Evaluation of Digital Educational Technologies by University Teachers

A comparative analysis of the assessments of digital educational technologies by teachers (mean age – 49±12 years) of various Russian Federation universities who have experience in using them in their professional activities (N=110) and teachers who do not have such experience (N=40) is carried out. The samples are equivalent in gender, academic titles and degrees, age, and work experience. The main advantages are the following: access to information at any convenient time; flexible schedule and the ability to organize independent work. Among the difficulties technical failures, lack of personal contacts, inconvenience of working with an electronic course and the need to spend a long time at the computer were noted. Teachers with experience in the development of e-learning courses rate work in an electronic environment much more positively, in contrast to teachers without experience who exaggerate the frequency of technical failures, point out the lack of technical and legal support, and the difficulties in monitoring assignments. All the teachers can be divided into “skeptics” and “enthusiasts” in relation to the acceptance of digital environment. “Enthusiasts”, unlike “skeptics”, have a positive attitude to innovations, believe that the educational process becomes more flexible and intense, emphasize the growth of student involvement and independence, individualization of training, support from management, colleagues, technical support, transparency of interaction. Most teachers with experience in using e-learning courses turned out to be “enthusiasts”. The groups of “enthusiasts” and “skeptics” do not differ in gender, age, and professional experience, which indicates the possible presence of “second order” barriers: pedagogical beliefs that prevent the acceptance of e-learning.

1. Avakyan I.B. Stremlenie k samorazvitiyu kak faktor innovatsionnoi gotovnosti prepodavatelei vuzov [Self-development as a factor in the readiness of university teachers for innovation]. Obrazovanie i samorazvitie = The Journal of Education and Self Development. 2020. Vol. 15, no. 2, pp. 88–102. (In Russ.; abstr. in Engl.).
2. Shurukhina T.N. et al. Analiz pervykh rezul'tatov perekhoda rossiiskogo obrazovaniya na distantsionnye formaty v period mirovoi pandemii COVID-19 [Analysis of the First Results of the Transition of Russian Education to Remote Formats During the World Pandemic COVID-19]. Sovremennye problemy nauki i obrazovaniya = Modern Problems of Science and Education, 2020, no. 6. DOI:10.17513/spno.30265 (In Russ.; abstr. in Engl.).
3. Burganova L.A., Yur'eva O.V. Otnoshenie vuzovskikh prepodavatelei k ispol'zovaniyu tsifrovykh tekhnologii: sotsiologichksii analiz [Attitude of Higher Educational Teachers to the Usage of Digital Technologies: Sociological Analysis]. Vestnik ekonomiki, prava i sotsiologii = The Review of Economy, the Law and Sociology, 2020, no. 1, pp. 105–108. (In Russ.; abstr. in Engl.).
4. Verbitskii A.A. Tsifrovoe obuchenie: problemy, riski i perspektivy [Digital learning: problems, risks and prospects] [Elektronnyi resurs]. Homo Cyberus, 2019, no 1(6). Available at: http://journal.homocyberus.ru/Verbitskiy_AA_1_2019 (Accessed 15.03.2022). (In Russ.; abstr. in Engl.).
5. Dozhdikov A.V. Onlain-obuchenie kak e-learning: kachestvo i rezul'taty (kriticheskii analiz) [Online Learning as e-Learning: The Quality and Results (Critical Analysis)]. Vysshee obrazovanie v Rossii = Higher Education in Russia, 2020. Vol. 29, no. 12, pp. 21–32. DOI:10.31992/0869-3617-2020-29-12-21-32 (In Russ.; abstr. in Engl.).
6. Drugova E.A. Tsifrovizatsiya obucheniya v rossiiskikh universitetakh v 2021 g.: rastushchee okno vozmozhnostei [Digitalization of Education at Russian Universities in 2021: a Growing Window of Opportunity]. Tsifrovaya gumanitaristika i tekhnologii v obrazovanii (DHTE 2021): sb. statei II-i Vserossiiskoi nauchno-prakticheskoi konferentsii s mezhdunarodnym uchastiem [Digital Humanities and Technology in Education (DHTE 2021): Collection of Articles of the II All-Russian Scientific and Practical Conference with International Participation. November 11–12, 2021. V.V. Rubtsov, M.G. Sorokova, N.P. Radchikova (Eds). Moscow: Publishing house MSUPE, 2021, pp. 589–608. (In Russ.; abstr. in Engl.).
7. Zeer E.F., Lomovtseva N.V., Tret'yakova V.S. Gotovnost' prepodavatelei vuza k onlain-obrazovaniyu: tsifrovaya kompetentnost', opyt issledovaniya [University Teachers’ Readiness for Online Education: Digital Competence, Research Experience]. Pedagogicheskoe obrazovanie v Rossii = Pedagogical Education in Russia, 2020, no. 3, pp. 26–39. DOI:10.26170/po20-03-03 (In Russ.; abstr. in Engl.).
8. Ivanova A.D., Murugova O.V. Psikhologo-pedagogicheskie i organizatsionnye problemy i itogi 2020–2021 uchebnogo goda [Psychological, pedagogical and organizational problems and results of the 2020–2021 academic year]. Tsifrovaya gumanitaristika i tekhnologii v obrazovanii (DHTE 2021): sb. statei II-i Vserossiiskoi nauchno-prakticheskoi konferentsii s mezhdunarodnym uchastiem [Digital Humanities and Technology in Education (DHTE 2021): Collection of Articles of the II All-Russian Scientific and Practical Conference with International Participation. November 11–12, 2021. V.V. Rubtsov, M.G. Sorokova, N.P. Radchikova (Eds). Moscow: Publishing house MSUPE, 2021, pp. 648–655. (In Russ.; abstr. in Engl.).
9. Margolis A.A. et al. Intellekt, kreativnost' i uspeshnost' resheniya zadach uchashchimisya srednego shkol'nogo vozrasta v komp'yuternoi igre «PLines» [Intelligence, creativity, and ‘PLines’ computer game performance by middle school age students]. Eksperimental'naâ psihologiâ = Experimental Psychology (Russia), 2020. Vol. 13, no. 1, pp. 122–137. DOI:10.17759/exppsy.2020130109 (In Russ., аbstr. in Engl.).
10. Ilaltdinova E.Yu., Belyaeva T.K., Lebedeva I.V. Tsifrovaya pedagogika: osobennosti evolyutsii termina v kategorial'no-ponyatiinom apparate pedagogiki [Digital pedagogy: features of the term evolution in the framework of categories and concepts of pedagogy]. Perspektivy nauki i obrazovaniya = Perspectives of Science and Education, 2019, no. 4(40), pp. 33–43. DOI:10.32744/pse.2019.4.3 (In Russ.; abstr. in Engl.).
11. Kuravsky L.S. et al. Kontseptsiya adaptivnogo trenazhera i otsenka ego effektivnosti v matematicheskom obuchenii [The Concept of an Adaptive Trainer and Assessing Its Effectiveness in a Mathematical Application]. Modelirovanie i analiz dannykh = Modelling and Data Analysis, 2021. Vol. 11, no. 4, pp. 5–20. DOI:10.17759/mda.2021110401
12. Minina V.N. Tsifrovizatsiya vysshego obrazovaniya i ee sotsial'nye rezul'taty [Digitalization of higher education and its social outcomes]. Vestnik Sankt-Peterburgskogo universiteta: Sotsiologiya = Vestnik of Saint Petersburg University. Sociology, 2020. Vol. 13, no. 1, pp. 84–101. (In Russ.; abstr. in Engl.).
13. Margolis A.A. et al. Otsenka umstvennykh deistvii s pomoshch'yu komp'yuternoi sistemy v usloviyakh vzaimodeistviya s partnerom [Measuring Higher-Order Cognitive Skills in Collective Interactions with Computer Game]. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2021. Vol. 17, no. 2, pp. 90–104. DOI:10.17759/chp.2021170209
14. Aysmontas B.B. et al. Psikhologo-pedagogicheskoe soprovozhdenie studentov s invalidnost'yu v stressovykh situatsiyakh uchebnoi deyatel'nosti [Psychological and Pedagogical Support for the Students with Disabilities in Stress Situations of Educational Activity]. Vestnik Pskovskogo gosudarstvennogo universiteta. Seriya: Psikhologo-pedagogicheskie nauki = Bulletin of the Pskov State University. Series: Psychological and Pedagogical Sciences, 2017, no. 6, pp. 3–15. (In Russ.; abstr. in Engl.).
15. Sorokova M.G. Predmetnye rezul'taty studentov v tsifrovoi srede universiteta na raznykh urovnyakh vysshego obrazovaniya: tak kto zhe bolee uspeshen? [Academic Outcomes of Students in University Digital Environment at Different Levels of Higher Education: Who Is More Successful?]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2021. Vol. 26, no. 1, pp. 76–91. DOI:10.17759/pse.2021260105
16. Sorokova M.G. Tsifrovaya obrazovatel'naya sreda universiteta: komu bolee komfortno v nei uchit'sya? [Digital Educational Environment in University: Who is More Comfortable Studying in It?]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2020. Vol. 25, no. 2, pp. 44–58. DOI:10.17759/pse.2020250204
17. Sorokova M.G. Elektronnyi kurs kak tsifrovoi obrazovatel'nyi resurs smeshannogo obucheniya v usloviyakh vysshego obrazovaniya [E-Course as Blended Learning Digital Educational Resource in University]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2020. Vol. 25, no. 1, pp. 36–50. DOI:10.17759/pse.2020250104
18. Sorokova M.G., Odintsova M.A., Radchikova N.P. Obrazovatel'nye rezul'taty studentov v elektronnykh kursakh pri smeshannom i onlain-obuchenii [tudents Educational Results in Blended and Online E-Courses]. Modelirovanie i analiz dannykh = Modelling and Data Analysis, 2021. Vol. 11, no. 1, pp. 61–77. DOI:10.17759/mda.2021110105 (In Russ.; abstr. in Engl.).
19. Trudnosti i perspektivy tsifrovoi transformatsii obrazovaniya [Challenges and Prospects for the Digital transformation of Education]. A.Yu. Uvarov, I.D. Frumin (Eds.). Moscow: Izd. Dom Vysshei shkoly ekonomiki, 2019. 342 p.
20. Margolis A.A. et al. Elektronnoe portfolio kak sredstvo formirovaniya refleksivnogo otnosheniya studentov k uchebe [Electronic Portfolio as a Mean of Reflection Formation for Students Learning] [Elektronnyi resurs]. Psikhologo-pedagogicheskie issledovaniya = Psychological-Educational Studies, 2021. Vol. 13, no. 2, pp. 3–16. DOI:10.17759/psyedu.2021130201 (In Russ., аbstr. in Engl.).
21. Adedoyin O.B., Soykan E. Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments. 2020. DOI:10.1080/10494820.2020.1813180
22. Anderson V.A. Digital pedagogy pivot: re-thinking higher education practice from an HRD perspective. Human Resource Development International, 2020. Vol. 23, no. 4, pp. 452–467. DOI:10.1080/13678868.2020.1778999
23. Blayone T.J.B. Theorizing effective use of digital technology with activity theory. Technology, Pedagogy and Education, 2019. Vol. 28, no. 4, pp. 447–462. DOI:10.1080/1475939X.2019.1645728/
24. Blin F., Munro M. Why hasn’t technology disrupted academics’ teaching practices? Understanding resistance to change through the lens of activity theory. Computers & Education, 2008. Vol. 50, no. 2, pp. 475–490. DOI:10.1016/j.compedu.2007.09.017
25. Engeness I. Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education, 2021. Vol. 44, no. 1, pp. 96–114. DOI:10.1080/02619768.2020.1849129
26. König J., Jäger-Biela D.J., Glutsch N. Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 2020. Vol. 43, no. 4, pp. 608–622. DOI:10.1080/02619768.2020.1809650
27. Radchikova N.P., Odintsova M.A., Sorokova M.G. Prerequisites for Accepting the Digital Educational Environment in New Cultural and Historical Conditions. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2021. Vol. 17, no. 3, pp. 115–124. DOI:10.17759/chp.2021170315
28. Shah U., Khan H.S., Reynolds M. Insights into variation in teachers’ pedagogical relationship with ICT: a phenomenographic exploration in the Pakistani higher education context. Technology, Pedagogy and Education, 2020. Vol. 29, no. 5, pp. 541–555. DOI:10.1080/1475939X.2020.1810751
29. Sorokova M., Odintsova M., Radchikova N. Digital Technologies in Higher Education: Development of Technology for Individualizing Education Using E-Courses. Research Project Data. Psychological Research Data & Tools Repository. Dataset. Dataset № 3. DOI:10.25449/ruspsydata.14783226.v2
30. Spoel I. et. al. Teachers’ online teaching expectations and experiences during the Covid-19-pandemic in the Netherlands. European Journal of Teacher Education, 2020. Vol. 43, no. 4, pp. 623–638. DOI:10.1080/02619768.2020.1821185
31. Venn E. et. al. How do learning technologies impact on undergraduates’ emotional and cognitive engagement with their learning? Teaching in Higher Education, 2020. DOI:10.1080/13562517.2020.1863349