Вовлечение студентов в онлайн-обучение
Learning management systems (LMS) have been proven to encourage a constructive approach to knowledge acquisition and support active learning. One of the keys to successful and efficient use of LMS is how the stakeholders adopt and perceive this learning tool. The present research is therefore motivated by the importance of understanding teachers’ and students’ perceptions of LMS in order to anticipate possible issues (problems) and help to build a productive learning environment and a committed user community. The paper looks at this process at a Russian university (National Research University Higher School of Economics – HSE) where the system is being implemented and examines the following issues: qualification and readiness of the stakeholders to use LMS and their perceptions of the system’s convenience, effectiveness, and usefulness. The research reveals remarkable divergence of students’ and teachers’ perceptions of various aspects of LMS which must be considered when raising the effectiveness of the system and building commitment to e-learning. They are analyzed and explicated in the present paper.
Electronic support of higher education is a popular trend in distance education, but classroom studies lack information support and therefore depreciate comparing to MOOC versions, having advantages in real-life workshops and possibility of personal contact with teacher and other students.
This paper describes educational experiment in convergence of educational models conducted at MIEM NRU HSE in 2013 and the factors that made it possible and allow for wide implementation in the universities.
The new educational technologies lead the higher education and professional retraining process to the more advanced level, integrating new knowledge generation and education in the high-technology innovation environment which involves research, knowledge-intensive production and education. This process is encouraged by a wide spread of open educational and E-Learning resources, which makes higher education more available and provides conditions for academic mobility development. All these factors contribute to building up open and flexible systems of staffing high-technology industries able to respond quickly and efficiently to requirements of labour market and new technologies, make university graduates more competitive both domestically and internationally.
The project of Training Academy “The Stairs of Professional Knowledge” with online-education is presented. Disadvantages of some existing systems with on-line education are disclosed and the features of the proposed approach are describes. The concrete examples of individual courses and complex training programs are introduced.
This article describes an approach to assessment of assignments in online course “Computer Graphics” and in-class course “Video Technologies” held on MOOC platform Stepic and self-made platform for evaluation of graphical assignments for editing, encoding and composing video. This approach is suitable for assignments of various formalization.
The consololidation of groups learning academic disciplines requires students’ works to be assessed automatically. This way helps to avoid subjectivity in evaluation, butlimits the depth of knowledge and skills that can be evaluated that decreases the quality of teaching the discipline. This study analyses the method of peer review, familiar to MOOC students, applied to essays of in-campus students during two years.
The paper addresses the experience of developing and implementing an online module in academic writing for university staff. The authors describe the module structure and teaching/learning process from the point of view of the course developers and trainers. The paper overviews the key requirements for developing and running online training in research writing. These requirements might be relevant for those involved in teaching, developing and implementing online support modules in academic writing.