Please use this identifier to cite or link to this item: http://hdl.handle.net/10995/103100
Title: Shock digitalisation of education: The perception of participants of the educational process
Шоковая цифровизация образования: восприятие участников образовательного процесса
Authors: Nazarov, V. L.
Zherdev, D. V.
Averbukh, N. V.
Issue Date: 2021
Publisher: Russian State Vocational Pedagogical University
Citation: Nazarov V. L. Shock digitalisation of education: The perception of participants of the educational process / V. L. Nazarov, D. V. Zherdev, N. V. Averbukh. — DOI 10.17853/1994-5639-2021-1-156-201 // Obrazovanie i Nauka. — 2021. — Vol. 23. — Iss. 1. — P. 156-201.
Abstract: Introduction. The relevance of the study is determined both by the importance of the problem of digital transformation of education in general, and by the specific conditions, which arose during the crisis caused by COVID-19. The long-term consequences of the emergency transition of Russian education to the distance format, taking into account the ongoing pandemic, have yet to be assessed, but the reaction of the participants in the educational process to the first period of the total distance learning should be analysed immediately as a basis for future management decisions. Aim. The aim of the present research is a comprehensive analysis of the perception of the experience of an emergency transition to a distant education format by the main participants in the educational process. Methodology and research methods. Online survey based on Google forms was employed as the main method. The respondents to the survey included participants in the educational process, mostly permanently residing in the Sverdlovsk region (99% of the respondents). The survey was conducted in September - October 2020. The survey participation was voluntary and completely anonymous. As a result of the survey conducted, more than 24,500 original responses were received and processed. The data obtained were compared with the results of secondary studies (primarily, with the monitoring studies of the Higher School of Economics). Results. The research findings demonstrate a number of significant shortcomings in the strategy of digital transformation of education, such as the insufficient development of the digital communication infrastructure in the regions, the technological and competence-based digital inequality, the lack of well-developed methods of using digital educational tools, the lack of high-quality content, the lack of full-fledged integrated educational resources on the market. The shortcomings mentioned above apparently led to a decrease in the quality of education during the period of self-isolation and provoked a reaction of rejection of digital educational forms and an increase in technological pessimism among a significant part of the respondents. The results are presented in correlation with secondary studies, which confirms the reliability of the general conclusions. Scientific novelty. The scientific novelty of the research lies in the attraction, systematisation and analytical generalisation of original material on the urgent problem of digital transformation of education, collected in one of the largest and technologically advanced regions of the Russian Federation. Practical significance. The current article makes it possible to more accurately assess the situation in regional education and provides reference points both for conducting longitudinal research and for making current and strategic management decisions in Russian education at the regional and federal level. © 2021 Russian State Vocational Pedagogical University. All rights reserved.
Keywords: DIGITAL INEQUALITY
DIGITAL OPTIMISM
DIGITAL PESSIMISM
DIGITAL TRANSFORMATION OF EDUCATION
REFLECTION
REGIONAL EDUCATION IN RUSSIA
RESISTANCE TO INNOVATION
STRATEGIC PLANNING IN EDUCATION
URI: http://hdl.handle.net/10995/103100
Access: info:eu-repo/semantics/openAccess
SCOPUS ID: 85100544541
PURE ID: 20894443
cb889a36-bf2c-4671-918f-2be09236e3f1
ISSN: 19945639
DOI: 10.17853/1994-5639-2021-1-156-201
metadata.dc.description.sponsorship: The reported study was funded by the Russian Foundation for Basic Research (RFBR) in the framework of the research project No. 19-29-14176. The authors would like to express their deepest gratitude to the Institute for the Development of Education of the Sverdlovsk Region for assistance in organising and conducting the survey.
Appears in Collections:Научные публикации, проиндексированные в SCOPUS и WoS CC

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