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BARRIERS IN THE PEDAGOGICAL SUPPORT OF ELECTRONIC LEARNING IN A HIGHER EDUCATION INSTITUTION // Pedagogical Review. 2022. Issue 3 (43). P. 68-78

E-learning is becoming an integral part of the educational process in universities. Online interaction between students, students and teachers remains significant in e-learning. It affects the involvement of students in the educational process. The article deals with the analysis of the interaction difficulties in e-learning which teachers and students face in universities. The author looks for the difficulties in the results of sociological research conducted at Tomsk State University and Tomsk Polytechnic University in 2016, and the results of the focus group «Online course support» organized at Tomsk State University in 2018. The article highlights social, organizational, technical and economic difficulties for the educational process subjects in the pedagogical support of e-learning. Also, recommendations were formulated to overcome these difficulties. The main difficulties for teachers and students in quantitative research are the lack of time, the lack of ICT competencies necessary to work in an electronic campus environment. In addition, students note failures in the work of the portal. The focus group participants agree on the weak communication of teachers with students and fellow students among themselves, as well as technical difficulties when working with platforms and their technical services. Quantitative studies showed more technical and organizational difficulties, and qualitative research showed social and technical difficulties. The results will be useful for specialists and teachers involved in the organization of e-learning in universities to create an effective system of pedagogical support.

Keywords: e-learning, higher education, support of e-learning, difficulties in support of e-learning

DIGITAL TOOLS IN THE EDUCATIONAL PROCESS FOR THE DEVELOPMENT OF STUDENTS’ UNIVERSAL COMPETENCES // Pedagogical Review. 2022. Issue 6 (46). P. 49-61

It is generated a large amount of data in the modern world. The speed and quality of their transmission comes to the fore. Cross-cutting technologies allow to carry out efficient work with large amount of information, reduce the time for its processing. These technologies are developing, in particular, with effective use of digital tools in the educational environment. The article discusses digital tools that designed to help teachers in developing the universal competencies of students in technical fields. It is shown the relationship between digital and universal competencies based on the analysis of regulatory documents, scientific literature. The practical part presents the results of a survey of students in technical fields of Tomsk State University of Control Systems and Radioelectronics on the preferences for the additional development of universal competencies. The leading universal competence is the competence in teamwork and leadership according to the respondents. Students also give preference to the formation of competencies related to project management, self-organization and self-development. It is concluded that the choice of tools remains with the teacher and it should always be correlated with the educational results and competencies formed within the educational process. In addition, a high-quality digital tool expands the teacher’s ability to form students’ universal competencies, thereby increasing their motivation through the familiar digital educational environment.

Keywords: universal competencies of students, digital economy, digital tool, higher education, digitalization of education