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News
September 17, 2026
'I Wish That People Would Place Greater Trust in Science'
When Tatiana Eremicheva chose Fundamental and Computational Linguistics as her field of study, she thought it would be about learning languages. Instead, she discovered it was about helping people. In this interview for the HSE Young Scientists project, she discusses science as a way of understanding the world, billiards as a team-building activity, and why learning to read is not always as easy as it seems.
September 15, 2026
Immunity to Chaos: How Personal Resources Help Us Cope with the Challenges of a Turbulent World
International conflicts, crises and digital overload—the modern world puts our minds to the test every day. Traditional psychology often focuses on the consequences: anxiety, depression, and psychosomatic disorders. But what if we looked at the problem differently—through the lens of the resources that prevent us from breaking down? Psychological immunity is precisely this set of resources. Alena Zolotareva and her group, Psychological Immunity as a Resource for Positive Functioning, are developing an integrative model of this phenomenon, adapting diagnostic tools and preparing for large-scale empirical research. Why do psychologists need to collaborate with medical professionals, and how could their research transform preventive care in clinics and corporations?
September 11, 2026
How to Assess Students Knowledge in the Age of AI
A researcher at HSE University has proposed a flowchart to help lecturers decide how to assess students who use artificial intelligence. It shows where the use of AI should be restricted and where it can be incorporated into the learning process. The article has been published in IT Professional.

 

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Maximising academic achievement in online learning: the role of student-content engagement strategies and profiles

Interactive Learning Environments. 2024. Vol. 33. No. 3. P. 2175–2187.
Getman A., Pekeleu M.

Learner engagement is crucial for success in online learning, and interaction plays a key role in developing engagement. While previous studies have focused on student-instructor and student-student interaction, this study examines the impact of student-content interaction, measured on digital traces data, on academic achievement in an online course. By considering specific engagement strategies and profiles, a more comprehensive understanding of student-content interaction is achieved. Three engagement profiles were identified: synchronously engaged, asynchronously engaged, and disengaged. The synchronously engaged profile was found to be the most beneficial for academic achievement, especially for high-performing students. The study also revealed a positive relationship between engagement strategies and academic achievement, with online webinar attendance being the most contributing. Additionally, the impact of engagement strategies and profiles varied for students with different levels of prior performance. Practical implications for enhancing and monitoring engagement among different student groups are discussed.

Research target: Education
Language: English
DOI
Text on another site
Keywords: digital tracesstudent engagementengagement profilesengagement strategiesstudent-content interaction
Publication based on the results of:
The relationship between self-regulated learning skills, motivation and engagement in the context of learning on online platforms (2024)
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