Vol 24, No 2 (2020)
- Year: 2020
- Published: 15.03.2020
- Articles: 9
- URL: https://bakhtiniada.ru/1991-9468/issue/view/19465
Full Issue
International Experience in the Integration of Education
Online safety as a new component of digital literacy for young people
Abstract
Introduction. Digital literacy refers to the skills required to achieve digital competence, the confident and critical use of information and communication technology for learning, leisure, communication and future work of young people. Digital competence has a dual nature. First of all, it is the technical ability to operate programs, pages, equipment. Secondly, it is also the ability to use digital media safely. Both perspectives are important in the educational perspective, i.e. media education and socialisation.
Materials and Methods. The paper presents the attempts to measure digital literacy in the area of threats resutling from using the new media in the group of upper-secondary school students (fourth educational cycle). The study was carried out using a diagnostic test with 18 questions. The research was conducted in the group of 1693 youths aged 15–21. The research was designed based on traditional methods of testing knowledge and skills.
Results. The findings showed that the weakest digital literacy component was the copyright-related knowledge and the strongest area was online shopping and financial operations. All digital literacy components are interrelated. The improvement in one area leads to the development of other digital literacy elements. Despite this correlation, digital literacy is a heterogeneous concept. There are also differences regarding certain digital literacy components, determined by gender – girls obtained higher test results in terms of the soft competencies whereas boys were better with the technical aspects of digital literacy. Based on the cluster analysis, we noticed that 41.41% of the students obtained good and very good results from the competence test. More than half of the students require further education in most of the analysed areas.
Discussion and Conclusion. For educational decision-makers, the findings highlight the importance of designing training programs aimed at developing students’ digital literacies, with a special focus on new topics as sexting, piracy and cyberbullying.
172-184
Classroom management in EFL classes: perception in China and Russia
Abstract
Introduction. Classroom management has been one of the most vital fields of study of language teaching. It deals with establishing and maintaining a safe and positive learning environment, which is an essential condition for effective teaching. The rapid growth of the internationalization of education calls for comparing classroom management across countries. However, the comparative study of this aspect Chinese and Russian has long been delayed. The aim of this study is to examine the perception of classroom management in China and Russia regarding teaching English as a Foreign Language.
Materials and Methods. In this research classroom management is defined by three fundamental aspects: instructional management in a traditional and online setting; behavioral management through discipline and timing; and behavioral management through communication and teacher-student relationships. A 5-point Likert scale questionnaire was implemented at both Chinese and Russian universities, three quartiles and Mann–Whitney U test were applied to the interval data.
Results. By cross-culturally analyzing similarities and differences in perception of questionnaire items, it is found that generally, the perception of classroom management between Chinese and Russian respondents has more similarities than the distinctions. The authors also gave several practical recommendations to teaching staff for more adequate classroom management in China and Russia.
Discussion and Conclusion. Understanding differences in perception of Chinese and Russian respondents at universities are helpful for teaching staff and students to understand each other’s expectation, as well as stimulating new or modified strategies of classroom management. Potential areas of further research can cover the causes of differences and similarities in perception and practices of classroom management across Chinese and Russian culture.
185-205
Analysis of the effect of school organizational culture and professional learning communities on teacher efficacy
Abstract
Introduction. The aim of the study is to fi ways to expand teacher effi by examining how the teacher’s efficacy varies according to the school organisation culture and the level of the professional learning community.
Materials and Methods. Survey methods were used to collect the data from 400 in-service teachers at elementary, middle, and high schools in South Korea, with five schools selected from each region, respectively. This study utilizes the data from 359 teachers. This study used a random sampling method, taking the location of the school into consideration. Descriptive statistics were used to examine the overall trends in school organisation culture. T-test was used to examine differences among research variables depending on the personal background of gender and teacher level, and the F-test and Scheffe tests were used for school level and teaching experience.
Results. First, school’s organization culture is transforming and evolving into a more ideal and model culture. As schools increasingly transform into innovative schools, innovative cultures and group cultures gradually form. Second, a school is a type of organization system that elicits responses elicits a variety of responses from the teachers depending on their personal background and characteristics. Third, professional learning communities have a positive effect on teacher efficacy. Therefore, school organisation culture can be seen as a better predictor of teacher efficacy than a professional learning community.
Discussion and Conclusion. The article is of interest to the managers of the school education system.
206-217
Contribution of Indonesia Cahaya Method to the improvement of early childhood teachers’ skills
Abstract
Introduction. The article is devoted to the enhancement of quality of teachers’ skills in Indonesia. Qualified teachers do not happen by themselves, it requires conscious, planned, continuous efforts to improve their knowledge and competencies. This research aims at examining the contribution of the Indonesia Cahaya Method to fostering teachers’ skills, including motivation in teaching, learning management skills, presenting effective learning materials, preparing interesting and fun learning, developing teaching aids; creating a dynamic learning atmosphere. The Indonesia Cahaya Method is one of the most popular learning methods for early childhood education system in Indonesia. This method was developed through a longitudinal study conducted by Dr. Masnipal, M.Pd. and Onyas Rohayati, which aims at determining the contribution of the Indonesia Cahaya Method to improving teaching skills of early childhood teachers.
Materials and Methods. The study was conducted as follows: giving a pre-test to teacher before the training began; carrying out training (treatment) for 8 hours (2 x 4 hours) with the help of the team, applying the method into learning in their respective schools in 6–8 weeks (minimum 30 and a maximum of 40 classes); and conducting a post-test by a colleague (one of the teachers at the primary/elementary school) with observations and interviews.
Results. The research findings conclude that the Indonesia Cahaya Method has contributed to the improvement of early childhood teachers’ teaching performance. The improvement of teachers’ teaching skills can be seen in: teachers’ motivation in teaching, skills in managing learning, skills in presenting effective learning materials, interesting and fun learning packaging skills, and ability in creating an atmosphere dynamic learning. In addition, the improvement of teachers’ teaching skills was followed by an increase in students’ participation in learning.
Discussion and Conclusion. The training method is considered feasible to be followed, studied, developed and implemented in learning by early childhood education teachers. The results of this study add new references to various parties that the Indonesian Cahaya method can be an alternative in developing the competence of early childhood teachers and open up opportunities for further researchers to develop this method, especially at the elementary school level. The article targets primary school education managers and teachers.
218-234
Academic Integration
The quality of higher medical education: students’ perceptions and assessments
Abstract
Introduction. The medical education system requires modernization and adaptation to the needs of modern society. The dissatisfaction of the population with the low professional competence of doctors at the rising cost of medical services requires new principles for tuning the educational system of medical workers. The topical question is whether the medical education system should be changed with the account of not only teachers’ vision but students’ requests as well. The purpose of the article is to reveal the perceptions of students of medical universities in Russia about quality medical education, to identify the attitudes to the existing forms and methods of learning, expectations from the administration and teaching staff.
Materials and Methods. The research design is based on a combination of quantitative and qualitative methods. A survey of 3 249 students representing 45 universities subordinate to the Ministry of Healthcare of Russia was conducted. To increase the reliability of the results and the interpretation of quantitative data at the second stage, the interviews with students, clinical residents and graduate students of medical institutions of higher learning were conducted.
Results. The article defines the dependence of assessing the quality of education on attitudes toward academic mobility: the higher students evaluate the experience of participating in academic mobility, the higher they assess the quality of Russian medical education. Russian medical education, possessing institutional autonomy, which allows for modernization of the content and methods of implementing educational programs, comes across restrictions caused by oversupply of students to the universities in the situation of undersupply of facilities, and the underdevelopment of norms regulating the participation of medical students in medical activities.
Discussion and Conclusion. The results can be used by university leadership in determining the directions of development of educational activities with a focus on student-centered learning in order to increase students’ motivation and commitment to quality education.
235-251
Safety criteria differences of learners with mental disorders in early and late adolescence as compared to normotypic peers
Abstract
Introduction. Current psychological and pedagogical research considers the problem of safe behavior formation among students of different ages. It makes an attempt to establish the conditions for psychological safety type’s formation. The aim of the article is to identify readiness for safe behavior, understanding and interpretation of dangerous situations in various life spheres among early and late adolescents with mental disorders.
Materials and Methods. The authors selected a questionnaire test by V. G. Maralov, which allows establishing types of the attitude of an individual in a dangerous situation (adequate, anxious, ignoring, uncertain); the “Scale of Subjective Well-being” screening method by G. Perue-Badu adapted by M. V. Sokolova for measuring the emotional component of subjective well-being, and the authors’ method for studying the perceptions among early and late adolescents with mental disorders and their normotypic peers of various types of danger (physical, social and informational). To confirm the hypothesis of the research a two-way variance analysis was done (Age and Mental Disorders factors).
Results. The authors identified that neurotypical early and late adolescents are able to recognize dangerous situations and feelings of such situations’ participants, predict the consequences of these dangers and suggest relevant ways to avoid them. Age impacts the development of the ability to recognize all types of dangerous situations among students with mental disorders (in late adolescence it is higher than in early one). Age influences such an indicator of subjective well-being as health self-assessment: it is higher in late adolescence than in early one. Students with mental disorders have a lower degree of ability to recognize physical and social environment danger, to predict and avoid various dangers than their neurotypical peers. Mental disorders also bear on such indicator as “Signs that come with psychoemotional symptoms”.
Discussion and Conclusion. The article shall be of interest to researchers studying the problem of the safe behavior of young people in various situations. The results of the study can be used in further studies of the ability to recognize, predict and avoid dangerous situations by adolescents and young people with normotypic development and mental disorders.
252-275
Education and Culture
“To Follow the Law and Conscience”: Hard Skills and Soft Skills in the Legal Education
Abstract
Introduction. The study is devoted to investigation of methods to integrate “hard” and “soft” skills of law students. This approach is necessary for teaching students to make decisions in situations of value and norm uncertainty, which require the integration of law and morality, general cultural and professional competencies. The public use of hate speech is chosen as an example of a value-ambiguous problem. This problem involves the search for a certain balance of public and private interests, the right to freedom of expression and protection against discrimination, insult, stigmatization, the right to respect for private and family life.
Materials and Methods. 62 students of legal specialities and areas of training were involved in the case study. Case materials were structured according to the levels of educational goals in accordance with Bloom’s classic taxonomy. The case is devoted to the analysis of the controversial commentary of Savva Terentyev.
Results. The use of the case-method for decision-making under conditions of value-normative uncertainty (using the example of counteracting hate speech) made it possible to integrate the general cultural and professional competencies of law students, to involve students, who do not usually participate in discussions, in active group work. However, there are limitations to the use of the case method for integrating “hard” and “soft” skills: preparation for the lesson is resource-intensive for both teacher and students; case materials quickly become obsolete and require constant updating and processing; the choice of material and its presentation in the classroom require a special pedagogical tact and a clear arrangement of axiological accents.
Discussion and Conclusion. The results can be used to develop educational cases where general cultural and professional competencies of law students can be integrated, as well as to teach students how to make decisions in the face of value and norm uncertainty and to carry out personal and professional development.
276-295
A model for the formation of secondary linguistic personality through work with precedent cultural phenomena during сlasses in the Russian language as a foreign language
Abstract
Introduction. This article considers the problem of the formation of a secondary linguistic personality through work with precedent phenomena of culture, but it does not cover all its aspects. Our purpose is to describe a model of formation of a secondary linguistic personality by dealing with the precedent phenomena of culture during Russian language lessons as a foreign language.
Materials and Methods. Pedagogical forecasting and modeling were used to optimize and detail the process of the formation of a secondary linguistic personality through work with precedent cultural phenomena. To determine the quantitative and qualitative indicators of the study, statistical methods of quantitative and qualitative data processing were used (Student’s t-test). The pedagogical experiment involved schoolchildren of two secondary schools of Kryvyi Rih city (Ukraine). The sample consisted of 82 fifth-grade high school students. At the ascertaining stage, the questionnaire was conducted; at the formative stage, training was conducted typically in the control group; in the experimental group, based on the developed model; at the control stage, repeated questioning and interviews were conducted to verify the effectiveness of the model.
Results. The use of the model in the learning process forms not only theoretical knowledge of the precedent phenomena of culture but also the practical skill of their use, facilitates intercultural communication, which contributes to the formation of a secondary language personality. The developed model of working with precedent cultural phenomena proved to be an effective auxiliary tool in the formation of the secondary linguistic personality. Precedent cultural phenomena can become the foundation for creating end-to-end curricula, a tool for creating didactic material taking into account innovative technologies, and the basis of training courses.
Discussion and Conclusion. The results of this research work may be useful for secondary and higher school teaching staff of Russian as a foreign language.
296-315
The impact of non-formal education on human capital: a generational approach
Abstract
Introduction. The update rate of information and the scope of social transformations became a trend of modern life. To remain competitive, a person needs to foster his/her competencies and skills. Non-formal education is becoming the most mobile way to solve the tasks, allowing to quickly acquire relevant knowledge and experience. Research interest is focused on the impact of non-formal education on the formation and development of the human capital. The purpose of the article is to study the involvement of representatives of various generations in a non-formal education.
Materials and Methods. The research draws on the methodology of the in-depth interview interpretation analysis. The data was obtained using the focus group method: a series of 27 group interviews, 9 for each age category (youth, mature and older). The focus groups included 253 people – residents of Tyumen, Tobolsk, Ishim, and settlements in the South of the Tyumen region.
Results. The possibilities of non-formal education in the process of accumulation and realization of human capital were revealed. The analysis of the practices of youth, adult and older generation’s non-formal education was carried out. Based on the study of generational theories, the educational attitudes of various age groups and the needs for non-formal learningwere analyzed. Based on the analysis of the intensity of educational practices, three types of actors were identified depending on their involvement in non-formal education: the active type “eternal student”, the moderate type “situational student” and the passive type “indifferent student”, which were found in representatives of different generations. The authors identified the following things that motivate and demotivate people to receive non-formal education: operational updating of competencies, fostering of personal and professional skills for a specific professional position, reducing the qualification gap. Analysing the non-formal educational practices of youth, adults, and the older generation, the authors found that non-formal education significantly affects the dynamics of professionalization, the nature of social and labour transfers.
Discussion and Conclusion. The results of the study will aid in sizing the impact of non-formal education on human capital in terms of the generational approach. The materials of the article are useful for building an educational ecosystem at the regional and national level and for practical application in the development and adjustment of strategies for working with people of different age groups.
316-338