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13Теоретические и методические основы образовательно-научной подготовки бакалавров и магистров в условиях массовых открытых дистанционных курсов
Гулая Татьяна Михайловна,
старший преподаватель, кафедра иностранных языков № 2, ФГБОУ ВО «Российский экономический университет имени Г.В. Плеханова» E-mail: tg87rs@rambler.ru
Романова Светлана Анатольевна,
канд. социол. наук, доцент, кафедра иностранных языков № 2, ФГБОУ ВО «Российский экономический университет имени Г.В. Плеханова» E-mail: sromanova1@mail.ru
Герасименко Татьяна Леонидовна,
старший преподаватель, кафедра иностранных языков № 2, ФГБОУ ВО «Российский экономический университет имени Г.В. Плеханова» E-mail: gerasimenko_2005@mail.ru
В статье обоснована характеристика категориально-понятийного поля исследования, очерчены методологические подходы к исследованию проблемы образовательно-научной подготовки бакалавров и магистров в условиях массовых открытых дистанционных курсов. Авторами проанализировано становление и развитие массовых открытых дистанционных курсов за рубежом. В основу педагогического исследования положен комплексный подход к обучению, предоставляющий возможность совместить социальные, психологические и педагогические факторы, развивающую, воспитательную и образовательную функции обучения, а, следовательно, обеспечить единство всех компонентов методической системы обучения. В статье разработаны основные теоретические и методические основы образовательно-научной подготовки бакалавров и магистров в условиях массовых открытых дистанционных курсов.
Ключевые слова: образовательно-научная подготовка, бакалавры, магистры, образовательная модель, образовательные технологии, сроки обучения, сертификация, оценка знаний, массовые открытые дистанционные курсы.
Introduction
Nowadays, the process of training bachelors and masters is moving to a fundamentally new level. Content for training a future specialist becomes outdated long ahead of the graduation period, as modern technologies change every year. Accordingly, we need tools that will make it possible to train highly-qualified bachelors and masters, taking into account the peculiarities of technological progress and updated educational systems. Therefore, each cycle of training a future professional should be focused on the needs and demands of the economy in the context of technological progress.
Training a bachelor as the first stage of learning and a master as the second one can be regarded now from the positions of both professional and educational-scientific aspects. If the first stage of training is aimed at professional activity and the acquisition of competencies in the relevant specialty, the second stage of training is focused on improving the scientific activity of future specialists.
The use of mass open online courses in the educational and scientific training of bachelors and masters is the subject of our research. The purpose of the study is to justify the need to preserve the theoretical and methodological base of educational and scientific training of future specialists in combination with the advantages provided by MOOCs.
Education and training of future specialists -concepts and interpretations
The concept of "education" is very complex and multidimensional. Scientific pedagogical literature identifies three interpretations of the term "education". The first one considers education as a process, the second - as a result, and the third - as a process and result of mastering knowledge, skills and abilities.
Researcher A.A. Slobodchikova notes that education is a process of creating intelligence and accumulating mental experience, which is the basis of intellectual maturity. She points out that education is the process of acquiring knowledge as well as skills and abilities necessary in activities and transforming values.
According to G.M. Tsybulsky, " education is a process of self-disclosure of a person throughout his life. As a result, a complete image of this person is ob-tained» [16, p.28-33]. The scientist considers education to be a purposeful process of improvement and training in the interests of the individual, society, and the public administration, followed by the ascertaining of the citizen's reaching the educational levels.
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Accordingly British dictionary, "education" is the process of acquiring systematic knowledge by a person, as well as his/her preparation for social life as a result of this process [2].
The Columbia encyclopedia interprets the term "education" as a formal or informal process that forms a person's maturation potential. "Education is considered to be the conscious effort of human society to acquire skills and ways of thinking as well as a necessary element of social functioning." [9, P. 384]. Educational methods often reflect public attitudes and demands.
It should be noted that there are also advocates of the second interpretation of the term "education". They note that education is a result of learning. Literally, this means the formation of images, complete representations of a phenomena and objects under study.
Education is an individual culture of various types of activity and communication of a person, which he/ she masters by means of a purposeful and holistic educational system which at certain stages of development turns into self-education. It ensures that a person enters the world of culture at different stages of his life. If we understand and evaluate the results of education, then, in the most general form, they can be described as mastering the culture of various kinds of activities and communication.
Foreign researchers [1] present the following definitions of the term "education":
- formation of the general knowledge and development of the power of thinking and judgment;
- obtaining certain professional knowledge and skills;
- the result obtained through training or research;
- science or art of learning.
Education is the available amount of systematized knowledge, abilities, skills, and ways of thinking that a person professionalism. The most general definition of the term "education" given by the supporters of the third interpretation, which we will also adhere to, is as follows: education is the process and result of a person's assimilation of systematic knowledge, skills and abilities.
It should be noted that the educational and scientific training of a specialist provides obtaining a qualification in the relevant field of training or specialty. In a dictionary of methodological terms and concepts, specialist training is defined as a system of organizational and pedagogical measures that ensures the formation in a person a special orientation of knowledge, abilities, skills and readiness for activity. [11, p.24-28].
At present, educational and scientific training becomes the foundation for the development of a person, versatility of his/her knowledge. The current rapid development of the information society outstrips the ability to meet the demand for educational and scientific training of experts. Now some universities use outdated technology in training future specialists. Since the volume of new scientific and technical information doubles every year, for undergraduates, who study for two years, about half of the acquired knowledge will become outdated before the end of the second year of study.
In his works Fiapshev B. Kh. [7, p.216] notes that the training of bachelors and masters in any specialty requires not only close connection of special disciplines with methods of scientific research in this specialty but also its fundamental ideas and concepts.
Educational and scientific training of a future specialist presupposes the development of ability to work in a scientific environment and use the research skills in his/her activity. Bachelor/master should be trained to develop and implement research models, methodology, innovative technologies and be able to analyze the results of their use.
Moreover, a future specialist should master the skills of planning and conducting educational and research activities, quickly find ways to solve problems if they appear in the research courses. The training also provides integrative personal education for self-development and self-improvement, which includes interrelated theoretical, practical and psychological elements.
The rapid development of information technologies in the 21st century has made the problem of modernizing the education and science system urgent. Open and flexible forms of education using information and communication technologies significantly improve the quality of education. Innovative technologies individualize the educational process in accordance with the needs of the student, contribute to the introduction and support of innovations in pedagogy, make the learning process more interesting. They also facilitate the organizational transformation and modernization of the educational system and institutions, which improves the quality of education and provides access to learning that goes beyond the traditional educational environment. Modern education systems are changing and are acquiring a mass remote character. Full-time training is supplemented with e-learning courses.
E-learning course
A learning course represents a set of educational content that corresponds to the training program for specialists in a particular field. At present, educational content is often presented in an electronic format.
Full-time training for both bachelors and masters is carried out in the classrooms and laboratories and includes elements of distance learning: electronic textbooks, video lectures, presentations, etc. The development of LMS (Learning Management System) has expanded the possibilities of using e-learning content [3, p. 188-197]. E-learning courses in the LMS system can provide the presentation of educational material in both text and audio-visual form, as well as an opportunity to manage the learning process. Such training courses are called distance learning.
A distance learning course is a set of educational materials and educational services created in a virtual learning environment for organizing distance learning based on information and communication technologies. The researchers emphasize that a distance learning course is a planned by the teacher activity, which is aimed at mastering the presented education-
al information by applicants for higher education [4, p.3-9].
In her research Shuvayeva V.V. [14, p.36-39] defines a distance learning course as a step-by-step instruction developed with a certain degree of accuracy that ensures the assimilation of the training course, that is, the achievement of the goals set out in its description.
Defining pedagogical aspects of training with the use of a distance course, Sadyrin V.V., Potapo-va M.V., Tatyanchenko D.V. [13, p.19-25] make the point that such a course is the content of lessons that provides the process of active exchange of information and opinions of teachers and applicants for higher education, as well as applicants with each other.
After the tuition fee is set, there is a control terms of training (fixed dates of certification) are established. It is included in the system of training a specialist of a certain qualification (the bachelor, the master).
In general, the definition of the concept "distance learning" is not clearly determined. In our research, we consider the term "distance course" as a structured training material for the provision of educational services in a particular area, focused on achieving preset learning goals and based on the use of information and communication technologies.
Technological progress and a number of regulatory documents provide the openness of educational materials in distance courses that accompany the educational process. For this reason, online learning courses are becoming open.
Special programs and open-source platforms are being developed. Open online courses provide open content, where the term "open" means the absence of restrictions imposed by Creative Commons and allows reuse of the content. The openness of the online course means that the course materials and the results of collaborative work are available on the Internet in an open access for participants.
The British researchers John Davies and M. Graff note that an open online learning course is, in fact, an open practice, which is considered to be a transparent activity of participants of the educational process [5, p.657-663]. Creating the content of such a course requires time, effort, and resources, and opens up numerous discussions around intellectual property rights.
An open online learning course can be presented as an educational environment joined by future or established specialists with different skills and needs. The open course curriculum allows to adapt the course to the participants in the process of learning.
Foreign educators understand open online courses as distance courses, the content of which is accessible to anyone. They emphasize that such courses apply the latest multimedia technologies and the Internet resources in order to improve the learning experience, providing access to information resources and services and ensuring opportunities for cooperation and exchange of knowledge.
In an open online learning course, the teacher plays an important role in implementing interaction with students, exchange of information and resources, participation in discussions.
The concept of an open online learning course means removing barriers to learning, enabling everyone to learn regardless of their physical location, and applying modern learning technologies.
The interpretation of the essential characteristics of an open online course presented in the Russian scientific literature indicates the existence of different points of view on the definition under study.
Researchers Fadeyev G.N. [6, p.31-39] and Se-lemenev S.V. [14, p.94-104] correlate an open distance learning course with an element of heuristic education, implemented via the Internet and based on the use of communication technologies for constructing knowledge.
Also, an open online course can be considered as a formalized educational system in which access to educational resources is provided to everyone without checking the input parameters of knowledge and which uses modern technologies with the maximum degree of consideration for the desires and capabilities of the student. Foreign scientists claim that the task of open education is to prepare students for full and effective participation in public and professional spheres of life in the information society [9,10].
We suppose, that "distance course" is a set of structured unified material within a single learning environment, access to which is available for each participant.
The concept of open online learning courses involves the integration of learning methods and the free use of various information systems that are as important as the learning process itself. Open online courses determine the personal trajectory of the learning process, ensure the development of information culture and change the role of the teacher.
In the context of technological progress, access to online courses is expanding. In the pedagogical literature, the term "mass distance learning" appears, since distance learning is becoming widespread.
Foreign researchers provide several definitions of the term "mass online course". This course is:
- interesting and useful to a large number of people;
- public, intended for broad masses;
- covering the range of knowledge and abilities
necessary for mass audience;
- created in a large number.
Short history, peculiarities and advantages of MOOCs
Mass open online courses (MOOCs) emerged as a revolutionary idea of public higher education.
MOOCs were pioneered by Stephen Downes and George Siemens from the University of Manitoba, Canada. But what really introduced the idea of MOOCs to mass consciousness was the course "Introduction to artificial intelligence" offered by Stanford University professors Sebastian Thrun and Peter Nor-wig. 160,000 people from 190 countries signed up for the course and, thus, a new method of teaching and learning emerged. MOOCs were massive, online, and open, and they promised to provide an opportunity for millions of students to be under the tutelage of famous
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professors at elite universities. S. Thrun and P. Norwig continued to work in this direction by creating Udac-ity, a website that provides information about new courses and allows students to enroll on them. Two other companies, Coursera and edX, were launched in 2012, each offering online courses from American most prestigious universities.
Mass open online courses have literally broken into the traditional educational system. Millions of students from all over the world sign up for them, thousands of courses are offered, and hundreds of universities participate in their creation.
Training in mass open online courses requires active engagement of all participants. This often leads to the formation of sub-networks of higher education applicants to address individual issues. Thus, a mass open online learning course is based on the active participation of hundreds and thousands of applicants for higher education, who themselves organize activities in accordance with the learning goals, preliminary knowledge and skills, as well as common interests.
In fact, a mass open online course is a semantic network model, where the learning process management system is reduced to a single node in the network and is used mainly for management tasks.
A mass open online course is a learning course where access to educational materials is open and global, rather than regional, and extends beyond the University. This course is based on modern information and communication technologies and reduces barriers to learning. It increases the independence of higher education applicants who acquire professional skills to participate in global interactions. Mass open online courses are a testing ground for knowledge growth in a distributed, global digital world and are of great importance for the future of digital society.
Integration of MOOCs into university curricula
We recommend three stages of integrating mass open online courses in the educational and scientific training of bachelors and masters.
The first stage is the selection of the optimal group of mass open online courses (the analysis and research of a diversity of the courses presented on the Internet). The second stage is the analysis of the selected courses and prospects for integration (the compatibility with the curriculum of a particular university and specialty). The third stage is the use of such courses in the educational process (the analysis of the possibility to replace a regular course with an online course in the framework of bachelor's and master's degree programs).
After selecting a set of mass open online courses, each of them is analyzed in order to integrate it organically into the educational process.
Figure 1 describes the suggested pattern for integrating a mass open online course in a university curriculum.
The duration of each selected mass open online course is correlated with the corresponding semester of training, and the certification date is correlated with
the period of university exams. The course content must correspond to the curricula of training bachelors and masters, and the degree of integration must be determined.
MASS OPEN ONLINE COURSE
Compatibility with the curriculum of bachelors' training
Compatibility with the curriculum of masters' training
Duration of the course
Degree of integration
Certification date
High
Sufficient
Duration of the course Degree of integration
A
Certification date High
-L
Average j
Average +
Fig. 1. Integration of a mass open online course into the program of training future specialists Source: Authors' own research
The degree of integration of mass open online course is considered high if the content and curriculum coincide with the content and curriculum provided by the University. The degree of integration of a mass open online course is considered sufficient if two or more modules of this course coincide with some modules of disciplines provided by the University. The degree of integration of a mass open online course is considered average if one of the modules of this course coincides with one of the modules of disciplines provided by the University. The degree of integration of a mass open online course is considered low if one or more lectures of this course coincide with one or more lectures provided by the curriculum.
Given the degree of integration, the curriculum may include either the entire course or its individual elements. If the degree of integration of a mass open online course is high, then such a course can replace the discipline in the curriculum if there is a certificate indicating the total number of points received by the student. The certificate must also indicate the total possible number of points that can be obtained for the course. In this case, the student needn't take the exam in the discipline if he is satisfied with the number of points he received during the course. If a bachelor or a master student is not satisfied with the number of points indicated in the certificate, they should be asked to take the exam. But at the preliminary stage, the student must present a monitoring picture of the mass open online course, which indicates the types of work performed and the number of points received without taking into account the course's examination activities (tests, control tasks, etc.).
If the courses have a sufficient or average level of integration, the student must submit to the teacher a monitoring picture in the form of screenshots or other tabular documents that are provided by the course. In this case, monitoring should cover the types of work performed, the number of points for certain types of
work that a module or several modules contain. If the degree of integration is low, the monitoring picture should indicate the number of points corresponding to one or more lectures attended by the future specialist.
An optimally selected mass open online course can replace internships, in particular, foreign ones. In this case, a future master must submit the certificate and a short report, which is a brief analytical summary of the knowledge gained during the course. Conclusions
As a result of the analysis of the conceptual apparatus of the study, it was found that educational and scientific training of bachelors and masters is the process and result of the systematic and purposeful acquisition of special knowledge, skills and abilities that allow to carry out research in a particular scientific field. Such training should turn into a mass self-education aimed at cognition and transformation of objective reality, which result in purposefully selected and systematized scientific facts, logically verified hypotheses, generalizing theories, as well as research methods.
The system of training with the use of mass open online courses is an essential part of educational and scientific training of bachelors and masters. However, this system is constantly changing and therefore requires continuous improvement of the content, forms, and methods of training applicants for higher education, as well as scientific and methodological skills of the faculty members.
Having analyzed various interpretations of the concept "education" by domestic and foreign experts in the field of teaching methods and pedagogy of higher education, the history and development of distance learning courses, the authors came to the conclusion that mass open online courses as an integrated, streamlined, standardized content designed in the learning environment, make education more meaningful and relevant, they contribute to the educational and scientific training of future specialists due to unlimited by one educational institution access to educational content.
The authors consider the advantages, usefulness and expediency of using mass open online courses in the educational process, introducing students to the interactive learning tools of prestigious universities, including online courses in the university curricula, depending on the degree (see Figure 1) of their compatibility with university programs.
The authors make the point that mass open online courses:
- expand educational opportunities of higher education institutions, enrich the content of educational material;
- give students the opportunity to learn about the best practices of the world's leading universities;
- save university funds used for arranging internships for bachelor's and master's degree students abroad;
- allow students to create their own individual learning paths in accordance with their needs and learning abilities, that is, provide an opportunity for self-paced adaptation to the learning process.
Литература
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THEORETICAL AND METHODICAL ASPECTS OF EDUCATIONAL AND SCIENTIFIC TRAINING OF BACHELORS AND MASTERS WITH THE USE OF MASS OPEN ONLINE COURSES
Gulaya T.M., Romanova S.A., Gerasimenko T.L.
Plekhanov Russian University of Economics
The use of information and communication technologies is a driving force of education development and innovation which is becoming increasingly important in the digital age. The article analyzes the theoretical and practical aspects of integrating mass open online courses in educational and scientific training of future specialists engaged in bachelor's and master's degree programs. The advantages of MOOCs as a platform for improving course content, increasing authenticity, engagement, collaboration, and overall effectiveness of the educational process are discussed. The authors propose three stages of integrating a mass open online course into the university curriculum and present a pattern based on determining the degree of integration (consistency with the university curriculum), the period of study (duration of the course and university semesters), and evaluation of learning outcomes (dates of certification and university exams).
Keywords: educational and scientific training, bachelors, masters, educational technologies, certification, mass open online course.
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