在大流行时期,对远程教学的信任:对俄罗斯大学学生和教师的质量评价

A. G. Tyurikov, D. A. Kunizheva, E. V. Frolova, O. V. Rogach
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引用次数: 1

摘要

介绍。在2019冠状病毒病大流行期间,高等教育机构普遍向远程教育过渡,导致教育质量评级下降。在预测“远程学习”在教育过程中所占份额将增加的背景下,这些趋势可能会引发社会紧张局势的加剧,并降低对当局活动的信任水平,因为当局不能完全确保在新条件下保持教育质量。本文的目的是评估远程教育背景下的教育质量,分析教师和学生之间互动实践转变的后果。方法论和研究方法。采用问卷调查和焦点小组的方法进行全俄综合社会学研究。这项研究的第一阶段是对俄罗斯联邦14个地区经济方向高等教育机构的学生进行调查(抽样人口为6 500名学生)。在第二阶段,实施了以下项目:1)对俄罗斯联邦17个地区的经济大学学生进行调查(样本人口= 7600);2)对金融大学教师的调查(样本数为520);3)与学生进行焦点小组讨论。结果与科学新颖性。所得结果使作者得出以下结论:隔离限制期间的远程上课形式并未导致教育质量急剧下降。与此同时,学生的偏好表明了对传统教育形式的承诺。确定了影响学生远程教育准备程度的因素(学习课程、预算/合同形式、培训方向)。主要问题与缺乏面对面的交流有关,作者认为这与其说是远程工作形式的客观限制,不如说是主观的不可获得性,教学和交际实践对远程在线互动的适应性较低。研究表明,加强非正式网络互动的作用,确保在不确定条件下填补信息真空,形成信任具有现实意义。研究结果和结论可用于该领域的进一步理论和实践发展,也可成为编制方法建议的基础,以减少引入远程学习的负面后果,提高新环境下的教育质量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Доверие к дистанционному обучению в условиях пандемии: оценки качества образования студентов и преподавателей российских вузов
Introduction. The widespread transition of higher education institutions to distance learning during the COVID-19 pandemic contributed to a decrease in education quality ratings. These trends, against the background of forecasts of an increase in the share of “distance learning” in the educational process, may initiate an increase in social tension, as well as a decrease in the level of trust in the activities of authorities that do not fully ensure the maintenance of the quality of education in the new conditions.Aim. The aim of the article was to assess the quality of education in the context of distance learning, to analyse the consequences of the transformation of the practices of interaction between a teacher and a student.Methodology and research methods. An all-Russian comprehensive sociological study was conducted using the following methods: questionnaires and focus groups. The first wave of the study was a survey of students of higher educational institutions of economic orientation from 14 regions of the Russian Federation (the sample population was 6,500 students). During the second wave, the following projects were implemented: 1) a survey of students of economic universities from 17 regions of the Russian Federation (sample population = 7600); 2) a survey of teachers of the Financial University (sample population = 520); 3) focus groups with students.Results and scientific novelty. The results obtained allow the authors to draw the following conclusions: the remote format of classes during the quarantine restrictions did not cause a sharp drop in the quality of education. Meanwhile, students’ preferences demonstrate a commitment to the traditional form of education. The factors that shape the readiness of students for distance education (course of study, budget/contract form, direction of training) are identified. The main problem is related to the lack of face-to-face communication, which is interpreted by the authors not so much as an objective limitation of the remote format of work, but as a subjective unavailability, low adaptation of pedagogical and communicative practices to remote online interaction. The study showed the strengthening of the role of informal network interactions that ensure the filling of the information vacuum in conditions of uncertainty, the formation of trustPractical significance. The research results and conclusions can be used for further theoretical and practical developments in this area, and can also become the basis for the preparation of methodological recommendations to reduce the negative consequences of the introduction of distance learning and improve the quality of education in the new environment.
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