Digitalization: Mainstream for the University Education and Challenges for the Teachers

The extensive dissemination of digital technologies, their transnationality, transculturality, accessibility in almost every family and the implementation of ideas for building a digital economy are a challenge for the Russian system of professional education. The answers to this challenge are, in particular, the integration of open educational resources into the educational programs of higher education institutions, the formation of professional education architecture based on network forms of interaction in the national and global space, their wide extension containing certain difficulties and requiring additional study.

The aim of this review article is to analyze the situation in the sphere of digitalization of higher education, to specify the directions of transformation, the conditions and factors of Russian university teachers’ employment associated with the introduction of online courses in the educational programs of professional education, and to formulate and justify issues, which are to be studied in the process of additional empirical research.

The methodological reference point of the research is the concepts and theories of e-learning in higher education based on the integration of open educational resources into the educational process. The information base are the results of Russian and foreign scientists’ studies on the transformation of knowledge acquisition processes in the modern world, digitalization of education, evaluation of the effects of using open educational resources, loyalty and acceptance of online courses by the university community. The main research methods are review, analysis and synthesis, which allow to expand the understanding of online courses use in the university education system, and to formulate tasks for additional research of the teachers who integrate online courses.

Our analysis shows that the integration of online courses in higher education programs is an epoch’s demand conditioned by changes in the principles and technologies of knowledge transfer and development. Leading universities increasingly rely on open educational resources, the introduction of the latter providing all the participants (the University, the teacher, the student) with information, technological, temporary, economic, and image effects.

The Russian scientific space sees here the first raise of the following issues to be studied: 1) changes in the conditions of Russian university teachers’ employment in connection with the introduction of online courses in educational programs; 2) motivation for their activities on development and maintenance of online courses to date; 3) the opinion on the online courses as acceptable or rejectable in their professional activities.

This article might be of use for representatives of the university administration (concerning the problems of summarizing information about the introduction of online courses in the educational process, setting research questions to be studied for the formation of teaching staff’s loyalty and acceptance of this or that training system). Of no less interest should it be for any university teacher, as we try to detalize the content of online courses and to identify the effects of their implementation. In the nearest future, the authors intend to publish the results of an empirical study on online learning technologies perception by university teachers and on their attitude to these technologies.

1. Uvarov A. Yu., Gable E., Dvoretskaya I. V. et al. Trudnosti i perspektivy tsifrovoi transformatsii obrazovaniya [The Challenges and Opportunities of the Digital Transformation of Education]. Moscow, Higher School of Economics, 2019, 343 p. (In Russ.).

2. Budushchee obrazovaniya: global’naya povestka [The Future of Education: a Global Agenda], available at: http://rusinfoguard.ru/wp-content/uploads/2016/12/GEF.Agenda_ru_full.pdf (accessed 09.02.2020). (In Russ.).

3. Snow C. C., Fjelstad Ø. D., Langer A. M. Designing the Digital Organization. Journal of Organization Design, 2017, vol. 6, iss. 7, pp. 1–13. DOI: 10.1186/s41469–017–0017-y. (In Eng.).

4. Wikramanayake G. N. Impact of Digital Technology on Education. In: 24th National Information Technology Conference Computer Society of Sri Lanka, Colombo, Sri Lanka, 2005, pp. 82–91, available at: http://192.248.16.117:8080/research/bitstream/70130/144/1/Wikramanayake2005%5B1%5D.pdf (accessed 31.01.2020). (In Eng.).

5. Konev V. A. Universitet: iz galaktiki Gutenberga v galaktiku Tsukerberga [The University: from the Gutenberg Galaxy to the Zuckerberg Galaxy]. Vestnik Tomskogo gosudarstvennogo universiteta Filosofiya. Sotsiologiya. Politologiya, 2018, no. 42, pp. 145–153. DOI: 10.17223/1998863Х/42/15. (In Russ.).

6. Strekalova N.B. Riski vnedreniya tsifrovykh tekhnologii v obrazovanii [Risks of Digital Technologies Implementation into Education]. Vestnik Samarskogo universiteta. Istoriya, pedagogika, filologiya, 2019, vol. 25, no. 2, pp. 84–88. DOI: 10.18287/2542-0445-2019-25-2-84-88. (In Russ.).

7. Rastorguev S. V., Tyan Y. S. Tsifrovizatsiya ekonomiki Rossii: tendentsii, kadry, platformy, vyzovy gosudarstvu [Digitalization of the Russian Economy: Trends, Personnel, Platforms, and Challenges to the State]. Monitoring obshchestvennogo mneniya: Ekonomicheskie i sotsial’nye peremeny, 2019, no. 5 (153), pp. 136–161. DOI: 10.14515/monitoring.2019.5.08. (In Russ.).

8. Ellison N. B., Steinfield C., Lampe C. The Benefits of Facebook «Friends»: Social Capital and College Students’ Use of Online Social Network Sites. Journal of ComputerMediated Communication, 2007, vol. 12, iss. 4, pp. 1143–1168. DOI: 10.1111/j.1083–6101.2007.00367.x. (In Eng.).

9. Uvarov A. Yu. Zachem nam eti MUKi [Why Should We Suffer from the MOOCs]. Informatika i obrazovanie, 2015, no. 9 (268), pp. 3–17. (In Russ.).Pacheco E., Lips M., Yoong P. Transition 2.0: Digital Technologies, Higher Education, and Vision Impairment. The Internet and Higher Education, 2018, no. 37, pp. 1–10. DOI: 10.1016/j.iheduc.2017.11.001. (In Eng.).

10. Meenakumari J. Innovation in Higher Education Administration through ICT. International Journal of Research In Computer Application & Management, 2012, vol. 2, iss. 1, pp. 104–106. URL: https://ijrcm.org.in/article_info.php?article_id=1208 (accessed 11.01.2020). (In Eng.).

11. Kuzminov Ya. «Tsifra – eto novyi yazyk, i lyuboi student dolzhen byt’ gotov k zhizni v tsifrovom mire» [«Digit is a New Language, and Any Student Should Be Ready for Life in the Digital World»], available at: https://www.hse.ru/news/edu/332931607.html (accessed 30.01.2020). (In Russ.).

12. Bystrova T. Yu., Larionova V. A., Osborne М., Platonov A. M. Vnedrenie sistemy otkrytogo elektronnogo obucheniya kak faktor razvitiya regiona [Introduction of Open E-Learning System as a Factor of Regional Development]. Ekonomika regiona, 2015, no. 4, pp. 226–237. DOI: 10.17059/2015-4-18. (In Russ.).

13. Koch L. F. The Nursing Educator’s Role in E-Learning: a Literature Review. Nurse Education Today, 2014, vol. 34, iss. 11, pp. 1382–1387. DOI: 10.1016/j.nedt.2014.04.002. (In Eng.).

14. Titova S. V. MOOK v rossiiskom obrazovanii [MOOCs in Russian Universities]. Vysshee obrazovanie v Rossii, 2015, no. 12, pp. 145–151. (In Russ.).

15. E-Learning Trends 2019, available at: https://www.docebo.com/resource/report-elearning-trends-2019/ (accessed 23.01.2020). (In Eng.).

16. Mozhaeva G. V. Elektronnoe obuchenie v vuze: sovremennye tendentsii razvitiya [E-Learning in Higher Education Institution: Current Trends of Development]. Gumanitarnaya informatika, 2013, no. 7, pp. 126–138. (In Russ.).

17. Semenova T. V., Vilkova K. A., Shcheglova I. A. Rynok massovykh otkrytykh onlain-kursov: perspektivy dlya Rossii [The MOOC Market: Prospects for Russia]. Voprosy obrazovaniya, 2018, no. 2, pp. 173–197. DOI: 10.17323/18149545-2018-2-173-197. (In Russ.).

18. Joksimović S., Kovanović V., Skrypnyk O., Gaševic D., Dawson S., Siemens G. The History and State of Online Learning. Education. In: G. Siemens, D. Gašević, S. Dawson (eds.), Preparing for the Digital University: a Review of the History and Current State of Distance, Blended, and Online Learning, MOOC Research Initiative (2015), available at: https://linkresearchlab.org/PreparingDigitalUniversity.pdf (accessed 09.02.2020). (In Eng.).

19. Kiuru K. V., Popova E. E. Ispol’zovanie tsifrovogo kontenta v obrazovatel’nom protsesse vuza kak otvet na vyzovy vizual’nogo povorota [Using Digital Content in Higher Education as a Response to Challenges of Visual Turn]. Vestnik Chelyabinskogo gosudarstvennogo pedagogicheskogo universiteta, 2018, no. 2, pp. 91–102. DOI: 10.25588/CSPU.2018.02.09. (In Russ.).

20. Janelli M. Elektronnoe obuchenie v teorii, praktike i issledovaniyakh [Elearning in Theory, Practice and Research]. Voprosy obrazovaniya, 2018, no. 4, pp. 81–98. DOI: 10.17323/1814-9545-2018-4-81-98. (In Russ.).

21. Ainutdinova I. N., Ainutdinova K. A. Onlain-kursy: tipologicheskie osobennosti i vozmozhnosti vnedreniya v obrazovatel’nye programmy universitetov Rossii [Online Courses: Typological Features and Opportunities for Integration into Educational Programs of Universities in Russia]. Kazanskii vestnik molodykh uchenykh, 2018, vol. 2, no. 5 (8), pp. 174–179. (In Russ.).

22. Onlain-obuchenie: kak ono menyaet strukturu obrazovaniya i ekonomiku universiteta. Otkrytaya diskussiya Ya. I. Kuz’minov – M. Karnoi [Online Learning: How It Affects the University Structure and Economics. Yaroslav Kuzminov – Martin Carnoy Panel Discussion]. Voprosy obrazovaniya, 2015, no. 3, pp. 8–43. DOI: 10.17323/1814-95452015-3-8-43. (In Russ.).

23. Krasnova G. A., Mozhaeva G. V. Elektronnoe obrazovanie v epokhu tsifrovoi transformatsii [E-Learning in the Era of Digital Transformation], Tomsk State University, 2019, 200 p. (In Russ.).

24. OECD. Giving Knowledge for Free: The Emergence of Open Educational Resources (2007), available at: http://www.oecd.org/education/ceri/38654317.pdf (accessed 10.01.2020). (In Eng.).

25. The William and Flora Hewlett Foundation. Open Educational Resources: Advancing Widespread Adoption to Improve Instruction and Learning (2015), available at: https://www.hewlett.org/wp-content/uploads/2016/11/Open_Educational_Resources_December_2015.pdf (accessed 09.02.2020). (In Eng.).

26. Wiley D. The Access Compromise and the 5th R (2014), available at: http://opencontent.org/blog/archives/3 (accessed 27.01.2020). (In Eng.).

27. Markus M. L. Toward a «Critical Mass» Theory of Interactive Media. In: J. Fulk, C. Steinfield (eds.), Organizations and communication technology Newbury Park, SAGE, 1990, pp. 194–218. (In Eng.).

28. By The Numbers: MOOCs in 2018, available at: https://www.classcentral.com/report/mooc-stats-2018/ (accessed 27.01.2020). (In Eng.).

29. Professor Leaving Stanford for Online Education Startup, available at: http://www.nbcnews.com/id/46138856/ns/technology_and_science-innovation/t/professor-leavingstanford-online-education-startup/#.XhQmVy1eNVo (accessed 27.01.2020). (In Eng.).

30. Hilton J. Open Educational Resources, Student Efficacy, and User Perceptions: a Synthesis of Research Published between 2015 and 2018. Educational Technology Research and Development, 2019, vol. 68, pp. 853–876. DOI: 10.1007/s11423-019-09700-4. (In Eng.).

31. Ikahihifo T. K., Spring K. J., Rosecrans J., Watson J. Assessing the Savings from Open Educational Resources on Student Academic Goals. International Review of Research in Open and Distributed Learning, 2017, vol. 18, iss. 7, pp. 126–140. (In Eng.).

32. Prensky M. Digital Natives, Digital Immigrants. Part 1. On the Horizon, 2001, vol. 9, no. 5, pp. 1–6. DOI: 10.1108/10748120110424816. (In Eng.).

33. Blurton C. New Directions of ICT-Use in Education, UNESCO World Communication and Information Report, 1999, available at: http://www.unesco.org/education/educprog/lwf/dl/edict.pdf (accessed 27.01.2020). (In Eng.).

34. Kosmarski A. A. Blokchein dlya nauki: revolyutsionnye vozmozhnosti, perspektivy vnedreniya, potentsial’nye problemy [ Blockchain for Science: Revolutionary Opportunities, Implementation Prospects, Potential Issues]. Monitoring obshchestvennogo mneniya: Ekonomicheskie i sotsial’nye peremeny, 2019, no. 2 (150), pp. 388–409. DOI: 10.14515/monitoring.2019.2.16. (In Russ.).

35. Chekhonina O. B., Kuznetsova S. A. Massovye otkrytye onlain-kursy kak sredstvo povysheniya kvalifikatsii prepodavatelya vuza [Mass Open Online Courses as a Means of Advanced Training for a University Teacher]. In: Kusov I. S. (ed.), Opyt i perspektivy onlain-obucheniya v Rossii [Experience and Prospects of Online Education in Russia], Sevastopol, 2019, pp. 79–81. (In Russ.).

36. Professor Leaves Stanford Teaching Post, Hoping to Reach 500,000 at Online Start-Up, available at: https://www.chronicle.com/article/Professor-Leaves-Teaching-Post/131102 (accessed 27.01.2020). (In Eng.).

37. Dolzhenko R. A., Lobova S. V. Vzaimosvyaz’ prekarizatsii zanyatosti i trudovoi mobil’nosti nauchno-pedagogicheskikh rabotnikov regional’nykh vuzov: postanovka problemy [Interrelation between the Employment Precarization and Labour Mobility of Scientific and Pedagogical Workers of Regional Higher Schools: Problem Statement]. Universitetskoe upravlenie: praktika i analiz, 2018, vol. 22, no. 2 (114), pp. 83–96. DOI: 10.15826/umpa.2018.02.01.019. (In Russ.).

38. МООС mogut izmenit’ ekonomiku vysshego obrazovaniya [МООС Can Change the Economics of Higher Education], available at: http://www.unkniga.ru/company-news/7576-moos-mogut-izmenit-ekonomiku-vysshego-obrazovaniya.html (accessed 15.02.2020). (In Russ.).

39. Acemoglu D., Laibson D., List J. A. Equalizing Superstars: The Internet and the Democratization of Education. American Economic Review: Papers & Proceedings, 2014, vol. 104, no. 5, pp. 523–527. DOI: 10.1257/aer.104.5.523. (In Eng.).

40. Sandanayake T. C. Promoting Open Educational Resources-Based Blended Learning. International Journal of Educational Technology in Higher Education, 2019, no. 16, pp. 1–16. DOI: 10.1186/s41239-019-0133-6. (In Eng.).

41. Proektnaya deyatel’nost’ stanet osnovoi obnovlennoi modeli obucheniya studentov VShE [Project Activities will Become the Basis of an Updated Model for Training HSE Students], available at: https://www.hse.ru/news/edu/326123717.html (accessed 15.02.2020). (In Russ.).

42. Bagirova A. P., Klyuev A. K., Notman O. V. [et al.]. Prepodavatel’skii trud v sovremennoi Rossii: transformatsiya soderzhaniya i otsenki [Teaching Labor in Modern Russia: Transformations of the Content and Assessment], Yekaterinburg, Ural University Press, 2016, 207 p. (In Russ.).

43. Pochemu Yaroslav Kuz’minov za revolyutsiyu v vysshem obrazovanii? [Why is Yaroslav Kuzminov for the Revolution in Higher Education?], available at: https://zen.yandex.ru/media/id/5cb4de8334965700b3a48780/pochemu-iaroslav-kuzminov-za-revoliuciiu-v-vysshem-obrazovanii-5deea657d7859b00af01b0c6 (accessed 16.01.2020). (In Russ.).

44. Allen E., Seaman J. Freeing the Textbook: Open Education Resources in U. S. Higher Education (2018), available at: http://www.onlinelearningsurvey.com/reports/free-ingthetextbook2018.pdf (accessed 28.01.2020). (In Eng.).

45. Fischer L., Hilton J., Robinson T. J., Wiley D. A. A Multi-Institutional Study of the Impact of Open Textbook Adoption on the Learning Outcomes of Post-Secondary Students. Journal of Computing in Higher Education, 2015, vol. 27, iss. 3, pp. 159–172. (In Eng.).

46. Baas M., Admiraal W., van den Berg E. Teachers’ Adoption of Open Educational Resources in Higher Education. Journal of Interactive Media in Education, 2019, no. 9, pp. 1–11. DOI: 10.5334/jime.510. (In Eng.).

47. Valerii Fal’kov anonsiroval poyavlenie iz-za virusa «drugogo vysshego obrazovaniya» [Valery Falkov Announced the Appearance of «One More Higher Education» due to the Virus], available at: http://www.sib-science.info/ru/fano/falkov-anonsiroval-poyavlenie-iz-za-virusa-09042020 (accessed 09.06.2020). (In Russ.).