Образовательное неравенство в условиях пандемии COVID‑19: связь социально-экономического положения семьи и опыта дистанционного обучения студентов
The urgent transition to distance education in March 2020 revitalized the debate on the influence of a new educational reality on the educational inequality. A study was performed to measure the relationship between the difficulties experienced by students during distance learning and their socioeconomic status. Data from a nationwide survey of students administered in late March—early April 2020 by a team of researchers from a few Russian universities was used as empirical basis of this study. Results demonstrate significant differences in obstacles faced by students from families with different levels of income. Students from low-income families were the most likely to have technical and self-regulation problems and to lack skills required for effective distance learning. Findings indicate the importance of finding system-level solutions to ensure equal opportunities for students in distance learning, regardless of their socioeconomic status.
This article gives an overview of the comprehensive system that supports training and retraining specialists in a field of information and telecommunication technologies. The system consists of LMS and a number of managed virtual environments for doing practical works in a distance learning mode.
ля сопровождения и обеспечения учебного процесса на всех уровнях образования, а также профессиональной подготовки.
Technology of electronic distance course development was created. This technology is useful for developing training tutorial of foreign languages. Firstly, it can be integrated into the LMS and can be used online as a web service. Secondly, it can be used as a standalone desktop tutorial. A helpful tool tip was added. The tip contains grammar information and English translation for each separated word in the tutorial. With the help of this technology there was created a distance course for Russian language as a foreign one. Additionally, on the basis of Russian National Corpus there was organized a tool for search and extraction of actual sentences with examples of word usage.
The system of natural sciences distance learning for foreign citizens at the Technical University is represented. The prospects of this type of training with innovative educational technologies implementation are shown.
The article describes an online professional development course implemented to facilitate pre- and in-service foreign language teachers’ acquisition of technology skills for teaching (Lomonosov Moscow State University, 2010-2013). It also discusses the results of an exploratory telecollaboration project between the course participants and fellow foreign language education teachers (Masters’ students in the Foreign Language Education program at the University of Texas at Austin), which was offered as part of the course in 2013. Student teachers’ views on the benefits and challenges of participating in the online course are revealed, and additional pedagogical implications for conducting similar online professional development courses are proposed.
The experience of the well known world business schools in using MBA programs is analysed. Тhe history of MBA programs is presented on many American and European examples. American and British benchmarking in qualities and the content of training programs reflects the current level of business education in many countries of the world. Programs in Harvard School of Business, Ecoles Superior de Commerce, INSEAD and other prestigious schools of business are discribed.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.