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Issn i2587-943xPonHne) Наука о человеке: гуманитарные исследования Т. 14 № 4 2020
Раздел 2. Педагогические науки
УДК 378 DOI: 10.17238/issn1998-5320.2020.14.4.9
V. N. Yershov1, N. V. Yershov2, O. A. Kozlov3, Yu. F. Mikhailov4
'Minin State Pedagogical University, Nizhny Novgorod, Russian Federation 2Russian State Technical University named after R. E. Alekseev, Nizhny Novgorod, Russian Federation 3Institute for Strategy of Education Development of the Russian Academy of Education, Moscow, Russian Federation 4The Military Academy of the Strategic Missile Forces named after Peter the Great, Serpukhov, Russian Federation
On the issue of assessing the quality of teaching in higher education in the context of digital transformation of education
Abstract. The problem of evaluating the quality of teaching in higher education in conditions of distance education. The purpose of the article is to substantiate the need to involve employers in the assessment of the quality of teaching in higher education in the conditions of digital transformation of education in senior years. The research is based on the methods of analysis of literature sources and teaching experience in higher education institutions of some aspects of the educational process in terms of the relationship between the quality of training with the use of modern information technologies, pedagogical skills and the personality of teachers. The results are based on the analysis of cause-and-effect relationships between the formalization of the educational process, including the distance component, and the status of the teacher, its significance and adaptability to life realities.Conclusions the changes that occurred in education as a result of active and systematic use of digital information technologies has led to a changing paradigm of information interaction between subjects of educational process (teaching, learning and interactive information resource), which is now in the process of development of distance education in higher education. This process is accompanied by a contradiction between its availability and quality, which cannot yet fully meet the expectations of society, the state and the students themselves. The problem with the quality of distance education is that the quality of education is evaluated by the subjects of this education. The authors came to the conclusion that the quality of student learning outcomes should be evaluated not only by the distance teacher, the exam Board, but also by employers through a survey of employers and customer reviews.
Keywords: quality of training, knowledge, competence, pedagogical skills, teacher's personality.
Paper submitted: November 3, 2020.
For citation: Yershov V. N., Yershov N. V., Kozlov O. A., Mikhailov Yu. F. (2020). On the issue of assessing the quality of teaching in higher education in the context of digital transformation of education. The Science of Person: Humanitarian Researches, vol. 14, no. 4, pp. 76-81. DOI: I0.i7238/issni998-5320.2020.i4.4.9.
Problem and goal. The current stage of development of education, as well as the entire society, is characterized by the widespread use of information and communication technologies (ICTs) in all spheres of activity [1], which have recently been increasingly referred to as digital information technologies (DIT) or digital technologies (DT) [2]. Changes that have occurred in the field of education as a result of active and systematic use of digital information technologies have led to a change in the paradigm of information interaction between the subjects of the educational process (teaching, learning and interactive information resource) [3].
Today, more and more people are talking about the digital transformation of education [4]. Digital transformation inevitably leads to changes in the
content of education, methods and organizational forms of educational work. It is necessary to go from teaching everyone to teaching everyone (personalization of education), review and optimize sets of educational and organizational solutions, information materials, tools, and use the rapidly growing potential of digital technologies. The essence of the digital transformation of education is that everyone should achieve the necessary educational results by personalizing the educational process, including the use of artificial intelligence methods, virtual reality tools; developing a digital educational environment in educational institutions; providing public broadband Internet access, and working with big data. The goal of training is to form and develop the ability of students to learn, to
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understand the logic of finding new solutions that move science forward. The emphasis in teaching digital transformation of education is shifting to the development of new abilities: the ability to analyze, expertise and transfer the acquired knowledge and skills to new situations. Personalized organization of training will allow the educational institution to work without employees, forms the students ' academic independence, develops their abilities and personal potential.
Methodology. One of the elements of the digital transformation of education can be called distance learning. The interactive features of the programs and information delivery systems used in the distance learning system (EDS) allow you to establish and even stimulate feedback, provide dialogue and continuous support, which are not possible in most traditional learning systems. Distance learning (DL) is a set of technologies that delivers trainees the basic volume of the studied material, interaction between learners and teachers in the education process, providing trainees opportunities for independent work on mastering of the studied material, as well as in the learning process [1].
Distance education is one of the priority areas in the training of personnel with higher education. it is becoming more and more widespread due to its accessibility, democratic nature, and relative cheapness. The development of distance education in higher education is accompanied by a contradiction between its availability and quality, which can not yet fully meet the expectations of society, the state and the students themselves.
Educational process at the University is a system, where the managing authority and the controlled system are subject - control is the activity of governing bodies for the operation of managed entities, where the governing body, and control system carry out educational activities. In this case, the governing body is from the point of view of the managed system part of the external control environment in relation to it (according to Novikov) [5]. And in this system, the teacher is the governing body in relation to the student.
Considering an educational organization as a community of subjects involved in the educational process, it can be argued that the result of an educational organization is a product - a specialist with formed competencies. For such a system, there is a problem of education.
Results. Some of the environmental influences may be non-directional (random, nondeterministic, uncontrolled by the governing body). Such impacts can, along with the action of the managed system, affect the result of its activities. This gives rise to problems of education quality assessment and evaluation of the quality of teaching, i.e. assessment of quality management of teacher learning student knowledge and management of formation of competences at students.
At one time, the Soviet education system was rightly considered one of the leading in the world. Discussions about «physicists and lyricists», University and Institute approaches, individual and collective learning principles, etc., etc., although conducted, did not affect the main thing - the breadth of horizons, and the high General culture and education of the University graduate [6]. The diploma of higher education was not available to every yesterday's student and was quoted quite high. Of course, there was an ideological component to the training, but especially in technical disciplines, it did not play any decisive role. First of all, specific knowledge and skills were valued here, allowing the student to become a fully competent and competent specialist with further development.
Since the mid-90s of the last century, the conceptual approaches of school and University education have changed several times (use, Bologna standards, in fact, the commercialization of education). All this could not but affect both the learning process itself and the criteria for evaluating the knowledge obtained. In higher education institutions, the result was a widespread transition from a specialty to a level-based training system (bachelor-master) and new Federal state educational standards (FSES) [7].
From the basic principle of «Know - be-able-to-own», we have moved to an approach with very vague General cultural and professional competencies. And the persistent introduction of the Moodle environment with a reduction in classroom sessions and direct communication with the teacher, urgently required a reorientation of the educational process itself (the modular principle of training). But at the same time, the value of the teacher's personal qualities in the learning process began to gradually dissolve.
Traditional classroom classes (lectures, laboratory, practical) were considered from the point of view of active and interactive components. The Federal law on education, Chapter 12 - management of the education
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system, and articles 89-95 solve these problems [8].
Updated work programs and electronic educational and methodological complexes with assessment funds have become, as it were, consistent with the realities of today with the introduction of the Internet in all spheres of life, the development of distance education.
Changes that have occurred in the field of education as a result of active and systematic use of digital information technologies have led to a change in the paradigm of information interaction between the subjects of the educational process (teaching, learning and interactive information resource).
On the other hand, the development of distance education in higher education is accompanied by a contradiction between its availability and quality, which cannot yet fully meet the expectations of society, the state and the students themselves.
In distance learning, all evaluation functions (diagnostic, controlling, teaching, educating, motivating, and developing) relate to both internal (on the part of students) and external (on the part of the teacher) control. The content of the distance learning assessment combines external assessment and self-assessment. The sequence of evaluation activities in distance learning occurs in the logic «from self-assessment to external assessment», the initial assessment of the results of learning material is carried out by the student. In this regard, students should master the Central components in the content of distance learning assessment - detailed indicators (criteria) of assessment and the Fund of assessment funds for each topic studied. A special feature of the assessment in distance learning is the need to implement an additional function-identification of the student's personality in order to exclude the possibility of falsification of training.
This implies the responsibility of the teacher, encouraging him to prepare a sufficient number of educational and methodological literature, the selection of tasks of various rating values, creating a reserve of time for students to study independently in the field of knowledge. This is the teacher's management of the process of student acquisition of knowledge and competencies - creating an electronic educational environment that replaces the teacher.
Conclusions. In the system of distance learning, quality control is of particular importance, since the interaction of the teacher and students takes place indirectly, in the conditions of the information
environment of the University. There is a need to use such methods and forms of control that, on the one hand, would compensate for the lack of personal contact with the teacher, and on the other hand, would present the control procedure with a modern technological process that is attractive to the subjects.
But in the pursuit of innovation, as sometimes often happens in life, « they began to throw out the baby with water.» The seemingly unshakeable requirements for the pedagogical and personal qualities of the teaching staff are receding into the background. If earlier «Teacher - before your name let me humbly bow my knees» - was not just a duty phrase, but forced the teacher to maintain a certain level of quality of their skills not only as a source and transmitter of new information, but also as a teacher of the younger generation and feel important and necessary figure in the learning process, now, with the reduction of classroom teaching hours with live communication with the student, a purely formal approach with the notorious «tick» will prevail - why will I put my heart into it, burn in the classroom, who needs it?
You should consider the negative impact on motivation of student learning in distance education unwanted information content of the various sites, to consider the influence of prohibited information on the formation of individual trajectory of student learning [9, 10]. Unfortunately, as the experience of using distance education shows, these problems were not finally solved. A student in the space of distance education often finds himself captured by his emotions, which negatively affect the formation of an individual learning trajectory, delay the process of learning a distance learning module, and reduce the quality of its assimilation [11].
The problem with the quality of distance education is that the quality of education is evaluated by the subjects of this education. But there are numerous studies that suggest that it is impossible to evaluate the system while inside it. For example, calculation methods use different principles to construct an interpolation polynomial that smooths experimental points, and an extrapolation polynomial that predicts the state of the object under study [12].
Therefore, an objective assessment of the activities of educational institutions, and, accordingly, the distance education system of this institution can only be obtained by the results of professional activities of graduates. All other methods of «teacher through
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the eyes of students», rating ratings of teachers, self-assessment of teachers and students, etc. are very far from science [12].
It is imperative to reorient the learning process, in which the teacher uses classroom classes to a greater extent to control remotely acquired knowledge and develop personal qualities of the future shift, passing on both their experience and the methodology for their formation. To do this, we can consider returning to the mentoring system, when bright and somewhat non-standard teachers give lessons in pedagogical skills to a new generation that is beginning its noble activity.
The quality of a student's learning outcomes should be evaluated not only by the distance teacher, the exam Board, but also by employers through a survey of employers and customer reviews.
Methodical approaches to improvement of training of future specialists in continuous and multi-level system of distance education will be effective if it is implemented taking into account pedagogical conditions of partnership with the employer in vocational educational institutions, ensuring the achievement of the goals and tasks of personality and sought-after expert on the modern labour market.
References
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2. Robert I. V. Development of the conceptual apparatus of pedagogy: digital information technologies of education . Pedagogical Informatics. - No. 1. - Pp. 108-121.
3. Robert I. V. Informatization of education as a new area of pedagogical knowledge. No. 1 (30). 2012. Pp. 14-18.
4. Uvarov, A. Yu. Education in the world of digital technologies: on the way to digital transformation. -Publishing house of the higher school of Economics, Moscow: 2018. - 168 p.
5. Novikov D. A. Theory of management of educational systems. - Moscow.: National education, 2009. 452 p.
6. Yershov V. N. about teaching the discipline of the information block in engineering specialties of the faculty of design and information technologies . In the collection: Information technologies in the organization of a unified educational space, N. Novgorod, ngpu, 2012, P. 75-79.
7. Yershov V. N., Yershov N. V. Applied bachelor's degree in engineering specialties //In the collection: Information technologies in the organization of the unified educational space, N. Novgorod, ngpu, 2014, P. 104-109.
8. Federal law» on education in the Russian Federation « of 29.12.2012 N 273-FZ (latest version)
9. Yershov V. N. Structure of the course « Information security and information protection in the implementation of distance learning systems. In the collection: Information technologies in the organization of a unified educational space, N. Novgorod, ngpu, 2013, P. 12-15.
10. Kozlov O. A., Mikhailov Yu. F. Protection of the information educational space of the student from destruction using artificial neural networks. Pedagogical Informatics. 2018. no. 4. Pp. 38-46.
11. Kozlov O. A., Mikhailov Yu. F. Development of a model for accounting for the influence of emotions on the formation of an individual student's learning trajectory based on neural network technologies. Open semantic technologies for designing intelligent systems. 2016. no. 6. Pp. 511-516..
12. Kozlov O. A. Scientific and organizational problems of using ICT tools to evaluate the activities of educational institutions based on monitoring of graduates. Scientific notes of iuo RAO, 2016, no. 2 (58), Pp. 141-143.
Information about the authors
Vladimir N. Yershov
Cand. Sc. (Engineering), Associate Professor. Minin State Pedagogical University (1 Ulyanov st.,
Nizhny Novgorod, 603005, Russian Federation). ORCID ID: https://orcid.org/0000-0003-4470-6665. E-mail: vn_ershov@inbox.ru.
ISSN i2587-943xPonHne) Наука о человеке: гуманитарные исследования Т. 14 № 4 2020
Раздел 2. Педагогические науки
Nikolay V. Yershov
Cand. Sc. (Engineering), Associate Professor. Russian State Technical University named after R. E. Alekseev (24 Minin st., Nizhny Novgorod, 603950, Russian Federation). ORCID ID: https://orcid.org/0000-0003-3197-5057. E-mail: env.2011@yandex.ru
Oleg A. Kozlov
Dr. Sc. (Pedagogy), Professor, Leading Researcher. Institute for Strategy of Education Development of the Russian Academy of Education (16 Zhukovsky st., Moscow, 105062, Russian Federation). ORCID ID: https://orcid.org/0000-0002-4148-2726. E-mail: ole-kozlov@yandex.ru
Yuriy F. Mikhailov
Cand. Sc. (Pedagogy), Associate Professor. The Military Academy of the Strategic Missile Forces named after Peter the Great (17 Brigadnaya st., Serpukhov, Moscow region, 142210, Russian Federation). ORCID ID: https://orcid.org/0000-0003-3999-5984. SPIN-code: 8137-9221. AuthorID: 385648. E-mail: mikhayurij@yandex.ru
В. Н. Ершов1, Н. В. Ершов2, О. А. Козлов3, Ю. Ф. Михайлов4
'Нижегородский государственный педагогический университет им. К. Минина, г. Нижний Новгород, Российская Федерация 2Нижегородский государственный технический университет им. Р. Е. Алексеева, г. Нижний Новгород, Российская Федерация 3Институт стратегии развития образования Российской академии образования, г. Москва, Российская Федерация 4Филиал Военной академии Ракетных войск стратегического назначения имени Петра Великого в г. Серпухове, Российская Федерация
К вопросу оценки качества преподавания в вузе в условиях цифровой трансформации образования
Аннотация. В статье рассматривается проблема оценки качества преподавания в вузе в условиях дистанционного образования. Цель статьи - обоснование необходимости привлечения к оценке качества преподавания в вузе в условиях цифровой трансформации образования работодателей на старших курсах. Исследование проводится на основе методов анализа литературных источников и опыта преподавания в вузах некоторых аспектов образовательного процесса с точки зрения взаимосвязи качества обучения с использованием современных информационных технологий, педагогического мастерства и личности преподаватели. Результаты заключаются в анализе причинно-следственных связей формализации учебного процесса, включая дистанционную составляющую, со статусом педагога, его значимостью и приспосабливаемостью к жизненным реалиям. Делаются выводы, что изменения, произошедшие в сфере образования в результате активного и систематического использования цифровых информационных технологий привели к изменению парадигмы информационного взаимодействия между субъектами образовательного процесса (обучающий, обучающийся и интерактивный информационный ресурс), которая теперь заключается в процессе развития дистанционного образования в высшей школе. Этот процесс сопровождается противоречием между его доступностью и качеством, которое пока не может в полной мере удовлетворить ожидания общества, государства и самих обучающихся. Проблема качества дистанционного образования заключается в том, что качество образования оценивают субъекты этого образования. Авторы пришли к выводу, что качество результатов обучения студента должны оценивать не только дистанционный преподаватель, экзаменационная комиссия, но и работодатели через анкетирование работодателей и отзывы клиентов (заказчиков).
Ключевые слова: качество обучения, знания, компетенции, педагогическое мастерство, личность преподавателя.
Дата поступления: 3 ноября 2020 г.
Для цитирования: Ершов В. Н., Ершов Н. В., Козлов О. А., Михайлов Ю. Ф. (2020). К вопросу оценки качества преподавания в вузе в условиях цифровой трансформации образования // Наука о человеке: гуманитарные исследования. Т. 14. № 4. С. 76-81. DOI: 10.17238/^^1998-5320.2020.14.4.9.
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Part 2. Pedagogical Science
Источники
1. Данилюк С. Г., Козлов О. А., Мартиросян Л. П., Мухаметзянов И. Ш., Павлов А. А., Романенко Ю. А., Сердюков В. И., Босова Л. Л., Ежова Г. Л., Касторнова В. А., Прозорова Ю. А., Усенков Д. Ю. Толковый словарь терминов понятийного аппарата информатизации образования Москва, 2012. Сер. Информатизация образования. 186 с.
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4. Уваров, А. Ю. Образование в мире цифровых технологий: на пути к цифровой трансформации. Изд. дом ГУ-ВШЭ, М.: 2018. 168 с.
5. Новиков Д. А. Теория управления образовательными системами. М.: Народное образование, 2009. 452 с.
6. Ершов В. Н. О преподавании дисциплины информационного блока на инженерных специальностях факультета дизайна и информационных технологий//В сборнике: Информационные технологии в организации единого образовательного пространства, Н.Новгород, НГПУ, 2012, С. 75-79.
7. Ершов В. Н., Ершов Н.В. Прикладной бакалавриат в инженерных специальностях //В сборнике: Информационные технологии в организации единого образовательного пространства, Н.Новгород, НГПУ, 2014, С.104-109.
8. Федеральный закон «Об образовании в Российской Федерации» от 29.12.2012 N 273-ФЗ (последняя редакция)
9. Ершов В. Н. Структура курса «Информационная безопасность и защита информации при внедрении системы дистанционного обучения»//В сборнике: Информационные технологии в организации единого образовательного пространства, Н.Новгород, НГПУ, 2013, С. 12-15.
10. Козлов О. А., Михайлов Ю. Ф. Защита информационного образовательного пространства обучаемого от разрушения с помощью искусственных нейронных сетей//Педагогическая информатика. 2018. № 4. С. 38-46.
11. Козлов О. А., Михайлов Ю. Ф. Разработка модели учета влияния эмоций на формирование индивидуальной траектории обучения студента на основе нейросетевых технологий//Открытые семантические технологии проектирования интеллектуальных систем. 2016. № 6. С. 511-516.
12. Козлов О. А. Научные и организационные проблемы использования средств ИКТ для оценки деятельности образовательных учреждений на основе мониторинга выпуск-ников//Ученые записки ИУО РАО. 2016. № 2 (58). С. 141-143.
Информация об авторах
Ершов Владимир Николаевич
Кандидат технических наук, доцент. Нижегородский государственный педагогический университет им. К. Минина (603005, РФ, г. Нижний Новгород, ул. Ульянова, 1). ORCID ID: https://orcid.org/0000-0003-4470-6665. E-mail: vn_ershov@inbox.ru
Ершов Николай Владимирович
Кандидат технических наук, доцент. Нижегородский государственный технический университет им. Р. Е. Алексеева (603950, РФ, г. Нижний Новгород, ул. Минина, 24). ORCID ID: https://orcid. org/0000-0003-3197-5057. E-mail: env.2011@yandex.ru
Козлов Олег Александрович
Доктор педагогических наук, профессор, ведущий научный сотрудник. Институт стратегии развития образования Российской академии образования (105062, РФ, г. Москва, ул. Жуковского, 16). ORCID ID: https://orcid.org/0000-0002-4148-2726. E-mail: ole-kozlov@yandex.ru
Михайлов Юрий Федорович
Кандидат педагогических наук, доцент. Филиал Военной академии Ракетных войск стратегического назначения имени Петра Великого в г. Серпухове (142210, РФ, Московская область, г. Серпухов, ул. Бригадная, 17). ORCID ID: https://orcid.org/0000-0003-3999-5984. SPIN-code: 8137-9221. Author ID: 385648. E-mail: mikhayurij@yandex.ru
© В. Н.Ершов, Н. В.Ершов, О. А.Козлов, Ю. Ф. Михайлов, 2020
