gender and technical ability of students do not impact students' engagement. As a result, blogs can be utilized to expand in-class discussions equally well for all students.		https://www.sciencedirect.com/science/article/pii/S0360131513001413
Cakir, Hasan	2013	Use of blogs in pre-service teacher education to improve student engagement	Web 2.0 technologies allow average computer users to be able to publish on the Internet without having to know complex computer technical knowledge, which gives these technologies powerful potential to facilitate student engagement in various learning environments. However, a knowledge gap exists in the literature related to factors affecting student engagement with Web 2.0 technologies. The purpose of this study is to understand factors affecting student engagement in a pre-service teacher education program that uses blogs to expand in-class discussions about technology integration. First year pre-service teachers in a mathematics education department participated in the study. Data were collected with a survey that was developed to measure student engagement with blog use. Results show that student motivation, reasons to use blog in the course, and level of challenge perceived by the students affect students' engagement with blog use. Gender and technical ability of students do not impact students' engagement. As a result, blogs can be utilized to expand in-class discussions equally well for all students.		https://www.sciencedirect.com/science/article/pii/S0360131513001413
Basal, Ahmet; Eryilmaz, Ali	2021	Engagement and affection of pre-service teachers in online learning in the context of COVID 19: engagement-based instruction with web 2.0 technologies vs direct transmission instruction	Due to COVID 19, schools and universities all over the world have gone from full face-to-face lessons to online lessons. This short notice transition has come with many challenges for students including engagement with and affection for the lectures. This study aims to examine whether there is a significant difference between engagement and affection based on instruction types in online virtual class courses. To this end, some Web 2.0 technologies were used in one lecture (GW) and direct transmission in the other lecture (GDT). After 5 weeks, a questionnaire was applied to 92 volunteer participants. Based on the results, while the GW method has a high effect in reducing negative emotions and increasing engagement; it has a moderate effect on the increase of positive affection.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.1080%2F02607476.2020.1841555&DestApp=DOI&SrcAppSID=D6gF1yv5h8ui7gmLShS&SrcJTitle=JOURNAL+OF+EDUCATION+FOR+TEACHING&DestDOIRegistrantName=Informa+UK+%28Taylor+%26+Francis%29
Başal, Ahmet; Eryılmaz, Ali	2021	Engagement and affection of pre-service teachers in online learning in the context of COVID 19: engagement-based instruction with web 2.0 technologies vs direct transmission instruction	Due to COVID 19, schools and universities all over the world have gone from full face-to-face lessons to online lessons. This short notice transition has come with many challenges for students including engagement with and affection for the lectures. This study aims to examine whether there is a significant difference between engagement and affection based on instruction types in online virtual class courses. To this end, some Web 2.0 technologies were used in one lecture (GW) and direct transmission in the other lecture (GDT). After 5 weeks, a questionnaire was applied to 92 volunteer participants. Based on the results, while the GW method has a high effect in reducing negative emotions and increasing engagement; it has a moderate effect on the increase of positive affection.		https://doi.org/10.1080/02607476.2020.1841555
Luo, Tian; Murray, Alexander; Crompton, Helen	2017	Designing Authentic Learning Activities to Train Pre-Service Teachers About Teaching Online	Online learning is increasingly being used in K-12 learning environments. A concomitant trend is found towards learning becoming authentic as students learn with tasks that are connected to real-world occupations. In this study, 48 pre-service teachers use an online environment to engage in authentic practice as they developed online learning experiences for their future students. Using a design-based research methodology, the researchers were involved in planning, designing, implementing, and evaluating the higher education class across two macro cycles. An authentic learning framework was utilized in the development of the class. Findings explicate the design of the course and how it aligned to the authentic learning framework. It appears that web-based tools were beneficial as the pre-service teachers designed their own K-12 online classes. Findings show that the pre-service teachers' comfort increased when using the using online web building applications in the authentic environment. Furthermore, a high level of engagement in reflective and collaborative learning was uncovered during the activities. This research acts as a springboard for educators who are interested in designing online higher education courses incorporating authentic learning experiences.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.19173%2Firrodl.v18i7.3037&DestApp=DOI&SrcAppSID=D6gF1yv5h8ui7gmLShS&SrcJTitle=INTERNATIONAL+REVIEW+OF+RESEARCH+IN+OPEN+AND+DISTRIBUTED+LEARNING&DestDOIRegistrantName=Athabasca+University+Press
Gomes, Raquel Salcedo; Rockenback Tarouco, Liane Margarida; da Silva, Patricia Fernanda; Roesler, Valter	2021	Active collaborative learning in a web conferencing environment	Resulting from the COVID-19 pandemic, the 2020 school year has been defined by remote online teaching, taking place in learning management systems and/or in webconference services. Considering this scenario, the aim of this paper is to present teaching strategies for remote synchronous classes in webconference systems so that they are managed in order to encourage greater student engagement, in the perspective of active collaborative learning. The strategies were developed based on the analysis of data generated by the collection of testimonies, the application of questionnaires with teachers of basic education and higher education and the adoption of a class log of the use of three webconference platforms in a postgraduate course, in the current pandemic year. We discuss what changes when it is not possible to teach presentially, but with the use of web conferencing platforms and their functionalities, as well as of different digital tools that can help the teacher stimulate student participation during the lessons. As a result, four types of teaching strategies are presented for the management of remote online classes focused on active collaborative student learning, which can be used by teachers of different educational levels and areas of knowledge.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.29276%2Fredapeci.2021.21.215682.18-31&DestApp=DOI&SrcAppSID=D6gF1yv5h8ui7gmLShS&SrcJTitle=REVISTA+EDAPECI-EDUCACAO+A+DISTANCIA+E+PRATICAS+EDUCATIVAS+COMUNICACIONAIS+E+INTERCULTURAIS&DestDOIRegistrantName=Revista+EDAPECI
Al-Sheeb, Bothaina; Hamouda, Abdel Magid; Abdella, Galal M.	2018	Investigating Determinants of Student Satisfaction in the First Year of College in a Public University in the State of Qatar	Purpose. A first-year student’s life is a web of interrelated academic and social experiences. Most universities have rigorous processes to achieve excellence or reach high-quality standards, with “Student Satisfaction” being the central focus of all of higher education aims for excellence. This study examined the influence of various academic, social, and environmental aspects on the overall satisfaction of first-year students. Design. A questionnaire was designed and administered to first-year students, and the resulting data were analyzed using correlation, linear regression, binary logistic regression, and artificial neural networks. Findings. The findings suggested that three of the five factors explored—100-level course satisfaction, a sense of belonging, and citizenship knowledge and skills—were the best determinants of the level of first-year student satisfaction. Originality. This study examined the influence of academic, social, and environmental factors on overall student satisfaction with the college experience. Many studies have focused on how factors such as student attitudes, perceptions, and academic and social engagements impact first-year student success and retention; however, few studies have attempted to explore the influence these factors have on student satisfaction and their overall perceptions of the college experience. Discussion and Conclusion. This study has provided a snapshot of some of the key determinants of the overall student satisfaction of the first-year experience. This study can assist college administrators and instructors in their quality assurance initiatives which may include reviewing the current system, setting college priorities, and planning and allocation of future resources to better achieve higher levels of student satisfaction.		https://www.hindawi.com/journals/edri/2018/7194106/
Kim, Alice S. N.; Nairn, Brian C.; Popovic, Celia; Carozza, Linda; Balidio, Elaine C.	2020	Participation is Predictive of Individual, but Not Group, Work in the Context of a Blended General Education Course	Past research on face-to-face instructional delivery demonstrates that students' participation is positively related to their achievement in a course (Rocca, 2010), and that participation mediates the relation between attendance and achievement (Kim et al., 2019). Given that blended learning is on the rise in higher education (Johnson et al., 2016), it is of growing interest to explore whether this positive association between participation and achievement holds in the context of blended learning. Here we investigated whether students' participation was (a) predictive of their overall grade in the course and (b) differentially predictive of their grades on three different types of assessments: tests (test and quiz), written assignments (argumentative letter and critical essay), and oral activities (debate). The results of our regression analyses showed that participation grades were predictive of learning achievement in the course with respect to overall grade (R-2=0.364;beta=0.365), test grade (R-2=0.164;beta=0.327), and written grade (R-2=0.212;beta=0.278). Participation was not predictive of oral grades as a whole; however, further analyses showed that students' participation predicted the individual (vs. group-based) component of the oral grade (R-2=0.045;beta=0.113). Thus, our findings demonstrate that students' participation grades are predictive of their grades on assessments that are independent but not group-based, at least in the context of the blended course investigated in this study.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.5206%2Fcjsotl-rcacea.2020.3.8336&DestApp=DOI&SrcAppSID=D6gF1yv5h8ui7gmLShS&SrcJTitle=CANADIAN+JOURNAL+FOR+THE+SCHOLARSHIP+OF+TEACHING+AND+LEARNING&DestDOIRegistrantName=University+of+Western+Ontario%2C+Western+Libraries
Habibi, Akhmad; Mukminin, Amirul; Riyanto, Yatim; Prasojo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz	2018	Building an Online Community: Student Teachers' Perceptions on the Advantages of Using Social Networking Services in a Teacher Education Program	This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.		http://www.webofscience.com/wos/woscc/full-record/WOS:000429150100005
Engeström, Yrjö	2007	Enriching activity theory without shortcuts	Attempts to identify an intermediate unit between collective activity and individual action within activity theory are useful and necessary. While several possible conceptualizations have been put forward, engagement is a relevant candidate for		https://www.academia.edu/2597130/Enriching_activity_theory_without_shortcuts
Bocka, Doris; Miller, Carsten; Ehmann, Matthias	2008	Teaching and learning mathematics with dynamic worksheets	Dynamic worksheets combine Dynamic Geometry Software illustrations and web pages including text, photos and drawings. In difference to printed worksheets, the electronic documents are connected via hyperlinks. So linear working is not necessary. Students explore dynamic illustrations, they develop ideas and find their own solutions for a given problem. This way of working supports autonomous and cooperative learning of mathematics in classroom and at university. It encourages an active discovering approach to mathematical thinking. Students are more deeply involved in the process of finding and solving mathematical problems. This leads the students to increased activity and better understanding of new mathematical situations. The keyword 'I-you-we' is the didactic philosophy behind the dynamic worksheets. It emphasises the integration of interactive multimedia technology into the process of learning and teaching. The evaluation results of a project with about 1,500 students show that students benefit from dynamic visualisation in manifold ways.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1504%2FIJCEELL.2008.022161&DestApp=DOI&SrcAppSID=E5UqRIpaEvqDqOTZeNO&SrcJTitle=INTERNATIONAL+JOURNAL+OF+CONTINUING+ENGINEERING+EDUCATION+AND+LIFE-LONG+LEARNING&DestDOIRegistrantName=Inderscience+Enterprises+Ltd.
Petters, Markus	2021	Interactive Worksheets for Teaching Atmospheric Aerosols and Cloud Physics	Student-centered active learning pedagogies improve learning outcomes and increase the engagement of underrepresented groups. Implementing such pedagogies requires interactive tools for students to manipulate inputs and use the outputs to construct knowledge. This work introduces interactive worksheets for teaching about atmospheric aerosol and cloud physics and describes the toolchain to create and deliver the content. The material is appropriate for upper-level undergraduate and graduate instruction with pedagogy based on process-oriented guided inquiry learning. Students playfully interact with physical relationships and atmospheric models. Two examples are the interaction with an aerosol-cloud parcel model for simulating the early stage of cloud formation and the interaction with the Bowen model for simulating the formation of rain by coalescence. Photos, text, figures, and software associated with the project are free to be shared and free to be adapted. In addition to focusing on discipline-based learning objectives, the worksheets emphasize interacting with real-world data and practicing graph comprehension. Hosting the content in the cloud ensures reliable and scalable delivery to any device with a browser and Internet access. The worksheets are designed to be used in a student-centered active learning classroom but can also be used in an online setting.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1175%2Fbams-d-20-0072.1&DestApp=DOI&SrcAppSID=E5UqRIpaEvqDqOTZeNO&SrcJTitle=BULLETIN+OF+THE+AMERICAN+METEOROLOGICAL+SOCIETY&DestDOIRegistrantName=American+Meteorological+Society
Allen, Laura K.; Crossley, Scott A.; Snow, Erica L.; McNamara, Danielle S.	2014	L2 Writing Practice: Game Enjoyment as a Key to Engagement	The Writing Pal (W-Pal) is an intelligent tutoring system (ITS) designed to provide students with explicit writing strategy instruction and practice. W-Pal includes a suite of educational games developed to increase writing engagement and provide opportunities to practice writing strategies. In this study, first (L1) (n = 26) and second (L2) language (n = 16) students interacted with W-Pal over eight sessions. We collected students' daily self-reports of engagement, motivation, and perceptions of performance, as well as their reported game attitudes (difficulty, helpfulness for learning, and enjoyment). Results indicated that, for all students, interactions with W-Pal led to increases in writing performance and more positive attitudes towards the system (engagement, motivation, and perceived performance). For L1 students, game difficulty was a significant predictor of boredom; however, for the L2 students, game enjoyment predicted both their motivation and perceived writing improvement. Notably, the L2 students' game ratings accounted for more variance in these daily reports than did the ratings of L1 students. This study suggests that L1 and L2 students experience similar benefits offered by game-based strategy practice in an ITS. Further, the link between game attitudes and overall daily perceptions of training may be stronger for L2 students than L1 students.		http://www.webofscience.com/wos/woscc/full-record/WOS:000340695200011
Yu, Shulin; Zhou, Nan; Zheng, Yao; Zhang, Limin; Cao, Hongjian; Li, Xiaomin	2019	Evaluating student motivation and engagement in the Chinese EFL writing context	Drawing upon the multifaceted construct of motivation and engagement, this study used the adapted Motivation and Engagement Scale for University/College Students (MES-UC) (Martin, 2007, 2008b, 2012) to examine English-majored undergraduate students’ motivation and engagement in Chinese English as a foreign language (EFL) writing classes. A sample of 1190 students from 35 Chinese universities participated in this study. Results showed that students were generally motivated to write in English and engaged in the second language (L2) writing courses. Individual differences (i.e., gender, grade, region, colleges’ prestige, and colleges’ profession) in L2 writing motivation and engagement also were identified. Three distinct profiles of L2 learners’ motivation and engagement were identified: the “Motivated and engaged”, the “Ambiguously motivated and engaged”, and the “Ambivalently motivated and engaged” L2 writers. The findings shed new light on the nature of Chinese English-majored undergraduates’ motivation and engagement in EFL writing contexts.		https://www.sciencedirect.com/science/article/pii/S0191491X18303511
Yu, Shulin; Zhou, Nan; Zheng, Yao; Zhang, Limin; Cao, Hongjian; Li, Xiaomin	2019	Evaluating student motivation and engagement in the Chinese EFL writing context	Drawing upon the multifaceted construct of motivation and engagement, this study used the adapted Motivation and Engagement Scale for University/College Students (MES-UC) (Martin, 2007, 2008b, 2012) to examine English-majored undergraduate students’ motivation and engagement in Chinese English as a foreign language (EFL) writing classes. A sample of 1190 students from 35 Chinese universities participated in this study. Results showed that students were generally motivated to write in English and engaged in the second language (L2) writing courses. Individual differences (i.e., gender, grade, region, colleges’ prestige, and colleges’ profession) in L2 writing motivation and engagement also were identified. Three distinct profiles of L2 learners’ motivation and engagement were identified: the “Motivated and engaged”, the “Ambiguously motivated and engaged”, and the “Ambivalently motivated and engaged” L2 writers. The findings shed new light on the nature of Chinese English-majored undergraduates’ motivation and engagement in EFL writing contexts.		https://www.sciencedirect.com/science/article/pii/S0191491X18303511
Ranalli, Jim	2021	L2 student engagement with automated feedback on writing: Potential for learning and issues of trust	Recent case-study research on L2 student engagement with automated writing evaluation (AWE) feedback shows it is not simply a matter of understanding and implementing suggested changes but can instead be strongly influenced by individual and contextual factors. The present multiple-case study builds on this work by investigating the extent to which engagement supports learning from, and is influenced by trust in, AWE feedback. Six Mandarin L1 university students at different levels of English writing instruction participated, each providing a text they had written for a current course, which was submitted to the tool Grammarly for feedback. Screen-capture recordings, stimulated recalls, and interviews were used to collect information about how much of the feedback participants viewed, which of it they accepted, which they ignored or modified, and why they did so. Findings showed participants adopting a proofreading as opposed to a learning orientation toward the feedback, perhaps because most of it included specific corrections, thus requiring little work on the user’s part. Whereas previous studies attributed more successful engagement with AWE feedback to higher language proficiency, the present research showed different dimensions of trust in Grammarly’s feedback to be determining factors.		https://www.sciencedirect.com/science/article/pii/S106037432100031X
Yu, Shulin; Jiang, Lianjiang; Zhou, Nan	2020	Влияние учебных подходов L2 на письменную мотивацию и вовлеченность студентов	В то время как в предыдущем исследовании изучалась эффективность различных учебных подходов к письму на втором языке (L2) на письменную успеваемость учащихся, остается ли и как эти учебные подходы связаны с письменной мотивацией и вовлечением учащихся, остается в значительной степени неисследованным. В этом исследовании использовалась адаптированная шкала мотивации и вовлеченности для студентов университета / колледжа и исследовалось, как три учебных подхода к письму второго уровня (т. Е. Ориентированные на продукт, процесс и жанр) были связаны с письменной мотивацией и вовлечением студентов второго уровня. В исследовании приняли участие 1190 студентов из 35 университетов Китая. Результаты показывают, что ориентированный на продукт подход вызвал как адаптивную, так и неадаптивную мотивацию и вовлеченность, тогда как процессно-ориентированный подход привел к вовлечению студентов в письменную работу с ограниченным влиянием на мотивацию. Жанрово-ориентированный подход оказался подходом, который лучше всего способствовал адаптивной мотивации студентов и их вовлечению в письмо второго уровня. Полученные данные пролили свет на мотивационный потенциал различных педагогических методик письма L2 и предоставили понимание того, как можно повысить мотивацию и вовлеченность студентов к письму с помощью соответствующих подходов к обучению письму L2.		https://doi.org/10.1177/1362168820957024
Aljaafreh, Ali; Lantolf, James P.	1994	Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development			http://onlinelibrary.wiley.com/doi/abs/10.1111/j.1540-4781.1994.tb02064.x
Davin, Kristin J.; Herazo, José D.; Sagre, Anamaría	2017	Обучение посредничеству: присвоение учителем динамического оценивания	В этой статье рассматривается, как изменились дискурсивные практики четырех учителей второго языка (L2), когда они пытались внедрить динамическое оценивание (DA) в своих классах. В анализ были включены классные артефакты, записи уроков и размышления двух учителей до начала работы и двух учителей, работающих до и после серии курсов повышения квалификации по DA. Результаты показали, что подходы всех учителей к медиации изменились. На уроках Pre-DA учителя по умолчанию отказывались от переделки, пытаясь обеспечить посредничество. После серии курсов повышения квалификации DA все учителя расширили дискурсивное пространство, предоставив больше подсказок и меньше переделок. Однако результаты показали, что четыре учителя присвоили DA в разной степени, предполагая, что некоторым, возможно, потребовалось дополнительное посредничество, чтобы присвоить все отличительные черты DA. Мы обсуждаем значение этих результатов для подготовки учителей.		https://doi.org/10.1177/1362168816654309
Celik, Turkan	2021	Web 2.0 Tools Usage Competence Scale Development Study	This study aimed to develop a Likert type measurement tool to determine teachers' and pre-service teachers' ability while using Web 2.0 tools. For this purpose, a 50-item trial form was prepared by searching the literature. After the form was submitted to expert opinion and necessary corrections were made, it was applied to 409 teachers and pre-service teachers in the 2019-2020 academic year. The data obtained from the study sample were performed using the SPSS (Statistical Package for the Social Sciences) and Lisrel package programs, applying exploratory factor analysis (EFA), confirmatory factor analysis, item analysis, item-total correlation, and Cronbach Alpha tests. For the CFA stage, the form at the end of the EFA process of the scale was applied to teachers and preservice teachers from 338 different branches studying at Gaziantep University, Pamukkale University, and Trabzon University. After the validity and reliability analysis, it was observed that the scale, which was prepared as 50 items, is valid and reliable with 39 items and its unidimensional structure.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.9779%2Fpauefd.700181&DestApp=DOI&SrcAppSID=E6yBE3nnapgmojsj5w4&SrcJTitle=PAMUKKALE+UNIVERSITESI+EGITIM+FAKULTESI+DERGISI-PAMUKKALE+UNIVERSITY+JOURNAL+OF+EDUCATION&DestDOIRegistrantName=Pamukkale+University+Journal+of+Education
Hassan, Isyaku; Gamji, Musa BaraU; Nasidi, Qaribu Yahaya; Azmi, Mohd Nazri Latiff	2021	Challenges and Benefits of Web 2.0-based Learning among International Students of English during the Covid-19 Pandemic in Cyprus	There has been an increased reliance on Web-based learning, particularly in higher learning institutions, due to the outbreak of Covid-19. However, learners require knowledge and skills on how to use Web 2.0-based learning tools. Thus, there is a need to focus on how Web-based tools can be used to enhance learning outcomes. Therefore, this study aims to explore the challenges and benefits of Web 2.0-based learning among international students of English as a Second Language (ESL) at the Eastern Mediterranean University (EMU), North Cyprus during the Covid-19 pandemic. The data were collected from a purposive sample of 15 ESL learners at EMU using focus group interviews. The interview data were analyzed using inductive thematic analysis. The findings showed that challenges faced by international students of English at EMU during the Covid-19 pandemic include inadequate knowledge of technology and technical issues such as poor internet connectivity, inability to upload large files, and loss of password. Additionally, the findings showed that Web 2.0 technologies can help the students to enhance collaborative learning, independent learning, flexible learning, as well as competence in using technology for learning purposes. It was envisaged that this study would be beneficial to the management of higher learning institutions, educationists, and students in general. However, this study is limited to international ESL students at EMU with a few participants. To provide generalizable outcomes, further studies may adopt a quantitative or mixed-method approach.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.24093%2Fawej%2Fcovid.22&DestApp=DOI&SrcAppSID=E6yBE3nnapgmojsj5w4&SrcJTitle=ARAB+WORLD+ENGLISH+JOURNAL&DestDOIRegistrantName=AWEJ+Group
Kanbul, Sezer; Soykan, Emrah; Ercag, Erinc	2020	Examination on implications of Web 2.0 Tools in the field of Special Education	The objective of this article is to analyze the published studies that bear the title Web 2.0 in the field of special education. For this, the electronic databases IEEE Xplore, ScienceDirect, SpringerLink, Taylor & Francies Online, Wiley and the search engine Google Scholar were scanned in order to locate articles titled Web 2.0. Nineteen articles were selected from the 1220 articles found in the field of special education, and they were analyzed using the content analysis technique. Data were collected using the "Article Publication Form" developed by the researchers. The data obtained in the study were interpreted based on percentage and frequency. The results obtained are believed to lead to further studies.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.46925%2F%2Frdluz.31.37&DestApp=DOI&SrcAppSID=E6yBE3nnapgmojsj5w4&SrcJTitle=REVISTA+DE+LA+UNIVERSIDAD+DEL+ZULIA&DestDOIRegistrantName=Revista+de+la+Universidad+del+Zulia%2C+Universidad+del+Zulia
Peñalba, Ericson	2020	Students’ learning performance and acceptance of web 2.0 technologies based on media richness properties	International Journal of Educational Research and Innovation (IJERI) is an international scientific journal that aims to encourage reflection and multidisciplinary research on Educational Innovation and Research. Its mission is to disseminate and reflect on research papers and educational experiences, boost scientific knowledge and educational research in training contexts and promote dialogue spaces for the sustainable development of educational innovation.		https://www.upo.es/revistas/index.php/IJERI/article/view/4269
Fesharaki, Mehdi N.; Fetanat, AbdolHamid; Shooshtari, Davood Farajian	2020	A conceptual model for Socio-Pragmatic Web based on activity theory	How is the future of the Web, as one of the most influential inventions of the twentieth century? Today, there are great conceptual gaps between the Web 2.0 (Social Web), Web 3.0 (Semantic Web), and Web 4.0 (Pragmatic Web) generations. Every generation of Web is merely an independent conceptual branch of Web and the future Web needs to benefit from the combination of concepts from each generation. This paper has three distinct contributions to make for paving the way for the future Web. First, we tried to extract all main concepts of today's Web, and propose them as the principles for the future Web, which we name the Socio-Pragmatic Web (SPWeb). Then, we use the Activity Theory (AT) as a transdisciplinary theory for human social behavior to provide a conceptual model for SPWeb. Our conceptual model offers generic Knowledge-Embodied Agents (KEA) in three different abstraction levels as the building blocks of SPWeb. As different KEA types, Web Service-KEA, Artificial Intelligent-KEA, and Cognitive-KEA have different levels of capabilities. For each KEA type, we propose different elements and technologies of today's Web as the candidates for their development to prove the feasibility of these KEAs. Finally, we will show that the Concept Realization and Weaving Functions of the KEA models altogether can generate a powerful future web, as it satisfies SPWeb's principles.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.1080%2F2331186X.2020.1797979&DestApp=DOI&SrcAppSID=E6yBE3nnapgmojsj5w4&SrcJTitle=COGENT+EDUCATION&DestDOIRegistrantName=Informa+UK+%28Taylor+%26+Francis%29
Revenko, Vira	2021	Education and Music Culture in the Context of Web 2.0	Total digitalization of culture requires the extensive integration of Web 2.0 services and capabilities into music education. The penetration of digital technologies is not reduced to the technologies for fixing and distributing musical works or the means of their broadcasting but also dramatically transforms the process of creating musical works. Web 2.0 offers a new distributed creativity culture and provides musicians with specific opportunities to work and distribute creative products. The study is devoted to the integration of music education and the services and opportunities that Web 2.0 provides to the mass audience (free specialized and non-specialized services), its impact on the quality of music education, as well as on the most important psychological parameters of students of music universities. The study involved 150 students of R. Glier Kyiv Municipal Academy of Music (Kyiv, Ukraine); there were three groups of 50 participants: two experimental groups and a control one. In Experimental Group 1, training was partially integrated with Web 2.0 services; in Experimental Group 2, there was a more complete and structured integration. Based on the results of semester training and the objective test scores, a significant increase in the results of experimental groups was observed (an increase by 1.3 points in Group 1 and 2.84 points in Group 2 on a 5-point scale); Group 2 demonstrated a more significant improvement. The subjective assessment of the level of involvement, motivation and anxiety showed a statistically significant decrease in academic anxiety in the experimental groups (2.99 and 2.01 compared to 3.98 in the control group, respectively) and a statistically significant increase in motivation and involvement in the group with deep integration of Web 2.0 services (Experimental Group 2). The hypothesis of the study that deep integration of Web 2.0 services and capabilities into music education will increase objective academic results, motivation and student involvement has been fully confirmed. It has also been revealed that it helps students reduce academic anxiety. The research results can be used as a basis for further research and in the course of the development of music education curricula based on online learning, mobile learning and the integration of music learning into a digital environment.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.3991%2Fijet.v16i10.19693&DestApp=DOI&SrcAppSID=E6yBE3nnapgmojsj5w4&SrcJTitle=INTERNATIONAL+JOURNAL+OF+EMERGING+TECHNOLOGIES+IN+LEARNING&DestDOIRegistrantName=International+Association+of+Online+Engineering
Леонова, М.О.	2008	Лекционный метод преподавания. Интерактивные лекции.			https://www.vestnik-kafu.info/journal/14/538/
Russian Presidential Academy of National Economy and Public Administration (RANEPA); Deryabin, Andrey; Novosibirsk State Technical University; Boytsov, Ilya; National Research University Higher School of Economics; Popov, Aleksandr; Russian Presidential Academy of National Economy and Public Administration (RANEPA); Moscow City University; Novosibirsk State Technical University; Rabinovich, Pavel; Russian Presidential Academy of National Economy and Public Administration (RANEPA); Zavedensky, Kirill; Russian Presidential Academy of National Economy and Public Administration (RANEPA)	2021	Russian School Principals’ Beliefs about Digital Competences of Educational Process’ Participants	This study investigates into Russian school principals’ beliefs about the requirements that digital transformation of schools imposes on students, parents, educators and administrators. Answers to an open-ended questionnaire obtained from 7,189 schools representing all administrative districts of the Russian Federation were analyzed using natural language processing technology. Responses were categorized according to the European Framework for the Digital Competence of Educators (DigCompEdu). In general, responses reflect the use of information technology by the relevant groups of participants in the educational process, educators assigning the greatest significance to selection and distribution of educational content, students to information search and communication, parents to communication, control and safety, and administrators to digital interactions. However, the spectrum of digital competences attributed by respondents to every group of participants in the educational process is rather narrow. Low occurrence of most DigCompEdu framework categories in questionnaire responses allows to conclude that school principals have a poor understanding of many important dimensions of digital competences.		https://vo.hse.ru/en/2021--3/508106336.html
Rahimi, Ebrahim; van den Berg, Jan; Veen, Wim	2015	Facilitating student-driven constructing of learning environments using Web 2.0 personal learning environments	Web 2.0 Personal Learning Environments (PLEs) are becoming a promising area of development in e-Learning. While enhancing students' control over the entire learning process including constructing learning environment appears to be an essential objective of introducing Web 2.0 PLEs to education, there is little consensus on how to attain this objective. In this paper a theory-informed model to facilitate students' engagement in constructing their learning environment using Web 2.0 PLEs is proposed and evaluated. The model consists of four components: student's control dimensions, student-centric instructional approaches, the learning potential of Web 2.0 tools and services, and technology enhanced learning activities. This model is used to conduct a design-based research in the context of a first grade class in a secondary school in the Netherlands consisting of 29 students (18 girls and 11 boys, aged 11–13 year). The results suggest that the model can facilitate students' engagement in constructing their learning environment through influencing communication between teacher and students, involving students in adding tools, resources, and people into their learning environment, and enhancing their feeling of ownership over their learning environment.		https://www.sciencedirect.com/science/article/pii/S0360131514002322
Rahimi, Ebrahim; van den Berg, Jan; Veen, Wim	2015	Facilitating student-driven constructing of learning environments using Web 2.0 personal learning environments	Web 2.0 Personal Learning Environments (PLEs) are becoming a promising area of development in e-Learning. While enhancing students' control over the entire learning process including constructing learning environment appears to be an essential objective of introducing Web 2.0 PLEs to education, there is little consensus on how to attain this objective. In this paper a theory-informed model to facilitate students' engagement in constructing their learning environment using Web 2.0 PLEs is proposed and evaluated. The model consists of four components: student's control dimensions, student-centric instructional approaches, the learning potential of Web 2.0 tools and services, and technology enhanced learning activities. This model is used to conduct a design-based research in the context of a first grade class in a secondary school in the Netherlands consisting of 29 students (18 girls and 11 boys, aged 11–13 year). The results suggest that the model can facilitate students' engagement in constructing their learning environment through influencing communication between teacher and students, involving students in adding tools, resources, and people into their learning environment, and enhancing their feeling of ownership over their learning environment.		https://www.sciencedirect.com/science/article/pii/S0360131514002322
Tight, Malcolm	2020	Student retention and engagement in higher education	This article reports on a systematic review of research into student retention and student engagement in higher education (HE). It discusses the origins and meaning of these terms, their relation to each other, their application and practice, and the issues and critiques that have arisen. The two concepts are seen as alternative ways of seeing and researching the same underlying issue. While student engagement is a more recent focus for research, it has now overtaken student retention in importance. As the responsibility for the financing of HE has shifted from the state to the student, so the understanding of student retention and engagement has shifted from being the student’s responsibility to that of the higher education institution (HEI).		https://doi.org/10.1080/0309877X.2019.1576860
Bond, Melissa; Buntins, Katja; Bedenlier, Svenja; Zawacki-Richter, Olaf; Kerres, Michael	2020	Mapping research in student engagement and educational technology in higher education: a systematic evidence map	Digital technology has become a central aspect of higher education, inherently affecting all aspects of the student experience. It has also been linked to an increase in behavioural, affective and cognitive student engagement, the facilitation of which is a central concern of educators. In order to delineate the complex nexus of technology and student engagement, this article systematically maps research from 243 studies published between 2007 and 2016. Research within the corpus was predominantly undertaken within the United States and the United Kingdom, with only limited research undertaken in the Global South, and largely focused on the fields of Arts & Humanities, Education, and Natural Sciences, Mathematics & Statistics. Studies most often used quantitative methods, followed by mixed methods, with little qualitative research methods employed. Few studies provided a definition of student engagement, and less than half were guided by a theoretical framework. The courses investigated used blended learning and text-based tools (e.g. discussion forums) most often, with undergraduate students as the primary target group. Stemming from the use of educational technology, behavioural engagement was by far the most often identified dimension, followed by affective and cognitive engagement. This mapping article provides the grounds for further exploration into discipline-specific use of technology to foster student engagement.		https://doi.org/10.1186/s41239-019-0176-8
Cevikbas, Mustafa; Kaiser, Gabriele	2021	Student Engagement in a Flipped Secondary Mathematics Classroom	Many students are becoming increasingly disengaged in school, particularly in mathematics. This is an important problem as lack of engagement may threaten students’ achievement and performance in mathematics. A flipped learning pedagogy, which encourages students to take an active role in learning mathematics, has become a widely researched topic in recent years. However, few empirical studies to date have focused on the influence of flipped learning on student engagement in secondary mathematics classrooms. This qualitatively oriented study aimed to extend existing research on the role of flipped learning in behavioral, cognitive, and emotional engagement by adopting a social constructivist perspective to examine a secondary mathematics classroom. The participants were 33 high school students and their mathematics teacher, from whom data were gathered using multiple empirical methods. The results indicate that a flipped learning pedagogy has the potential to play a positive role in behavioral, cognitive, and emotional engagement as it provides learners with many possibilities for the learning of mathematics. However, to successfully flip learning, it is important to have a well-developed interactive design and to encourage social interaction in mathematics teaching and learning. Engagement was found to be negatively affected when the students had a negative perception of flipped learning and failed to complete the pre-class tasks. Overall, our results indicate that mathematics education can benefit from a flipped learning pedagogy as it has the potential to strengthen students’ engagement and mathematics learning in a social environment.		https://doi.org/10.1007/s10763-021-10213-x
Kandiko Howson, Camille; Matos, Frederico	2021	Student Surveys: Measuring the Relationship between Satisfaction and Engagement	This study explores the relationship between satisfaction and engagement survey items through an institutionally based survey, drawing on the two largest higher education student experience surveys in the world. The UK-based National Student Survey (NSS) was designed to inform student choice and drive competition and the US-based National Survey of Student Engagement (NSSE) was developed to provide actionable data for institutional enhancement. Comparing these surveys leads to a critical review of how such data can be used for policy decisions and institutional enhancement. The Institutional Experience Survey thus draws on findings from a survey of 1480 non-final year undergraduate students in a research-intensive UK university. Those who reported higher levels of engagement, measured across 17 engagement benchmarks, also reported significantly higher levels of satisfaction. Results are used to discuss the application of engagement-based surveys in the UK, compared to satisfaction-based surveys, and the benefits and challenges of both approaches. Conclusions are made about the usefulness of nationally standardised experience surveys, the different outcome goals of engagement and satisfaction, such as responsibility for learning and change, audience and results and lessons for other countries looking to measure the student experience. The paper highlights the need for a shift in perspective in relation to the role of student surveys in determining national and institutional policy from a student-as-customer approach to one that sees students and institutions as co-responsible for learning and engagement.		https://www.mdpi.com/2227-7102/11/6/297
Harunasari, Siti Yulidhar; Halim, Nurhasanah	2019	Digital Backchannel: Promoting Students' Engagement in EFL Large Class	Students’ engagement is widely believed to be the single most significant predictor of persistence in learning process. It is generally reflected in active participation such as listening to presentation, expressing opinions, asking questions, and working on assignment. However, the idea of being embarrassed in front of peers and the feeling of being reluctant to disturb others can often be intimidating for many students and might prevent them to ask questions during class discussion. As the consequence, meaningful discussion that is expected to happen during the lesson oftentimes takes another form of side conversation such as whispering, note passing, and text messaging, the so-called backchanneling. In addition to this, the class size has also been generating another problem. The larger the class is, the greater challenges the teachers face to engage students in their learning. To address this issue, this research investigates how TodaysMeet, a digital backchannel chat platform, promotes students engagement in an Indonesian EFL large class and transfers the side conversation to the forefront. A number of 41 college students took part in this single-case study approach. The research data were taken from interviews, classroom observations, and students' task submission. The degree of students’ engagement was measured in 3 types of engagement i.e. emotional, behavioral and cognitive engagement. Research findings suggest that the digital backchannel promotes students engagement with learning activity, and enables lecturers to provide immediate feedback on the students understanding over the lesson material.		https://online-journals.org/index.php/i-jet/article/view/9128
Tight, Malcolm	2013	Students: Customers, Clients or Pawns?	The metaphor of the student as a consumer or customer is widely used within contemporary higher education, and impacts on the ways in which students, academics and institutions behave. These, and a number of alternative metaphors for the student, are critically reviewed. The alternatives considered include both contemporary (student as client or as co-producer) and longstanding expressions (student as child, employer or apprentice). A new, and perhaps rather darker, metaphor, that of the student as a pawn, is then proposed. The usefulness of metaphors in higher education policy, and in analyses thereof, is considered.		https://doi.org/10.1057/hep.2013.2
Fredricks, Jennifer A.; Filsecker, Michael; Lawson, Michael A.	2016	Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues	The goal of this special issue is to examine relationships among context, student engagement, and adjustment. We begin by describing the reasons for the increased popularity of student engagement in research, policy, and practice, and then describe how researchers in the field define and study this construct. Next, we outline some of the issues and challenges around the definitions, measurement, and analytic techniques that have been used in prior research. Finally, we provide a short overview of the papers in this special issue highlighting their theoretical frameworks, methodologies, and analytical techniques by which many of the challenges outlined in this introduction are addressed. The overall findings of these papers come from samples in Finland, Korea, and the United States.		https://www.sciencedirect.com/science/article/pii/S0959475216300159
Lee, Woogul; Reeve, Johnmarshall	2012	Teachers' estimates of their students' motivation and engagement: being in synch with students	Being aware of, monitoring and responding constructively to students' signals of motivation and to students' signals of engagement represent two important teaching skills. We hypothesised, however, that teachers would better estimate their students' engagement than they would estimate their students' motivation. To test this hypothesis, Korean high-school teachers rated three aspects of motivation and four aspects of engagement for each student in their class, while students completed questionnaires to provide referent self-reports of these same aspects of their motivation and engagement. Multi-level analyses showed that, after statistically controlling for the potentially confounding information of student achievement, teachers' engagement estimates corresponded significantly to their students' self-reports while their motivation estimate did not. These findings validate teachers' skill in inferring their students' classroom engagement and lead to the recommendation that teachers monitor classroom engagement to be in synch with their students during instruction.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1080%2F01443410.2012.732385&DestApp=DOI&SrcAppSID=F1rmBbgFAA7Tu8RlO4i&SrcJTitle=EDUCATIONAL+PSYCHOLOGY&DestDOIRegistrantName=Informa+UK+%28Taylor+%26+Francis%29
Zepke, Nick	2021	Mapping student engagement using a theoretical lens	This article explores how an integrated concept map of student engagement could improve its use in higher education (HE). In doing so it addresses three problems: (i) there is no consistently accepted understanding of student engagement; (ii) no meta-theory integrates engagement’s diverse and complex concepts, nor does the literature identify a clear process of what triggers engagement; and (iii) no integrated concept map that addresses these problems is available. The first problem is rooted in diverse research perspectives that prevent a widely accepted understanding. The second is tackled by using George Ritzer’s meta-theory of social analysis that helps integrate the subject matter of engagement and Jack Mezirow’s transformative learning theory (TLT) that explains what triggers engagement and disengagement. The third difficulty is addressed by combining meta theory and TLT to offer for discussion an integrative concept map of this complex construct.		https://doi.org/10.1080/13562517.2021.1973406
Zepke, Nick	2015	Student engagement research: thinking beyond the mainstream	Student engagement is highly visible in higher education research about learning and teaching, but lacks a single meaning. It can be conceived narrowly as a set of student and institutional behaviours in a classroom or holistically and critically as a social–cultural ecosystem in which engagement is the glue linking classroom, personal background and the wider community as essential contributors to learning. The narrow view is characterized as a mainstream view of student engagement, and the holistic and critical view as thinking beyond this mainstream. The article first discusses the mainstream view. Here, engagement is seen as a generic indicator of quality learning and teaching and successful student outcomes. Second, it critiques this view, arguing that it is too narrow and should embrace the more holistic vision. Third, the article discusses a holistic view of student engagement. Foremost, it advocates active student participation in classroom and curriculum management, wider community development through critical active citizenship and personal and social well-being.		https://doi.org/10.1080/07294360.2015.1024635
Zepke, Nick	2015	What future for student engagement in neo-liberal times?	The paper first examines the context that has given student engagement a very strong profile in higher education. It identifies neo-liberalism as the driving force in the present higher education context and argues that student engagement enjoys an elective affinity with it. While neo-liberalism is dominant, student engagement will be strong. But attitudes to student engagement will vary. It examines possible futures for student engagement by discussing how three different scenarios could affect the student engagement enterprise in neo-liberal times. The paper identifies conforming, reforming and reframing scenarios; discourses that fit comfortably with neo-liberal ideas and practice, soften them or challenge them in pursuit of greater social justice.		https://doi.org/10.1007/s10734-014-9797-y
Zepke, Nick	2014	Student engagement research in higher education: questioning an academic orthodoxy	This article suggests that student engagement research is not often investigated critically. It attempts to change this. After briefly outlining a conceptual framework for student engagement, it explores three critical questions about it. First, it asks whether in trying to be all things in teaching and learning, student engagement focuses too much on an engaged generic learner that neglects the impact of specific contexts. Second, it asks whether engagement research, with its focus on identifying engaging classroom practices, has come to emphasise pedagogy at the expense of curriculum, which is a more philosophical and political understanding of purposes, knowledge and values in higher education. It asks, third, whether student engagement has gained its high profile because it aligns with and supports a neoliberal ideology that has an instrumental view of knowledge and emphasises performativity and accountability.		https://doi.org/10.1080/13562517.2014.901956
Kahu, Ella R.; Stephens, Christine; Zepke, Nick; Leach, Linda	2014	Space and time to engage: mature-aged distance students learn to fit study into their lives	Student engagement, a student’s emotional, behavioural and cognitive connection to their study, is widely recognized as important for student achievement. Influenced by a wide range of personal, structural and sociocultural factors, engagement is both unique and subjective. One important structural factor shown in past research to be a barrier for distance students is access to quality space and time. This qualitative study followed 19 mature-aged distance students and their families, exploring how they learned to manage their space and time throughout their first semester at university. Institutions often claim that distance study and the increased use of technology overcomes barriers of space and time; however, the findings from this study suggest it merely changes the nature of those barriers. The ideal space and time for these students was individual and lay at the intersection of three, sometimes competing, demands: study, self and family. A critical influence on success is family support, as is access to financial resources. Learning what constitutes ideal space and time for engagement is an important part of the transition to university. The institution has a vital role to play in aiding this process by ensuring flexibility of course design is maintained, providing more flexible advice and targeting support at this important issue.		https://doi.org/10.1080/02601370.2014.884177
Cusi, Annalisa; Morselli, Francesca; Sabena, Cristina	2017	Promoting formative assessment in a connected classroom environment: design and implementation of digital resources	This paper is based on a design-based research project investigating how to use digital resources to help activate formative assessment processes in the classroom. Performed as part of FaSMEd, a European Union project, our own project adopts a comprehensive theoretical framework, including the different functionalities of technology, formative assessment strategies, the agents involved, and teacher practices in classroom discussion management. Through this framework we analyze the design and implementation of specific digital worksheets that can be sent from teacher to students and vice versa, as well as displayed on the students’ tablets, on the teachers’ computer and/or on interactive whiteboards, by means of connected classroom technology. These digital resources are meant to help students share their results, opinions and reflections with their classmates and teachers during or at the end of mathematical activities. In this paper we focus on how to exploit digital worksheets supported by connected classroom technologies in order to help activate formative assessment (FA) strategies, especially during class-wide activities. Our analysis reveals that formative assessment strategies emerge in the shape of typical patterns of their interaction when digital worksheets are implemented in the lessons. Hence we have outlined several criteria for the design and implementation of digital worksheets in support of FA processes.		https://doi.org/10.1007/s11858-017-0878-0
Рудольфович, Сидоров Константин	2013	Тревожность как психологический феномен	In this paper we consider the history of development of the ideas about anxiousness in psychology and the current state of the problem, including the identification of causes and consequences of this psychological formation.		https://cyberleninka.ru/article/n/trevozhnost-kak-psihologicheskiy-fenomen
Глотова, Г А		Системный подход к анализу тревожности
Sureda-García, Inmaculada; Jiménez-López, Rafael; Álvarez-García, Olaya; Quintana-Murci, Elena	2021	Emotional and Behavioural Engagement among Spanish Students in Vocational Education and Training	The purpose of this study is to analyse the importance of student engagement in Vocational Education and Training (VET) in Spain. In accordance with this concept, we analyse how emotional engagement (relations with teachers, relations with peers, family support for learning, and perception of family commitment) influences the behavioural engagement (school effort and commitment, school indiscipline) in academic activities of students in basic and intermediate VET. The sample comprises 1180 students (65.4% male), 28.8% in basic VET and 71.2% in intermediate VET, ranging in age from 14 to 19 years. Data analysis bases on linear regression and regression trees enable the prediction of behavioural engagement according to the subdimensions of emotional engagement, sociodemographic characteristics of the subpopulations, and level of studies. Significant differences were found (t(1013.8) = 8.37, p < 0.001) for the variable of sex (a higher value in females), and variable of the level of studies (t(579.1) = 3.60, p < 0.001) in behavioural engagement. All correlations between the indicators for the behavioural and emotional dimensions were significant. The results provide favourable profiles of behavioural engagement related to having good relationships with the teaching staff, being female, and being enrolled in intermediate VET. These findings imply the reorientation of educational intervention.		https://www.mdpi.com/2071-1050/13/7/3882
Petters, Markus	2021	Interactive Worksheets for Teaching Atmospheric Aerosols and Cloud Physics	<section class="abstract"> Abstract Student-centered active learning pedagogies improve learning outcomes and increase the engagement of underrepresented groups. Implementing such pedagogies requires interactive tools for students to manipulate inputs and use the outputs to construct knowledge. This work introduces interactive worksheets for teaching about atmospheric aerosol and cloud physics and describes the toolchain to create and deliver the content. The material is appropriate for upper-level undergraduate and graduate instruction with pedagogy based on process-oriented guided inquiry learning. Students playfully interact with physical relationships and atmospheric models. Two examples are the interaction with an aerosol–cloud parcel model for simulating the early stage of cloud formation and the interaction with the Bowen model for simulating the formation of rain by coalescence. Photos, text, figures, and software associated with the project are free to be shared and free to be adapted. In addition to focusing on discipline-based learning objectives, the worksheets emphasize interacting with real-world data and practicing graph comprehension. Hosting the content in the cloud ensures reliable and scalable delivery to any device with a browser and Internet access. The worksheets are designed to be used in a student-centered active learning classroom but can also be used in an online setting. </section>		https://journals.ametsoc.org/view/journals/bams/102/3/BAMS-D-20-0072.1.xml
Kaliappen, N.; Ismail, W.N.A.; Ghani, A.B.A.; Sulisworo, D.	2021	Wizer.Me and socrative as innovative teaching method tools: Integrating tpack and social learning theory	The purpose of this paper is to share a lecturer’s viewpoint on using Wizer.me and Socrative applications as an innovative teaching method integrating TPACK and Social Learning Theory (SLT) at higher education. The applications were used to teach 44 undergraduate students who registered for Cross-Cultural Management course at Universiti Utara Malaysia (UUM). At first, the lecturer used Wizer.me before the class starts and requesting the students to answer several questions before coming to the class. After completing each chapter, the students requested to answer some questions using Socrative application to test their understanding level. The research revealed that at the beginning of the semester, the students not aware of these two applications. However, at the end of the semester, every student familiar with these applications and overall provided positive feedback on the usage of Wizer.me and Socrative application in the teaching and learning process. This study used IntenCheck sentiment analysis software to evaluate the students’ feedback. Student’s opinion on using Wizer.me and Socrative application as an innovative teaching method not explored before at UUM. Therefore, this viewpoint could provide useful insight for university lecturers to use these applications in their teaching and learning process. © 2021, Institute of Advanced Engineering and Science. All rights reserved.
Ryabchikova, V.G.; Rubleva, O.S.; Sergeeva, N.A.; Yakovleva, N.A.	2020	Using interactive worksheets when teaching foreign languages by the "flipped class" technology	The problem and the aim of the study. The "flipped class" technology is designed to enhance the cognitive activity of students; however, along with the undeniable advantages of this technology, there are a number of difficulties in its implementation when teaching foreign languages. The authors study the didactic potential of interactive worksheets to increase the effectiveness of the "Flipped class" technology using the example of studying the foreign language. Research methods: To obtain theoretical generalizations the analysis of scientific papers and interactive educational services and generalization of the results of processing empirical data and materials of interactive worksheets were used. The study was conducted at the faculties of foreign languages of Russian State Agrarian University-Moscow Timiryazev Agricultural Academy (Moscow). The experiment involved 81 students and was carried out during 2019-2020. Interactive worksheets were created in the Wizer.me service (https://app.wizer.me/editor/preview/1qjhycSmjJol). Statistical verification of the reliability of the obtained results was made using the Pearson's χ2 (chi-square) criterion. Results. The essence of the concept "interactive worksheet" and the features of implementation of the "Flipped class" technology when studying the foreign language are investigated. The potential of interactive worksheets regarding the formation of foreign language competence, the acquisition of practice in translating, the support of cognitive activities in the framework of the "flipped class" learning technology has been identified. The possibilities of interactive worksheets to increase the effectiveness of using the "Flipped class" technology are revealed by the authors on the example of the discipline "Foreign Language" for students of the training program "Tourism" when studying the module "Professional Communication Sphere". At the control stage of the experiment, statistically significant differences were found between the experimental and control groups in terms of the level of formation of foreign language competence χ2obser. 2 > χ2°crit 0.05 (8,58 > 7,82). Conclusion. Peculiarities of organizing classes in the foreign language using interactive worksheets in the framework of the "flipped class" technology were identified, which affect the perception of information, its qualitative analysis and critical analysis; the ability to apply theoretical knowledge of vocabulary, grammar in practice. The studied opportunities can improve the effectiveness of innovative educational technologies by increasing motivation, involving students in the educational process, implementing collaborative educational activities and the formation of elements of the personalized digital educational environment. © 2020 LLC Ecological Help. All rights reserved.
Терелянский П.в.; Троицкий А.в.; Ашмарина С.и.; Балановская А.в.; Раев К.в.; Ерохин С.д.; Титов Е.в.; Булаева Н.а.		Целевая модель цифровой трансформации университетов			https://elibrary.ru/item.asp?id=45784185
Зеер, Эвальд Фридрихович; Ломовцева, Наталья Викторовна; Третьякова, Вера Степановна	2020	ГОТОВНОСТЬ ПРЕПОДАВАТЕЛЕЙ ВУЗАК ОНЛАЙН-ОБРАЗОВАНИЮ: Цифровая КОМПЕТЕНТНОСТЬ, ОПЫТ ИССЛЕДОВАНИЯ	В статье представлен анализ проблемы подготовки научно - педагогических работников к разработке онлайн - курсов в условиях ускоренного изменения социально - профессиональной среды в связи с экспансией цифровых технологий. Внимание авторов сосредоточено на социально - профессиональных процессах, которые стали сегодня определяющими для российского образования и требуют качественных изменений методологии, содержания и технологий профессиональной подготовки педагогов. Проведенное исследование цифровой компетентности научно - педагогических работников вуза позволило определить влияние цифрового образовательного пространства на их профессиональное развитие и выявить уровень их готовности к участию в дидактических коммуникациях с применением цифровых технологий. Авторы видят задачу в исследовании организации и общих подходов к созданию и внедрению системы электронного обучения и дистанционных образовательных технологий в образовательный процесс с целью подготовки высококвалифицированных специалистов с навыками самообразования, которые позволят им самостоятельно развивать и совершенствовать свою компетентность и сохранять профессиональную мобильность... В статье представлен анализ проблемы подготовки научно - педагогических работников к разработке онлайн - курсов в условиях ускоренного изменения социально - профессиональной среды в связи с экспансией цифровых технологий. Внимание авторов сосредоточено на социально - профессиональных процессах, которые стали сегодня определяющими для российского образования и требуют качественных изменений методологии, содержания и технологий профессиональной подготовки педагогов. Проведенное исследование цифровой компетентности научно - педагогических работников вуза позволило определить влияние цифрового образовательного пространства на их профессиональное развитие и выявить уровень их готовности к участию в дидактических коммуникациях с применением цифровых технологий. Авторы видят задачу в исследовании организации и общих подходов к созданию и внедрению системы электронного обучения и дистанционных образовательных технологий в образовательный процесс с целью подготовки высококвалифицированных специалистов с навыками самообразования, которые позволят им самостоятельно развивать и совершенствовать свою компетентность и сохранять профессиональную мобильность. Предложена структурно - функциональная модель подготовки научно - педагогических работников по разработке онлайн - курсов, внедрение которой позволило поднять уровень цифровых знаний и навыков субъектов образовательного процесса и тем самым повысить уровень цифровой зрелости образовательной организации вуза. Обоснована психолого - педагогическая целесообразность структуры и содержания модели: целевого, содержательного, деятельностного, результативного и мотивационного компонентов. Подчеркивается особая значимость мотивационного компонента как фактора, запускающего побуждение к деятельности и обеспечивающего сознательное движение к запланированному результату. Реализация предлагаемой модели является частью приоритетной политики университета, где профессиональное становление студента вуза обеспечивается новыми формами взаимодействия преподавателя с обучаемыми, приобретаемыми надпредметными навыками: знание инновационных технологий, понимание методов и процессов, адаптивность и обучаемость, а также собственно цифровыми компетенциями: понимание сути цифровой трансформации образовательного процесса, навык работы с информацией, умение использовать большие данные, навыки программирования и др. Актуальность исследования состоит в том, что сегодня, в период ускоряющегося процесса развития и внедрения электронного обучения и дистанционных образовательных технологий, создания перспективной образовательной системы, необходимо предвидеть и упредить возникающие весьма противоречивые проблемы. Одной из них является востребованность научно - педагогических работников, владеющих необходимыми умениями для осуществления работы в электронной информационно - образовательной среде вуза, и их недостаточной подготовкой для успешного применения этих технологий в профессиональной деятельности. Цель. Выявление уровня готовности научно - педагогических работников к использованию в учебном процессе онлайн - курсов и на основе полученных данных разработка структурно - функциональной модели подготовки научно - педагогических работников к использованию данного компонента электронной информационно - образовательной среды вуза. Методология и методики. Методологической основой исследования стала психологическая концепция субъектно - деятельностного подхода, суть которой заключается в представлении о личности как активном субъекте, самосовершенствующемся, самоактуализирующемся и самоопределяющемся. Идея данного подхода строится на связи познавательных и деятельностных механизмов включенности субъекта во внешнюю среду и предполагает наличие у него устойчивой личностной позиции по собственному преобразованию и развитию. Не менее важен и второй подход - акмеологический - исследование профессионализма преподавателя как взрослого обучающегося. В этом случае проблема рассматривается в аспекте развития профессиональных достижений в зрелом возрасте, исследование способности человека накапливать разносторонний опыт и реализовывать его в конкретной деятельности. Методы анализа: теоретико - методологический анализ научной литературы по проблеме дидактических коммуникаций, внедрения технологий цифровизации в образование; анализ государственных документов Российской Федерации по цифровизации образовательной среды; логико - смысловое и структурно - функциональное моделирование; анкетирование и тестирование. Результат. В качестве результата выступает спроектированная структурно - функциональная модель подготовки научно - педагогических работников по разработке онлайн - курсов, внедрение которой позволило поднять актуальный уровень цифровой грамотности ведущего кадрового состава вуза и тем самым повысить уровень цифровой зрелости образовательной организации вуза. Механизмом реализации модели является построение индивидуального образовательного маршрута обучающегося взрослого как целевой ориентации к практическому действию по повышению уровня квалификации, трудоспособности, обогащению профессионально - личностных качеств и поведенческих паттернов. Научная новизна. Научная новизна заключается в осуществлении подготовки ведущего кадрового состава вуза в соответствии с современными трендами социально - экономического развития России - внедрения цифровой экономики и цифровой трансформации образовательной среды. Разработанная структурно - функциональная модель подготовки научно - педагогических работников позволит обеспечить процесс профессиональной подготовки в соответствии с актуальными образовательными потребностями студенческой молодежи системы высшего образования. Особенностью процесса подготовки является интеграция новых технологий - очных и заочных, дистанционных и интерактивных - и уже сложившихся практик в образовательной системе вуза. Практическая значимость. Материалы исследования могут быть полезны разработчикам образовательных программ повышения квалификации научно - педагогических работников вузов, среднего профессионального образования, а также дополнительного образования при организации процесса профессиональной подготовки и переподготовки кадров, а также руководителям образовательных организаций, преподавателям. function show_abstract() { $('#abstract1').hide(); $('#abstract2').show(); $('#abstract_expand').hide(); } ▼Показать полностью		https://elibrary.ru/item.asp?id=43144265
Владимирович, Павлов Павел; Константиновна, Защитина Елена	2020	УНИВЕРСИТЕТ МИРОВОГО УРОВНЯ В ЭПОХУ ЦИФРОВИЗАЦИИ	The article examines the tendencies and prospects for the development of universities wishing to occupy leading positions in world and national rankings that appeared in connection with digitalization, which has the most noticeable impact in the field of education since 2020. In this regard, the most urgent is to consider the identification of the main factors by which universities are assessed by leading international and national ratings, evolutionary and meaningful models of creating a world-class university, vectors for the development of digital transformation in relation to higher education, as well as analysis of existing ones, internship at world-class universities in the field of digitalization. The presented results of the study allow to draw conclusions about the attitude of representatives of educational organizations (students and teachers) and the business community of a number of cities in Russia, Poland and Italy to the ongoing digital transformation of universities and the formation of new world-class universities.		https://cyberleninka.ru/article/n/universitet-mirovogo-urovnya-v-epohu-tsifrovizatsii
Владимирович, Павлов Павел; Константиновна, Защитина Елена	2020	УНИВЕРСИТЕТ МИРОВОГО УРОВНЯ В ЭПОХУ ЦИФРОВИЗАЦИИ	The article examines the tendencies and prospects for the development of universities wishing to occupy leading positions in world and national rankings that appeared in connection with digitalization, which has the most noticeable impact in the field of education since 2020. In this regard, the most urgent is to consider the identification of the main factors by which universities are assessed by leading international and national ratings, evolutionary and meaningful models of creating a world-class university, vectors for the development of digital transformation in relation to higher education, as well as analysis of existing ones, internship at world-class universities in the field of digitalization. The presented results of the study allow to draw conclusions about the attitude of representatives of educational organizations (students and teachers) and the business community of a number of cities in Russia, Poland and Italy to the ongoing digital transformation of universities and the formation of new world-class universities.		https://cyberleninka.ru/article/n/universitet-mirovogo-urovnya-v-epohu-tsifrovizatsii
Zawacki-Richter, Olaf; Latchem, Colin	2018	Exploring four decades of research in Computers & Education	A content analysis of abstracts and titles of 3674 full papers in Computers & Education published between 1976 and 2016 was conducted in order to a) identify and analyze their thematic and conceptual flow, b) how these reflected the evolving technologies and theories and c) how the research topics and concepts semantically related to each other. Abstracts and titles can be considered appropriate for such conceptual analysis since they are lexically dense and focus on the core issues presented in articles. Based on a relational concept analysis using a text-mining tool, the study revealed that over the course of these 40 years, the articles progressed through four distinct stages, reflecting major developments in educational technology and theories of learning with media: the advancement and growth of computer-based instruction (1976–1986); stand-alone multimedia learning (1987–1996); networked computers as tools for collaborative learning (1997–2006); and online learning in a digital age (2007–2016). The paper concludes by suggesting that such mapping and analysis of the literature in this and other fields of educational technology, including non-English language journals, books and conference proceedings, can provide a valuable overview of research and scholarship for communities of practice and inquiry around the globe.		https://www.sciencedirect.com/science/article/pii/S0360131518300812
Squires, David; Preece, Jenny	1999	Predicting quality in educational software: Evaluating for learning, usability and the synergy between them	Teachers need to be able to evaluate predictively educational software so that they can make decisions about what software to purchase and how to use software in classrooms. The conventional approach to predictive evaluation is to use a checklist. We argue that checklists are seriously flawed in principle because they do not encompass a consideration of learning issues. More particularly they fail to adopt a socio-constructivist view of learning. We propose an approach that adapts the idea of usability heuristics by taking account of a socio-constructivist learning perspective. This leads to a set of ‘learning with software’ heuristics. A notable feature of these heuristics is that they attend to the integration of usability and learning issues. ᭧ 1999 Elsevier Science B.V. All rights reserved.
Center for Instructional Psychology and Technology (CIP&T), University of Leuven; De Corte, Erik	2019	Learning Design: Creating Powerful Learning Environments for Self-Regulation Skills			https://vo.hse.ru/en/2019--4/323798664.html
Игоревич, Блинов Владимир; Станиславович, Сергеев Игорь	2021	Модели смешанного обучения в профессиональном образовании: типология, педагогическая эффективность, условия реализации	The pandemic period revealed many organic shortcomings of distance learning, making it unsuitable as a basic form of training in vocational education. The most promising form of organization of the educational process, in the context of its digital transformation, is seen as blended learning, involving the alternation of online (online) and full-time (life) learning formats. The article presents an approach to the typology of blended learning models that can be implemented at different levels: curriculum, subject, section or topic (within the framework of the subject), training session, extracurricular learning technology. The scientific characteristics of nine different models of blended learning that can be used in professional education are given. For each model, the organizational, pedagogical, and didactic effects that determine its purpose, the conditions for its pedagogically effective implementation, and the limitations and risks are described. A number of models are classified as relevant, which are already used or can be used in modern conditions (“Face-to-face session”, “Face-to-face driver”, “Flipped class”, “Blended lesson”, “Blended project / blended research”). Other models (“Blended curriculum”, “Blended individual training plan”, “Training menu”, “Blended subject”) can be effectively implemented in the Russian conditions in the more or less distant future. Their implementation requires improving the regulatory and technical support, as well as higher readiness of teaching staff and students to work in an online learning environment. The problems of choosing a particular model of blended learning and their possible combinations in the educational process are considered. The article is based on the joint work of a network of experimental sites of the Federal Institute for the Development of Education, RANEPA, working in the direction of “Digital Didactics of vocational education and training”, integrating research work and the experience of practitioners.		https://cyberleninka.ru/article/n/modeli-smeshannogo-obucheniya-v-professionalnom-obrazovanii-tipologiya-pedagogicheskaya-effektivnost-usloviya-realizatsii
Powell, Tamara	2021	Software Review			http://onlinelibrary.wiley.com/doi/abs/10.1111/tger.12187
Kovalenko, Valentyna V.; Marienko, Maiia V.; Sukhikh, Alisa S.	2021	USE OF AUGMENTED AND VIRTUAL REALITY TOOLS IN A GENERAL SECONDARY EDUCATION INSTITUTION IN THE CONTEXT OF BLENDED LEARNING	The study examines the problem of using augmented and virtual reality in the process of blended learning in general secondary education. Analysis of recent research and publications has shown that the use of augmented and virtual reality in the educational process has been considered by scientists. However, the target group in these studies is students of higher education institutions. Most of the works of scientists are devoted to the problem of introducing augmented reality into the traditional educational process. At the same time, the use of augmented and virtual reality technologies in the process of blended learning remains virtually unexplored. The study analyzes the meaning of the concept of "blended learning". The conceptual principles of blended learning are considered. It has been found that scholars differ in their understanding of the concept of "blended learning". Sometimes researchers distinguish between the components of blended learning: full-time and online learning. The study presents the special advantages of blended learning and the taxonomy of blended learning. It was found that there are some difficulties in implementing blended learning. The article outlines the practical use of virtual and augmented reality. The definition of augmented and virtual reality is given. The mixed reality is considered as a separate kind of notion. Separate applications of virtual and augmented reality that can be used in the process of blended learning are considered (MEL Chemistry VR; Anatomyou VR; Google Expeditions; EON-XR). As a result of the study, the authors propose possible ways to use augmented reality in the educational process. The model of using augmented and virtual reality in blended learning in general secondary education institutions was designed. It consists of the following blocks: goal; teacher’s activity; forms of education; teaching methods; teaching aids; organizational forms of education; pupil activity and results. Based on the model, the methodology of using augmented and virtual reality in blended learning in general secondary education was developed. The methodology contains the following components: target component, content component, technological component and resultant component. The methodology is quite universal and can be used for any subject in general secondary education. The types of lessons in which it is expedient to use augmented (AR) and virtual reality(VR) are determined. Recommendations are given at which stage of the lesson it is better to use AR and VR tools (depending on the type of lesson).		https://journal.iitta.gov.ua/index.php/itlt/article/view/4664
Kovalenko, Valentyna V.; Marienko, Maiia V.; Sukhikh, Alisa S.	2021	USE OF AUGMENTED AND VIRTUAL REALITY TOOLS IN A GENERAL SECONDARY EDUCATION INSTITUTION IN THE CONTEXT OF BLENDED LEARNING	The study examines the problem of using augmented and virtual reality in the process of blended learning in general secondary education. Analysis of recent research and publications has shown that the use of augmented and virtual reality in the educational process has been considered by scientists. However, the target group in these studies is students of higher education institutions. Most of the works of scientists are devoted to the problem of introducing augmented reality into the traditional educational process. At the same time, the use of augmented and virtual reality technologies in the process of blended learning remains virtually unexplored. The study analyzes the meaning of the concept of "blended learning". The conceptual principles of blended learning are considered. It has been found that scholars differ in their understanding of the concept of "blended learning". Sometimes researchers distinguish between the components of blended learning: full-time and online learning. The study presents the special advantages of blended learning and the taxonomy of blended learning. It was found that there are some difficulties in implementing blended learning. The article outlines the practical use of virtual and augmented reality. The definition of augmented and virtual reality is given. The mixed reality is considered as a separate kind of notion. Separate applications of virtual and augmented reality that can be used in the process of blended learning are considered (MEL Chemistry VR; Anatomyou VR; Google Expeditions; EON-XR). As a result of the study, the authors propose possible ways to use augmented reality in the educational process. The model of using augmented and virtual reality in blended learning in general secondary education institutions was designed. It consists of the following blocks: goal; teacher’s activity; forms of education; teaching methods; teaching aids; organizational forms of education; pupil activity and results. Based on the model, the methodology of using augmented and virtual reality in blended learning in general secondary education was developed. The methodology contains the following components: target component, content component, technological component and resultant component. The methodology is quite universal and can be used for any subject in general secondary education. The types of lessons in which it is expedient to use augmented (AR) and virtual reality(VR) are determined. Recommendations are given at which stage of the lesson it is better to use AR and VR tools (depending on the type of lesson).		https://journal.iitta.gov.ua/index.php/itlt/article/view/4664
Akimova, Olha; Dudikova, Larysa; Kolomiets, Alla M.; Ostraus, Yuliia M.	2020	Formation of the Cognitive Component of Medical Students' Professional-Communicative Culture by Means of an Informational-Educational Blog	The article emphasizes the need for the development of medical students' professional-communicative culture while being trained at medical universities. The authors claim that blog technology plays an essential role in the process of its cognitive component providing. The article presents some practical aspects of creating teacher's informational-educational blog, which is devoted to the development of prospective physicians' professional-communicative culture. The article shows the development stages of the blog, defines its goals and functions as well as presents the structure of the blog devised by the authors. The authors describe features and advantages of the CMS WordPress, due to which this system has been chosen to create the blog. The article clears up the features of modern young people's "clip thinking", which is formed under conditions of new information environment due to the wide use of mobile phones and the Internet. According to the described psychological peculiarities, the requirements for the blog content are defined. They include presentation of information in the form of clips; the use of vivid visual presentations with clear language; the use of images that can be presented as slideshows or animated videos. The authors define criteria for text and video selection for the blog as well as the principles of blog content selection and creation. The content of each section of a blog is briefly described. The features and advantages of online exercises, created in LearningApps.org environment, are outlined. The authors emphasize benefits of online exercises which can improve medical students' English vocabulary. The authors provide some tasks for students to do in Foreign Language classes using the blog by principles of BYOD. The practical result of the research is the teacher's information-education blog "Doctor-Patient Communication" created by the authors.		http://www.webofscience.com/wos/woscc/full-record/WOS:000518410400007
Герасимова, Елена Константиновна	2019	Применение онлайн-сервисов в обучении магистрантов, получающих педагогическое образование	Статья посвящена применению сетевых технологий, в частности онлайн-сервисов, в подготовке магистрантов, получающих педагогическое образование. Онлайн-сервисы рассматриваются как web-конструкторы для создания учебных материалов педагогом, даже не являющимся профессионалом в IT-сфере. Представлены примеры использования сервисов Mindomo, LearningApps.org, Google Sites в разработке сетевого контента учебного назначения. Предложена модель применения онлайн-сервисов в работе с магистрантами как будущими педагогами, отражающая преемственное взаимодействие между вузом и школой в подготовке лидеров будущего с определенным набором навыков, включающих технологические компетенции, эффективную коммуникацию и умение работать в команде.		https://www.elibrary.ru/item.asp?id=38577632
Ignatovitch, Tatiana V.	2021	Teaching Russian as a Foreign Language with the Use of LearningApps Service	The article describes the experience of using applications of the LearningApps service in the practice of teaching Russian as a foreign language (hereinafter - RFL) to students of the Institute of International Education, Henan University of Science and Technology in the 2018-2020 academic years. The relevance of the topic is due to the lack of a comprehensive description of the potential of the LearningApps service simulators in traditional and distance teaching of foreigners. The purpose of the article is to show the possibilities of LearningApps service simulators as an accompanying electronic resource in teaching various aspects of RFL. The study of the service teaching potential was carried out using the analysis of scientific literature and the study of the service functionality, observation and generalization of pedagogical experience, conversations with students and teachers. In the course of the study, the positive and negative aspects of the resource under consideration were identified. Its advantages for a student are interactivity, individual trajectory of the student's performance, the possibility of receiving prompt advice and multiple execution, game form, availability of a large variety of task templates (more than 20). The advantages of the resource for a teacher are simplicity in learning, lack of linkage of exercises with a certain training platform, which allows including them in printed and electronic teaching aids, availability of ready-made exercises in the public database or possibility to make your own exercises based on them, the ability to use it for different methodological purposes: demonstration, search for information, formation of skills and abilities in different types of speech activity, the possibility of intensive learning of vocabulary, grammar, speaking, listening, control, conducting students individual work, depending on the level of language proficiency. The disadvantages include the impossibility of quick assessment using a point-rating system, the absence of the Cyrillic font in some templates, the absence of some templates in the database. The prospects for using the resource are associated with the need to develop distance learning of RFL.		http://journals.rudn.ru/russian-language-studies/article/view/26130
Ресенчук, Анна Александровна; Тунёва, Нина Витальевна	2021	ИСПОЛЬЗОВАНИЕ ГИБРИДНОГО ОБУЧЕНИЯ В МНОГОНАЦИОНАЛЬНЫХ ГРУППАХ СТУДЕНТОВ ВУЗА	Hybrid learning combines face-to face and online learning, which makes it highly relevant for the current pandemic situation. As a result of global migration, Kemerovo State University welcomes more and more international students each year, hence the need for pedagogical interaction research in cultural dialogue and intercultural communication. The article describes the organizational component of this interaction, which includes a set of methods and technologies that ensure cooperation of all subjects of pedagogical interaction. The authors tested various digital tools of teaching English for Specific Purposes (ESP) and hybrid learning methods in multinational groups of university students. Digital tools allowed students to master basic language and computer skills, as well as increased their motivation and involvement. Interactive teaching materials and automated testing improved the process of hybrid learning in groups where students studied both in classroom and from home. The technologies also helped to establish emotional contact, improved cooperation and creativity, and developed tolerance and teamwork.		https://cyberleninka.ru/article/n/ispolzovanie-gibridnogo-obucheniya-v-mnogonatsionalnyh-gruppah-studentov-vuza
Урванцева, Наталья Геннадьевна	2021	ИСПОЛЬЗОВАНИЕ СЕРВИСА LEARNINGAPPS.ORG ДЛЯ ФОРМИРОВАНИЯ ЛИНГВОСТРАНОВЕДЧЕСКОЙ КОМПЕТЕНЦИИ НА ОНЛАЙН-ЗАНЯТИЯХ РУССКОГО ЯЗЫКА С КИТАЙСКИМИ СТУДЕНТАМИ	The article presents the experience of using the LearningApps.org service in online Russian language classes with Chinese students at the preparatory faculty of Petrozavodsk State University and Petrozavodsk State Conservatory named after A. K. Glazunov. The relevance of the study is due to the rapid development of Internet technologies and the processes of digitalization of the modern education system, as well as insufficient knowledge of the topic. The aim of the study is to analyze the LearningApps.org service for the formation of linguistic and cultural competence of foreigners in online Russian language classes. In the course of the study, the method of analysis of scientific literature, the method of participatory observation of the activities of Chinese students in teaching Russian in a distance format, the method of questioning, statistical methods of processing the results obtained, and summing up the practical experience were used. The article substantiates the choice of the LearningApps.org service, its characteristics and linguo-didactic capabilities, advantages and disadvantages, describes the types and structure of templates, shows examples of simulators, describes the stages of developing interactive tasks and exercises. The author presents the survey results for four groups of Chinese students at Petrozavodsk State University and Petrozavodsk State Conservatory who studied in the 2019-2020 and 2020-2021 academic years in a traditional and remote format. The survey showed the effectiveness of using the LearningApps.org platform in a foreign audience. The results of the research can be used in further work on linguistic and cultural studies with foreign students, when reading the courses «Methods of teaching Russian as a foreign language» and «Computer technologies in RFL» for bachelors in the direction 45.03.02 «Linguistics», training profile «Russian as a foreign language», in the system of professional development of teachers of Russian as a foreign language.		https://cyberleninka.ru/article/n/ispolzovanie-servisa-learningapps-org-dlya-formirovaniya-lingvostranovedcheskoy-kompetentsii-na-onlayn-zanyatiyah-russkogo-yazyka-s
Погибельский, Александр Прохорович; Погибельская, Наталья Борисовна	2021	ИСПОЛЬЗОВАНИЕ ОБЛАЧНО ОРИЕНТИРОВАННЫХ ТЕХНОЛОГИЙ В ДИСТАНЦИОННОМ ОБУЧЕНИИ	The article describes the didactic capabilities of various cloud services in organizing distance learning in physics. A comparison of their technical and didactic capabilities is carried out. The authors' experience in using cloud services in on-line training is described. Highlighted methodological advice on the effective organization of the educational process in the new learning environment. As a result of the study, it was concluded that the use of cloud services in the context of distance learning contributes to a variety of methods and techniques for organizing the explanation of educational material, updating and consolidating the studied material, and testing knowledge.		https://cyberleninka.ru/article/n/ispolzovanie-oblachno-orientirovannyh-tehnologiy-v-distantsionnom-obuchenii
Викторовна, Грамма Дарья; Владимировна, Кузнецова Светлана	2021	СОЦИАЛЬНЫЕ СЕРВИСЫ КАК СРЕДСТВО ОРГАНИЗАЦИИ КОНТРОЛЯ УСПЕВАЕМОСТИ СТУДЕНТОВ	The aim of the study is to analyze the social services, its features and their use in teaching as a means of organizing monitoring of student progress. The article reveals the features of using social services as a means of organizing monitoring of student progress. It is determined that social services are Internet resources (sites, specialized programs, online platforms) in which users themselves generate content and exchange it. The scientific novelty lies in the fact that the educational potential of social services touches the collective research and interaction of students and teachers, possessing high technological, communicative, informative, cognitive capabilities. It was revealed that the difficulties of using social services as a means of organizing monitoring of students’ progress are due to the laboriousness of the training process, the choice of optimal services and tools to achieve a specific educational goal. As a result , the analysis shows that at different stages of training, it is advisable to use different types of social services, based on the content of training, educational goals and expected results. The practical significance of the article lies in the fact that the types of social services are presented as a means of organizing monitoring of students’ progress at different stages of training.		https://cyberleninka.ru/article/n/sotsialnye-servisy-kak-sredstvo-organizatsii-kontrolya-uspevaemosti-studentov
Zendler, Andreas; Reile, Swetlana	2018	The effect of reciprocal teaching and programmed instruction on learning outcome in computer science education	Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome with respect to two instructional methods: programmed instruction and reciprocal teaching. An SPF-2 × 2•2 design is used to control instructional method, time and class context. Learning outcome on search queries is assessed with reference to multi-choice test items. The empirical findings show that learning with programmed instruction performs better than reciprocal teaching.		https://www.sciencedirect.com/science/article/pii/S0191491X17303504
Игнатович, Татьяна Владимировна	2021	Обучение русскому языку как иностранному с использованием сервиса LearningApps	The article describes the experience of using applications of the LearningApps service in the practice of teaching Russian as a foreign language (hereinafter - RFL) to students of the Institute of International Education, Henan University of Science and Technology in the 2018-2020 academic years. The relevance of the topic is due to the lack of a comprehensive description of the potential of the LearningApps service simulators in traditional and distance teaching of foreigners. The purpose of the article is to show the possibilities of LearningApps service simulators as an accompanying electronic resource in teaching various aspects of RFL. The study of the service teaching potential was carried out using the analysis of scientific literature and the study of the service functionality, observation and generalization of pedagogical experience, conversations with students and teachers. In the course of the study, the positive and negative aspects of the resource under consideration were identified. Its advantages for a student are interactivity, individual trajectory of the student's performance, the possibility of receiving prompt advice and multiple execution, game form, availability of a large variety of task templates (more than 20). The advantages of the resource for a teacher are simplicity in learning, lack of linkage of exercises with a certain training platform, which allows including them in printed and electronic teaching aids, availability of ready-made exercises in the public database or possibility to make your own exercises based on them, the ability to use it for different methodological purposes: demonstration, search for information, formation of skills and abilities in different types of speech activity, the possibility of intensive learning of vocabulary, grammar, speaking, listening, control, conducting students’ individual work, depending on the level of language proficiency. The disadvantages include the impossibility of quick assessment using a point-rating system, the absence of the Cyrillic font in some templates, the absence of some templates in the database. The prospects for using the resource are associated with the need to develop distance learning of RFL.		https://cyberleninka.ru/article/n/obuchenie-russkomu-yazyku-kak-inostrannomu-s-ispolzovaniem-servisa-learningapps
Караваев, Никита Леонидович; Соболева, Елена Витальевна	2017	Анализ программных сервисов и платформ, обладающих потенциалом для геймификации обучения	В современной информационной образовательной среде наблюдается увеличение интереса к применению компьютерных игр для повышения качества обучения, что обусловливает актуальность представленного исследования, посвященного анализу программных средств, обладающих потенциалом для геймификации учебного процесса в контексте требований государства, общества и образования. Цель статьи – выбор нескольких игровых платформ, на основе которых будет совершенствоваться методология геймификации учебного процесса. Методологию исследования составляет изучение информационных источников психологической, педагогической, методической и технической направленности, анализ компьютерных образовательных игр зарубежных и отечественных авторов, авторитет и научная репутация которых признаны научным сообществом. В статье из необходимости геймификации учебного процесса выводится необходимость уточнения понятия «геймификация». С учетом особенностей и принципов этого феномена выполнен анализ программных средств, которые обладают дидактическим эффектом и максимально соответствуют идее геймификации. Всё многообразие программных средств, обладающих потенциалом для геймификации обучения, было поделено на группы: игровые платформы, образовательные квесты, сервисы управления обучением и сайты – конструкторы игр. В рамках каждой группы рассмотрены те платформы, которые наиболее распространены в зарубежной и отечественной образовательной среде. В группе игровых платформ представлены Classcraft, MinecraftEdu и DuoLingo. Группа образовательных квестов включает Scratch, Quandary и Ribbon Hero. Среди сервисов, используемых для геймификации управления обучением, показаны ClassDojo, Goalbook, Coursera и Brainscape. Спектр сайтов-конструкторов игр не такой широкий: еТреники и LearningApps. По результатам анализа на основе применения конкретных критериев сравнения и для максимально полного воплощения идеи геймификации учебного процесса выбран набор сервисов и платформ, которые при соответствующем методическом сопровождении позволят повысить качество обучения: платформа ClassCraft, среда Scratсh, программный продукт Quandary и проект LearningApps.		https://cyberleninka.ru/article/n/analiz-programmnyh-servisov-i-platform-obladayuschih-potentsialom-dlya-geymifikatsii-obucheniya
Федорова, кадьевна	2014	Разработка и применение электронных образовательных ресурсов в структуре методической подготовки бакалавров в педагогическом вузе	The system of continuous methodical training of bachelors of the major «Pedagogical education» in Informatics for the effective development and application of electronic educational resources, which contribute to the activation of self instruction of students, is presented in the article. Such stages of learning activity of students as theoretical, quasiprofessional, practical and qualifying are considered. At those stages successive theoretical and practical training is carried out. The presented system of methodical training of students is practice-based; it solves the problems of formation and development of ICT competence of future teachers.		https://cyberleninka.ru/article/n/razrabotka-i-primenenie-elektronnyh-obrazovatelnyh-resursov-v-strukture-metodicheskoy-podgotovki-bakalavrov-v-pedagogicheskom-vuze
Романова, Екатерина Александровна; Волкова, Марина Александровна; Баохун, Ли	2021	ОСОБЕННОСТИ ИСПОЛЬЗОВАНИЯ СОВРЕМЕННЫХ ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ ПРИ ИЗУЧЕНИИ РУССКОГО ЯЗЫКА: СРАВНИТЕЛЬНЫЙ АНАЛИЗ ПРЕДПОЧТЕНИЙ ИНОСТРАННЫХ СТУДЕНТОВ ВУЗОВ РОССИИ И КИТАЯ	Introduction. The actual problem of organizing the process of foreign language teaching in modern conditions is the selection and application of appropriate information technologies to increase students' motivation, form an interest in learning a foreign language, implement pedagogical tasks, optimize the learning process and carry out regular interaction with students within the educational process. At the same time, it is important to take into account the preference of the students themselves to choose one or another technology, since a significant part of Chinese students who learn Russian in China then continue studying it in Russian universities. The purpose of this study was to conduct a comparative analysis between foreign students studying in Russian and Chinese universities on the preferences in the use of modern information technology, as well as the way of interaction with the teacher when studying Russian. Research methods. The study involved 417 foreign students from Russian and Chinese universities. The main methods of research: analysis of scientific and methodological literature, survey method, comparative analysis method. The φ-Fisher's test was used to establish statistically significant differences between the two groups. Results. International students from Russian universities use educational videos on the Russian language more often than students from Chinese universities (φemp = 3.591; p < 0.01). The educational platform Coursera is more often used by students studying at Chinese universities (φemp = 3.632; p < 0.01). Mobile applications were more frequently used by Chinese university students (φemp = 4.048; p < 0.01). There were no significant differences between the two groups in the frequency of use of voice assistants, online excursions and virtual travel services, educational environments, web quests, and educational podcasts during the study. The study of students' preferences in choosing a method of interaction with the teacher showed that 70% like to communicate with the teacher via messengers and 52% of respondents are ready to communicate with the teacher via videoconferencing. However, on average 85% responded that they prefer to study Russian in the classroom. Conclusion. The results of the study can be taken into account by teachers working with Chinese students when choosing modern information technologies, as well as ways of interaction with students in the framework of Russian language teaching.		https://cyberleninka.ru/article/n/osobennosti-ispolzovaniya-sovremennyh-informatsionnyh-tehnologiy-pri-izuchenii-russkogo-yazyka-sravnitelnyy-analiz-predpochteniy
Гирфанова, Ксения Андреевна; Михалева, Елена Владимировна	2021	Формирование коммуникативной компетенции при обучении русскому языку как иностранному посредством цифровой образовательной среды	The article deals with the problem of communication and speech interaction in the context of distance learning. The relevance of this issue is due to the need to pay attention to the key points in online communication, that directly affect the effectiveness of the educational process. In this regard, the pros and cons of interaction through the digital educational environment are analyzed. The main characteristics of the digital educational environment are defined, such as openness, multimodality, and interactivity. The study analyzes the factors that influence the effectiveness of the formation of communicative foreign language competence and its elements. The success of communication in the online learning process depends on external and internal factors. The problem of communication is investigated through the psychoemotional characteristics of students, difficulties associated with non-verbal signs of communication in the online environment are indicated. Therefore, we are studying the problem of students‘ concentration during online learning, which is key in this type of foreign language teaching. In addition, we give a number of recommendations for solving this problem. As a result, a detailed overview and characteristics of online services designed for the development of different types of speech activity of students: reading, speaking, writing, listening. These services allow you to eliminate the difficulties associated with speech interaction in a digital educational environment.		https://cyberleninka.ru/article/n/formirovanie-kommunikativnoy-kompetentsii-pri-obuchenii-russkomu-yazyku-kak-inostrannomu-posredstvom-tsifrovoy-obrazovatelnoy-sredy
Сидоров, С. В.	2013	Возможности веб-сервиса Learningapps.org в преподавании вузовского курса педагогики	The article raises the problem of the practical preparedness of graduates of Russian high schools to a professional pedagogical activity in the fi eld of application of electronic educational resources. As one of the paths address this problem the author proposes to organize an active and independent student work with the programs the creation educational applications, defi nes the capabilities of using a web service «LearningApps.org» in the teaching of course of pedagogy		https://www.elibrary.ru/item.asp?id=21081508
Толкачёва, Кристина Юрьевна; Турковская, Елена Веславовна	2018	Развитие Языковой Компетенции Студентов С Помощью Интернет-Ресурса "Learningapps.org"	В статье рассматриваются возможности обращения к компьютерным технологиям в процессе обучения английскому языку. Предлагается краткий обзор образовательного интернет-ресурса “LearningApps.org”, материалы которого используются для формирования языковой компетенции и развития лексико-грамматических навыков студентов.		https://www.elibrary.ru/item.asp?id=32827282
Мартюшова, Елена Валерьевна	2019	Из опыта работы с платформой Learningapps.org на практических занятиях по методике обучения иностранному языку	Данная статья посвящена описанию возможностей работы с платформой learningapps.org на практических занятиях по методике обучения иностранному языку. В статье приводится описание преимуществ использования упражнений, созданных по шаблонам данной платформы, в процессе обучения иностранному языку в школе. Приведён один из блоков заданий, предлагаемых студентам-бакалаврам в рамках курса методики обучения иностранным языкам.		https://www.elibrary.ru/item.asp?id=37241920
Федорова, Галина Аркадьевна	2014	Разработка и применение электронных образовательных ресурсов в структуре методической подготовки бакалавров в педагогическом вузе	The system of continuous methodical training of bachelors of the major «Pedagogical education» in Informatics for the effective development and application of electronic educational resources, which contribute to the activation of self instruction of students, is presented in the article. Such stages of learning activity of students as theoretical, quasiprofessional, practical and qualifying are considered. At those stages successive theoretical and practical training is carried out. The presented system of methodical training of students is practice-based; it solves the problems of formation and development of ICT competence of future teachers.		https://cyberleninka.ru/article/n/razrabotka-i-primenenie-elektronnyh-obrazovatelnyh-resursov-v-strukture-metodicheskoy-podgotovki-bakalavrov-v-pedagogicheskom-vuze
McKay, Loraine; O'Bryan, Steven; Kahu, Ella R.	2021	"My Uni Experience Wasn't Completely Ruined": The Impacts of COVID-19 on the First-Year Experience	The first year at university is always challenging, but particularly in 2020 when COVID-19 triggered lockdowns and a rapid shift to online learning. This mixed methods study tracked the wellbeing and engagement of 60 new students in an undergraduate teacher education program at an Australian university throughout the first trimester of 2020. Follow- up focus groups with 14 students used interview and photo elicitation to explore how COVID-19 influenced wellbeing and engagement. Quantitative results demonstrate both student wellbeing and student engagement dipped strongly at the start of lockdown but recovered towards the end of the trimester. Focus group findings illustrate the diversity of experience in terms of student access to time and space to study, their ability to sustain relationships online, and the cumulative stress of COVID-19. The findings lead to recommendations for supporting this cohort and for future research.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.5204%2Fssj.1762&DestApp=DOI&SrcAppSID=E5oO9c5MiXEhNyouYD2&SrcJTitle=STUDENT+SUCCESS&DestDOIRegistrantName=Queensland+University+of+Technology
Zepke, Nick	2018	Student engagement in neo-liberal times: what is missing?	Quality teaching is increasingly prioritized in higher education. One reason is that government funding requires students to succeed in their studies and be ready for employment. In response, educators throughout the Western world have generated large quantities of evidence-based, practical, often uncritical research about what works to improve teaching, learning and student success. Much of this research carries the label student engagement. But student engagement is a complex construct used to identify what students do, think and feel when learning and how teachers can improve that doing, thinking and feeling in instructional settings. Despite its extensive coverage of learning and teaching, the paper asks whether something is missing from student engagement. It recognizes the complexity of the engagement construct and examines its key ideas but identifies three missing elements: critique; learning agency/democracy; as well as purposes, knowledge and values that transcend powerful political discourses in neo-liberal times.		https://doi.org/10.1080/07294360.2017.1370440
Terrion, Jenepher Lennox; Aceti, Victoria	2012	Perceptions of the effects of clicker technology on student learning and engagement: a study of freshmen Chemistry students	While technology - in the form of laptops and cellphones - may be the cause of much of the distraction in university and college classrooms, some, including the personal or classroom response system (PRS/CRS) or clicker, also present pedagogical opportunities to enhance student engagement. The current study explored the reactions of students to clicker implementation in a large, introductory chemistry class. During the final class of the semester, 200 students in an introductory chemistry class responded to an attitudinal and informational student survey using both Likert-type and non-Likert type questions to evaluate their perception of the implementation of the clickers and their impact on student learning and engagement. The results demonstrated that, when implemented effectively, clickers contribute to greater student engagement and, ultimately, an opportunity for professors to enact best practices in higher education pedagogy. This study points to the importance of effective pedagogy in making clickers worthwhile.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.3402%2Frlt.v20i0.16150&DestApp=DOI&SrcAppSID=D1U247xPlMhKgPkdoSB&SrcJTitle=RESEARCH+IN+LEARNING+TECHNOLOGY&DestDOIRegistrantName=Co-Action+Publishing
Alpert, Jeffrey B.; Young, Matthew G.; Lala, Shailee V.; McGuinness, Georgeann	2021	Medical Student Engagement and Educational Value of a Remote Clinical Radiology Learning Environment: Creation of Virtual Read-Out Sessions in Response to the COVID-19 Pandemic	Rationale and Objectives: The need for social distancing has resulted in rapid restructuring of medical student education in radiology. While students traditionally spend time learning in the reading room, remote clinical learning requires material shared without direct teaching at the radiology workstation. Can remote clinical learning meet or exceed the educational value of the traditional in-person learning experience? Can student engagement be matched or exceeded in a remote learning environment? Materials and Methods: To replace the in-person reading room experience, a small-group learning session for medical students named Virtual Read-Out (VRO) was developed using teleconferencing software. After Institutional Review Board approval, two student groups were anonymously surveyed to assess differences in student engagement and perceived value between learning environments: "Conventional" students participating in the reading room (before the pandemic) and "Remote" students participating in VRO sessions. Students reported perceived frequency of a series of five-point Likert statements. Based on number of respondents, an independent t-test was performed to determine the significance of results between two groups. Results: Twenty-seven conventional and 41 remote students responded. Remote students reported modest but significantly higher frequency of active participation in reviewing radiology exams (p < 0.05). There was significantly lower frequency of reported boredom among Remote students (p < 0.05). There was no significant difference in perceived educational value between the two groups. Conclusion: Students report a high degree of teaching quality, clinical relevance, and educational value regardless of remote or in-person learning format. Remote clinical radiology education can be achieved with equal or greater student interaction and perceived value in fewer contact hours than conventional learning in the reading room.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.1016%2Fj.acra.2020.09.011&DestApp=DOI&SrcAppSID=D1U247xPlMhKgPkdoSB&SrcJTitle=ACADEMIC+RADIOLOGY&DestDOIRegistrantName=Elsevier
Ortega, Fernanda da Cunha; Irala, Valesca Brasil	2022	Mensuração do engajamento online de estudantes do ensino superior: uma revisão de escopo na literatura internacional	This article is a scope review that aims to identify the instruments for collecting and analyzing the measurement of online engagement used in international research, choice for scalable use and adaptation to Brazilian Higher Education. Dimensions database was searched from 2017 to 2021. The documents obtained were 162, which after the screening resulted in a sample of 10 articles. The context for using these instruments is in higher education. The four most current were developed during the Covid-19 pandemic period. Most articles have a quantitative approach. All use some type of self-report questionnaire to collect data, which are, in greater number, closed questions and a 5-point Likert scale. The analysis technique that is most repeated in the articles is structural equation modeling. Of the ten selected questionnaires, we conclude that the one by Sun and Rueda (2012) is the one that best provides the criteria for analyzing student online engagement in the context of higher education, by bringing in its elements a configuration that can be scalable to different institutional contexts and range of disciplines.		https://periodicos.ufmg.br/index.php/textolivre/article/view/35747
Wester, Emma R.; Walsh, Lisa L.; Arango-Caro, Sandra; Callis-Duehl, Kristine L.	2021	Student Engagement Declines in STEM Undergraduates during COVID-19–Driven Remote Learning	We examined how the shift in learning environment from in-person to online classes, due to the COVID-19 pandemic, impacted three constructs of student engagement: behavioral engagement, including students’ frequency of participating in class discussions, ...		https://journals.asm.org/doi/abs/10.1128/jmbe.v22i1.2385
Papanastasiou, Elena	2005	Factor structure of the ‘Attitudes Toward Research’ scale	Students at the undergraduate level usually tend to view research methods courses negatively. However, an understanding of these attitudes is necessary to help instructors facilitate the learning of research for their students, by enabling them to create more positive attitudes toward such courses. The aim of this study is to describe the development of an "attitudes toward research" scale and verify the dimensions of attitudes toward research among undergraduate students enrolled in introductory research courses. The basic hypothesis of this research study is that the concept of attitudes is multidimensional in nature. The sample of the study consisted of 226 students who had completed a research methods course. Based on a factor analysis, five factors of student attitudes toward research were identified. These were the factors of usefulness of research, anxiety, affect indicating positive feelings about research, life relevancy of research to the students' daily lives, and difficulty of research.
Малошонок, Наталья Геннадьевна	2014	Вовлеченность студентов в учебный процесс в российских вузах	В статье описывается попытка изучения особенностей учебного процесса в российских вузах с использованием концепта студенческой вовлеченности и методологии ее измерения. На основании опросных данных, собранных в трех российских вузах, был проведен факторный анализ и выделены составляющие студенческой вовлеченности, которые отвечают за поведение студентов и их отношение к учебе в каждом из изученных учебных заведений. Кроме того, в результате проведенного исследования были обнаружены значимые взаимосвязи студенческой вовлеченности с академической успеваемостью и другими характеристиками студентов.		https://www.elibrary.ru/item.asp?id=21511995
Шмакова, Анна Павловна; Федоров, Александр Иванович; Семикашева, Инна Алексеевна	2021	Виртуальные технологии как средство вовлечения студентов педагогического вуза в учебный процесс	В статье рассмотрены виртуальные технологии как способ повышения вовлеченности студентов педагогического вуза в учебный процесс. Педагогический эксперимент проводился на базе факультета педагогики и психологии Ульяновского государственного педагогического университета имени И. Н. Ульянова. Проведенное эмпирическое исследование показало эффективность применения виртуальных технологий в подготовке студентов. В статье описывается Виртуальный педагогический тренажер, его структура и применение в учебном процессе педагогического вуза с целью повышения вовлеченности студентов в учебный процесс.		https://www.elibrary.ru/item.asp?id=47229340
Pickering, James D.; Swinnerton, Bronwen J.	2019	Exploring the Dimensions of Medical Student Engagement with Technology-Enhanced Learning Resources and Assessing the Impact on Assessment Outcomes	Anatomy curricula are becoming increasingly populated with blended learning resources, which utilize the increasing availability of educational technology. The educational literature postulates that the use of technology can support students in achieving greater learning outcomes by increasing engagement. This study attempts to investigate the dimensions of student engagement with technology-enhanced learning (TEL) resources as part of a medical program's anatomy curriculum using exploratory factor analysis. A 25-item five-point Likert-based survey was administered to 192 first-year medical students, with three emergent factors discerned: satisfaction, goal setting and planning, and physical interaction. The three factors closely aligned with the existing literature and therefore additional nonparametric analysis was conducted that explored the levels of engagement across three custom-made anatomy TEL resources, including: (1) anatomy drawing screencasts; (2) an eBook; and (3) a massive open online course (MOOC). Usage data indicated that the most popular resource to be accessed across the cohort was the anatomy drawing screencasts via YouTube, with the MOOC being used least. Moreover, some evidence suggests that those students who utilized the MOOC were more engaged. Generally, however, no correlations were observed between the levels of engagement and TEL resource usage or assessment outcomes. The results from this study provide a clear insight into how students engage with TEL resources, but do not reveal any relationship between levels of engagement, usage, and assessment outcomes.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1002%2Fase.1810&DestApp=DOI&SrcAppSID=D5s2hFOmw8OHvrvW7zE&SrcJTitle=ANATOMICAL+SCIENCES+EDUCATION&DestDOIRegistrantName=Wiley+%28John+Wiley+%26+Sons%29
Yurieva, Oksana; Musiichuk, Tetiana; Baisan, Dina	2021	INFORMAL ENGLISH LEARNING WITH ONLINE DIGITAL TOOLS: NON-LINGUIST STUDENTS	The internet has offered numerous opportunities for educational content delivery. The main current delivery models for learning a language online range from more formal structured approaches provided by schools and universities, which typically take place in a VLE (Virtual Learning Environment) or LMS (Learning Management System), to more informal unstructured approaches, including Virtual Worlds like Second Life and MMORPGs (Massively Multiplayer Online Role-Playing Games) like World of Warcraft. The purpose of this study is to analyse the experiences and perceptions of the online digital tools that provide engagement with the English language outside the classroom by the non-linguist students at a Ukrainian public university. The study is based on the quantitative and qualitative data collected employing an online questionnaire including Likert-type ratings, multiple-choice questions, and free-text responses to open questions. The questionnaire inquires about students’ experiences with 17 technologies not related to their classroom activities, how frequently they are used, how helpful the students find them for their language acquisition in general, and how useful they are considered for the development of particular language competencies (writing, reading, speaking, listening, pronunciation, grammar, communicative competence). The results of the survey attest to regular students’ engagement with the English language involving online technologies, which leads to implications for foreign language learners, teachers, and researchers of second language acquisition for incorporating online digital tools for foreign language acquisition beyond the classroom. Being aware of how students engage with technology outside the classroom may facilitate educators in increasing learners’ engagement with the foreign language, provide additional practice, and produce an emotional response, which increases retention of information.		http://ae.fl.kpi.ua/article/view/223896
Mshayisa, Vusi Vincent	2020	Students' perceptions of Plickers and crossword puzzles in undergraduate studies	In higher education, there are calls to incorporate active learning experiences that place the student at the center of learning, rather than encouraging students to be passive listeners. For students to have a deeper and more meaningful learning experience, educators can use an active learning approach. This approach attempts to engage students at higher levels of thinking so that they are more interested in, better engaged with, and understand the course material better. The aim of this study was to investigate students' perceptions of Plickers and crossword puzzles as low-cost pedagogical tools to foster active learning in an undergraduate course in food science and technology. A mixed-method survey consisting of a 5-point Likert scale and open-ended qualitative questions was administered via Blackboard to elicit student responses. A total of 121 students were enrolled for the course and 70.2% (n = 85) completed the survey. Plickers were found to be easy to use (mean = 4.66), provided opportunities to answer to formative questions anonymously (mean = 4.60), and helped increase participation in class (mean 4.05). The majority of students felt that crossword puzzles required them to think critically (mean = 4.53) and provided them with the opportunity to assess how well they understood the course content (mean = 4.45). Moreover, a statistically positive relationship was found between student collaborative learning and crossword puzzle implementation scores (r = .506, p < .01). The findings demonstrated that when implemented effectively, Plickers and crossword puzzles contributed to greater enhanced student engagement. These pedagogical tools can be applied as formative assessment instruments and offer a low-cost alternative to the limitations encapsulated by didactic pedagogy.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.1111%2F1541-4329.12179&DestApp=DOI&SrcAppSID=D5s2hFOmw8OHvrvW7zE&SrcJTitle=JOURNAL+OF+FOOD+SCIENCE+EDUCATION&DestDOIRegistrantName=Wiley+%28Blackwell+Publishing%29
Pettit, Robin K.; McCoy, Lise; Kinney, Marjorie; Schwartz, Frederic N.	2015	Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology	Background: Higher education students have positive attitudes about the use of audience response systems (ARS), but even technology-enhanced lessons can become tiresome if the pedagogical approach is exactly the same with each implementation. Gamification is the notion that gaming mechanics can be applied to routine activities. In this study, TurningPoint (TP) ARS interactions were gamified and implemented in 22 large group medical microbiology lectures throughout an integrated year 1 osteopathic medical school curriculum. Methods: A 32-item questionnaire was used to measure students' perceptions of the gamified TP interactions at the end of their first year. The survey instrument generated both Likert scale and open-ended response data that addressed game design and variety, engagement and learning features, use of TP questions after class, and any value of lecture capture technology for reviewing these interactive presentations. The Chi Square Test was used to analyze grouped responses to Likert scale questions. Responses to open-ended prompts were categorized using open-coding. Results: Ninety-one students out of 106 (86 %) responded to the survey. A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool. The questionnaire investigated the degree to which specific features of these interactions were engaging (nine items) and promoted learning (seven items). The most highly ranked engagement aspects were peer competition and focus on the activity (tied for highest ranking), and the most highly ranked learning aspect was applying theoretical knowledge to clinical scenarios. Another notable item was the variety of interactions, which ranked in the top three in both the engagement and learning categories. Open-ended comments shed light on how students use TP questions for exam preparation, and revealed engaging and non-engaging attributes of these interactive sessions for students who review them via lecture capture. Conclusions: Students clearly valued the engagement and learning aspects of gamified TP interactions. The overwhelming majority of students surveyed in this study were engaged by the variety of TP games, and gained an interest in microbiology. The methods described in this study may be useful for other educators wishing to expand the utility of ARS in their classrooms.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1186%2Fs12909-015-0373-7&DestApp=DOI&SrcAppSID=D5s2hFOmw8OHvrvW7zE&SrcJTitle=BMC+MEDICAL+EDUCATION&DestDOIRegistrantName=Springer+%28Biomed+Central+Ltd.%29
Ada, Mireilla Bikanga		Evaluation of a Mobile Web Application for Assessment Feedback	This paper reports an evaluation of a mobile web application, "MyFeedBack", that can deliver both feedback and marks on assignments to students from their lecturer. It enables them to use any device anywhere, any time to check on, and receive their feedback. It keeps the feedback private to the individual student. It enables and successfully fosters dialogue about the feedback between the students and the educator. Feedback and marks were already being delivered using the institution's learning environment/management system "Moodle". The study used a sequential explanatory mixed-method approach. Two hundred thirty-nine (239) participants were reported on their experiences of receiving feedback and divided among several groups: (a) feedback delivered in "Moodle", (b) formative feedback in "MyFeedBack", and (c) summative feedback in "MyFeedBack". Overall, results showed a statistically significant more positive attitude towards "MyFeedBack" than "Moodle", with the summative assessment subgroup being more positive than the formative subgroup. There was an unprecedented increase in communication and feedback dialogue between the lecturer and the students. Qualitative results enriched and complemented the findings. The paper provides guidelines for an enabling technology for assessment feedback. These offer insight into the extent to which any of the new apps and functionalities that have become available since this study might likely be favourably viewed by learners and help achieve the desired pedagogical outcomes. These include: (1) accessible using any device, making feedback accessible anywhere, anytime; (2) display feedback first (before the grade/mark); (3) enable personalisation of group feedback by the teacher; (4) provide privacy for each student; (5) facilitate dialogue and communication about the feedback; and (6) include a monitoring feature. Three goals already put forward in the literature-(1) making the feedback feel more personal, (2) getting a quicker turnround by making it easier for the teachers to achieve this, and (3) prompting more dialogue between the educators and students-are advanced by this study which shows how they can be supported by software, and that when they are achieved then users strongly approve them.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.1007%2Fs10758-021-09575-6&DestApp=DOI&SrcAppSID=E5a8l9nfT3X2ddbA19r&SrcJTitle=TECHNOLOGY+KNOWLEDGE+AND+LEARNING&DestDOIRegistrantName=Springer-Verlag
Bikanga Ada, Mireilla	2021	Evaluation of a Mobile Web Application for Assessment Feedback	This paper reports an evaluation of a mobile web application, “MyFeedBack”, that can deliver both feedback and marks on assignments to students from their lecturer. It enables them to use any device anywhere, any time to check on, and receive their feedback. It keeps the feedback private to the individual student. It enables and successfully fosters dialogue about the feedback between the students and the educator. Feedback and marks were already being delivered using the institution’s learning environment/management system “Moodle”. The study used a sequential explanatory mixed-method approach. Two hundred thirty-nine (239) participants were reported on their experiences of receiving feedback and divided among several groups: (a) feedback delivered in “Moodle”, (b) formative feedback in “MyFeedBack”, and (c) summative feedback in “MyFeedBack”. Overall, results showed a statistically significant more positive attitude towards “MyFeedBack” than “Moodle”, with the summative assessment subgroup being more positive than the formative subgroup. There was an unprecedented increase in communication and feedback dialogue between the lecturer and the students. Qualitative results enriched and complemented the findings. The paper provides guidelines for an enabling technology for assessment feedback. These offer insight into the extent to which any of the new apps and functionalities that have become available since this study might likely be favourably viewed by learners and help achieve the desired pedagogical outcomes. These include: (1) accessible using any device, making feedback accessible anywhere, anytime; (2) display feedback first (before the grade/mark); (3) enable personalisation of group feedback by the teacher; (4) provide privacy for each student; (5) facilitate dialogue and communication about the feedback; and (6) include a monitoring feature. Three goals already put forward in the literature—(1) making the feedback feel more personal, (2) getting a quicker turnround by making it easier for the teachers to achieve this, and (3) prompting more dialogue between the educators and students—are advanced by this study which shows how they can be supported by software, and that when they are achieved then users strongly approve them.		https://doi.org/10.1007/s10758-021-09575-6
Basal, Ahmet; Eryilmaz, Ali	2021	Engagement and affection of pre-service teachers in online learning in the context of COVID 19: engagement-based instruction with web 2.0 technologies vs direct transmission instruction	Due to COVID 19, schools and universities all over the world have gone from full face-to-face lessons to online lessons. This short notice transition has come with many challenges for students including engagement with and affection for the lectures. This study aims to examine whether there is a significant difference between engagement and affection based on instruction types in online virtual class courses. To this end, some Web 2.0 technologies were used in one lecture (GW) and direct transmission in the other lecture (GDT). After 5 weeks, a questionnaire was applied to 92 volunteer participants. Based on the results, while the GW method has a high effect in reducing negative emotions and increasing engagement; it has a moderate effect on the increase of positive affection.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.1080%2F02607476.2020.1841555&DestApp=DOI&SrcAppSID=E5a8l9nfT3X2ddbA19r&SrcJTitle=JOURNAL+OF+EDUCATION+FOR+TEACHING&DestDOIRegistrantName=Informa+UK+%28Taylor+%26+Francis%29
Mehrolia, Sangeeta; Alagarsamy, Subburaj; Sabari, M. Indhu	2021	Moderating effects of academic involvement in web-based learning management system success: A multigroup analysis	While several educational institutions in India, in accordance to global practices, have adopted Web-Based Learning Management Systems (WLMS) to supplement classroom courses, it is largely seen that these WLMSs fail in their objectives, leading to little or no return on investments. The study aims to define the factors that affect students' acceptance of a web-based learning management system and test the moderating effect of their academic involvement in the success of a WLMS. 477 valid questionnaires were collected from university/college students to empirically test the research model using the structural equation modelling approach. The results concludes that indirect and direct effects account for 49% of the variation in the intention to use, which is explained by technical system quality, information quality, educational quality, service quality of the technical support team and user satisfaction. High academic involvement moderates the impact of different service qualities of the WLMS on user satisfaction, intention to use the system, and success of the WLMS. Based on the findings, theoretical and managerial implications are discussed.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.1016%2Fj.heliyon.2021.e07000&DestApp=DOI&SrcAppSID=E5a8l9nfT3X2ddbA19r&SrcJTitle=HELIYON&DestDOIRegistrantName=Elsevier
Pérez-López, Raúl; Gurrea-Sarasa, Raquel; Herrando, Carolina; Hoyos, María José Martín-De; Bordonaba-Juste, Victoria; Utrillas-Acerete, Ana	2020	The generation of student engagement as a cognition-affect-behaviour process in a Twitter learning experience	Twitter is a microblog that allows users to interact about a topic in online discussion. This makes it an interesting interactive tool with possibilities to increase student engagement and learning performance through active collaboration in an informal learning environment. However, few articles take a quantitative approach to investigate the creation of student engagement using this social networking site. To address this gap, we propose a series of activities conducted through Twitter to analyse the engagement generation process in a sample of 110 students in the first year of a business and administration degree at a large Spanish university. The results show that the engagement process is created through active collaborative learning and enjoyment, and that engaged students are more satisfied with the activity and perceive greater learning performance. This leads us to recommend teachers to encourage active and collaborative activities to make students more engaged and satisfied, and improve their performance.		https://ajet.org.au/index.php/AJET/article/view/5751
Saracostti, Mahia; Sotomayor, Belen; Teresa Hernandez, Maria; Lara, Laura; Miranda-Zapata, Edgardo; Aparicio, Jose; Maria Diaz-Jimenez, Rosa; Acevedo, Fernando; Dominguez-Lara, Sergio	2021	Online Platform for the Evaluation of School Engagement, 2.0 Version: From the Chilean Experience to its Use in Iberoamerican Countries	This article presents the development of version 2.0 of a technological platform for evaluating school engagement in Chile, Colombia, Peru, Uruguay and Spain. The platform contains instruments for measuring school engagement and contextual factors, reports of results, and educational resources. This aims to accompany educational paths, provide timely supports, and promote school retention. The development of the platform has been incremental based on associated R&D projects. It has been recognized by the UNESCO Chair in Children, Youth, Education and Society and it offers the opportunity to be used in other countries, at a time when school dropout is a concern of special relevance in Latin American and global level.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.21865%2FRIDEP59.2.11&DestApp=DOI&SrcAppSID=E5a8l9nfT3X2ddbA19r&SrcJTitle=REVISTA+IBEROAMERICANA+DE+DIAGNOSTICO+Y+EVALUACION-E+AVALIACAO+PSICOLOGICA&DestDOIRegistrantName=Associacao+Iberoamericana+de+Diagnostico+e+Avaliacao+Psicologica
Kim, Alice S. N.; Nairn, Brian C.; Popovic, Celia; Carozza, Linda; Balidio, Elaine C.	2020	Participation is Predictive of Individual, but Not Group, Work in the Context of a Blended General Education Course	Past research on face-to-face instructional delivery demonstrates that students' participation is positively related to their achievement in a course (Rocca, 2010), and that participation mediates the relation between attendance and achievement (Kim et al., 2019). Given that blended learning is on the rise in higher education (Johnson et al., 2016), it is of growing interest to explore whether this positive association between participation and achievement holds in the context of blended learning. Here we investigated whether students' participation was (a) predictive of their overall grade in the course and (b) differentially predictive of their grades on three different types of assessments: tests (test and quiz), written assignments (argumentative letter and critical essay), and oral activities (debate). The results of our regression analyses showed that participation grades were predictive of learning achievement in the course with respect to overall grade (R-2=0.364;beta=0.365), test grade (R-2=0.164;beta=0.327), and written grade (R-2=0.212;beta=0.278). Participation was not predictive of oral grades as a whole; however, further analyses showed that students' participation predicted the individual (vs. group-based) component of the oral grade (R-2=0.045;beta=0.113). Thus, our findings demonstrate that students' participation grades are predictive of their grades on assessments that are independent but not group-based, at least in the context of the blended course investigated in this study.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1080%2F17588928.2019.1585338&DestApp=DOI&SrcAppSID=E5a8l9nfT3X2ddbA19r&SrcJTitle=CANADIAN+JOURNAL+FOR+THE+SCHOLARSHIP+OF+TEACHING+AND+LEARNING&DestDOIRegistrantName=Informa+UK+%28Taylor+%26+Francis%29
Carnevale, Stefania; Di Napoli, Immacolata; Esposito, Francesca; Arcidiacono, Caterina	2021	Drawingvoice 2.0: classroom joint designing and Facebook interactions to develop reflexivity and awareness	Drawingvoice 2.0 is an instructional method of collaborative pencil and paper drawing to use in the school classroom, followed by Facebook interaction on the drawing produced in class. It is based on a participatory and meta reflective approach, explicitly aimed at deconstructing, negotiating, and reconstructing the meaning that students attribute to themselves regarding their professional expectations and educational pathways. In particular, the collaborative pencil and paper drawing allows for the student’s emotional symbolisation processes underlying their educational pathway. Drawingvoice 2.0 induces a multidimensional cognitive and meta-cognitive process further supported by the following interaction on Facebook. Therefore, the World Wide Web is the added resource for sharing and deepening the classmates’ discussion. Finally, Drawingvoice 2.0 supported structural group interaction and was an important supportive and instructional method to bring about transformational and developmental training practices. As the main result, in our experience, psychology students increased their reflectivity about their strengths and threats in being psychologists within their cultural contexts and potential positive resources underlying their choice. Drawingvoice 2.0 thus enhanced their self-awareness about the lights and shadows of their training and future professional career.		https://doi.org/10.1007/s11423-021-10042-3
Arriba, Raúl de; Vidagañ, María	2020	Sharing Drawings with Smartphones in the Classroom – Art-Based Education in Social Sciences	This article identifies the factors that indicate the opportunity of reviewing the methods in teaching economics in order to overcome the traditional teaching-learning scheme that overvalues rote learning and find formulas that facilitate the development of analytical skills. On the other hand, this work points out the importance of developing creative competences. One way to do this is to introduce artistic practices in the classroom, even in non-artistic subjects. In this work an experience of education based on the arts is presented. Thanks to smartphone cameras, students can share and project drawings in the classroom immediately to facilitate group learning. The proposal is to represent the economic problems of the third world through drawings made by students of Sociology at the University of Va-lencia (Spain). The experience shows positive results in terms of students' engagement and creativity development.		https://online-journals.org/index.php/i-jet/article/view/14259
Vandeyar, Thirusellvan	2020	The academic turn: Social media in higher education	Universities must transform to fulfil expectations of the knowledge society. At the same time academics are required to respond to the dynamic environment that information and communications technologies (ICT) bring to effective and efficient teaching methods. Utilizing a qualitative case study approach, this study set out to explore experiences of academics' as they made a pedagogic turn towards using social media technology for teaching in a resource-constrained context. The Technology Acceptance Model served as the theoretical mooring of this study. Data capture included a mix of semi-structured interviews, classroom observations, document analysis and field notes. Findings are presented as three academic turns. First, a turn away from the institutions' LMS due to contextual exigencies. Second, a pedagogical turn towards Web 2.0 technologies using social media tools to enhance their pedagogy. Third, a beliefs and attitude turn about the affordances of social media; augmenting academics' resilience to persevere with this technology of choice. This study recommends that the use of social media networking in higher education creates a viable form of technology enhanced teaching, particularly in resource-constrained contexts. Further studies should explore academics emerging pedagogical practices in their use of social media, and students' perceptions and engagement in social media learning communities.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.1007%2Fs10639-020-10240-1&DestApp=DOI&SrcAppSID=E5a8l9nfT3X2ddbA19r&SrcJTitle=EDUCATION+AND+INFORMATION+TECHNOLOGIES&DestDOIRegistrantName=Springer-Verlag
Vasodavan, Vinothini; DeWitt, Dorothy; Alias, Norlidah	2021	Framework for Developing Intellectual Skills Using Collaborative Learning Tools: The Experts' Consensus	Background and Purpose: Students in higher education need intellectual skills for critical thinking, problem-solving and creating new knowledge. Social interactions during collaborative learning (CL) encourage these cognitive processes. However, instructors lack the skill to develop intellectual skills using appropriate pedagogy and CL tools. Hence, this study seeks to develop a framework for developing intellectual skills. Methodology: The Fuzzy Delphi Method (FDM) was employed to identify and determine consensus on elements to teach intellectual skills among 16 panel of experts in educational technology and continuous professional development. In the first round, semi-structured interviews were conducted among four experts and the themes emerging from the interviews were used to develop the FDM questionnaire. The questionnaire was used in the second round of the FDM to determine consensus among the experts based on calculations of the defuzzification value. Findings: The consensus among the experts is that resources for teaching intellectual skills are videos, interactive slides, animation/graphics and quizzes while the corresponding assessments are student-generated contents (i.e videos, infographic posters, interactive slides and designed products). Contribution: The framework with the instructional strategies, resources and assessment provides a guideline for instructors to plan instruction for developing intellectual skills and generating new knowledge.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DynamicDOIArticle&SrcApp=WOS&KeyAID=10.24200%2Fjonus.vol6iss1pp284-308&DestApp=DOI&SrcAppSID=E5a8l9nfT3X2ddbA19r&SrcJTitle=JOURNAL+OF+NUSANTARA+STUDIES-JONUS&DestDOIRegistrantName=SCI+AND+TECH+UNIVERSAL+INC
Levin, Ilya; Tsybulsky, Dina	2017	The Constructionist Learning Approach in the Digital Age	The article deals with the evolution of the constructionist learning approach from the beginning of the era of information technologies through the digital age. The evolution of constructionism is demonstrated in connection with two associated processes: changes in the human worldview related to the digital shift, and the corresponding transformations in human society. The study examines the evolution of basic constructionist ideas: 1) “microworlds” as “incubators of knowledge”; 2) a child as “the architect of his [or her] intelligent structures”; 3) the computer as “a machine that brings back a natural character to learning”; 4) coding as a “universal learning activity” that enables the study of fundamental scientific ideas. The constructionist ideas are analyzed in the context of today’s digital reality. The main contribution of the study is formulating the changes in classical constructionism as transformations that correspond to worldview components: activating the perception of self; democratization of the mutual interactions with others; virtualization of the conception of reality; integration the subject and object in their interaction with reality.		http://www.scirp.org/Journal/Paperabs.aspx?paperid=81266
Rocca, Kelly A.	2010	Student Participation in the College Classroom: An Extended Multidisciplinary Literature Review	The goal of this study was to integrate previous research conducted on student participation in the college classroom. Numerous studies have been completed on engaging students in classroom discussions, but no study has synthesized this information in the form of an extensive literature review. Here, previous research is pulled together to gain a comprehensive overview of the benefits of participation, logistical issues in participation, student confidence and personality traits in participation, the instructor's influence on and suggestions for increasing participation, the role of sex in participation, and participation in web-based courses. Specifically, academic journal articles that were published over the past 51 years (1958–2009) with student in-class participation as a major variable were included. Details of the selection process, a thorough review of the literature, implications for the classroom, and directions for future research are provided.		https://doi.org/10.1080/03634520903505936
Lau, Nathan T. T.; Hawes, Zachary; Tremblay, Paul; Ansari, Daniel	2022	Disentangling the individual and contextual effects of math anxiety: A global perspective	Абстрактный Математическая тревожность — распространенное аффективное расстройство у учащихся, характеризующееся навязчивыми мыслями, которые нарушают критически важные когнитивные ресурсы, необходимые для решения математических задач. Постоянные связи между математической тревожностью и математическими достижениями наблюдались в разных странах и возрастных группах, что ставит математическую тревожность среди других важных коррелятов математических достижений, таких как социально-экономический статус и способность к представлению величин. Однако исследования, изучающие связь математической тревожности с успеваемостью, в основном сосредоточены на влиянии собственной математической тревожности учащихся (индивидуальный эффект), в то время как мало что известно о влиянии математической тревожности на образовательный контекст учащихся (контекстный эффект). Используя три международных исследования достижений ( n= 1 175 515), мы оценили как индивидуальные, так и контекстуальные эффекты математической тревожности по всему миру. Результаты показывают, что, хотя практически во всех исследованных странах существуют постоянные индивидуальные эффекты, контекстуальные эффекты различаются, и только примерно в половине стран наблюдается контекстуальный эффект. Кроме того, мы выявили, что уверенность учителей в преподавании математики связана с уменьшением индивидуального эффекта, а уровень избегания неопределенности в стране связан с уменьшением контекстуального эффекта. Наконец, мы обнаружили несколько предикторов математической тревожности; в частности, восприятие учащимися компетентности учителя было отрицательно связано с математической тревожностью, а участие родителей в домашних заданиях положительно ассоциировалось с математической тревожностью. Вместе взятые,		https://www.pnas.org/content/119/7/e2115855119
Зыбина, Наталья Евгеньевна; Александров, Eвгений Павлович	2008	Интенции участников учебно-воспитательного диалога в социокультурной среде вуза	В статье описывается модель интенциональных типов студентов начального этапа обучения и оптимальные интенциональные установки профессорско-преподавательского состава.		https://elibrary.ru/item.asp?id=15596277
Шаповал, Валентин Анатольевич; Бондарук, Александр Феодосьевич; Голянич, Валерий Михайлович	2014	Ценностно-интенциональные и психодинамические корреляты адаптированности курсантов к социально-профессиональной среде обучения	В работе представлены данные о сопряженности ценностно-интенциональных и психодинамических характеристик личности с начальными признаками психологической дезадаптации, возникающими в процессе приспособления курсантов к социально-профессиональным условиям военного вуза. Показана связь возникающего в процессе адаптации психоэмоционального напряжения с деформированностью и неразвитостью бессознательных программ поведения в виде деструктивных (импульсивная реактивность, страх, тревога, опасения) и дефицитарных (подавленность, апатия, удрученность, вялость) поведенческих паттернов. Отмечена конструктивная роль в механизмах адаптации установок на доброжелательные внутригрупповые отношения и деструктивное влияние интенций к получению чувственных удовольствий. Выявленные корреляты рассматриваются как ценностно-психодинамические предикторы адаптированности курсантов к среде обучения.		https://elibrary.ru/item.asp?id=21621839
Бондарук, Александр Феодосьевич; Голянич, Валерий Михайлович; Шаповал, Валентин Анатольевич	2012	Динамика параметров ценностно-интенционального конфликта у курсантов в процессе социально-психологической адаптации к условиям обучения	В работе представлены результаты исследования динамики показателей ценностно-интенционального конфликта у курсантов в процессе социально-психологической адаптации к условиям обучения. Приведены данные динамики показателей внутриличностного конфликта в общей выборке и специфика указанной динамики у испытуемых с различными психоэмоциональными состояниями. Обсуждаются взаимосвязи параметров ценностно-интенционального конфликта и показателей социально-психологической адаптации обследованных.		https://elibrary.ru/item.asp?id=17715156
Голянич, Валерий Михайлович; Бондарук, Александр Феодосьевич; Глазырин, Андрей Анатольевич	2013	Ценностные противоречия как психодиагностические критерии интенциональной компетентности	В статье рассмотрены методические подходы к исследованию противоречий в аксиосфере личности, основанные на концепции Ш. Шварца о динамических взаимоотношениях между ценностными типами. Представлены результаты практического применения разработанных критериев при оценке интенциональной компетентности.		https://elibrary.ru/item.asp?id=20930460
Зыбина, Наталья Евгеньевна	2009	Рефлексивность как условие интенционального обучения иностранному языку студентов неязыкового вуза	В статье показана необходимость организации обучения иностранному языку на основе интенционального подхода. Рассматриваются способы развития рефлексивной самооценки как важного условия налаживания интенционального диалога в процессе развития иноязычной коммуникативной компетенции студентов неязыковых вузов.		https://elibrary.ru/item.asp?id=15617923
Черненко, В. В.; Богатырев, В. Г.	2016	К Вопросу О Влиянии Интенциональных Ментальных Структур На Успешность Обучения	В статье приводится анализ ментальных структур, определяющих свойства индивидуального интеллекта. Приведены результаты исследований, свидетельствующие о влиянии интенциональных ментальных структур на успешность обучения. Показано, что показатель степени интересности (трудности) учебной дисциплины может являться мощным предиктором в прогнозе успешности обучения по учебной дисциплине.		https://elibrary.ru/item.asp?id=27676412
Смирнова, Яна Константиновна	2019	Модель Психического И Способность Придерживаться Коллективной Интенциональности У Дошкольников	В статье проанализирована связь понимания ребёнком состояний, желаний, намерений другого человека («модели психического») и способности придерживаться коллективной интенциональности в ситуации морального выбора. Для достижения цели на выборке детей дошкольного возраста были применены классические методики для оценки уровня модели психического: «Тест на ошибочное мнение»; «Салли-Энн»; задача «Что хочет Чарли?», методики для оценки понимания детьми намерений, желаний, интересов других по поведенческим проявлениям. Были созданы экспериментальные условия для исследования навыков общения ребёнка в ситуации морального выбора. Были предложены ряд диагностических серий на исследование соблюдения норм справедливости, изучения действенности общественного и личного мотива. В созданных экспериментальных ситуациях подтвердилось, что уровень развития модели психического у дошкольников опосредует стратегию взаимодействие с партнёрами в ситуации морального выбора. Показано, что модель психического помогает ребёнку гибко применять нормативные суждения о рациональности коммуникативных актов в ситуации морального выбора... В статье проанализирована связь понимания ребёнком состояний, желаний, намерений другого человека («модели психического») и способности придерживаться коллективной интенциональности в ситуации морального выбора. Для достижения цели на выборке детей дошкольного возраста были применены классические методики для оценки уровня модели психического: «Тест на ошибочное мнение»; «Салли-Энн»; задача «Что хочет Чарли?», методики для оценки понимания детьми намерений, желаний, интересов других по поведенческим проявлениям. Были созданы экспериментальные условия для исследования навыков общения ребёнка в ситуации морального выбора. Были предложены ряд диагностических серий на исследование соблюдения норм справедливости, изучения действенности общественного и личного мотива. В созданных экспериментальных ситуациях подтвердилось, что уровень развития модели психического у дошкольников опосредует стратегию взаимодействие с партнёрами в ситуации морального выбора. Показано, что модель психического помогает ребёнку гибко применять нормативные суждения о рациональности коммуникативных актов в ситуации морального выбора. Данные исследования отображают роль уровня развития «модели психического» у ребёнка в умении выстроить коллективную интенциональность, выбрать приоритет совместной цели, совместных намерений, а также наличия особых мотивов для оказания помощи и обмена с другими людьми. Вместе с тем сформированные представления о ментальном мире других не предполагают совпадения намерений и отсутствие предпочтение своей выгоды в ситуации морального выбора. Приведенные результаты данного исследования показывают возможности модели психического для интерпретации социальных взаимодействий. Особенно важно рассматривать этот вопрос в онтогенезе для понимания развития социальных навыков ребёнка, социально значимых норм и ценностей, с которыми соотносится стратегия взаимодействия дошкольников со сверстниками в процессе совместной деятельности. function show_abstract() { $('#abstract1').hide(); $('#abstract2').show(); $('#abstract_expand').hide(); } ▼Показать полностью		https://elibrary.ru/item.asp?id=38316859
Хахалова, Анна Алексеевна	2015	Субъективность В Науках О Жизни: Самоорганизация, Интенциональность И Целеполагание	В данной статье обсуждается возможность изучения аспектов субъективности в рамках теории функциональных систем, деятельностного подхода в рамках теории динамических систем Э. Томпсона и экологического подхода в психологии Дж. Гибсона по путеводной нити феноменологического опыта. Автор выделяет в качестве основного момента субъективности идею самоорганизации живого организма, представленной в виде теории системогенеза (П. К. Анохин), идеи аутопоэтической системы (Э. Томпсон) и теории экологической самости (У. Найссер). Во всех этих представлениях есть некие общие онто-генетические положения об интенциональности организма, понятой в качестве направленности действия, мотивации со стороны окружения и идеи целеполагающего действия. Разработка этих положений в междисциплинарном пространстве подтачивает классическое представление о причинности как о прошлом, которое детерминирует будущее и указывает на ключевую роль проспективного измерения.		https://elibrary.ru/item.asp?id=25372695
Аминов, Н. А.; Чернявская, В. С.; Осадчева, И. И.	2020	Дифференциальный контекст исследования педагогических способностей и педагогического мастерства	В статье представлен обзор дифференциально-психологических закономерностей профессиональных способностей педагога. Дана дифференциация педагогических способностей в соответствии с отношением общества к образованию, типами педагогической деятельности, психофизиологическими предпосылками педагогических способностей. Рассмотрен вопрос взаимосвязи отношения общества к образованию и роста количества педагогов определенного типа. Представлена модель главных компонентов педагогических способностей, которая действует в обычном и дистанционном образовании. Показаны состав и иерархия способностей учителя. Описаны задатки - психофизиологические основания дифференциации педагогических способностей. Выделена педагогическая интенциональность как новая способность педагога, определяемая через идентификацию учителем своих целей с целями образования. Подчеркивается, что в общем педагогические способности определяются целями образования в соответствии с Федеральным законом «Об образовании в Российской Федерации» в контексте федеральных государственных образовательных стандартов.		https://elibrary.ru/item.asp?id=44493258
Chen, Bodong; Scardamalia, Marlene; Bereiter, Carl	2015	Advancing knowledge‐building discourse through judgments of promising ideas			http://link.springer.com/10.1007/s11412-015-9225-z
Н.д, Павлова; Е.а, Пескова	2012	Понимание интенционального подтекста речи адресатом	Изучение феномена понимания речевых интенций и развитие методических средств интентанализа требуют оценить меру неизбежной субъективности восприятия интенций субъекта в зависимости от условий коммуникации, опыта адресата, его профессиональной позиции и пр. В работе ставилась задача в условиях, приближенных к естественным, экспериментально исследовать понимание интенционального подтекста звучащей речи людьми, не имеющими опыта реконструкции речевых интенций («наивными» слушателями), в сопоставлении с данными интент-анализа и экспертной оценкой. На материале телевизионных предвыборных выступлений политиков показано, что неподготовленные слушатели склонны приписывать выступлениям дополнительные интенциональные характеристики и сравнительно с экспертами приписывать интенциям большую выраженность. Экспертами-специалистами недооценивается представленность интенций в речи сравнительно с данными интент-анализа: сокращается список интенций и преуменьшается их выраженность.		https://psyjournals.ru/exp/2012/n2/51765.shtml
Scardamalia, M.; Bereiter, C.; McLean, R.S.; Swallow, J.; Woodruff, E.	1989	Computer-supported intentional learning environments	CSILE, which stands for Computer-Supported Intentional Learning Environments, is an educational knowledge media system. CSILE allows information in several media (text, drawings, graphs, timelines, etc.) to be entered into a common database where it is available to be retrieved, linked, commented on, rated, and so forth. The environments and operations of CSILE are designed of information. In this article eleven principles, based on recent cognitive research, are suggested for designing computer environments that support intentional learning. These principles include making knowledgeconstruction activities overt, maintaining attention to learning goals as opposed to other goals of an activity, providing process-relevant feedback, and giving students responsibility for contributing to each other’s learning. Applications of these principles in CSILE are described, as well as observations from the first year of school try-out.		http://www.ikit.org/fulltext/1989_CSILE.pdf
Subagdja, Budhitama; Sonenberg, Liz; Rahwan, Iyad	2009	Intentional learning agent architecture.			http://dblp.uni-trier.de/db/journals/aamas/aamas18.html#SubagdjaSR09
Hampshire, Adam; Hellyer, Peter J.; Parkin, Beth; Hiebert, Nole M.; MacDonald, Penny A.; Owen, Adrian M.; Leech, Robert; Rowe, James B.	2016	Network mechanisms of intentional learning.			http://dblp.uni-trier.de/db/journals/neuroimage/neuroimage127.html#HampshireHPHMOL16
Mehlenbacher, Brad	2000	Intentionality and other nonsignificant in issues learning: commentary on Margaret Martinez's Intentional Learning in an Intentional World?			http://dblp.uni-trier.de/db/journals/jcd/jcd24.html#Mehlenbacher00
Vasquez, Dizan; Fraichard, Thierry; Aycard, Olivier; Laugier, Christian	2008	Intentional motion on-line learning and prediction.			http://dblp.uni-trier.de/db/journals/mva/mva19.html#VasquezFAL08
Mahmoud, Chaker Ben; Azaiez, Ikbel; Bettahar, Fathia	2020	Multi-Intentional Description of Learning Semantic Web Services.			http://dblp.uni-trier.de/db/journals/ijswis/ijswis16.html#MahmoudAB20
Stevens, David J.; Arciuli, Joanne; Anderson, David I.	2015	Concurrent Movement Impairs Incidental But Not Intentional Statistical Learning.			http://dblp.uni-trier.de/db/journals/cogsci/cogsci39.html#StevensAA15
Raj, Nisha S.; Renumol, V. G.	2021	A systematic literature review on adaptive content recommenders in personalized learning environments from 2015 to 2020	In personalized learning, each student gets a customized learning plan according to their pace of learning, instructional preferences, learning objects, etc. Hence the content recommender system in Personalized Learning Environment (PLE) should adapt to learner attributes and suggest appropriate learning resources to aid the learning process and improve the learning outcomes. This systematic literature review aims to analyze and summarize the studies on learning content recommenders in adaptive and personalized learning environments from 2015 to 2020. The publications were searched using proper keywords and filtered using the inclusion and exclusion criteria, which resulted in 52 publications. This paper summarizes the recent trends in research on different aspects of the recommender systems, such as learner attributes, recommendation methods, evaluation metrics, and the usability tests used by the researchers. It is observed that cognitive aspects of learners like learning style, preferences, knowledge level, etc., are used by most studies than non-cognitive aspects as social tags or trust. In most cases, recommendation engines are a hybrid of collaborative filtering, content-based filtering, ontological approaches, etc. All models were evaluated for the correctness of the prediction done, and a few studies have also done evaluations based on learner satisfaction or usability.		https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8357108/
Younes, Sayed S.	2021	Examining the Effectiveness of Using Adaptive AI-Enabled e-Learning during the Pandemic of COVID-19	This study aimed to identify the effect of using adaptive AI-enabled e-learning on developing digital content creative design skills among postgraduate students. The research tools included an achievement test and an observation checklist for rating the practical performance. Research results concluded that, regardless of learning styles, the proposed adaptive e-learning environment had a positive effect on developing both cognitive achievement and practical performance of digital content creative design skills. The results also indicated that there is a significant difference at the 0.01 level between the mean scores of the first experimental group’s students using the global learning style-based adaptive e-learning environment and the second experimental group’s students using the sequential learning style-based adaptive AI-enabled e-learning environment in the achievement test and observation checklist after measurement of digital content creative design skills in favor of the second experimental group’s students. The study provided a number of suggestions and recommendations for making the utmost use of various design layouts of adaptive AI-enabled e-learning environments in developing different cognitive and performance aspects of learning as well as taking full advantage of digital content creative design skills mastery in producing a plethora of advanced electronic educational applications in the foreseeable future.		https://www.hindawi.com/journals/jhe/2021/3928326/
Patarakin, Yevgeny D.; Дмитриевич, Патаракин Евгений; Yarmakhov, Boris B.; Борисович, Ярмахов Борис	2021	Data farming for virtual school laboratories	Проблема и цель. Рассматривается преподавание школьных дисциплин, связанных с формированием статистической, математической, вычислительной и исследовательской грамотности. Цель состоит в порождении данных в ходе экспериментов, условия которых диктуются учениками. Методология. В исследовании использованы генерация данных в агентных моделях NetLogo и последующая статистическая обработка в средах CODAP и R. Результаты. Показано, что генеративный подход позволяет ученикам работать с данными, которые порождаются агентами-исполнителями, выполняющими указания учащегося. При этом ученик находится в позиции ученого, который планирует собственные эксперименты и анализирует полученные в их процессе данные. Заключение. Предложенный подход генерации данных для их последующего анализа приобщает школьников к современной культуре выращивания и обмена данными и генерирующими их моделями.		http://journals.rudn.ru/informatization-education/article/view/30229
van Tetering, Marleen A. J.; de Groot, Renate H. M.; Jolles, Jelle	2018	Boy–Girl Differences in Pictorial Verbal Learning in Students Aged 8–12 Years and the Influence of Parental Education	This large-scale cross-sectional study of schoolchildren aged 8–12 years (N = 152) evaluates two factors which potentially determine individual differences in intentional learning: the child’s sex and parental education. Intentional learning was assessed with a newly constructed Pictorial Verbal Learning Task (PVLT). This task presents line drawings of concrete objects as to-be-remembered information instead of written or auditory presented words. The PVLT has the advantage that performance is not confounded by individual differences in reading or hearing abilities. Results revealed clear sex differences in performance: Girls outperformed boys. Parental education also contributed to individual differences in performance since children of higher educated parents outperformed children of lower educated parents. The results therefore suggest that both sex and parental education could be potent contributors to individual differences in learning performance at school. The findings more specifically imply that children of less educated parents and boys need additional guidance and support in intentional learning when new information and procedures are presented for the first time.		https://www.frontiersin.org/article/10.3389/fpsyg.2018.01380
Hulme, Rachael C.; Rodd, Jennifer M.	2021	Learning new word meanings from story reading: the benefit of immediate testing	This study investigated how word meanings can be learned from natural story reading. Three experiments with adult participants compared naturalistic incidental learning with intentional learning of new meanings for familiar words, and examined the role of immediate tests in maintaining memory of new word meanings. In Experiment 1, participants learned new meanings for familiar words through incidental (story reading) and intentional (definition training task) conditions. Memory was tested with cued recall of meanings and multiple-choice meaning-to-word matching immediately and 24 h later. Results for both measures showed higher accuracy for intentional learning, which was also more time efficient than incidental learning. However, there was reasonably good learning from both methods, and items learned incidentally through stories appeared less susceptible to forgetting over 24 h. It was possible that retrieval practice at the immediate test may have aided learning and improved memory of new word meanings 24 h later, especially for the incidental story reading condition. Two preregistered experiments then examined the role of immediate testing in long-term retention of new meanings for familiar words. There was a strong testing effect for word meanings learned through intentional and incidental conditions (Experiment 2), which was non-significantly larger for items learned incidentally through stories. Both cued recall and multiple-choice tests were each individually sufficient to enhance retention compared to having no immediate test (Experiment 3), with a larger learning boost from multiple-choice. This research emphasises (i) the resilience of word meanings learned incidentally through stories and (ii) the key role that testing can play in boosting vocabulary learning from story reading.		http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=DOISource&SrcApp=WOS&KeyAID=10.7717%2Fpeerj.11693&DestApp=DOI&SrcAppSID=E4M2AFDZZbmDleaOVNj&SrcJTitle=PEERJ&DestDOIRegistrantName=PeerJ
Epp, Sheila; Reekie, Manuela; Denison, Jacqueline; de Bosch Kemper, Nicole; Willson, Melanie; Marck, Patricia	2021	Radical transformation: Embracing constructivism and pedagogy for an innovative nursing curriculum	To effectively navigate today's complex and rapidly changing health care environments, nurses require a high level of knowledge, sound psychomotor skills, diverse thinking and reasoning abilities, and a strong professional identity. The evidence showed that programs that offer students focused clinical practice experiences and offer students opportunities to ‘think like a nurse’ enable them to become sound practitioners. Faculty and staff at one mid-sized research-intensive university in Western Canada, engaged in an iterative process of rethinking the theoretical and pedagogical underpinnings of a BSN curriculum for educating nurses for the complexity of today's practice. Constructivist learning theory was chosen as the main underpinning of the revised curriculum. Furthermore, transformational learning theory guided the selection of several pedagogical approaches utilized throughout the program with the goal of inviting critical reflection and encouraging the development of competent, compassionate, ethical, and professional nurses. Additionally, we employed an innovative approach to clinical practicums where the process of learning is both integrated and intentional, and students are mentored to use prior knowledge in their decisions and clinical reasoning.		https://www.sciencedirect.com/science/article/pii/S875572232100096X
Уваров, А. Ю.; Вихрев, В. В.; Водопьян, Г. М.; Дворецкая, И. В.; Кочак, Э.; Левин, И.	2021	Школы в развивающейся цифровой среде: цифровое обновление и его зрелость	Научный рецензируемый журнал		https://info.infojournal.ru/jour/article/view/740
Патаракин, Евгений Дмитриевич; Ярмахов, Борис Борисович	2018	Вычислительная педагогика: мышление, участие и рефлексия	В статье представлено понятие «вычислительная педагогика» и обеспечивающий ее развитие педагогический дизайн как социотехническое проектирование средств и сценариев деятельности, направленное на освоение учащимися умений вычислительного мышления, вычислительного участия и вычислительной рефлексии. Взаимосвязанное формирование вычислительного мышления, вычислительного участия и вычислительной рефлексии представлено на примере организации совместной сетевой деятельности в среде и сообществе Scratch.The article presents computational pedagogy and realization of its components (thinking, participation and reflection) in the Scratch community.		https://cyberleninka.ru/article/n/vychislitelnaya-pedagogika-myshlenie-uchastie-i-refleksiya
Яновская, Наина Боисовна	2013	Концепция продуктивного обучения как основа развития личности посредством создания рефлексивно направленной образовательной среды	Productive teaching is personal-oriented process and has a new material or intellectual product as a result. Constructivist method of teaching in reflection-charged study of mathematics is contradicted to declarative method of teaching and is answer to the growth of the volume training of the information entering.		https://cyberleninka.ru/article/n/kontseptsiya-produktivnogo-obucheniya-kak-osnova-razvitiya-lichnosti-posredstvom-sozdaniya-refleksivno-napravlennoy-obrazovatelnoy
Башмаков, Марк Иванович; Горяев, Михаил Александрович	2014	Развитие внеурочной деятельности методами продуктивного обучения	В статье рассмотрены вопросы научно-методического обеспечения внеурочной работы при реализации ФГОС нового поколения. Обсуждаются продуктивные технологии игровых конкурсов и параметрического тестирования		https://www.elibrary.ru/item.asp?id=21951401&
Антонова, Дарья Андреевна; Оспенникова, Елена Васильевна	2020	Методологические основы продуктивного обучения	The article discusses the problem of preparing students of pedagogical universities for the development of educational objects and tools of the digital educational environment. The necessity of creative project activities organization of students to fill content of this environment and form their appropriate skills is substantiated. The technology of productive learning is considered as one of the most effective technologies for organizing the educational process, which can be used to solve this problem. The characteristics of productive learning and the main stages of its formation as a pedagogical system are given. The foundations of the teaching methodology of this type are revealed. Аt the same time, the task of clarifying its methodological basis is posed. The article proves that the methodology of productive learning includes a wider range of pedagogical concepts and approaches. The complex integral nature of the productive learning methodology testifies to its high educational potential. The comprehension of this methodology will subsequently make it possible to clarify the generalized model of the productive learning technology, to develop its modifications for various pedagogical tasks, taking into account the characteristics of the target groups of students, including the task of preparing students of pedagogical universities for the independent development of objects and tools of the digital educational environment.		https://cyberleninka.ru/article/n/metodologicheskie-osnovy-produktivnogo-obucheniya
Патаракин, Евгений Дмитриевич; Ярмахов, Борис Борисович	2021	Выращивание данных для школьных виртуальных лабораторий	Проблема и цель. Рассматривается преподавание школьных дисциплин, связанных с формированием статистической, математической, вычислительной и исследовательской грамотности. Цель состоит в порождении данных в ходе экспериментов, условия которых диктуются учениками. Методология. В исследовании использованы генерация данных в агентных моделях NetLogo и последующая статистическая обработка в средах CODAP и R. Результаты. Показано, что генеративный подход позволяет ученикам работать с данными, которые порождаются агентами-исполнителями, выполняющими указания учащегося. При этом ученик находится в позиции ученого, который планирует собственные эксперименты и анализирует полученные в их процессе данные. Заключение. Предложенный подход генерации данных для их последующего анализа приобщает школьников к современной культуре выращивания и обмена данными и генерирующими их моделями.		https://www.elibrary.ru/item.asp?id=48084035
Васильевна, Плотникова Екатерина; Олеговна, Ефремова Марина	2019	Диагностика тенденций цифровизации системы высшего образования на примере ведущих российских университетов	Today, one of the main trends in the world is the formation of conditions and the introduction of digital transformation processes in the socio-economic development of countries. The basis of digital transformation of society is the system of higher education. Within the framework of this study, the analysis of digitalization trends of leading Russian universities was carried out and the main points of growth for the higher education system were determined. The study is extremely relevant in order to identify the main directions of development of the higher education system and the centers of Russia in terms of modernization of training of future specialists.		https://cyberleninka.ru/article/n/diagnostika-tendentsiy-tsifrovizatsii-sistemy-vysshego-obrazovaniya-na-primere-veduschih-rossiyskih-universitetov
Дружилов, Сергей Александрович	2005	Психология профессионализма субъекта труда: концептуальные основания	An integrated approach to professionalism is regarded. Professionalism is considered as a special property of people to carry out regularly, effectively, and reliably complicated activities in difficult conditions. It is shown, that methodology, theory, and methods created in engineering psychology to analyze operator's work in the «man machine» system (in traditional understanding) may be adapted for many other kinds of professional work. The methodological paradigm of the approach, the basic theoretical concepts, methodological toolkit are formulated. The concept of professionalism as a realization of the person's individual resource of professional development (IRPD) is considered.		https://cyberleninka.ru/article/n/psihologiya-professionalizma-subekta-truda-kontseptualnye-osnovaniya
Burlakova, N.S.; Oleshkevich, V.I.	2017	Phenomenological Approach In Psychology: Moving Towards Positivism Style Adaptation Or Towards Development?	The article provides critical analysis of phenomenological approach application in the European and American psychology. The authors describe typical misapprehensions concerning phenomenological approach and clarify its essence and goals arguing that modern psychology lacks examinations focused on the history of the phenomenological approach and on the development of phenomenological methodology. The authors controvert to M. Larkin who applies phenomenological approach in the clinical psychology and discuss the issues concerning improvement of phenomenological research quality, ways of data acquisition, fields of phenomenological approach application and position of researcher. The authors develop and present their own approach towards phenomenological research based on their previous works. This approach draws on dialogical ontology of the self-awareness and methodology of dialogue for organization of phenomenological research. We suppose such approach provides an opportunity to incorporate and to reanalyze broad historical experience connected with phenomenological research. , Представлен критический анализ применения феноменологического метода в зарубежной психологии. Рассмотрены распространенные заблуждения в понимании феноменологического метода. Делается ряд уточнений в отношении сущности метода, его задач. Обоснована необходимость самостоятельного изучения истории феноменологического метода и дальнейшей разработки его методологии. В дискуссии со взглядами одного из известных современных исследователей М. Ларкина (M. Larkin), использующего феноменологический метод в области клинической психологии, подняты вопросы повышения качества феноменологического исследования, способов получения данных, областей применения феноменологического метода и его результатов, позиции исследователя. Представлены основные положения собственного подхода к феноменологическому исследованию с опорой на исследования, ранее осуществленные авторами. Данный подход предполагает включение диалогической онтологии самосознания и методологии диалога в организацию феноменологического исследования. С нашей точки зрения, такой подход позволяет инкорпорировать и переосмыслить многообразный исторический опыт феноменологических исследований.		https://psyjournals.ru/en/mpj/2017/n1/burlakova.shtml
Зелеева, В. П.	2010	Педагогическая Феноменология: Возвращение И Новые Смыслы	В статье рассматриваются исторический и современный взгляды на педагогическую феноменологию. Феноменологический подход в педагогике помещен в контекст важных сегодня для образования задач. Особо подчеркнута значимость феноменологии в педагогике, ориентированной на рождение новой педагогической установки в отношении коммуникационных условий обмена ценностно-смысловым и культурным содержанием.		https://elibrary.ru/item.asp?id=17867912
Змеёв, Сергей Иванович	2014	Применение андрагогических принципов обучения в подготовке и повышении квалификации специалистов	The necessity and benefits of adult learning technology based on andragogical principles are substantiated, the main problems connected with the application of this technology are analyzed		https://cyberleninka.ru/article/n/primenenie-andragogicheskih-printsipov-obucheniya-v-podgotovke-i-povyshenii-kvalifikatsii-spetsialistov
Е.г, Юдина	2006	Эксперимент Л.С. Выготского — Л.С. Сахарова: культурно-историческая ретроспектива	В статье представлен теоретико-методологический анализ методики двойной стимуляции в эксперименте Л.С. Выготского — Л.С. Сахарова и концепции синкретов и комплексов, созданной Л.С. Выготским по результатам этих экспериментов. Выделены критерии различения синкретической и комплексной форм обобщения у детей дошкольного возраста (предметность и внепредметность отношений между элементами группировки). Показано, что ключевой характеристикой при различении комплексных форм мышления являются структуры групп в эксперименте Л.С. Выготского — Л.С. Сахарова. Структура комплекса может быть описана с помощью трех характеристик: 1) общей конфигурации структуры, 2) характера межпредметных связей, 3) отношений между обобщенными признаками предметов и их конкретными значениями. Приведено описание всех возможных конфигураций структуры комплекса. Показано, что лишь обобщенные признаки предметов и их значения по-разному входят в структуру различных комплексов. Более того, эта характеристика выявляет вполне определенную динамику развития структурных отношений от комплекса к комплексу, причем это развитие направлено к вычленению существенного, т. е. к понятийному мышлению.		https://psyjournals.ru/kip/2006/n2/Udina_full.shtml
National Research University Moscow Institute of Physics and Technology; Lyubzhin, Aleksey; Dmitry Pozharsky University	2021	François de La Mothe Le Vayer and His De l’instruction de Monsieur le Dauphin: The Concepts of the Golden Mean and Public Good	This article investigates into the structure and content of De l’instruction de Monsieur le Dauphin by François de La Mothe Le Vayer. Le Vayer describes the four pillars of the state — religion, justice, finance, and military power — speculating on how thoroughly a hereditary prince of France should study liberal and mechanical arts. He does not recommend the majority of subjects for detailed study, making an exception for rhetoric in the first place and adding three more important subjects: geography, ethics, and physics. In fine arts, according to Le Vayer, the king had better be an experienced connoisseur than a creator. He also describes pretty much in detail the physical activities useful for a king in waiting (swimming, dance, and armed martial arts are recommended, while running is not), as well as possible games and ways of entertainment. A large proportion of the treatise is devoted to proving the harmfulness of astrology, chemistry, and magic. The key principles underlying Le Vayer’s speculations are the “golden mean” and the use of general education as a basis, the elements of which he analyzes separately for applicability in the instruction of a hereditary prince.		https://vo.hse.ru/en/2021--4/541658790.html
Chimalakonda, Sridhar; Nori, Kesav V.	2020	An ontology based modeling framework for design of educational technologies	Despite rapid progress, most of the educational technologies today lack a strong instructional design knowledge basis leading to questionable quality of instruction. In addition, a major challenge is to customize these educational technologies for a wide range of customizable instructional designs. Ontologies are one of the pertinent mechanisms to represent instructional design in the literature. However, existing approaches do not support modeling of flexible instructional designs. To address this problem, in this paper, we propose an ontology based framework for systematic modeling of different aspects of instructional design knowledge based on domain patterns. As part of the framework, we present ontologies for modeling goals, instructional processes and instructional material. We demonstrate the ontology framework by presenting instances of the ontology for the large scale case study of adult literacy in India (287 million learners spread across 22 Indian Languages), which requires creation of hundreds of similar but varied eLearning Systems based on flexible instructional designs. The implemented framework is available at http://rice.iiit.ac.inand is transferred to National Literacy Mission Authority of Government of India. The proposed framework could be potentially used for modeling instructional design knowledge for school education, vocational skills and beyond.		https://doi.org/10.1186/s40561-020-00135-6
Т.л, Клячко; Г.а, Краснова	2015	Экспорт высшего образования: состояние и перспективы в мире и России	This article is devoted to the export of higher education as it is becoming increasingly important in the strategy of socio-economic development in various countries around the world. Experts estimate that the global market of higher education is equivalent to 150 billion US dollars. Russia currently holds less than 1% of this market. The article attempts to estimate the contribution of foreign students to the Russian economy. The data used for this research is the 2013/2014 academic year statistics in Russian universities, which estimated 205 687 foreign students attending these universities. Given that the foreign students, according to some expert estimates, on average spend 25% more than domestic students, the authors conclude that the foreign students living in Russia spent about 25.4 billion rubles in 2014. In addition, the authors of the article provide recommendations for some of the priority actions that should be taken in order to increase Russian exports of higher education		https://cyberleninka.ru/article/n/eksport-vysshego-obrazovaniya-sostoyanie-i-perspektivy-v-mire-i-rossii
Боревская Н.е.; Агранович М.л.; Ващенко В.п.; Гохберг Л.м.; Дмитриева Ю.в.; Ефремова Л.и.; Житникова М.н.; Краснова Г.а.; Ларионова М.в.; Петровская Т.с.; Строганов Д.в.; Хомяков М.б.; Хузиатов, Т. Д.		Интернационализация российских вузов: китайский вектор			https://elibrary.ru/item.asp?id=25045721
Алексеевна, Бороненко Татьяна; Владимировна, Кайсина Анна; Сергеевна, Федотова Вера	2017	Диалог в дистанционном обучении	The purpose of the study is to identify possible forms of organization of dialogical interaction of educational process participants in distance education. Research methods included an analysis of information about capabilities and services of distance learning systems in the organization of dialogue of a teacher and students. The main results are presented in the positioning dialogue as an effective form ofpedagogical interaction, which contributes to the formation ofthe subjective position of a teacher and student, their personal development. The authors show the relevance of the educational dialogue between teacher and students in implicit and explicit form with the use of the powerful potential of modern ICT. The paper adduces examples of electronic discussion within an electronic educational resource. The authors highlight the importance ofexpanding the dialogue interaction in the online space through the use offunctionality of learning management systems, we-binars, blogs, video conferencing, Skype technologies, collaboration with an interactive whiteboard, massive open online courses. All these tools can be effectively used in students' learning process. The paper discusses the perspective areas of research on improving the dialogue interaction in distance education.		https://cyberleninka.ru/article/n/dialog-v-distantsionnom-obuchenii
Barak, Miri	2018	Are digital natives open to change? Examining flexible thinking and resistance to change	The goal of this study was to examine university students' flexible thinking and resistance to change (as an opposite trait) according to their expertise in information and communication technology (ICT). An exploratory study was conducted, wherein an online questionnaire was administered to undergraduates (N = 679) from two higher education institutions. The findings show that undergraduates who are inclined to adapt to new learning situations are less likely to seek routine, react emotionally, and have short-term focus. The findings also indicated that technology proficient students are more likely to be flexible in thought and less inclined to resist change than those who are less technology savvy. Moreover, technology proficient students who prefer to learn in collaboration reported the highest inclination to think flexibly. This may indicate the importance of integrating collaborative technology as means for facilitating flexible thinking; thus preparing higher education students to a world of online communication and teamwork.		https://www.sciencedirect.com/science/article/pii/S0360131518300241
Chen, Pu-Shih Daniel; Lambert, Amber D.; Guidry, Kevin R.	2010	Engaging online learners: The impact of Web-based learning technology on college student engagement	Widespread use of the Web and other Internet technologies in postsecondary education has exploded in the last 15years. Using a set of items developed by the National Survey of Student Engagement (NSSE), the researchers utilized the hierarchical linear model (HLM) and multiple regressions to investigate the impact of Web-based learning technology on student engagement and self-reported learning outcomes in face-to-face and online learning environments. The results show a general positive relationship between the use the learning technology and student engagement and learning outcomes. We also discuss the possible impact on minority and part-time students as they are more likely to enroll in online courses.		https://www.sciencedirect.com/science/article/pii/S0360131509003285
Rashid, Tabassum; Asghar, Hanan Muhammad	2016	Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations	The widespread technology use among current college and university students has made higher educational institutions worldwide acknowledge the need of incorporating it in teaching and learning for explicit reasons. But does access and usage of technology enhance academic performance and foster student engagement in reality? Researches in the last over two decades have conjectured both the positive and negative outcomes of the students’ continuous interface with technology. Student engagement and self-directed learning (SDL) are the two other themes that have independently attracted considerable interest of researchers, ascribable to the explicit and implicit assertions that both are related to the academic success. Additionally, the relationship of technology use with these two academic behaviors have also been investigated although not very extensively. The current study aimed to inspect a path model with technology use, student engagement, self-directed learning and academic performance among undergraduate students. 761 students responded to an online survey comprising three scales: Media and Technology Usage and Attitude Scale (MTUAS), Self-Rating Scale of Self-Directed Learning (SRSSDL), and student version of Utrecht’s Work Engagement Scale (UWES-S). The results showed that use of technology has a direct positive relationship with students’ engagement and self-directed learning, however, no significant direct effect was found between technology use and academic performance. The findings point towards the complex interchange of relationships of the students’ technology use with student engagement, self-directed learning and academic performance. The implications and future research directions are discussed.		https://www.sciencedirect.com/science/article/pii/S0747563216304204
Castañeda, Linda; Selwyn, Neil	2018	More than tools? Making sense of the ongoing digitizations of higher education			https://doi.org/10.1186/s41239-018-0109-y
Krause, Kerri‐Lee; Coates, Hamish	2008	Students’ engagement in first‐year university	This paper reports on seven calibrated scales of student engagement emerging from a large‐scale study of first year undergraduate students in Australian universities. The analysis presents insights into contemporary undergraduate student engagement, including online, self‐managed, peer and student‐staff engagement. The results point to the imperative for developing a broader understanding of engagement as a process with several dimensions. These must be acknowledged in any measurement and monitoring of this construct in higher education. The paper calls for a more robust theorising of the engagement concept that encompasses both quantitative and qualitative measures. It considers implications for pedagogy and institutional policy in support of enhancing the quality of the student experience.		https://doi.org/10.1080/02602930701698892
Norris, Lindy; Coutas, Penelope	2014	Cinderella’s coach or just another pumpkin? Information communication technologies and the continuing marginalisation of languages in Australian schools	The rhetoric around global connectedness and advances in information communication technologies (ICTs) suggests that: Professional life for the marginalised and isolated language teacher should beeasier; the experience of language learners in Australian schools should be more meaningful andbring them closer to the languages and communities that they are studying; and collectively thisshould be empowering for students and teachers and, in turn, empower the languages learning areawith respect to its status and place within the curriculum. This paper examines these assumptionsthrough a qualitative multiple case study investigation of the use of information communicationtechnologies (ICTs) in secondary school language classes. The study explores the perceptions andexperiences of early adolescent language learners and those of their teachers. It also identifies andexamines a range of contextual factors that both complicate and nuance the technology andlanguages learning nexus. The findings of the study question the assumption of “automaticity”associated with ICTs and an enhanced/improved language learning experience for all those involved.This study finds that experience with technologies can impact negatively on both learners andteachers. This, in turn, can have an adverse influence on perceptions about languages and theirstatus in schools. At a time when schools are investing heavily in information communicationtechnologies, and when they are having to manage the introduction of the Australian Curriculum:Languages, the findings of this study serve to highlight the place of the “critical” in terms of languagesin Australian schools.		https://www.jbe-platform.com/content/journals/10.1075/aral.37.1.03nor
Schindler, Laura A.; Burkholder, Gary J.; Morad, Osama A.; Marsh, Craig	2017	Computer-based technology and student engagement: a critical review of the literature	Computer-based technology has infiltrated many aspects of life and industry, yet there is little understanding of how it can be used to promote student engagement, a concept receiving strong attention in higher education due to its association with a number of positive academic outcomes. The purpose of this article is to present a critical review of the literature from the past 5 years related to how web-conferencing software, blogs, wikis, social networking sites (Facebook and Twitter), and digital games influence student engagement. We prefaced the findings with a substantive overview of student engagement definitions and indicators, which revealed three types of engagement (behavioral, emotional, and cognitive) that informed how we classified articles. Our findings suggest that digital games provide the most far-reaching influence across different types of student engagement, followed by web-conferencing and Facebook. Findings regarding wikis, blogs, and Twitter are less conclusive and significantly limited in number of studies conducted within the past 5 years. Overall, the findings provide preliminary support that computer-based technology influences student engagement, however, additional research is needed to confirm and build on these findings. We conclude the article by providing a list of recommendations for practice, with the intent of increasing understanding of how computer-based technology may be purposefully implemented to achieve the greatest gains in student engagement.		https://doi.org/10.1186/s41239-017-0063-0
Haggis, Tamsin	2009	What have we been thinking of? A critical overview of 40 years of student learning research in higher education	This article is a response to a request to consider the following three questions in relation to the recent history of research into student learning in higher education: What do we know?, What do we need to know?, and What might we do about it? A survey of article titles reporting on research into student learning was carried out in three key higher education journals, and the results of this were then considered in the context of other, related research perspectives. The article will first report on the results of this review, and then discuss these results in the context of theoretical moves in psychology and sociology over the same period of time. The trends identified in the higher education journals will then be compared to research into student learning in higher education which is published in two other disciplinary areas: adult education and sociolinguistics. After raising some questions that arise from these comparisons, the final section of the article will outline some suggestions about ways in which higher education researchers might begin to ‘think differently’ about learning and research in this field.		https://doi.org/10.1080/03075070902771903
Kuh, George D.	2009	The national survey of student engagement: Conceptual and empirical foundations	This chapter summarizes the history of the engagement concept, the development of the National Survey of Student Engagement (NSSE), and its impact on institutional researchers.		https://onlinelibrary.wiley.com/doi/abs/10.1002/ir.283
Блинов, Владимир Игоревич; Есенина, Екатерина Юрьевна; Сергеев, Игорь Станиславович	2019	Цифровая Дидактика Профессионального Образования И Обучения (ключевые Тезисы)	В статье представлены ключевые тезисы дидактической концепции цифрового профессионального образования и обучения, характеризующие источники, принципы цифровой дидактики, средства обучения и оценивания. Необходима взаимная трансформация элементов образовательного процесса и цифровых технологий по отношению друг к другу, обеспечение взаимодействия между педагогическим сообществом и разработчиками цифровых продуктов. В этом случае становится достижима педагогическая цель цифрового учебного процесса профессионального образования и обучения - полное усвоение приемов и способов профессиональной деятельности.		https://www.elibrary.ru/item.asp?id=38213030
Михайловна, Андрюхина Людмила; Викторовна, Ломовцева Наталья; Олеговна, Садовникова Надежда	2020	Концепты цифровой дидактики как основания проектирования опережающего образования педагогов профессионального обучения	The article analyzes the digitalization process of vocational education. The basic models of digital competencies are presented, allowing to describe professional and pedagogical activity in the conditions of digital transformation of education. The main methodological approaches have been identified, within the framework of which the processes of conceptualization are most active and their own concepts of digital education are being formed. The main result of the analysis is presented the formation of the didactic framework of the concepts of advanced digital education of teachers.		https://cyberleninka.ru/article/n/kontsepty-tsifrovoy-didaktiki-kak-osnovaniya-proektirovaniya-operezhayuschego-obrazovaniya-pedagogov-professionalnogo-obucheniya
Grossman, Tovi; Chevalier, Fanny; Kazi, Rubaiat Habib	2016	Bringing research articles to life with animated figures			https://dl.acm.org/doi/10.1145/2949762
Уваров, А. Ю.	2022	Цифровое обновление образования: на пути к «идеальной школе»	Научный рецензируемый журнал		https://info.infojournal.ru/jour/article/view/821
Russian Presidential Academy of National Economy and Public Administration; Rogozin, Dmitry; Solodovnikova, Olga; Russian Presidential Academy of National Economy and Public Administration; Ipatova, Anna; Russian Presidential Academy of National Economy and Public Administration	2022	How University Teachers View the Digital Transformation of Higher Education			https://vo.hse.ru/en/2022--1/576232464.html
Altynikova, N.V.; Dorofeev, A.V.; Muzaev, A.A.; Sagitov, S.T.	2022	Quality Management in Pedagogical Education Based on the Diagnostics of Teachers’ Professional Deficits: Theoretical and Methodological Aspect	The paper presents the methodology of education quality management based on the identication of teachers’ professional deficits. The methodology for evaluating the formation of subject and methodological competencies is described. Assessment materials are developed in accordance with the requirements of the professional standard of the teacher and the Federal state educational standards of basic general and secondary general education. It is supposed to implement an automated identification of professional deficits within teaching staff. The article presents empirical data on the results of the approbation of this technique. 624 teachers from rural and urban educational organizations of the Republic of Bashkortostan and 90 students of pedagogical specialties of the university participated in the testing. The analysis of the approbation results of the methodology and assessment materials showed that the developed methodology is applicable to identify professional deficits of teachers and students of teacher-training institutions for further construction of individual educational trajectories of the approbation participants. , В статье представлена методология управления качеством образования на основе выявления профессиональных дефицитов учителя. Описана методика оценки сформированности предметных и методических компетенций, которая предполагает автоматизированное выявление профессиональных дефицитов у педагогических работников посредством оценочных материалов, разработанных в соответствии с требованиями профессионального стандарта педагога и федеральных государственных образовательных стандартов основного общего и среднего общего образования. Авторами приведены результаты апробации данной методики, включающие в себя, в том числе, и эмпирические данные. Так, указывается, что в апробации участвовало 624 учителя из сельских и городских образовательных организаций Республики Башкортостан и 90 студентов педагогических специальностей университета, при этом выявлено, что уровень сформированности предметных компетенций у всех участников выше уровня сформированности методических компетенций. Проведенный анализ результатов апробации методики и оценочных материалов, показал, что разработанная авторами методика и оценочные материалы применимы для выявления профессиональные дефициты учителей и будущих педагогов и последующего построения индивидуальных образовательных траекторий участников.		https://psyjournals.ru/en/psyedu/preprints/Altynikova_et_al.shtml
Altynikova, N.V.; Muzaev, A.A.	2019	Subject and Methodological Competencies in Teachers: Testing the Unified Federal Evaluation Tools	The article describes the main approaches to developing and testing the unified federal evaluation tools (UFET) used for studying subject and methodological competencies of teachers in the Russian Federation. The authors propose a level assessment model of teacher competencies based on the professional standard for teachers. Results of the research helped to identify the shortcomings of teacher training which make carrying out professional activities difficult for teachers. The article describes the terms of using UFET in the procedures of teacher certification and presents the main developmental directions for the current system of continuing teacher education. The authors argue that applying UFET at different stages of teacher training and professional development may ensure the formation of more effective individual educational routes for every teacher aimed at eliminating their professional deficits and improving the standards of education in general. , Описаны основные подходы к разработке и апробации единых федеральных оценочных материалов (далее — ЕФОМ), используемых для исследования предметных и методических компетенций учителей в Российской Федерации. Предложена уровневая модель оценки компетенций учителей, разработанная на основе профессионального стандарта педагога. Показаны результаты исследования, которые позволили определить слабые стороны в предметной и методической подготовке педагогов, приводящие к затруднениям в выполнении ими профессиональных обязанностей. Описаны условия использования ЕФОМ в аттестационных процедурах, а также представлены основные направления развития действующей системы непрерывного педагогического образования. Утверждается, что использование ЕФОМ на разных этапах подготовки и профессионального развития педагогов позволит обеспечить формирование более эффективных индивидуальных образовательных траекторий для каждого учителя, направленных на устранение его профессиональных дефицитов и повышение качества общего образования в целом.		https://psyjournals.ru/en/psyedu/2019/n1/Altynikova_Muzayev.shtml
Gordeeva, T.O.; Sychev, O.A.	2021	Diagnostics of Motivating and Demotivating Styles of Teachers: “Situations-in-School” Questionnaire	There is a certain lack of of instruments for assessing the relationship between learning outcomes and the teacher’s communication style with students which determines children’s involvement in the learning process and their motivation.The article presents the results of adapting the self-determination theory-based questionnaire, Situations-in-School, for Russian-speaking educational environments on a sample of primary and secondary school teachers (N = 1400) from nine regions of Russia.This questionnaire assesses the four basic styles of teacher-student interaction (autonomy support, structure, control, and chaos) and their subtypes.The results of multidimensional scaling and confirmatory factor analysis indicate that the structure of the questionnaire at the level of items and subscales corresponds to a circular model (circumplex).The presence of eight subscales in the structure of the questionnaire is confirmed by CFA.The correlations of the scales with indicators of resilience and professional self-efficacy indicate construct validity.The questionnaire can be used both for research purposes and in the practice of school psychologists to assess the style of communication between teachers and students. , Обращается внимание на тот факт, что существует определенный дефицит методических средств для исследований взаимосвязи результатов обучения и стиля общения учителя с учащимися, определяющего вовлеченность детей в учебный процесс и их мотивацию.В статье представлены результаты адаптации для русскоязычных образовательных сред (на выборке учителей начальной и средней школы (N=1400) из девяти регионов России) методики «Ситуации в школе» [4], созданной на основе теории самодетерминации.Она позволяет оценивать четыре базовых стиля взаимодействия учителя с учениками (поддержки автономии, структуры, контроля и хаоса) и их подтипы.Результаты многомерного шкалирования и конфирматорного факторного анализа подтверждают, что структура методики на уровне пунктов и субшкал соответствует круговой модели (циркумплекс).Наличие восьми субшкал в структуре методики подтверждается с помощью КФА.Корреляции шкал опросника с показателями жизнестойкости и профессиональной самоэффективности свидетельствуют о конструктной валидности.Методика может быть использована как в исследовательских целях, так и в практической деятельности школьных психологов для оценки стиля общения учителя.		https://psyjournals.ru/en/psyedu/2021/n1/Gordeeva_Sychev.shtml
Cummings, Stephen	2015	TIM Lecture Series – Communicating Strategy: How Drawing Can Create Better Engagement
Д, Бэкхёрст	2006	К вопросу об эволюции теории деятельности	Нередко теорию деятельности считают самым важным наследием советской философии и психологии. Но что такое теория деятельности? В настоящее время общепринятым на Западе является понимание теории деятельности, представленное Ирье Энгестрёмом: он прослеживает три стадии становления теории — от первоначальных идей Л.С. Выготского, через формулирование А.Н. Леонтьевым фундаментальной структуры деятельности, к только появляющемуся «третьему поколению» теории, которое пытается инкорпорировать различия, дискурсы и диалоги в общую схему. Работы И. Энгестрёма оказались чрезвычайно влиятельными (в особенности хорошо известные треугольники, используемые им для создания наглядной модели деятельности и «систем деятельности»). Своей жизнеспособностью современная теория деятельности во многом обязана именно ему. Важно, однако, понять связь между современными взглядами на теорию деятельности и исходными положениями деятельностного подхода, выдвинутыми его русскими основателями. На Западе теория деятельности воспринимается не столько как теория, сколько как метод общественно-научного исследования сущности систем деятельности. Русские ученые, в противоположность этому, считают понятие деятельности фундаментальной категорией, объясняющей глубинные философские вопросы самой возможности взаимосвязи психики и мира. Например, для такого мыслителя, как Эвальд Ильенков, понятие деятельности является не эвристическим приемом объяснения эмпирических данных, а трансцендентальной предпосылкой самой связи субъекта и объекта. Подозреваю, что Э.В. Ильенков испугался бы, узнав, сколь всего разного принимают за теорию деятельности сегодня. Для него значимость деятельности заключается в постоянном переходе, преобразовании и трансцендентности субъекта и мира в их взаимосвязи, а это — процесс, который противостоит «овеществлению», представлению в виде схемы. В данной статье я рассматриваю расхождения между разными версиями «деятельностного подхода» и пытаюсь предположить, каково будущее этого направления.		https://psyjournals.ru/kip/2006/n4/Bakhurst_full.shtml
Ermolova, Tatiana; Florova, N.B.	2019	Мотивация обучения и достижения успеха. Обзор монографии доктора Бобби Хоффмана	ninaflorova@yandex.ru Ермолова Т.В., кандидат психологических наук, заведующая кафедрой зарубежной и русской филологии, ФГБОУ ВО МГППУ, Москва, Россия, ermolovatv@mgppu.ru Вниманию читателей предлагается краткий обзор монографии доктора Бобби Хоффмана «Мотивация обучения и достижения успеха». Автор-профессор исследовательского университета Центральной Флориды в г. Орландо (штат Флорида, США)-специализируется в области педагогической психологии и на протяжении многих лет исследует проблемы поведенческой и познавательной мотивации человека. Материалы этого фундаментального исследования представляют собой информационный ресурс, отража-ющий опыт разработки данной проблемы мировой научной школой. В силу универсальности указанной проблемы они могут быть использованы как база данных при подготовке публикаций по мотивации, как обучающий лингвистический материал для филологических и языковых кафедр, как доказательная база теоретических и эмпирических построений и как дискуссионный материал для обучающих семинаров. Ключевые слова: природа мотивации, мотивационное неравенство, прикладная мотивация, мотиваци-онные типы, немотивированный, понимание мотивов. Для цитаты: Флорова Н.Б., Ермолова Т.В. Мотивация обучения и достижения успеха. (Обзор монографии доктора Бобби Хоффмана) [Электронный ресурс] // Современная зарубежная психология. Введение Интерес к данной монографии обусловлен тем, что при построении собственной концепции мотивации человека автор опирается на огромный литературный и иллюстративный материал. Суммарно в монографии использовано более 2000 различных источников и про-анализированы практически все известные к настоя-щему моменту психологические модели мотивации. Одной из отличительных особенностей авторского стиля является доступность изложения сложных науч-ных вопросов и доброжелательность интонаций, что является редкостью в современной научной литературе и может быть расценено как своеобразный пример психолого-педагогического искусства [2]. Автор монографии выделяет три основные цели, на которые ориентирован его труд: 1) повышение осве-домленности о проблеме мотивации для более критич-ного отношения к реальности; 2) помощь в понимании намерений, мыслей, поведения и мотивации значимых окружающих-студентов, коллег, сверстников, своей семьи; 3) информирование о стратегиях применения мотивационной теории на практике. Книга содержит три раздела, каждый из которых разбит на несколько глав. Каждая глава описывает отдельные ключевые позиции мотивационной кон-цепции, обозначенные Бобби Хоффманом как «прин-ципы». В совокупности 50 базовых принципов в 12-ти главах образуют филигранно подогнанные друг к другу содержательные «блоки» общей модели мотивации. Каждая глава заканчивается выводами, терминологи-ческим словарем и перечнем литературных источни-ков, которые в данном обзоре не приводятся. Центральной идеей монографии Б. Хоффмана выступает твердая убежденность автора в возможности эффективного содействия человеку в изменении его жизненной мотивации. Эта возможность рассматрива-ется применительно к образовательному процессу и взаимоотношениям на рынке труда. В данном обзоре выделена только сфера образования. Концептуальная схема мотивации человека Данный раздел носит установочный характер. В нем автор дает определение мотивации, обсуждает спор-ные вопросы по данной проблеме и анализирует биоп-сихологические основы мотивированного поведения. Бобби Хоффман исходит из того, что в человеческих популяциях люди изначально НЕ равны мотивацион-но (all individuals are NOT created equal, motivationally). Применительно к обучению и успеваемости, автор
Алетдинова, Анна Александровна; Мельниченко, Алина Анатольевна	2015	Развитие Smart-образования как инновационной технологии	The main trends in the modern economy are information technology development, diffusion of knowledge and technology, the increasing number of open innovation, transition to new forms and methods of work organization. Blurred boundaries and educational environment, its structure is continuously updated to the current needs of society. If the classical system of education is always tied geographically to the location of the educational institution, at smart-education is the transfer of the educational process in the electronic environment.		https://cyberleninka.ru/article/n/razvitie-smart-obrazovaniya-kak-innovatsionnoy-tehnologii
Хамидов, Обиджон Хафизович; Глушко, Сергей Владимирович; Маманазаров, Абдухаким Бзорович; Кулишов, Владимир Васильевич; Маманазаров, Илёс Абдухакимович	2020	СОВРЕМЕННАЯ ПАРАДИГМА ОБРАЗОВАНИЯ В УСЛОВИЯХ ЦИФРОВОЙ И SMART-ЭКОНОМИКИ	In the article are discussed the issues of the modern education paradigm, digital literacy of the population and students’ competence, the introduction of new pedagogical technologies, improving the control and teaching methods of students, reforming the educational infrastructure in the terms of digital economy and education.		https://cyberleninka.ru/article/n/sovremennaya-paradigma-obrazovaniya-v-usloviyah-tsifrovoy-i-smart-ekonomiki
Ибашова, А.Б.; Кадирбаева, Р.И.; Нурмуханбетова, Г.К.; Сулейменова, Л.А.; Белесова, Д.Т.	2021	ИССЛЕДОВАНИЕ ИНФОРМАЦИОННО-ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ В НАЧАЛЬНОЙ ШКОЛЕ В УСЛОВИЯХ SMART-ОБРАЗОВАНИЯ	The article describes one of the main goals of Smart education-improving the effectiveness of training by transferring the educational process to an electronic environment, the study of the information and educational environment that ensures the implementation of the main thesis of the educational policy.		https://cyberleninka.ru/article/n/issledovanie-informatsionno-obrazovatelnoy-sredy-v-nachalnoy-shkole-v-usloviyah-smart-obrazovaniya
Russian Presidential Academy of National Economy and Public Administration (RANEPA); Deryabin, Andrey; Novosibirsk State Technical University; Boytsov, Ilya; National Research University Higher School of Economics; Popov, Aleksandr; Russian Presidential Academy of National Economy and Public Administration (RANEPA); Moscow City University; Novosibirsk State Technical University; Rabinovich, Pavel; Russian Presidential Academy of National Economy and Public Administration (RANEPA); Zavedensky, Kirill; Russian Presidential Academy of National Economy and Public Administration (RANEPA)	2021	Russian School Principals’ Beliefs about Digital Competences of Educational Process’ Participants	This study investigates into Russian school principals’ beliefs about the requirements that digital transformation of schools imposes on students, parents, educators and administrators. Answers to an open-ended questionnaire obtained from 7,189 schools representing all administrative districts of the Russian Federation were analyzed using natural language processing technology. Responses were categorized according to the European Framework for the Digital Competence of Educators (DigCompEdu). In general, responses reflect the use of information technology by the relevant groups of participants in the educational process, educators assigning the greatest significance to selection and distribution of educational content, students to information search and communication, parents to communication, control and safety, and administrators to digital interactions. However, the spectrum of digital competences attributed by respondents to every group of participants in the educational process is rather narrow. Low occurrence of most DigCompEdu framework categories in questionnaire responses allows to conclude that school principals have a poor understanding of many important dimensions of digital competences.		https://vo.hse.ru/en/2021--3/508106336.html
Кушнир, М. Э.; Рабинович, П. Д.; Заведенский, К. Е.; Царьков, И. С.	2022	Образовательный профиль студента как инструмент персональной образовательной логистики	Научный рецензируемый журнал		https://vovr.elpub.ru/jour/article/view/3194
Ибрагимов, Г. И.; Калимуллина, А. А.	2022	Трансформация лекции в современной высшей школе России	Научный рецензируемый журнал		https://vovr.elpub.ru/jour/article/view/3872
Донецкая, С. С.; Ли, М.	2020	Китайские студенты за рубежом: динамика численности и цели выезда	Научный рецензируемый журнал		https://vovr.elpub.ru/jour/article/view/2304
Осипов, Петр Николаевич; Зиятдинова, Юлия Надировна	2015	ГЛОБАЛИЗАЦИЯ КАК ФАКТОР САМОРАЗВИТИЯ СТУДЕНТОВ	Научный рецензируемый журнал		https://vovr.elpub.ru/jour/article/view/115
Тюменцева, Е. В.; Харламова, Н. В.; Годенко, А. Е.	2021	Проблемы обучения иностранных студентов в условиях пандемии	Научный рецензируемый журнал		https://vovr.elpub.ru/jour/article/view/2927
Баранов, Владимир Владимирович; Белоновская, Изабелла Давидовна; Никулина, Юлия Николаевна	2013	Конкурентный ресурс студента в условиях регионального университета	Научный рецензируемый журнал		https://vovr.elpub.ru/jour/article/view/3644
Малошонок, Наталья Геннадьевна	2014	Вовлеченность студентов в учебный процесс в российских вузах	Научный рецензируемый журнал		https://vovr.elpub.ru/jour/article/view/540
Голубушина, Клавдия Константиновна; Виноградова, Ирина Анатольевна; Ключко, Ольга Ивановна; Самосадова, Елена Владимировна	2015	ЦЕЛИ ПРОФЕССИНАЛЬНОГО РАЗВИТИЯ СТУДЕНТОВ ПЕДВУЗА И ПЕДАГОГОВ-ПРАКТИКОВ	Научный рецензируемый журнал		https://vovr.elpub.ru/jour/article/view/201
Punithavathi, P.; Geetha, S.	2020	Disruptive smart mobile pedagogies for engineering education	Mobile technologies are becoming more ubiquitous and multifaceted in today’s society. The rise of smart mobile devices like mobile phones, tablets, etc. has sparked a revolution in mobile learning paradigm. Educational researchers have started exploiting the potential and scope of smart mobile technologies in education. The mobile technology embraced by new smart pedagogies, can disrupt the notions of engineering education. We have examined the nature of several smart pedagogies in engineering education and explored the way they intersect with the mobile pedagogies. We have unpacked philosophies of modernization and disruption. We have then discussed smart mobile learning activities for engineering students, together with the pedagogical principles supporting them. We have also outlined the ways to implement ‘feasible disruptions’ through the smart mobile pedagogies.		https://www.sciencedirect.com/science/article/pii/S1877050920314411
Zhang, Aihua; Feng, Xianqiong	2022	The concept analysis of smart teaching	Objective To explore the defining attributes, antecedents, and consequences and identify the approximate concepts of smart teaching. Design A concept analysis of smart teaching informed by Walker and Avant's classical concept analysis method. Data sources Major databases: China National Knowledge Infrastructure, Wangfang Data, VIP Database, Web of Science, PubMed, Institute of Electrical and Electronics Engineers Xplore Digital Library, Association for Computing Machinery Digital Library, Educational Resources Information Center, Scopus, and Science Direct were searched. Review methods The search strategy yielded 5407 papers. Screening for inclusion resulted in a review of 32 articles. Results Five attributes of smart teaching were identified as the participating groups, teaching process, teaching forms, components, and characteristics. Additionally, two antecedents were clarified: smart education philosophy and smart teaching environments. Finally, the consequences of smart teaching were identified as the generation and development of the wisdom of teachers and learners. Conclusion The conceptual attributes of smart teaching align with the characteristics of current teaching practice, which can provide conceptual support for theoretical and practical research on smart teaching and are of great significance for clarifying concepts, constructing theories, and promoting education and teaching reform.		https://www.sciencedirect.com/science/article/pii/S026069172200065X
Cents-Boonstra, Miriam; Lichtwarck-Aschoff, Anna; Denessen, Eddie; Aelterman, Nathalie; Haerens, Leen	2021	Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours	Given the importance of student engagement for students’ current and future success, it is essential to explore how teachers can foster student engagement within lessons. This study relied on classroom observations to describe how teachers applied Self-Determination Theory (SDT) related (de)motivating teaching behaviours to foster students’ engagement. Results from 120 observed lessons of 43 teachers indicated there were distinct relations between motivating teaching behaviours and student engagement. Most striking regarding the use of motivating teaching behaviours were the higher levels of relatedness support and guidance during activities in lessons in which students showed the highest levels of engagement. Conversely, in lessons where students were least engaged, teachers showed higher levels of chaotic teaching behaviours. Analyses of behaviours within lowly and highly engaging lessons showed that teachers in highly engaging lessons were observed to start with high levels of enthusiasm and after about ten to fifteen minutes focused on activating their students by offering room for experimenting and support while students worked on assignments. In contrast, teachers in lowly engaging lessons seemed to have a tendency to employ demotivating teaching behaviour at the start of the lesson. Implications and directions for future research are discussed.		https://doi.org/10.1080/02671522.2020.1767184
Adams, Paul	2006	Exploring social constructivism: theories and practicalities	In the drive to improve standards, the collection and dissemination of numerical data still directs much contemporary educational policy. However, recent publications and debates seemingly attempt to reorient discussion from performance to learning. In support, constructivism is often referenced as a contributor in this endeavour. However, constructivism is not a single unified theory either of knowledge or pedagogy. This article identifies one version of constructivist thinking, social constructivism, both in terms of its underlying epistemology (theory of knowledge) and related pedagogy. Contemporary educational theories are then outlined to demonstrate that many practical solutions and theoretical ideas now presented as ‘good learning and teaching’ have much in common with social constructivist thinking. Finally, the article concludes by identifying two issues that require further discussion and debate if pedagogy of a social constructivist nature is to be considered.		https://doi.org/10.1080/03004270600898893
Adams, Paul	2006	Exploring social constructivism: Theories and practicalities	In the drive to improve standards, the collection and dissemination of numerical data still directs much contemporary educational policy. However, recent publications and debates seemingly attempt to reorient discussion from performance to learning. In support, constructivism is often referenced as a contributor in this endeavour. However, constructivism is not a single unified theory either of knowledge or pedagogy. This article identifies one version of constructivist thinking, social constructivism, both in terms of its underlying epistemology (theory of knowledge) and related pedagogy. Contemporary educational theories are then outlined to demonstrate that many practical solutions and theoretical ideas now presented as ‘good learning and teaching’ have much in common with social constructivist thinking. Finally, the article concludes by identifying two issues that require further discussion and debate if pedagogy of a social constructivist nature is to be considered.
Niemiec, Christopher P.; Ryan, Richard M.	2009	Автономия, компетентность и связанность в классе: применение теории самоопределения к образовательной практике	Теория самоопределения (SDT) предполагает, что человеческой природе присуща склонность проявлять любопытство к своему окружению и интерес к обучению и развитию своих знаний. Однако слишком часто педагоги вводят внешний контроль в учебный климат, что может подорвать чувство родства между учителями и учениками и задушить естественные, волевые процессы, необходимые для качественного обучения. В этой статье представлен обзор SDT и рассмотрены его приложения в образовательной практике. Большой объем эмпирических данных, основанных на SDT, предполагает, что как внутренняя мотивация, так и автономные типы внешней мотивации способствуют вовлечению и оптимальному обучению в образовательном контексте. Кроме того, данные свидетельствуют о том, что поддержка учителями основных психологических потребностей учащихся в автономии, компетентность и родство облегчают автономное саморегулирование учащихся для обучения, академической успеваемости и благополучия. Соответственно, SDT имеет серьезные последствия как для школьной практики, так и для политики реформирования образования.		https://doi.org/10.1177/1477878509104318
Panhwar, Abdul Hameed; Bell, Melanie J.	2022	Enhancing student engagement in large ESL classes at a Pakistani university	This study addresses lack of student engagement in large English as a second language (ESL) classes at a Pakistani university, using cooperative learning within the framework of participatory action research. A reconnaissance of the literature and thorough situation analysis led to an initial plan based on two cooperative learning strategies: Student-Teams-Achievement-Divisions and Think-Pair-Share. Over a semester, a second-year undergraduate compulsory ESL class was delivered as a series of mini action-research cycles refining this plan. The intervention was evaluated using classroom observation, student questionnaires and semi-structured group interviews. The results indicate that cooperative learning enhanced students’ behavioural, cognitive, and emotional engagement relative to their previous experience of learning in lecture-style classes. In addition, the study demonstrates that action research can be used by individual practitioners in even highly problematic teaching environments as a way of emancipating themselves and their students from the helplessness associated with institutional and cultural constraints.		https://doi.org/10.1080/09650792.2022.2089191
Chiu, Thomas K. F.	2022	Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic	During school closures forced by the COVID-19 pandemic, remote/online learning has been adopted to help students continue to learn. Student engagement, which is energized by motivation as explained by self-determination theory (SDT), is a prerequisite for learning. Therefore, this study investigated how the three perceived psychological needs in SDT affected student engagement in online learning using pre- and post-questionnaires completed by 1201 Grade 8 and 9 students within 6 weeks of partaking in online learning. The results suggested that digital support strategies better satisfied students’ needs, that all of the needs were predictors of the level of engagement, and that relatedness support was very important.		https://doi.org/10.1080/15391523.2021.1891998
Gao, Xuesong (Andy); Hua, Zhu	2021	Experiencing Chinese education: learning of language and culture by international students in Chinese universities	In this editorial introduction we present what motivated us to organise this collection of studies on international students in the Chinese context. As a follow-up to the 2006 special issue entitled ‘The Chinese Learner in Higher Education’ in this journal, this collection of studies problematise the domination of studies on international students in English medium universities, and extends our understanding of cross-border students’ experiences by focussing on international students in Chinese universities. This brief editorial introduction gives an overview of the studies included in this special issue, and ends with a call for further research on international students in China and contexts other than English-medium universities.		https://doi.org/10.1080/07908318.2020.1871002
Al-smadi, Ahmad Mohmmad; Abugabah, Ahed; Smadi, Ahmad Al	2022	Evaluation of E-learning Experience in the Light of the Covid-19 in Higher Education	Covid-19 has been stated as a worldwide outbreak of pandemic disease and crisis. The Covid-19 pandemic has dramatically affected the teaching and learning experience at universities and schools. In response, governments and higher education institutions around the world put significant efforts to ensure that students continue to obtain the best possible level of education and learning outcomes. As such effective evaluation of e-learning is essential in order to ensure that students get proper learning and education especially during the current circumstances of Covid-19. Our study was carried out to determine the main elements and factors related to students’ satisfaction and quality of e-learning during the Covid-19 pandemic era based on various aspects and dimensions of e-learning. The main findings of the study indicated that students satisfaction and evaluation of the e-learning experience during the pandemic were not promising. Therefore, higher education institutions should reconsider their efforts and approaches to improve the quality of e-learning and the learning outcomes achieved. For example, IT infrastructure, Internet access, and particularly network connectivity could be improved to support fully online courses. Such elements need to be addressed because of the prevalence of the current Covid-19 pandemic which perhaps will lead to e-learning occurring for a long time. With the move to e-learning, the size of the class (the number of students in each class) has been increased leading to other significant challenges related to communication and participation in the class and reducing the possible interactivity for each student. Furthermore, it has been also observed that new students need relevant training on IT and e-learning applications to ensure sufficient use and utilization of these applications in their e-learning journey.		https://www.sciencedirect.com/science/article/pii/S1877050922004641
Focacci, Chiara Natalie; Perez, Carlota	2022	The importance of education and training policies in supporting technological revolutions: A comparative and historical analysis of UK, US, Germany, and Sweden (1830–1970)	Major technological innovations are not sufficient to enable socio-economic progress without governments creating the institutional framework – in particular via education, welfare and training programs - required for the absorption of the new technical possibilities these innovations create. To support this claim, we provide a comparative historical view of how four different countries tackled the challenge of adapting to three successive technological revolutions, with varying degrees of success. We look at the relationship between the welfare, education and training policies implemented by the governments of the United Kingdom, Germany, the United States, and Sweden and their socio-economic results. The historical period studied spans from 1830 to 1970. This, according to the neo-Schumpeterian view we follow, covers the second, third and fourth technological revolutions, namely, the Age of Iron, Coal, and Railways, the Age of Steel and Heavy Engineering, and the Age of the Automobile and Mass Production; the current Age of Information and Telecommunications being the fifth.		https://www.sciencedirect.com/science/article/pii/S0160791X22001415
Flunger, Barbara; Hollmann, Lissa; Hornstra, Lisette; Murayama, Kou	2022	It's more about a lesson than a domain: Lesson-specific autonomy support, motivation, and engagement in math and a second language	Expanding research on the relative impact of different autonomy-supportive strategies employed by teachers across domains, the present study investigated the variation in 4 lesson-specific autonomy-supportive strategies (providing choices, rationales, accepting frustration, and stimulating interests) and 6 aspects of students' motivation and engagement in 2 domains with a repeated measurement design. For 3 weeks, 202 Dutch students from 8 eighth grade classes and 1 ninth-grade class and 12 teachers completed lesson-specific measures at the end of Math and German lessons. Students' perceptions of teachers' autonomy support and their motivation and engagement varied considerably across lessons within a domain (variance at the within-student level ranged from 19% to 51%). In random intercept-random slope models, we found that all autonomy-supportive strategies showed meaningful associations with aspects of students’ motivation and engagement. We did not find substantial domain-dependency in the associations between autonomy support and the outcomes.		https://www.sciencedirect.com/science/article/pii/S0959475221000591
Hsieh, Ta-yang; Simpkins, Sandra D.; Eccles, Jacquelynne S.	2021	Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement	Individuals' math motivational beliefs are theorized to shape their STEM achievement and engagement in high school and beyond. Combining situated expectancy-value theory and intersectionality framework, the goals of this study were to (a) identify the unique patterns of U.S. high school students' math motivational beliefs, (b) examine differences in the patterns based on the intersection of gender and race/ethnicity, and (c) test the extent to which these patterns predicted differences in students' math achievement and classroom behavioral engagement for each of the gender by racial/ethnic groups. The current study included 16,120 high schoolers (50% female; 63% White, 17% Latina/o, 11% Black, and 9% Asian Americans; Mage = 14.46 at Grade 9) from the High School Longitudinal Study. There were six unique patterns of students' math motivational beliefs: Overall High, Above Average but not Identified, Identified but Average Value, Average, Low Identity, and Overall Low. Pattern membership at the intersection of gender and race/ethnicity showed nuances that could not be represented by gender or race/ethnicity alone; for example, male and female Asian American adolescents had similar patterns, but many male and female adolescents of other racial/ethnic groups had different patterns. Adolescents' math motivational belief patterns were associated with their Grade 11 math achievement and behavioral engagement even after controlling for prior math achievement and family socioeconomic status, and the associated varied by the gender and racial/ethnic groups.		https://www.sciencedirect.com/science/article/pii/S0361476X21000333
Li, Jiajing; King, Ronnel B.; Wang, Chuang	2022	Profiles of motivation and engagement in foreign language learning: Associations with emotional factors, academic achievement, and demographic features	Motivation and engagement have long been recognized as determinants of foreign language learning. However, prior studies have mainly used variable-centered approaches to explore their relationships with key learning-related outcomes. Individual differences in foreign language learners' motivation and engagement and how they are associated with other language learning factors remain underexplored. Therefore, we employed a person-centered approach (i.e., latent profile analysis) to identify profiles of motivation and engagement in foreign language learning among 532 Chinese university students. We conducted analyses of variance to explore the differences in emotional factors and academic performance across profiles. Finally, multinomial logistic regression analysis was utilized to investigate how demographic features differed across profiles. Four profiles were identified that characterized Chinese university students' motivation and engagement in foreign language learning. They were labeled as “Demotivated and Disengaged”, “Motivated and Engaged”, “Demotivated but Engaged”, and “Moderately Motivated and Engaged”. Results also indicated that these four profiles showed significantly different degrees of enjoyment, anxiety, and academic performance. “Motivated and Engaged” learners demonstrated the most adaptive outcomes, in contrast to “Demotivated and Disengaged” EFL learners. College major did not predict profile membership, but age, gender, and years of learning English did. Theoretical and practical implications are discussed.		https://www.sciencedirect.com/science/article/pii/S0346251X22001014
Kalolo, John Fungulupembe	2022	Promoting indigenous science in the realm of modern science in developing countries	Indigenous science (IS) is becoming a topical area of interest for most Afro-centric researchers. The areas of concern include the undervalued status of IS and its contribution to the development of modern science (MS) in developing countries and specifically on how the two knowledge paradigms relate to and define one another in practice and whether their relationships are mutual and equitable. The discussion in this article was guided by the generic post-colonial lens and used the integrative research review method. The article examined various studies to determine the role of “IS” in developing MS. Apart from highlighting the analytical relationship between the two knowledge systems and its implications in the practice of MS, the article suggests some promising ways to promote the role of IS in the realm of MS and describes the uncertain relationship between the two knowledge paradigms.		https://www.sciencedirect.com/science/article/pii/S187118712200061X
Al-Mamary, Yaser Hasan Salem	2022	Why do students adopt and use Learning Management Systems?: Insights from Saudi Arabia	The objective of this research was to determine the students' intention for using learning management systems whilst also attempting to put the Technology Acceptance Model to the test. 228 students from university of Hail participated in this study. SEM was used in testing the postulated research model. The results demonstrated the five hypotheses, whereby PEOU having a major impact on PU, PU and PEOU clearly having a substantial influence on learners' attitudes towards the use of LMS, and PU and students' attitudes also have an impact on behavioural intention to use LMS. This confirms the feasibility of using TAM in Saudi Arabia. The study's findings may be useful to Saudi Arabian policymakers and university administrators, allowing them to better manage resources, develop strategies, and meet all requirements throughout enhancing the behavioral intent of university students to use the LMS. Hence, students will have a better understanding of LMS.		https://www.sciencedirect.com/science/article/pii/S2667096822000313
Händel, Marion; Stephan, Melanie; Gläser-Zikuda, Michaela; Kopp, Bärbel; Bedenlier, Svenja; Ziegler, Albert	2022	Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic	The current study investigated how ready higher education students were for emergency remote teaching due to the COVID-19 pandemic and how this influenced their socio-emotional perceptions. Results of N = 1,826 higher education students indicate that they seem to be ready for digital learning. A k-means cluster analysis revealed two groups of students that significantly differed with respect to their readiness for digital learning (in terms of technology equipment availability, prior experiences with e-learning, and skills for digital learning). Finally, students’ socio-emotional perceptions, that is, stress-related emotions (worries, tension, joy, and overload) as well as social and emotional loneliness significantly differed due to cluster membership. Hence, the study points a need for support of higher education students in successfully coping with the challenges of emergency remote studying.		https://doi.org/10.1080/15391523.2020.1846147
Wallace, Jason; Scanlon, Dylan; Calderón, Antonio	2022	Digital technology and teacher digital competency in physical education: a holistic view of teacher and student perspectives	Digital technology is growing in popularity in the enacted teaching and learning process. However, there is ongoing debate regarding the evidence of its impact on teaching and learning in physical education. With increasing use in education, digitally competent teachers are essential to the success of its integration. The primary aim of this study was to explore perceived teacher competency levels in applying digital technology to the physical education classroom. Teachers perceived significantly low competency levels in relation to digital technology in physical education. This was a result of both personal and school hindrances which teachers identified as impeding the integration of digital technology in their physical education classes. Drawing on a holistic view of the dichotomy of pedagogy and technology, we suggest that this relationship is more complex than the one stated in most digital competence frameworks, therefore a narrow understanding of teacher digital competency in physical education.		https://www.tandfonline.com/doi/abs/10.1080/25742981.2022.2106881
Filgona, Jacob; Sakiyo, John; Gwany, D; Okoronka, Augustine	2020	Motivation in Learning	Motivating the learner to learn is pertinent to curriculum implementation. This is because motivation is an influential factor in the teaching-learning situations. The success of learning depends on whether or not the learners are motivated. Motivation drives learners in reaching learning goals. It is important to recognize the fact that motivating learning is a central element of good teaching. This implies that learners' motivation is probably the single most important element of learning. Learning is inherently hard work; it is pushing the brain to its limits, and thus can only happen with motivation. Students' motivation to learn is of special importance because students' mere presence in the class is of course, not a guarantee that students want to learn. It is only a sign that students live in a society where children are required to attend school. Highly motivated learners are likely to learn readily, and make any class fun to teach, while unmotivated learners may likely learn very little and generally make teaching painful and frustrating. Since modern education is compulsory, teachers cannot take learners' motivation for granted, and they have a responsibility to ensure learners are motivated to learn. Teachers must persuade learners to want to do what they ought to do. This task-understanding and therefore influencing learners' motivations to learn-is the thrust of this article. In order to ensure that the aims and objective of the curriculum is achieved, this Review Article Filgona et al.; AJESS, 10(4): 16-37, 2020; Article no.AJESS.60760 17 article focuses on providing the teachers and educators with insight to the concept and types of motivation, motives as a goal, factors affecting motivation, importance of motivation, and strategies for motivating the learners.
Jeno, Lucas M.; Nylehn, Jorun; Hole, Torstein N.; Raaheim, Arild; Velle, Gaute; Vandvik, Vigdis	2021	Motivational Determinants of Students’ Academic Functioning: The Role of Autonomy-support, Autonomous Motivation, and Perceived Competence	Inadequate academic functioning among students might be a main cause of the considerable dropout rates, and well-being and achievement problems in higher education. Few studies address the role of motivation for academic functioning. Thus, using Self-Determination Theory, the main goal of this study was to investigate motivational determinants of academic functioning among 406 biology students (mode age 21-25, 69.5% females) from nine higher education institutions in Norway. Data were collected using an online survey and analyzed using Structural Equation Modeling. Results show that teacherś autonomy-support positively predicts autonomous motivation and perceived competence among the students. In turn, autonomous motivation and competence positively predicts vitality, and negatively predicts dropout intentions. Achievement was only predicted by perceived competence. We recommend that instructors adopt an autonomy-supportive teaching style, for example by providing a meaningful rationale when introducing teaching and learning activities, for students to feel more competent and autonomous in their motivation.		https://doi.org/10.1080/00313831.2021.1990125
Bikar, Soon Singh; Rathakrishnan, Balan; Rabe, Zulfikar; Mahat, Hanifah; Sharif, Sabariah; Talin, Rosy	2022	The impact of geography information system integrated teaching on underachieving students’ intrinsic motivation	Research shows that the number of Malaysian upper secondary school students electing geography as a study choice and their achievement level in the subject has declined. One reason appears to be a lack of motivation to study geography. However, limited research has been conducted to explore the impact of geographic information system (GIS) integrated teaching on underachieving geography students’ intrinsic motivation. The current study applied a mixed-method model to investigate this issue. Quantitative data were gathered through a quasi-experimental design, while qualitative data were collected through interviews with students. The treatment group included 44 students, with a control group of 40 students. A unit on type and distribution of world vegetation with GIS-integrated lesson material was given to the treatment group students. The same material was presented to the control group using conventional teaching methods. The quantitative data analysis revealed that the post-test mean score for intrinsic motivation among the experimental group student participants was significantly higher than that of the control group. The interview analysis results were consistent with the quantitative findings. The triangulation of the quantitative and qualitative data revealed that GIS-integrated teaching had a significantly positive impact compared to conventional teaching methods in enhancing participants’ intrinsic motivation.		https://doi.org/10.1080/10382046.2021.2001983
Shroff, Ronnie Homi; Ting, Fridolin Sze Thou; Lam, Wai Hung	2019	Development and validation of an instrument to measure students' perceptions of technology-enabled active learning			https://www.webofscience.com/wos/woscc/full-record/WOS:000483307300009?SID=EUW1ED0BC5GIlwVXHzcxOfoFMJMZT
Nicol, Adelheid AM; Owens, Soo M; Le Coze, Stéphanie SCL; MacIntyre, Allister; Eastwood, Christina	2018	Сравнение высокотехнологичных классов активного обучения и низкотехнологичных классов активного обучения	Многие учебные заведения вкладывают тысячи долларов в технологические классы, чтобы позиционировать себя как современные и адаптироваться к новому поколению студентов, для которых технологии являются частью их повседневной жизни. Также считается, что эта технология обеспечивает дополнительное преимущество лучшего усвоения знаний, улучшения критического мышления и большей вовлеченности в материал. Однако не во многих исследованиях изучалась их эффективность по сравнению с классами активного обучения, в которых не используется много технологий. В этой статье представлена ​​оценка среды класса активного обучения на основе высоких технологий и класса активного обучения на основе низких технологий для одного и того же организационного поведения и курса лидерства. Результаты не выявили существенных различий в оценках между ними. Однако, возникло несколько проблем с высокотехнологичным классом активного обучения. Изучение опыта преподавателей показывает, что необходимо преодолеть множество препятствий, если этот тип классной комнаты должен быть адекватно использован и оценен.		https://doi.org/10.1177/1469787417731176
Wolgast, Martin; Ajdahi, Sami; Hansson, Erik; Wolgast, Sima	2022	Status, pride, and educational motivation: Understanding differences in attitudes to education from the perspective of evolutionary emotion theory	The present study suggests that the theoretical framework of evolutionary psychology, in particular theories and models relating to social status and pride, can be used to further our understanding of educational motivation. Our assumption was that the desire for social recognition and high status is a universal human phenomenon. Based on this, we suggested that differences in educational motivation among high school students would be related to differences in the extent to which one sees academic achievements as a viable path to social status and source of pride. The present study examined this topic using a cross-sectional design in a sample of high school students. In general, the results provided support for the hypothesis that status and pride are reliably related to educational motivation in high school students, and that the theoretical framework employed could be used to understand differences in educational motivation related to both gender and level of parental education.		https://doi.org/10.1080/19012276.2021.1939110
Ajjawi, Rola; Kent, Fiona; Broadbent, Jaclyn; Tai, Joanna Hong-Meng; Bearman, Margaret; Boud, David	2022	Feedback that works: a realist review of feedback interventions for written tasks	Despite feedback being considered important to learning, its potential is rarely fully realised. Promoting learning through feedback in open-ended written tasks (e.g. essays and reports) is a complex endeavour that requires students who are motivated to identify and utilise appropriate information. We set out to understand the mechanisms that enable feedback interventions to work, for whom and in what contexts. Using a realist review research methodology, 19,065 papers mentioning feedback in undergraduate courses were screened, 375 full-text papers were assessed for rigour and relevance, resulting in 58 papers for analysis. Self-determination theory was identified as a good fit for understanding what is required of feedback interventions to mobilise students to engage with the process. Findings indicate that the design of feedback processes in open-ended tasks needs to afford opportunities for students to have a sense of relatedness to their teacher, and perceptions of competence and autonomy. In addition, the role of emotion in mediating perceptions of competence needs to be considered. This review supports the use of feedback designs which include scaffolded tasks, dialogue, action plans and sequenced tasks. These designs promote students’ perceptions of relatedness, competence and autonomy, leading to motivation to engage in feedback, and thus improved performance.		https://doi.org/10.1080/03075079.2021.1894115
Spector, Jonathan Michael; Rose, Carolyn Penstein; Knezek, Gerald; 智能技术变革教育, 雨	2019	Преобразование образования с помощью интеллектуальных технологий: сравнительный отчет Китая и США в 2019 г.
Zhu, Zhi-Ting	2016	A research framework of smart education	The development of new technologies enables learners to learn more effectively, efficiently, flexibly and comfortably. Learners utilize smart devices to access digital resources through wireless network and to immerse in both personalized and seamless learning. Smart education, a concept that describes learning in digital age, has gained increased attention. This paper discusses the definition of smart education and presents a conceptual framework. A four-tier framework of smart pedagogies and ten key features of smart learning environments are proposed for foster smart learners who need master knowledge and skills of the 21st century learning. The smart pedagogy framework includes class-based differentiated instruction, group-based collaborative learning, individual-based personalized learning and mass-based generative learning. Furthermore, a technological architecture of smart education, which emphasizes the role of smart computing, is proposed. The tri-tier architecture and key functions are all presented. Finally, challenges of smart education are discussed.
Nezhyva, Olga	2021	The Aspects of Smart Education in The World	The author examines smart education and its basic principles in this article. The author also shows that smart education is a learning process in which technology innovations and Internet resources are used globally. After all, it allows students to gain professional competence based on a systematic multivariate vision and study of disciplines, taking into account their multidimensional and continuous content updating. The author shows the concept of smart education. It is the creation of an intellectual environment, the continuous development of competencies of participants in the educational process, including formal and informal learning processes based on innovative technologies. Thus, the introduction of smart technologies in education will lead to the transition from the old system of reproductive knowledge to a new, creative form of learning using innovative methods and will provide the necessary knowledge and skills which will be necessary for the student in the future. The author also notes that education based on three educational activities, namely, arithmetic, reading, and writing, transforms into education which improves the following seven skills: creativity and innovation; communication; cross-cultural understanding; collaboration and leadership; critical thinking and problem solving; ICT literacy; career and life skills. These are seven skills and abilities of smart education in the 21st century. In this case, smart education assumes that the teacher should use technological innovations and Internet resources. Thus, smart education provides new opportunities for teachers to share experiences and ideas, do more research activities, personalize the course of study depending on its tasks and the competence of the listener, and save time.
Sharonova, Svetlana; Avdeeva, Elena	2021	Dialogue between smart education and classical education	Paradigmatic changes in education arise as a result of the emergence of a fundamentally new reality in society. Society has predicted this new reality through the concepts of post-industrial society, information society, knowledge society. The basis of this new reality is the development of information technologies (IT). These transformations of reality are taking place so rapidly that the institute of education has not had the time to realign itself in this new space and has been late in its development of new breakthroughs in the field of artificial intelligence. The purpose of the study is to show the fundamental paradigmatic differences between classical education and smart education, and to build a bridge of dialogue between these two paradigms.
Li, Kam; Wong, Billy	2021	Research landscape of smart education: a bibliometric analysis	Purpose This paper aims to present a comprehensive review of the present state and trends of smart education research. It addresses the need to have a systematic review of smart education to depict its research landscape in view of the growing volume of related publications. Design/methodology/approach A bibliometric analysis of publications on smart education published in 2011 to 2020 was conducted, covering their patterns and trends in terms of collaboration, key publications, major topics and trends. A total of 1,317 publications with 29,317 cited references were collected from the Web of Science and Scopus for the bibliometric analysis. Findings Research on smart education has been widely published in various sources. The most frequently cited references are all theoretical or discussion articles. Researchers in the USA, China, South Korea, India and Russia have been most active in research collaborations. However, international collaborations have remained infrequent except for those involving the USA. The research on smart education broadly covered smart technologies as well as teaching and learning. The emerging topics have addressed areas such as the Internet of Things, big data, flipped learning and gamification. Originality/value This study depicts the intellectual landscape of smart education research, and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and research needs, and suggest future work related to research collaborations on a larger scale and more studies on smart pedagogies.
Narayanan, Lakshmi; James, Jimcymol	2021	Building Smart Education in Pandemics	Traditional learning pedagogy was centered around the instructor and a standardized approach to education. There was a shift to a more available and adaptable form of presentation through the Internet. With the novel coronavirus (COVID-19) pandemic outbreak, many schools adopted a complete online form of education. This disrupted the teaching and learning styles, and how the skills are acquired. It also showed how lacking the current online pedagogy is and the need for a more inclusive smart education pedagogy and techniques. The aim of the paper is to review the literature and to propose a smart education pedagogy that not only looks into the inclusiveness but can be adapted to a future pandemic situation without compromising on the standards of education.
Sharonova, Svetlana; Avdeeva, Elena	2020	Comparison of distance education and smart education	In the context of the pandemic caused by the spread of COVID-19, the problems of organizing the educational process based on digital technologies came to the fore, and therefore close attention was paid to distance education. At the same time, to optimize the educational process, questions arise about the use of smart technologies. In this regard, there is often a replacement of concepts such as distance education and smart education. Smart education is often viewed as a form of distance education based on communication and information technology. The article compares two educational systems: distance education and smart education. As a result of the analysis, the main positions were identified that showed the integrity of each of the educational systems under consideration.
Shoikova, Elena; Nikolov, Roumen; Kovatcheva, Eugenia	2017	Conceptualising of Smart Education	Smart education, a concept that describes learning in digital age, has gained increased attention. Broadly defined, smart learning environments represent a new wave of educational systems, involving an effective and efficient interplay of pedagogy, technology and their fusion towards the betterment of learning processes. Smart learning environments involve context-awareness that can combine a physical classroom with many virtual learning environments. The development of new technologies enables learners to learn more effectively, efficiently, flexibly and comfortably. Learners utilize smart devices to access digital resources through wireless network and to immerse in both personalised and seamless learning. This paper discusses the main characteristics of smart education and smart learning environments and sustains the relevance of taking the participation of future users into account during the design process to increase knowledge of the design and the implementation of new pedagogical approaches in smart learning environments. Концептуално моделиране на интелигентни oбразователни системи Интелигентното образование, концепция, която описва ученето в дигиталната ера, придобива все по-голямо внимание. Широко дефинирани, умните учебни среди представляват нова вълна в образователните системи, включващa ефективно и ефикасно взаимодействие на педагогиката, технологиите и техния синтез с цел подобряване на учебните процеси. Приложението на новите технологии в синергия с иновативните образователни подходи позволява на учащите се да учат по-ефективно, ефикасно, гъвкаво и комфортно. Те използват интелигентни устройства за достъп до цифрови ресурси чрез безжични мрежи за осъществяване на персонализирано и безпрепятствено обучение. Настоящата статия, обсъжда концептуалната основа и основните характеристики на системите за интелигентно образование въз основа на богат анализ на постиженията в тази област.
Kim, Meeyong; Bae, Youngkwon	2012	Development of a Smart Education Model for Field Application of Smart Education	To explore the directions of `Smart Education`, we conduct a delphi survey field experts related to it recognized new educational paradigm of 21st century. As a result we can deduct common ground on educational goal, contents, method, evaluation, environment of `Smart Education`. On the basis of these results, we develop a Smart Education Model to be able to provide a guide in the field. It is a systemic education model consisting of interrelated educational contents, method, evaluation, and environment of `Smart Education` organically for education goal (e.g., Smart education should spread out for students living on 21st century to solve the problem with cooperation and communication, enhance creativity, and build their good character). We anticipate that this study will be useful in the field.
Borisovich, Ardashkin; Borovinskaya, D.N.; Surovtsev, V.A.	2021	THE EPISTEMOLOGY OF SMART TECHNOLOGIES: IS SMART EPISTEMOLOGY DERIVED FROM SMART EDUCATION?	The paper deals with the impact of smart technologies on cognitive and educational activities and assesses the role of smart education in education and cognition from semiotics and epistemology. The authors of the article consider smart-technologies as modern information technologies of various profiles, developed mainly for the performance of the semiotic and epistemological functions of the person with its maximum possible replacement in different areas of life. The article notes that when evaluating smart technologies, some criteria are often overlooked, while the importance of others is exaggerated. In general, quantitative scenarios for the use of smart technologies prevail over qualitative ones. This situation leads to the fact that the main characteristics of smart technologies are replaced by secondary ones, causing overestimated expectations. For example, the authors examined the misconception that a student who studies a subject as part of online learning using smart technology begins to participate in an epistemological situation from a semiotic perspective. It is because online learning makes students “discover” knowledge independently, without the necessary methodology and teacher support. An overwhelming amount of research sees this situation as an achievement, and the authors consider it to be a negative factor. However, according to the assessment of the consequences of smart learning, the best results are shown by students who already possess some methodological knowledge. At the same time, the vast majority of students show a decline in their performance in online education. The authors of the article note that from an epistemological point of view, such a property of smart technologies as a functional substitution of the subject is very consonant with some constructivist trends in epistemology and cognitive sciences, admitting “cognition without a subject.” These smart technologies’ parameters in education and epistemology allow some studies to voice ideas about the possibility of forming smart education and smart epistemology as non-subject ways of knowledge and cognition. The article demonstrated that this situation is permissible if one does not distinguish between the concepts of “information” and “knowledge” and the processes of cognition and informing. It is shown that if this condition is ignored, then the concepts of “knowledge” and “cognition” lose their meaning since the process of cognition is a way of relating knowledge and information, and it is impossible without a subject. The authors conclude that smart technologies should be considered an additional tool used for similar, but not heuristic, creative and primary actions prioritizing the subject in education and epistemology.
Kassymova, G.; Valeeva, Galina; Setyaeva, N.; Arpentieva, M.; Flindt, Nicole	2021	Social and Psychological Issues of Smart Education	The study aims at analyzing social and psychological issues of Smart education (the education involving artificial intelligence technologies). Modern education and its subjects are increasingly changing. And the changes are not confined to the forms and content of education,but make a person reinterpret themselves as a personality, partner, student, and professional, they also lead to transformation and deformation of personal relations with themselves and the world, their functioning in various spheres: academic and labor, family and friends, everyday life and hobby, sport and recreation. Properly implemented Smart education will intensify and enhance education quality, attaining these goals, though, requires development and introduction of appropriate smart technologies, and consonance of educational organization’s objectives with the goals of education. The authors' contribution to the study of social and psychological problems of smart education is associated with an attempt to clarify the conceptual and technological, value and target boundaries of smart education, which will increase the effectiveness of using smart technologies in teaching and upbringing in schools, universities and other educational institutions.
Тихомиров, В.П.; Днепровская, Н.В.	2015	Смарт-образование как основная парадигма развития информационного общества	В статье рассматривается понятие «смарт-технологии». Приводится обоснование значительного влияния развития информационных технологий на требования к содержанию и качеству образования в университетах. Раскрывает роль университетов, как проводников новых знаний и методик для развития экономики и общества.		https://cyberleninka.ru/article/n/smart-obrazovanie-kak-osnovnaya-paradigma-razvitiya-informatsionnogo-obschestva
Бодяко, А. В.; Рогуленко, Т.М.; Пономарева, С.В.; Краюшкина, М.В.	2022	Перспективы и обязательства смарт-образования (smart education) в России	The challenges of modern world are not only numerous, but also diverse - from a positive impact on the development of society to clearly unfriendly attacks in the economy, politics, science and education. Positive trends are associated with the smart education development, a new cognitive sphere that involves complex communication of all participants in the educational process in order to continuously improve the methods and technologies of the knowledge economy. In the digital paradigm of social development management, the knowledge sources are not only various formats (digital and paper) of textbooks, manuals and other, but also a close creative union between a teacher and a student, which allows not to get lost in the endless expanses of the Internet. The article highlights the trends in the domestic and foreign authors’ studying problems and prospects for the development of smart education. A mechanism for transforming the established methods of vocational training in Russian universities into a new concept of smart education is proposed. The principles of digital education format are formulated. The article content is determined by the methodology for the knowledge economy development: the basic principles of smart education and conceptually important methods for educational process organising. The studies of professors A.A. Bubenchikov, V.V. Glukhov, M.K. Novikov, V.P. Tikhomirov, etc., facilitated the idea of a prospective smart university concept development. The article is based on scientific research methods such as: comparison, analysis and synthesis, induction and deduction, historical and logical methods, positive and normative analysis, and the method of scientific logic.		https://cyberleninka.ru/article/n/perspektivy-i-obyazatelstva-smart-obrazovaniya-smart-education-v-rossii
Полушкина, А.О.	2016	Smart-образование в школах Азии: состояние и проблемы	Smart education in the Asian sector. Over the past few years in some of the large, innovative countries in the Asian region began the reform of school education according to the concept of smart education. It includes the improvement of both technical and methodological parts. New elements of education are becoming more popular.		https://cyberleninka.ru/article/n/smart-obrazovanie-v-shkolah-azii-sostoyanie-i-problemy
Давлятович, Кудбиев Шерзод	2019	Зарубежный опыт стимулирования рынка труда в условиях цифровой трансформации	the article discusses the foreign experience of 30 national and regional industrial digitalization initiatives. Each of the states and regions under consideration has its own specific programs for the implementation and implementation of the digital economy. However, all foreign countries, especially European countries and the Pacific, are planning to increase the degree of digitalization of the economy to 80-90%. Taking into account the experience of foreign countries in the Republic of Uzbekistan, it was firmly determined that the digital transformation of the economy is one of the key priorities for the development of the state. An analysis of the digital transformation programs of the economies of the leading countries allows us to identify the following key areas that can be identified as priorities for the Republic of Uzbekistan.		https://cyberleninka.ru/article/n/zarubezhnyy-opyt-stimulirovaniya-rynka-truda-v-usloviyah-tsifrovoy-transformatsii
Днепровская, Наталья Витальевна; Янковская, Екатерина Алексеевна; Шевцова, Инесса Витальевна	2015	Понятийные основы концепции смарт-образования	В статье рассматривается понятие «смарт», концепция смарт-образования, такие ее основные элементы, как смарт-обучение, смарт-университет, смарт-учебник. Приводится анализ факторов, влияющих на формирование и развитие концепции смарт-образования. Выделены три аспекта развития смарт-образования: организационный, технологический, педагогический.		https://elibrary.ru/item.asp?id=25068897
		Обучение иностранных граждан в образовательных организациях высшего образования Российской Федерации	В сборнике представлены статистические данные о подготовке кадров для зарубежных стран в системе российского высшего образования по очной форме за 2009–2019 годы. За 2018/2019 учебный год дается статистическая информация по странам происхождения иностранных студентов, аспирантов, стажеров, слушателей подготовительных отделений российских образовательных организаций высшего образования различного типа и по изучавшимся ими специальностям. В сборник включено более 100 таблиц и рисунков, характеризующих тенденции и современное состояние процесса обучения иностранных граждан в отечественной высшей школе. Основные показатели приведены в разрезе всех федеральных округов Российской Федерации.Данные рассчитаны в соответствии с принципами современной методологии, что позволяет сопоставлять их с данными Федеральной службы государственной статистики и с международными показателями. Сборник адресован работникам системы образования и науки, административно-управленческому персоналу и всем, интересующимся вопросами обучения иностранных граждан в образовательных организациях высшего образования Российской Федерации.		https://elibrary.ru/item.asp?id=45676283
Oyeniran, Rassidy; Uwamahoro, Emile	2017	Impacts of Reforms in Chinese Educational System	This paper focuses on the impacts of the reforms in Chinese educational system. Education ispart of China’s overall development and it is known that the last recent decades the wholeChinese educational system has been the subject of unprecedented reforms. The increasedimpact of educational reforms has provided significant human resources and innovation,which facilitated progress in the economic, political, cultural, and social development. Thedevelopment of China's education system has been a major factor in its economic and socialgrowth. This article aims to examine some of the effects that the reforms have generated onthe entire Chinese education system and provide guidelines for minimizing limitations andweaknesses of the education system in its reforms. Using a qualitative approach to collect thedata drawn from articles and materials, this paper aims to discuss educational reforms andhow they affect the Chinese education system by exploiting the readings related to the subject.Some progress has been achieved in the extent to which transformations are perceptible.Gains have been made through educational policies supported by good economic health foryears. Despite the progress, education seems to be the field of some contradictions and thereis a need to overcome certain shortcomings and weaknesses of educative practices that theChinese educational system is still facing. Possible solutions are proposed in conclusion andrecommendation.		http://www.macrothink.org/journal/index.php/ije/article/view/10495
Maresca, Paolo; Coccoli, Mauro; Guercio, Angela; Stanganelli, Lidia	2014	Smarter universities: A vision for the fast changing digital era	In this paper we analyze the current situation of education in universities, with particular reference to the European scenario. Specifically, we observe that recent evolutions, such as pervasive networking and other enabling technologies, have been dramatically changing human life, knowledge acquisition, and the way works are performed and people learn. In this societal change, universities must maintain their leading role. Historically, they set trends primarily in education but now they are called to drive the change in other aspects too, such as management, safety, and environment protection. The availability of newer and newer technology reflects on how the relevant processes should be performed in the current fast changing digital era. This leads to the adoption of a variety of smart solutions in university environments to enhance the quality of life and to improve the performances of both teachers and students. Nevertheless, we argue that being smart is not enough for a modern university. In fact, universities should better become smarter. By “smarter university” we mean a place where knowledge is shared between employees, teachers, students, and all stakeholders in a seamless way. In this paper we propose, and discuss a smarter university model, derived from the one designed for the development of smart cities.
Maresca, Paolo; Coccoli, Mauro; Guercio, Angela; Stanganelli, Lidia	2014	Smarter universities: A vision for the fast changing digital era	In this paper we analyze the current situation of education in universities, with particular reference to the European scenario. Specifically, we observe that recent evolutions, such as pervasive networking and other enabling technologies, have been dramatically changing human life, knowledge acquisition, and the way works are performed and people learn. In this societal change, universities must maintain their leading role. Historically, they set trends primarily in education but now they are called to drive the change in other aspects too, such as management, safety, and environment protection. The availability of newer and newer technology reflects on how the relevant processes should be performed in the current fast changing digital era. This leads to the adoption of a variety of smart solutions in university environments to enhance the quality of life and to improve the performances of both teachers and students. Nevertheless, we argue that being smart is not enough for a modern university. In fact, universities should better become smarter. By “smarter university” we mean a place where knowledge is shared between employees, teachers, students, and all stakeholders in a seamless way. In this paper we propose, and discuss a smarter university model, derived from the one designed for the development of smart cities.
Дудко, Виктория Валерьевна	2018	Методический потенциал интернет-технологий в области развития педагогической интенциональности учителя в процессе повышения квалификации	Обеспечение процесса повышения квалификации учителей средствами информатизации образования позволяет осуществлять научно-методическую поддержку учителя в решении актуальных педагогических задач. Особую значимость в условиях модернизации подходов к постановке образовательных целей и результатов имеет компетентность учителя, рассматриваемая нами как педагогическая интенциональность. Представлены результаты исследования, цель которого - выявление методического потенциала интернет-технологий в области развития педагогической интенциональности учителя в процессе повышения квалификации. В качестве ведущего подхода использован сопоставительный анализ ключевых характеристик проектируемой образовательной системы: 1) педагогической интенциональности как искомой компетентности и цели обучения; 2) подходов к образованию взрослых, учитывающих особенности субъектов обучения и 3) интернет-технологий как предполагаемого средства обучения. Проектирование педагогической интенциональности как общепрофессиональной компетентности учителя включает терминологический, логико-понятийный и структурный сопоставительный анализ интенциональности как педагогической и междисциплинарной категории... Обеспечение процесса повышения квалификации учителей средствами информатизации образования позволяет осуществлять научно-методическую поддержку учителя в решении актуальных педагогических задач. Особую значимость в условиях модернизации подходов к постановке образовательных целей и результатов имеет компетентность учителя, рассматриваемая нами как педагогическая интенциональность. Представлены результаты исследования, цель которого - выявление методического потенциала интернет-технологий в области развития педагогической интенциональности учителя в процессе повышения квалификации. В качестве ведущего подхода использован сопоставительный анализ ключевых характеристик проектируемой образовательной системы: 1) педагогической интенциональности как искомой компетентности и цели обучения; 2) подходов к образованию взрослых, учитывающих особенности субъектов обучения и 3) интернет-технологий как предполагаемого средства обучения. Проектирование педагогической интенциональности как общепрофессиональной компетентности учителя включает терминологический, логико-понятийный и структурный сопоставительный анализ интенциональности как педагогической и междисциплинарной категории. Результаты проведенного исследования позволили дать определение указанной компетентности, выявить ее сущность и функции. Теоретический анализ подходов к образованию взрослых выявил, что ключевыми характеристиками являются наличие опыта и сложившегося мнения, позиция взрослого, самостоятельность и прагматизм. В качестве результата исследования представлен обзор ключевых характеристик интернет-технологий, демонстрирующий их сущностную значимость для элементов проектируемой образовательной системы. Утверждается, что методический потенциал интернет-технологий в области развития педагогической интенциональности учителя в процессе повышения квалификации заключается в обеспечении процессов образного восприятия, вербализации, метакогнитивного и рефлексивного осмысления через запуск медленных режимов работы, а также в возможности создания эмоционально насыщенной среды и условий для самовыражения и становления авторской позиции, поддержки процедур сотрудничества на условиях доверительности и статусного равноправия участников образовательного события. Теоретическая значимость результатов исследования состоит в конкретизации подходов к использованию интернет-технологий. Практическая ценность - в возможности использовать результаты исследования при разработке дополнительных профессиональных программ повышения квалификации учителя. function show_abstract() { $('#abstract1').hide(); $('#abstract2').show(); $('#abstract_expand').hide(); } ▼Показать полностью		https://elibrary.ru/item.asp?id=36644984
Дудко, Виктория Валерьевна	2019	Готовность учителя к намеренной реализации целей как вопрос информатизации образования	Представлены теоретические подходы к проектированию научно-методического обеспечения процесса повышения квалификации учителя в современных условиях постановки образовательных целей в форме компетенционных характеристик ученика. Охарактеризована специфика современной образовательной ситуации, проявляющаяся в формировании нового терминологического пространства, необходимости педагогического прогнозирования цельного образа выпускника школы, запуске процессов его вертикального (между разными уровнями образовательной системы), горизонтального (территориального, в том числе межнационального) и межсубъектного согласования. Утверждается, что новый международный подход к управлению образовательными системами, соответствуя специфике постиндустриального общества, является новым вызовом для профессионализма учителя. Дан анализ нормативных требований к умениям учителя на основании Федерального закона «Об образовании в Российской Федерации», федеральных государственных образовательных стандартов основного общего образования и квалификационных характеристик должности учителя... Представлены теоретические подходы к проектированию научно-методического обеспечения процесса повышения квалификации учителя в современных условиях постановки образовательных целей в форме компетенционных характеристик ученика. Охарактеризована специфика современной образовательной ситуации, проявляющаяся в формировании нового терминологического пространства, необходимости педагогического прогнозирования цельного образа выпускника школы, запуске процессов его вертикального (между разными уровнями образовательной системы), горизонтального (территориального, в том числе межнационального) и межсубъектного согласования. Утверждается, что новый международный подход к управлению образовательными системами, соответствуя специфике постиндустриального общества, является новым вызовом для профессионализма учителя. Дан анализ нормативных требований к умениям учителя на основании Федерального закона «Об образовании в Российской Федерации», федеральных государственных образовательных стандартов основного общего образования и квалификационных характеристик должности учителя. Утверждается, что важным условием поддержки профессионализма является научно-методическое обеспечение процесса повышения квалификации. Прогнозируются негативные последствия отсутствия такой поддержки, названы проблемы, выявленные в процессе курсовой подготовки учителей Приморского края. В качестве определяющего подхода к проектированию педагогических условий развития профессионализма учителя названа постановка исследовательской проблемы. Утверждается, что проблема готовности учителя к работе в условиях нормативной определенности целей образования, выраженных в компетенционных характеристиках ученика, является частным случаем противоречия между нормативной заданностью деятельности и индивидуальным характером ее реализации. Такая постановка проблемы предполагает не только обновление содержания дополнительных профессиональных программ, но и отбор средств обучения, позволяющих выработать индивидуальный характер деятельности. Выдвигается предположение о том, что инструментом преодоления такого противоречия являются информационные технологии. function show_abstract() { $('#abstract1').hide(); $('#abstract2').show(); $('#abstract_expand').hide(); } ▼Показать полностью		https://elibrary.ru/item.asp?id=37096909
Laurillard, Diana		Digital technologies and their role in achieving our ambitions for education	Educational policy aims are very ambitious: from pre-school to lifelong learning they demand improvements in both quantity and quality, which are multiplicative in their effects on teaching workload. It is difficult, therefore, to achieve these aims effectively without rethinking our approach to teaching and learning. Our essentially nineteenth century model of educational institutions does not scale up to the requirements of a twenty-first century society. Despite their potential to contribute to a rethink, digital technologies have usually been used in a technology-driven way to upgrade our existing educational models. There is an alternative: an education-driven approach to the use of digital technologies to achieve our ambitions for education.
Laurillard, Diana; Swift, Betty; Darby, Jonathan	1993	Academics’ use of courseware materials: A survey	Learning technology has yet to enter the mainstream of higher education. The UFC-funded Teaching and Learning Technology (TLT) programme is attempting to change this by sponsoring projects concerned with courseware production and delivery. These efforts could be thwarted if the Not Invented Here syndrome prevents the use of technology-based teaching and learning materials outside the originating departments. To gain a clearer understanding of why academics have been rejecting much existing courseware, and to establish the extent of the Not Invented Here syndrome, we carried out a survey of 800 academics in eight UK universities. The survey proved to be exceptionally revealing.		https://doi.org/10.1080/0968776930010102
Bykasova, Larisa; Panova, V.; Podberezny, V.; Garmash, S.; Kononova, O.A.	2019	Теоретические подходы в обучении	С позиции синергетического подхода в статье предпринята попытка рефлексии современных подходов обучения как важнейших принципов генезиса и эволюции объективного знания в отечественной педагогике. Исследование авторов выстраивается с учетом релевантности философских теорий, обосновывающих значение имеющихся подходов в обучении субъекта для гармоничного развития личности, формирования социальной зрелости, овладения разносторонними знаниями в процессе образования человека, воспитания личности. В статье исследуются дидактические трудности процесса обучения, с которыми сталкиваются обучающие и обучаемые; выявляются причинно-следственные связи педагогических и психологических аспектов процесса обучения; анализируются современные аутопоэтические системы и соответствующие им модели обучения, имеющие своей целью удовлетворение стремления субъекта учиться в сложных ситуациях для получения оптимального результата от мыслительной деятельности.
Puentedura, Ruben R		RememberingTheFuture_AGameWithLearningMirrors
Уваров, А. Ю.; Вихрев, В. В.; Водопьян, Г. М.; Дворецкая, И. В.; Кочак, Э.; Левин, И.	2021	Школы в развивающейся цифровой среде: цифровое обновление и его зрелость	Научный рецензируемый журнал		https://info.infojournal.ru/jour/article/view/740
Алексеевна, Курбатова Ольга		ПРИМЕНЕНИЕ КВЕСТ-ТЕХНОЛОГИИ В ВУЗОВСКОМ ФИЛОЛОГИЧЕСКОМ ОБРАЗОВАНИИ
Б.б, Ярмахов; А.л, Сотникова; Е.д, Патаракин	2018	Базовые фреймворки ИКТ-компетентности в структуре профессионального стандарта учителя	В статье рассматриваются базовые концептуальные рамки (фреймворки), на основе которых происходит формирование профессиональных стандартов учителя в разделе ИКТ-компетенции. Рассмотрен кейс выстраивания экосистемы сообщества американской ассоциации ISTE, в основе которой лежит жизненный цикл пакета стандартов учащегося, учителя, образовательного технолога, учителя информатики и администратора школы. Проанализирован механизм трансформации стандартов ИКТ-компетенции в образовательные политики на основе подхода, предложенного ЮНЕСКО. Показано, что в процессе преобразования стандартов ISTE в фреймворк ЮНЕСКО была сохранена структура стандартов, но был внедрен механизм уровневой оценки компетентности учителя. Рассмотрены механизмы трансляции фреймворков стандартов ИКТ-компетентности учителя в национальные образовательные системы более чем пятидесяти стран мира. Сформулированы рекомендации по реализации современных подходов к разработке образовательных стандартов в реалиях российского образования.		https://psyjournals.ru/psyedu/2018/n3/Yarmakhov_Sotnikova_Patarakin.shtml
Shirokolobova, Anastasia G.	2022	Gamification in the context of digital transformation of education	The paper focuses on one of the urgent problems of modern education – gamification in the context of digital transformation of education. The digital transformation of education has created not only the problem of changing the teaching system, but also has given great opportunities to teachers to use the synthesis of the best teaching traditions and introduction of digital technologies into the educational process, since digital technologies can change the form of teaching disciplines radically. A review of scientific literature on the issue under the study allowed us to conclude that gamification has been used in scientific publications mainly in three areas of knowledge: marketing, information management and education. The aim of the research is to develop a level-based gamification system for technical and humanitarian subjects, which can be the element of electronic courses on the LMS Moodle platform and allow to form and evaluate soft skills and increase the student motivation in the process of blended learning. The research methods were the analysis and generalization of methodological literature on the topic; observation methods (direct and indirect observation, questionnaire), experiment. The practical basis of the research was made up in the following subjects — Foreign Language, Resistance of materials, Philosophy, Life Safety, History of Russia, Engineering Graphics. Electronic courses were developed for the implementation of blended learning in the educational process in the LMS Moodle platform at a technical university. The definition of the term ‘gamification’ is considered. An experiment was conducted to develop an electronic course on the LMS Moodle platform with the introduction of gamification in the educational process. The author suggests a four-level gamification system integrated into e-courses, which allows to form and evaluate the formation of soft skills and increases motivation for learning.		https://vestnik-pp.samgtu.ru/1991-8569/article/view/77853
National Research University Higher School of Economics; Semenova, Tatiana; Sologova, Susanna; I.M. Sechenov First Moscow State Medical University; Zavadsky, Sergey; I.M. Sechenov First Moscow State Medical University; Grigorevskikh, Ekaterina; I.M. Sechenov First Moscow State Medical University; Margaryan, Arus; I.M. Sechenov First Moscow State Medical University; Trashchenkova, Daria; I.M. Sechenov First Moscow State Medical University; Avakyan, Esma; I.M. Sechenov First Moscow State Medical University; Representative Office of the International Association for Medical Education (АМЕЕ); Sokhin, Dmitry; I.M. Sechenov First Moscow State Medical University; Litvinova, Tatiana; I.M. Sechenov First Moscow State Medical University; Smolyarchuk, Elena; I.M. Sechenov First Moscow State Medical University	2022	Choosing a Lecture Format in Higher Pharmaceutical Education			https://vo.hse.ru/en/2022--2/679819217.html
Дудко, Виктория Валерьевна	2022	Исследование вовлеченности студентов бакалавриата в обучение по курсу педагогики с использованием веб-приложения LearningApps	Аннотация В работе исследуется отклик студентов на использование веб-приложения LearningApps, имеющего существенный потенциал в области продуктивного обучения в педагогическом образовании. Дан обзор публикаций по применению приложения в российском высшем педагогическом образовании, обозначены аспекты и методы исследования вовлеченности студентов, обучающихся с использованием цифровых инструментов. Представлены аргументы, обосновывающие выбор LearningApps, а также режимы интеграции приложения в курс педагогики. Анализ вовлеченности основан на результатах опроса с использованием 5-балльной шкалы Лайкерта, статистическая обработка данных проведена с использованием Excel. Результаты исследования показали, что интеграция LearningApps в курс педагогики положительно повлияла на вовлеченность студентов, в профиле вовлеченности наиболее высокие позиции занимает эмоциональная вовлеченность, корреляция вовлеченности и успеваемости студентов не установлена. Полученные результаты способствуют осмыслению LearningApps как инструмента продуктивного обучения в педагогическом образовании.		http://cte.eltech.ru/ojs/index.php/kio/article/view/1721
Романова, Ю. Д.; Дьяконова, Л. П.	2018	Цифровая Трансформация Образования: DIGITAL TRANSFORMATION OF EDUCATION.	In article the main tendencies of development of digital education, influence of information technologies on professional education, key features and platforms of the mass open online courses in modern education are considered. (English)		https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=130208764&site=eds-live
Великова, Светлана Анатольевна	2022	SELF-ASSESSMENT OF STUDENTS OF THE HUMANITARIAN INSTITUTE AS A REGULATOR OF THEIR PROGRESS	Self-esteem, being a component of the personality structure, influences the entire activity of the subject, both the process and its result. The educational process in a higher educational institution is no exception. Despite the difference in approaches to understanding its definition, structure, presented in the theoretical part of the article, scientists agree on one thing. Performing various functions – evaluative, control, stimulating, blocking and protective, etc., self-esteem mobilizes and reveals the intellectual and creative potential of a person. Consequently, a person with an adequately high self-esteem will be proactive and competitive in the labor market.		http://npo.tspu.edu.ru/archive.html?year=2022&issue=2&article_id=8437
Chi, Xianglan; Liu, Jinlan; Bai, Yin	2017	College environment, student involvement, and intellectual development: evidence in China	China's higher education system has been marked by dramatic growth since 1999. In response to calls for quality assurance, substantial efforts have been made to improve collegiate environments and enhance student learning. However, only limited empirical research has been conducted to investigate the effects of the college environment on student gains in the Chinese context. Drawing on data from 1121 students at a prestigious four-year university, this study investigated how college environmental factors (i.e., course challenge, faculty guidance, academic climate, and interpersonal relationships) and student involvement affected students' intellectual development. The results of the structural equation modeling indicated that academic involvement mediated the relations between college environmental factors and intellectual development. Among the four environmental factors studied, faculty guidance was the strongest predictor of intellectual development. The results highlight the pivotal role of teachers in student involvement and development. Practical implications for the design of college environments conducive to student learning are discussed.		https://www.jstor.org/stable/26448746
Zheng, Lanqin; Bhagat, Kaushal Kumar; Zhen, Yuanyi; Zhang, Xuan	2020	The Effectiveness of the Flipped Classroom on Students’ Learning Achievement and Learning Motivation: A Meta-Analysis	The purpose of this study was to examine the overall effectiveness of the flipped classroom on students’ learning achievement and motivation. Data were collected from three databases, which include Web of Science, Scopus, and Eric. The present meta-analysis synthesized the findings of 95 studies with 15386 participants published from 2013 to 2019. The results revealed that the flipped classroom approach had a moderate effect size for learning achievement and learning motivation. The effect sizes of 12 moderators, including sample level, sample size, learning domain, the flip classroom model, research design, intervention duration, teaching method in the class, sample region, interactions in a pre-class and face-to-face class, tools in pre-class, and resources in pre-class were also analyzed. The results indicated that sample size, intervention durations, and sample regions significantly moderated the effect sizes. The findings of this study are discussed in-depth, together with the implications for practices on the use of the flipped classroom approach.		https://www.jstor.org/stable/26915403
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Hoel, Tore; Mason, Jon	2018	Standards for smart education – towards a development framework	Smart learning environments (SLEs) utilize a range of digital technologies in supporting learning, education and training; they also provide a prominent signpost for how future learning environments might be shaped. Thus, while innovation proceeds, SLEs are receiving growing attention from the research community, outputs from which are discussed in this paper. Likewise, this broad application of educational digital technologies is also the remit of standardization in an ISO committee, also discussed in this paper. These two communities share a common interest in, conceptualizing this emerging domain with the aim to identifying direction to further development. In doing so, terminology issues arise along with key questions such as, ‘how is smart learning different from traditional learning?’ Presenting a bigger challenge is the question, ‘how can standardization work be best scoped in today's innovation-rich, networked, cloud-based and data-driven learning environments?’ In responding, this conceptual paper seeks to identify candidate constructs and approaches that might lead to stable, coherent and exhaustive understanding of smart learning environments, thereby providing standards development for learning, education and training a needed direction. Based on reviews of pioneering work within smart learning, smart education and smart learning environments we highlight two models, a cognitive smart learning model and a smartness level model. These models are evaluated against current standardization challenges in the field of learning, education and training to form the basis for a development platform for new standards in this area.

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