New Trends in Education Based on Digitalization Текст научной статьи по специальности «Науки об образовании»

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NEW TREANDS IN EDUCATION BASED ON DIGITALIZATION

Gorbunova, N.V., Saratov State Technical University named after Gagarin Yu. A., 89, Radish-

cheva Str., Saratov, 410003, Russia, gnv2000@rambler.ru

Katsun, A.P., Saratov State Technical University named after Gagarin Yu. A., 89, Radishcheva

Str., Saratov, 410003, Russia, nastya.katsun@mail.ru

This article examines the impact of the digital economy on the development of the educational

sector. It is proved that digital economy determines the development of digital education both in

Russia and in foreign countries. The importance of the issue of learning English as a foreign

language using digitalization methods and tools is emphasized.

The concepts of online education and educational trends connected with the digital age are clari-

fied. A current model of the general education process is presented and the differences between

education in different states are revealed. The issue of foreign education advantages are ana-

lyzed. Innovative methods and technologies for the formation and development of digital com-

petencies in education are named, and digital educational platforms are also considered. The

problems associated with qualified specialists training and retraining in various industries of our

country are described.

The author concludes that the digital economy has enormous potential in improving educational

cultural capital and opens up new opportunities for its qualitative and quantitative improvement.

As a result similarities and differences in methods and processes of educational activity in dif-

ferent countries were determined and ways to improve education in Russia were identified.

Key words: digitalization, educational trends, Russia, university, foreign languages.

НОВЫЕ ТРЕНДЫ В ОБРАЗОВАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ

НА ОСНОВЕ ЦИФРОВИЗАЦИИ

Горбунова Наталья Васильевна, доктор социологических наук, профессор кафедры пе-

реводоведения и межкультурной коммуникации, Саратовский государственный техниче-

ский университет имени Гагарина Ю.А., Российская Федерация, gnv2000@rambler.ru

Кацун Анастасия Павловна, студентка 2 курса, Саратовский государственный техниче-

ский университет имени Гагарина Ю.А., Российская Федерация, nastya.katsun@mail.ru

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В данной статье рассматривается влияние цифровой экономики на развитие образова-

тельного сектора. Доказывается, что цифровая экономика обусловливает развитие цифро-

вого образования как в России, так и в других странах. Подчеркивается важное значение

изучения английского языка как иностранного в период пандемии с использованием ме-

тодов и инструментов цифровизации.

Уточнены понятия онлайн-образования и образовательных трендов, присущих цифровой

эпохе. Представлена современная модель общего процесса образования и выявлены раз-

личия между обучением в разных государствах, анализируется вопрос превосходства за-

рубежного образования. Названы инновационные способы и технологии формирования и

развития цифровых компетенций в образовании, а также рассматриваются цифровые об-

разовательные платформы. Описаны проблемы, связанные с подготовкой и переподго-

товкой квалифицированных специалистов в различных отраслях в нашей стране.

Авторы приходят к выводу, что цифровая экономика обладает огромным потенциалом в

совершенствовании образовательного культурного капитала и открывает новые возмож-

ности для его совершенствования. В результате исследования определены точки сопри-

косновения и различия в методах и процессах образовательной деятельности разных

стран и обозначены пути совершенствования обучения в России.

Ключевые слова: цифровизация, образовательные тренды, Россия, университет, ино-

странные языки.

Introduction (relevance)

Last few years the problem of education digitalization in Russia and foreign

countries has become more vital than ever. Recent events related to COVID-19 are

the reason for a sharp jump in digitalization development. However, many experts

are confident that the steps (development of electronic platforms, improvement of

the data storage system, training, student-teacher communication, etc.) taken dur-

ing this short period in the sphere of education, most likely, would not have been

taken for many years.

The coronavirus which deprived most people of the world of an impressive

part of their income and the usual circle of communication and entertainment out-

side their home, gave self-isolated citizens a lot of free time as opportunities for

self-development. Traditionally people are short of time to study foreign lan-

guages.

In the era of Google Translate and the dominance of English at the global

level, the desire to learn different languages seems strange. However, experience

shows that it is very promising. The employers are very interested in the workers

who do not stop having learnt business-English. So, the quarantine hobby is a

huge advantage when you go up a career ladder or look for a vacancy.

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Moreover, the world is constantly changing and the education quality de-

pends on the pace and nature of the introduction of new technologies directly,

therefore, new trends are interesting and, in our opinion, important topic for con-

sideration and study. For example, our country can adopt some of the technologies

or methods of their use from other states to improve the conditions and quality of

education in our country.

Statement of the problem

Comparing Russian and foreign universities we can see some features. First

of all, Russian education system faces a number of challenges one of which is the

discrepancy between the quality of digital educational environments and the needs

of various professional economic sectors for specialists.

There is also a direct demand for the transition from traditional forms of edu-

cational process to digital and hybrid models. We mean changing of goals and the

content of education, improving the educational process and saturation it with dig-

ital devices.

Discussion

Primarily, there is an increase in the amount of information and methods of

processing it, almost every person has personal devices (smartphones, tablets, lap-

tops) with continuous Internet access, that is, people are «always online».

Due to this it became possible to use online learning easily. It is a modern

tool that allows you to get the knowledge and skills a person needs at any time and

in any place [0:167].

Today the world is undergoing digital transformation. Traditional lectures

have the lowest retention rates, while technologies such as virtual reality can in-

crease retention rates to significant levels. That is why it is important to take into

account the trends of the modern digital world in the educational process.

Considering learning foreign languages, computer training programs have a

number of advantages over traditional teaching methods being, first of all, means

of direct audiovisual online interaction. Using it together with traditional teaching

methods allows to train various types of speech activity, understand the nature of

linguistic phenomena, form linguistic abilities, create communicative situations,

automate language and speech skills and ensure the implementation of an individ-

ual approach and intensify the student's independent work, and also helps to in-

crease cognitive activity, motivation and quality of knowledge [0:104].

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Advantages of new technologies such as their interactivity, polymodality,

multimedia, content visualization play an important role in learning. Thus, com-

puter visualization of educational content, especially in a playful interactive form,

develops cognitive styles of thinking, creativity and mental activity of students

and also has a positive effect on their psychological and emotional state [0:105].

Based on research, the following main trends in educational activities in the

digital economy can be identified.

1. Online education

According to the results of a large study of the Russian market of online edu-

cation and educational technologies, we can observe the growth of online educa-

tion at all its levels.

Despite the fact that distance learning was widely spread last year a full tran-

sition to online education is not expected, while many educational organizations

are at the stage of introducing blended learning, which involves attending both

face to face classes and online courses.

2. Adaptive learning.

The use of innovative adaptive systems of education helps to introduce indi-

vidual learning for a specific person. Mechanisms analyze the material passed by

the student, errors in tests, and progress in learning. Such analysis helps the system

to build an educational path and increase the efficiency of the learning process.

3. Gamification.

Game-based learning simplifies the perception of educational material and

increases the interest of students.

4. Microlearning.

Today employers highly evaluate certificates confirming professionalism in a

particular area. So, the emphasis is on point learning. It displaces global courses

that require many months (many years) of mastering.

5. Artificial intelligence and machine learning.

Over the last 5 years, artificial intelligence has significantly improved teach-

ing skills. At the moment, artificial intelligence cannot completely replace the

teacher but it can act as an almost error-free assistant.

6. Virtual and Augmented Reality (VR and AR).

The market for virtual and augmented reality is growing rapidly as it is pos-

sible to vary the content for training with the help of these technologies.

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The purpose of this tool is to expand the physical space of a person's life with

objects created de means of digital devices and programs that have the character of

an image. Elements of virtual and augmented reality are used to study various dis-

ciplines.

Virtually all leading Western universities are in a dynamic state of renewal

and reform. They strive to put into practice the above innovations, to introduce

them into open access. But at the same time, it is also important for them to main-

tain a balance between innovations and traditions to not destroy the latter.

Multidisciplinary programs are being introduced more and more, that is,

graduates specialize not in one but in two or three areas [0:167]. For example, a

graduate receives a diploma in management, social sciences and foreign lan-

guages. Such multidisciplinary programs have been adopted by many British uni-

versities, in particular, at the Robert Gordon University (School of Computer Sci-

ence), at the University of Staffordshire. A similar technique is also used in Russia

but in smaller volumes. Modern universities use flexible forms of education, con-

stantly adapting to changes in social life. Models of professional activity in the

learning process are created through compulsory business games, practical semi-

nars and projects [0:152].

While children all over the world experience weeks and months of distance

learning, educational technology companies are flourishing and their products are

being marketed as the most optimal solution. Few companies were prepared for

that including language learning software companies.

During the first lockdown in March, the number of uses of such applications

as Duolingo, Memrise and Rosetta Stone has skyrocketed. Duolingo had 300%

more new users. Over the summer they returned to the old indicators, however,

with the new lockdown everything started growing again.

Among the advantages of using ICTs in comparison with traditional face-to-

face learning are such practical conveniences as:

1. Flexibility in terms of time (some types of work can be done out of class

time).

2. Reducing transport and time costs.

3. The possibility of organizing practical classes, consultations, tests and ex-

ams, testing both individually and for groups.

Among the qualitative changes, it is worth mentioning such opportunities as

platforms for conducting online classes in video conferencing mode (Zoom,

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Skype, Microsoft Teams, etc.), the use of an interactive whiteboard, the creation of

simulators and online tests on the topics covered (for example, on the Quizlet plat-

forms, Google Forms, etc.), which allow to work out lexical and grammatical ma-

terial, place useful links to video resources in the electronic educational environ-

ment for repetition and consolidation of the material, as well as for independent

work [Ошибка! Источник ссылки не найден.:121].

In addition, an individual format of work is also possible through the teacher's

control of students' knowledge with the help of audio and video recording. All men-

tioned above does not only reinforce knowledge, but also increases the motivation

for mastering a foreign language due to the interactive form of such activities.

Another important aspect in the activities of foreign universities is coopera-

tion with many online projects. One of them is the Coursera project.

Coursera is a massive online education project founded by Stanford Universi-

ty computer science professors Andrew Ng and Daphne Koller. There is a project

for the publication of educational materials on the Internet in the form of a set of

online courses.

The project collaborates with universities that publish and conduct courses in

various fields of knowledge in the system. Students take courses, communicate

with fellow students, take tests and exams directly on the Coursera website, and an

official mobile application for iPhone and Android is also distributed.

It appeared in 2012, but now it is gaining immense popularity and in 2020

more than 77 million users studied there. In addition, they cooperate with over 200

leading universities and companies in the world. Back in 2012, Coursera started

working with Stanford, Princeton, Michigan and Pennsylvania universities.

About 38.5% of students live in the United States. Countries such as Brazil,

China and India lead the list of foreign listeners, and the site also has significant

audiences from Germany, Spain, the UK, Canada, Australia and Colombia.

What is in Russia? Unfortunately, the system of teaching students in most re-

gions of our country is significantly outdated. In such cases, teachers offer stu-

dents completely unnecessary teaching material. As a result, graduates cannot find

decent highly paid job. Also, a huge problem is that students come to higher edu-

cational institutions mainly to get a diploma, and not to get the knowledge itself.

A low salary of teachers is one more significant problem. However, during

the pandemic in Russia, the number of foreign language learners increased signifi-

cantly. Applications, online platforms, interactive learning are also used.

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20% of Russians planned to study a foreign language in 2021; among citizens

under the age of 24, 28% of respondents have such plans, according to a survey by

the research center of the SuperJob.ru portal. The study shows that Russian wom-

en are keen on the idea of learning a foreign language more this year than men –

22% and 18% of respondents, respectively.

In addition, the study of open data on the websites of Russian universities in-

dicates online support for applicants in which there is no interactive component. A

fairly small number of domestic universities organize webinars – lecture halls for

applicants (19.2%), online forums for applicants (46.2%), online consultations for

teachers and university staff (38.5%).

As a rule, applicants' access to the library electronic resources of the universi-

ty is not provided, the opportunity to apply for admission online is also not pro-

vided, while 100% of foreign universities organize remote reception of applica-

tions and documents for admission. Also, in most cases, on the website of Russian

universities there is no option for choosing and implementing remote interaction

with a scientific advisor before entering the educational program.

In this regard the experience of digitalization of the support of applicants by

leading foreign universities is very useful. In fact, all leading universities in for-

eign countries notify their applicants on their websites about special events for ap-

plicants.

Conclusion

The role of digitalization of the educational process is becoming more and

more significant for both formal and non-formal studying In the era of mobile

technologies.

The current situation in higher education shows that it has become vitally im-

portant to conduct classes using new information technologies. Online learning

should not exclude traditional teaching methods, but only supplement them.

The main goal of online learning is the formation of sustainable motivation

through the active participation of students and teachers in the educational pro-

cess. It is possible to ensure a qualitative improvement of the results of education-

al activities only with a reasonable combination of accumulated methods, personal

experience and modern technologies.

It can be concluded that Russia has to maintain its own competitiveness by

modernizing education systems and professional retraining of personnel [0:151].

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Modern education in Russia did a lot on the path of digitalization but, unfortunate-

ly, it is still several steps behind developed countries and needs new reforms.

The use of digitalization tools in the educational field contributes to an in-

crease in the individualization of the educational process and the ability to study at

any convenient time, in any convenient place. Thus, all the tools of digitalization

of the educational process play an important role in education. It can be noted that

the listed trends and learning tools in the digital economy stem from the character-

istics inherent in the modern generation.

References

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pandemii [Problems of distance learning foreign languages in a pandemic] // Simvol nauki

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