Дата публикации: 2021

Дата публикации в реестре: 2022-10-06T22:20:27Z

Аннотация:

Описываются результаты эмпирического кейса, цель которого – сравнение аудитор-ного и цифрового обучения с позиции образовательных возможностей и социальных перспектив по преодолению неравенств. Опрошено 400 студентов российских вузов, обучающихся на социально-гуманитарных специальностях. Использованы бинарные шкалы для выявления семантического расстояния между аудиторным и онлайн-образованием, аттитюдов студентов и их оценки потенциала развития онлайн-формата обучения. The higher education system, on the one hand, is an important social lift; on the other hand, it is a tool for reproducing the existing social structure. Today it is on the verge of vital transformations associated with the widespread implementation of digital technologies. The forced transition to online education during the pandemic enabled researches to study students’ attitudes to digitalization of the higher education and its consequences. The article presents the results of an empirical case, the purpose of which was to study the students’ assessments of digital learning in terms of its educational and social perspectives. Four hundred students specializing in social sciences and humanities (target quota sample) from several Russian universities were interviewed. The choice of the universities was determined by their strong material and technical base, which provided transition to distance education without serious technical difficulties. Using equal allocation, quotas were set on the form of education (budgetary or contractual) and the year of education. The researchers used binary scales – semantic differential and paired comparison of judgements. The semantic differential scale was used to measure the distance between offline and online education. The online format’s ability to smooth out inequalities in education were assessed with a paired comparison of judgements. Shifts in the perception of norms and students’ educational attitudes were tested through a projective situation of choosing the ideal form of education: only classroom teaching, only online format, mixed form. The forced transition to distance education changed the concept of normativity in higher education and encouraged competition between different forms of education. Classroom teaching is seen as high-quality and fundamental, but is no longer perceived as the only norm in the organization of the educational process. Online learning is associated with rapidly evolving technologies and has an obvious potential for growth. Students assess social consequences of digitalization of the institution of higher education as ambivalent and ambiguous. Digitalization of higher education is not only becoming a source of additional opportunities and a factor contributing to smoothing inequality and building an accessible educational environment, but also a new basis for social inequality, an axis of socio-educational differentiation associated with the accumulation of digital capital.

Тип: статьи в журналах

Источник: Вестник Томского государственного университета. Философия. Социология. Политология. 2021. № 62. С. 29-39