Higher Education During and After the Pandemic: Philosophy of Digital Change
DOI:
https://doi.org/10.24234/wisdom.v23i3.851Keywords:
higher education, digitalization, e-learning, hybrid learning, Information Education Technologies, pandemicAbstract
The authors discuss the problems associated with the accelerated digitalization of higher education during and after the pandemic. Various approaches proposed by specialists dealing with problems of digitalized higher education are analyzed, and the benefits and risks associated with digital change are identified. The theoretical approach includes some famous theories in the philosophy of education constructed first by John Dewey and developed further by contemporary scholars. The empirical basis contains several studies of students, teachers and experts conducted in Armenia and Belarus. The authors present a comparative analysis of the situation in higher education in both countries during the pandemic. The research results show that the online form of learning poses several difficulties and offers advantages over the traditional form of learning. At the same time, the rejection of traditional forms of learning is also related to the problems and unpredictable consequences of the quality of learning. The authors conclude that currently, the most promising form of learning is hybrid. Its implementation demands a special educational environment to embrace the advantages of online and offline forms of education and account for factors influencing the effectiveness of these forms.
Downloads
References
Batrakova, I. S., Glubokova, E. N., Pisareva, S. A., & Trjapicina, A. P. (2021). Iz-menenija pedagogicheskoj dejatelnos-ti prepodavatelja vuza v uslovijax cifrovizacii obrazowanija (Changes in the pedagogical activity of a uni-versity teacher in the context of digi-talization of education, in Russian). Vysshee obrazovanie v Rossii (High-er Education in Russia), 30, 8-19. DOI: https://doi.org/10.31992/0869-3617-2021-30-8-9-9-19
Dewey, J. (1963). Experience and Education. Collier Books.
Dewey, J. (2007/1916). Democracy and Education. Teddington: Echo Library.
Dugova, E. V., Veledinskaya, S. B., & Kurav-leva, I. I. (2021). Razovaya cifrovaya pedagogika: vklad obrazovatelnogo dizajna (One-time digital pedagogy: The contribution of educational de-sign, in Russian). Voprosy obra-zovanija (Questions of Education, in Russian), 4, 333-354. DOI: https://doi.org/10.17323/1814-9545-2021-4-333-354
Echenique E. G., Molias L. M., & Bullen M. (2015). Students in higher education: Social and academic uses of digital technology. RUSC. Universities and Knowledge Society Journal, 12(1), 1-11. DOI: https://doi.org/10.7238/rusc.v12i1.2078
Florkowski, R. W., Wiza, A., & Banaszak, E. (2022). The Rogerian student-centred learning approach and the democratization of education. Polish Sociological Review, 218(2), 273-287. https://doi.org/10.26412/psr218.07
Gevorgyan, S., Berberyan, A., & Berberyan, H. (2022) Self-actualization and stress resistance: Methodological and practical aspects of studying the personality of students in the process of distance learning. WISDOM, 21(1), 44-59. https://doi.org/10.24231/wisdom.v21i1.621 DOI: https://doi.org/10.24234/wisdom.v21i1.621
Grishchenko, Zh., & Titarenko, L. (2019). Belarusian millennials: A generation gap? Filosofija. Sociologija, 30(4), 317-324. https://doi.org/10.6001/fil-soc.v30i4.4157 DOI: https://doi.org/10.6001/fil-soc.v30i4.4157
Gubanov, N. I. (2020). Otmiraet li lekcija v kachestve veduschej formy obuchenija (Is the lecture as the leading form of education dying?, in Russian). Vyschee obrazovanie v Rossii (High-er education in Russia, in Russian), 12, 72-85. DOI: https://doi.org/10.31992/0869-3617-2020-29-12-72-85
Hargreaves, C. (2017). Digital forensics education: A new source of forensic evidence. In Forensic Science Education and Training: A Toolkit for Lecturers and Practitioner Trainers (pp. 73-85). John Wiley & Sons, Ltd. DOI: https://doi.org/10.1002/9781118689196.ch6
Higgins, St., Xiao, Z., & Katsipataki, M. (2012). The impact of digital technology on learning: A summary for the education endowment foundation. Full report. Durham University. Retrieved June 10, 2022, from https://larrycuban.files.wordpress.com/2013/12/the_impact_of_digital_technolo-gies_on_learning_full_report_2012.pdf
Hirschheim, R. A., & Newman, M. (1998) Information Systems and user re-sistance: Theory and practice, Com-puter Journal, 31(5), 398-408. DOI: https://doi.org/10.1093/comjnl/31.5.398
Kolesnikova, I. A. (2019). Postpedagog-icheskij sindrom epohi cifromodern-izma (Post-pedagogical syndrome of the era of digital modernism, in Rus-sian). Vysshee obrazovanie v Rossii (Higher Education in Russia, in Rus-sian), 28(8-9), 67-82. DOI: https://doi.org/10.31992/0869-3617-2019-28-8-9-67-82
Koncepciya razvitiya sistemy obrazovaniya Respubliki Belarus do 2030 goda (Concept of development of the edu-cation system of the Republic of Bela-rus until 2030, in Russian) (2021, December 15). Retrieved June 10, 2022, from https://www.belta.by/roundtable/view/kontseptsija-razvitija-sistemy-obrazovanija-respubliki-belarus-do-2030-goda-1404
Kuzminov, Ya. I., & Karnoj, M. (2015). On-lajn-obuchenie: kak ono menyaet strukturu obrazovaniya i ekonomiku universiteta. Otkrytaya diskussiya Ya. I. Kuz’minov (Online learning: how it changes the structure of education and the economy of the university. Open discussion of Ya. I. Kuz'minov). Vo-prosy obrazovanija (Questions of Education, in Russian), 3, 8-43.
Li, C., & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. [Electronic resource]. Retrieved June 10, 2022, from https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/
Little, C. B., & Titarenko, L. G. (2017). International cross-cultural online learning and teaching: Effective tools and approaches. American Journal of Distance Education, 31(2), 112-127. http://doi.org/10.1080/08923647.2017.1306767 DOI: https://doi.org/10.1080/08923647.2017.1306767
Marginson, S., Karpinskaya, E. O., Kuz’mina, K. A., Larionova, A. N., & Bocharov, I. A. (2020). Reakciya sistem vysshego obrazovaniya i nacional’nyh pravitel’stv na vyzovy pandemii: Doklad № 64/2020 (The response of higher education systems and national governments to the challenges of the pandemic: Report No. 64/2020, in Russian). Russian International Affairs Council (RIAC). Moscow: NP RSMD. DOI: https://doi.org/10.20542/0131-2227-2020-64-1-64-72
Minina, V. N. (2020). Cifrovizaciya vysshego obrazovaniya i ee social’nye rezul’taty (Digitalization of higher education and its social results, in Russian). Vestnik SPbGU. Sociologiya (Bulletin of St. Petersburg State University. Sociology, in Russian), 13(1), 84-101. https://doi.org/10.21638/spbu12.2020.106 DOI: https://doi.org/10.21638/spbu12.2020.106
Nikulina, T. V., & Starichenko, E. B. (2018). Informatizaciya i cifrovizaciya obra-zovaniya: ponyatie, tekhnologii, up-ravlenie (Informatization and digitali-zation of education: Concept, technol-ogy, management, in Russian). Peda-gogicheskoe obrazovanie v Rossii (Pedagogical Education in Russia, in Russian), 8, 107-113. DOI: https://doi.org/10.26170/po18-08-15
Peltekova, E. V., & Stefanova, E. P. (2016). Inquiry Based Learning. “Out side the Classroom with virtual Reality Devices”. Sofia University “St. Kliment Ohridski”.
Radaev, V. V. (2022). Krizis v sovremennom prepodavanii: chto imenno poshlo ne tak? (Crisis in modern teaching: What exactly went wrong? in Russian). So-ciologicheskie issledovaniya (Socio-logical Research, in Russian), 6, 114-124. DOI: https://doi.org/10.31857/S013216250019853-1
Rakitov, A. I. (2018). Vysshee obrazovanie i iskusstvennyj intellekt: ejforiya i alarmism (Higher education and arti-ficial intelligence: Euphoria and alarmism, in Russian). Vysshee obra-zovanie v Rossii (Higher Education in Russia, in Russian), 6, 41-49.
Rakityanskaya, M. (2013). Universitet budushchego: idei i vozmozhnosti (University of the future: Ideas and opportunities, in Russian). Otechestvennye zapiski (Fatherland Notes, in Rus-sian), 4. Retrieved June 10, 2022, from https://magazines.gorky.media/oz/2013/4/universitet-budushhego-idei-i-vozmozhnosti.html
Schwab K. (2016) The Fourth Industrial revolution. World Economic Forum. Retrieved June 10, 2022, from https://www.weforum.org
Solovоv, A. V., & Men’shikova L. A. (2021). Koronavirusnye zigzagi elementar-nogo distancionnogo obucheniya (Coronavirus zigzags of elementary distance learning, in Russian). Vysshee obrazovanie v Rossii (High-er education in Russia, in Russian), 30(6), 6-75. DOI: https://doi.org/10.31992/0869-3617-2021-30-6-60-69
Titarenko, L. G. (2022a). Cifrovizaciya obucheniya: dvizhushchaya sila mod-ernizacii sistemy vysshego obra-zovaniya ili gumanitarnaya ugroza? (Digitalization of education: The driving force behind the modernization of the higher education system or a humanitarian threat? in Russian). Zhurnal BGU. Sociologiya (Journal BGU. Sociology, in Russian), 1, 58-69.
Titarenko, L. G. (2022b). Adaptatsiya k usko-rennoy tsifrovizatsii v usloviyakh pandemii: sravnitel’noye issledovani-ye sistem vysshego obrazovaniya Rossii i Belarusi (Adaptation to accel-erated digitalization in the context of a pandemic: Comparative study of higher education systems in Russia and Belarus, in Russian). Vysshee obrazovanie v Rossii (Higher Educa-tion in Russia, in Russian), 31(3), 58-68. DOI: https://doi.org/10.31992/0869-3617-2022-31-22-3-58-68
Titarenko, L. G., & Zaslavskaya, M. I. (Eds.) (2019). Modernizaciya sistem vysshego obrazovaniya Belarusi i Armenii v kontekste processov ev-razijskoj i evropejskoj integracii: problemy i perspektivy (Moderniza-tion of higher education systems in Belarus and Armenia in the context of Eurasian and European integration: Problems and prospects, in Russian). Minsk: BGU (BSU).
Vincent-Lancrin, S. (2020). Coronavirus and the future of learning: Towards a new EdTech industry? OECD [Elec-tronic resource]. Retrieved July 10, 2022, from https://oecdedutoday.com/coronavirus-future-learning-new-edtechindustry/
Zaslavskaya M. I. (2021b) Perspektivy gibrid-noj modeli obucheniya v vuzah v usloviyah post-pandemii (na primere vuzov Armenii) (Prospects for a hybrid model of education in universi-ties in the context of post-pandemic (on the example of universities in Armenia), in Armenian). In T. E. Zer-chaninova, & M. B. Voroshilova (Eds.), Universe of university: Sbornik materialov Mezhdunarodnoj nauchnoj internet-konferencii (Uni-verse of university: Proceedings of the international scientific internet conference, in Russian) (pp. 116-121). Ekaterinburg: RANHiGS.
Zaslavskaya, M. I. (2021a). O nekotoryh osobennostyah gibridnoj modeli obucheniya v period pandemii na primere vuzov Armenii (About some features of the hybrid model of education during the pandemic on the example of universities in Armenia). Vestnik Surgutskogo gosudarstven-nogo pedagogicheskogo universiteta (Bulletin of the Surgut State Pedagog-ical University), 5(74), 29-35.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Pargev AVETISYAN, Larissa TITARENKO, Maria ZASLAVSKAYA, Gagik GALIKYAN
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Creative Commons Attribution-Non-Commercial (CC BY-NC). CC BY-NC allows users to copy and distribute the article, provided this is not done for commercial purposes. The users may adapt – remix, transform, and build upon the material giving appropriate credit, and providing a link to the license. The full details of the license are available at https://creativecommons.org/licenses/by-nc/4.0/.
