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Trends and features of the informatization of higher education modern stage
- Authors: Levitsky M.L.1, Grinshkun V.V.1, Zaslavskaya O.Y.1
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Affiliations:
- Russian Academy of Education
- Issue: Vol 19, No 4 (2022)
- Pages: 285-299
- Section: INFORMATIZATION OF EDUCATION: A GLOBAL PERSPECTIVE
- URL: https://journals.rudn.ru/informatization-education/article/view/33258
- DOI: https://doi.org/10.22363/2312-8631-2022-19-4-285-299
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Abstract
Problem statement. Nowadays, people are increasingly talking not about the progressive development of higher education in the context of the use of digital technologies, but about its more drastic digital transformation. The problem of identifying and systematizing patterns characterizing the development of universities in the context of the mass introduction of new digital technologies, as well as changes in external influences on student training systems, is urgent. The solution of this problem is significant for determining further scientific and pedagogical research, as well as ways to develop teacher training systems. The purpose of the study is to identify on the basis of domestic and foreign analytical data (OECD, UNESCO and others) directions, characteristics, problems and prospects of informatization of higher education. Methodology. The analysis of scientific publications on the development of didactics and the use of modern teaching tools in universities is based on the study of the species composition and specifics of existing digital resources, the use of mathematical methods for processing numerical data and technologies for their visualization. Results. It is shown that modern informatization of higher education is characterized by the spread of online courses, collections of digital resources, a decrease in the number of computer equipment in universities, the penetration of technologies of the new industrial revolution and many other factors. The development of a fundamental component of higher education that is invariant with respect to the development of technologies, the preparation of students for the use of promising technologies in professional activities, the pooling of resources into a single digital educational environment are significant. Conclusion. Research should be continued to ensure and evaluate the quality of all types of learning tools, to identify theoretical and practical approaches to the integration and unification of disparate information systems. There is a need for a scientifically based substantive and methodological update of the systems of training and retraining of all specialists working in the conditions of digital transformation of higher education.
About the authors
Mikhail L. Levitsky
Russian Academy of Education
Email: oped-rao2017@mail.ru
ORCID iD: 0000-0003-1765-4847
Academician of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor, Academician-Secretary of the Department of Philosophy of Education and Theoretical Pedagogy
8 Pogodinskaya St, Moscow, 119121, Russian FederationVadim V. Grinshkun
Russian Academy of Education
Author for correspondence.
Email: vadim@grinshkun.ru
ORCID iD: 0000-0002-8204-9179
Academician of the Russian Academy of Education, Doctor of Pedagogy, Professor, scientific supervisor of the Laboratory for the Development of the Digital Educational Environment of the Russian Academy of Education; Professor of the Department of Information Technologies in Continuous Education, Peoples’ Friendship University of Russia (RUDN University)
8 Pogodinskaya St, Moscow, 119121, Russian FederationOlga Yu. Zaslavskaya
Russian Academy of Education
Email: zaslavskaya@mgpu.ru
ORCID iD: 0000-0002-6119-8271
Doctor of Pedagogical Sciences, Professor, leading analyst of the Laboratory for the Development of the Digital Educational Environment of the Russian Academy of Education, Professor of the Department of Informatization of Education, Institute of Digital Education, Moscow City University
8 Pogodinskaya St, Moscow, 119121, Russian FederationReferences
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