A Model for Optimizing the Structure of Teaching Techniques for Distance Learning in the Russian Higher Education System

Journal of Open Innovation: Technology, Market and Complexity

Olesya Dudnik¹  Zhanna Gardanova²  Vadim Ponkratov³  Endzhe Latypova⁴  Nikolay Kuznetsov⁵  Sergey Shcherbatykh⁶  Natalya Nikitina⁷ 

[1] Department of Pediatric Dentistry and Orthodontics, I.M. Sechenov First Moscow State Medical University (Sechenov University), 8-2 Trubetskaya str., 119991 Moscow, Russia;Department of Psychotherapy, Pirogov Russian National Research Medical University, 1 Ostrovityanova St., 117997 Moscow, Russia;Department of Public Finance, Financial University under the Government of the Russian Federation, 49 Leningradsky Av., 125993 Moscow, Russia;Educational Center of Applied Psychology, Ethnopsychology and Intercultural Communication, Kazan Federal University, 18 Kremlyovskaya St., 420008 Kazan, Russia;Institute of Digital Transformation Management, State University of Management, 99 Ryazansky Av., 109542 Moscow, Russia;Rectorate, Bunin Yelets State University, 28 Kommunarov St., 399770 Yelets, Russia;Research Institute for Advanced Directions and Technologies, Interdisciplinary Research Laboratory, Russian State Social University, 4 Wilhelm Pieck St., bld. 1, 129226 Moscow, Russia;

关键词: distance learning;    higher education;    students;    professional competencies;    pandemic;    COVID-19;   

DOI  :  10.3390/joitmc6040147

来源: DOAJ

【 摘 要 】

This study aims to develop a methodical approach to optimize the structure of teaching techniques and approaches to distance education, as exemplified by Russian universities, to enhance students’ professional competencies. A pedagogical experiment was conducted with the participation of 746 second to fourth year students majoring in engineering at the Ural Federal University in Russia. The coefficients for the relative importance of professional competencies were obtained through expert assessment. The number of experts was 40 faculty members with teaching experience of more than five years. The pedagogical experiment revealed the regularities of the influence of the forms of distance learning on the formation of students’ professional competency levels. The values of students’ developmental competency levels have been determined. Non-linear regression models have been developed based on the values of the integral level of professional competencies and the percentage of distance-learning forms in the number of instructional hours. The proposed methodological approach will be useful for university professors and teachers in identifying the most effective forms of distance learning and in differentiating teaching methods not only in the context of the general pandemic but also in the natural conditions of the educational process.

【 授权许可】

Unknown