Digitalization of Russian Higher Education: Difficulties of the Transition Period

Authors

  • Elena TYUMENTSEVA Volgograd State Technical University
  • Elena PANOVA Moscow Polytechnic University
  • Elena TESLEVA National Research Tomsk Polytechnic University

DOI:

https://doi.org/10.24234/wisdom.v4i3.896

Keywords:

digital technologies, higher education, international students, academic performance, self-organization

Abstract

The active process of digitalization, which accelerated in 2020 due to the COVID-19 pandemic, has created new requirements for the system of education. The relevance of this study lies in the use of data on students' academic performance and their attitude with the data of the sociological survey of teachers and students on the organization of distance learning and the difficulties that both sides used in this format. The study was conducted in 2020 and 2021. The analysis of the research data covers the following areas: organizational problems of the transition to distance learning; organizational resources used and technical capabilities for conducting classes, assessment of positive and negative aspects of distance learning; level of acquired knowledge; satisfaction with the learning process among students, as well as the issues related to the study of teachers’ social well-being and the assessment of possible changes in teaching activities. As a result of the study, the authors came to the conclusion that a comparative analysis of the progress of students and the data of the survey of students and teachers allows us to draw conclusions about the low level of self-organization of students in the learning process.

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Published

2022-10-27

How to Cite

TYUMENTSEVA, E., PANOVA, E., & TESLEVA, E. (2022). Digitalization of Russian Higher Education: Difficulties of the Transition Period. WISDOM, 4(3), 186–204. https://doi.org/10.24234/wisdom.v4i3.896