scientific conference of lau
Title Features of Academic Information Perception by Contemporary Higher School Students
Author Tatyana M. Rezer
About the author
DOI 10.35853/UfH-RMP-2019-PS06
Section Physical Culture & Sports
Year Index UDK 37.025-057.875 Pages 566–575
Abstract Higher school teachers universally face the problems of students’ perception of academic information. Multi-tasking, “smartphone addiction”, high speed of informational perception and clip thinking as attributes of modern times require studying them in pedagogical practice. This research aims to identify the features of academic information perception by contemporary higher school students. Research methods – the comprehensive approach to studying the human, the phenomenon of remembering uncompleted actions, the bio-social approach to studying the human and the medical & pedagogical approach to a comprehensive study of human – helped identify the features of academic information perception. The findings are: students glance at their smartphones a couple of times during the seminar in 51,1 % cases; they glanceat them every five minutes in 10,3 % cases, and only in 0,4 % do students never get distracted in classes. The conclusion is: young people’s linear thinking needs to be actively developed as a tool enabling an individual to go through the periods of their formation successfully, and use this thinking as the basis for developing academic knowledge, so educational technologies used in pedagogical practice need to be adapted to reflect educational digitization and the spreading clip thinking.
Keywords
  • higher school
  • forms and types of learning
  • features of thinking; features of students’ perception of information
  • practical training
  • competence-based approach
For citation Rezer TM. Features of Academic Information Perception by Contemporary Higher School Students. In: Zaks LA, Semitko AP, Mitsek SA, et al. (еds.) Russian Man and Power in the Context of Dramatic Changes in Today’s World: Collection of academic papers from the 21st Russian scientific-practical conference (with international participation) (Yekaterinburg, April 12–13, 2019). Yekaterinburg: Liberal Arts University – University for Humanities; 2019. p. 566–575. Available from: doi:10.35853/UfH-RMP-2019-PS06.
License Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Article language russian
References
  • 1. Aralbayeva GG. Rol’ praktiko-orientirovannogo podkhoda v uchebnom protsesse vuza pri obuchenii studentov napravleniya podgotovki «Gosudarstvennoe i munitsipal’noe upravlenie» [Role of Practice-Oriented Approach in College’s Academic Process of Training Students in ‘State and Municipal Administration’ Discipline]. In: Universitetskii kompleks kak regional’nyi tsentr obrazovaniya, nauki i kul’tury [University Complex as Regional Center of Education, Science and Culture]: Proceedings of All-Russian Scientific and Method Conference. Orenburg: Orenburg State University; 2018. p. 1252–1255. (In Russ.).
  • 2. Ashutova TV. Primenenie praktiko-orientirovannogo podkhoda k obucheniyu budushchikh pedagogov-dizainerov v vuze [Application of Practice-Oriented Approach to Training Future Design Teachers at a Higher Education Institution]. Samarskii nauchnyi vestnik = Samara Science Bulletin. 2017;6(1): 156–162. (In Russ.).
  • 3. Vorozhbit OY, Krivoshapov VG. Praktiko-orientirovannyi podkhod k obrazovaniyu v vuzakh kak faktor razvitiya natsional’noi innovatsionnoi sistemy [Practice-Oriented Approach to College Education as a Factor of National Innovative System Development]. Upravlenie ekonomicheskimi sistemami = Economic Systems Management. 2012;47. Available from: http://uecs.ru/uecs47-472012/item/1724-2012-11-30-06-11-58 [Accessed 15.01.2019]. (In Russ.).
  • 4. Goldman AA, Semenov AS, Egorova AA. Organizatsiya praktiko-orientirovannogo obucheniya po tekhnicheskim napravleniyam podgotovki spetsialistov (na primere MPTI(f) SVFU i AK «Alrosa») [Organization of Practice-Oriented Training in Technical Disciplines (Case Study of North-Eastern Federal University (Mirny Polytechnic Institute (branch)) and Alrosa JSC]. Sovremennye naukoemkie tekhnologii = Contemporary Research-Intensive Technologies. 2016;9-2: 274–278. (In Russ.).
  • 5. Gorobets VV, Kovalev VV. «Klipovoe myshlenie» kak otrazhenie pertseptivnykh protsessov i sensornoi pamyati [“Clip Thinking” as Reflection of Perceptive Processes and Sensor Memory]. Mir psikhologii = World of Psychology. 2015;2(82): 94–100. (In Russ.).
  • 6. Isaeva AN, Malakhova SA. «Klipovoe myshlenie»: psikhologicheskie defitsity i al’ternativy (prostranstvennyi fokus) [“Clip Thinking”: Psychological Shortages and Alternatives (Spatial Focus)]. Mir psikhologii = World of Psychology. 2015;4(84): 177–191. (In Russ.).
  • 7. Kuznetsova EV, Rezer ТМ. Klipovoe myshlenie kak faktor izmeneniya obrazovatel’nykh tekhnologii v vysshei shkole [Clip Thinking as a Factor of Changing Educational Technologies in Higher School]. In: Akmeologiya professional’nogo obrazovaniya [Acmeology of Professional Education]: Proceedings of the 14th All-Russian Scientific and Practical Conference, March 14–15, 2018, Yekaterinburg. Yekaterinburg: Russian State Vocational Pedagogical University Press; 2018. p. 367–370. (In Russ.).
  • 8. Ministry of Labor and Social Protection of the Russian Federation. Metodicheskii instrumentarii po primeneniyu nastavnichestva na gosudarstvennoi grazhdanskoi sluzhbe [Method Toolbox of Applying Mentorship at Public Service]. Moscow; 2013. Available from: http://www.consultant.ru/cons/cgi/online.cgi?req=doc&base=EXP&n=572083# [Accessed 02.06.2019]. (In Russ.).
  • 9. Rezer ТМ. Teoriya i tekhnologiya podgotovki mediko-pedagogicheskikh kadrov v srednem professional’nom obrazovanii [Theory and Technology of Training Medicine and Pedagogy Professionals in Secondary Vocational Education]. Moscow: Vlados; 2007. 333 p. (In Russ.).
  • 10. Troyanskaya SL. Osnovy kompetentnostnogo podkhoda v vysshem obrazovanii [Fundamentals of Competence-Based Approach in Higher Education]. Izhevsk: Udmurt University Publishing Center; 2016. 176 p. (In Russ.).
  • 11. Decree of the President of the Russian Federation of May 7, 2012 No. 601. Ob osnovnykh napravleniyakh sovershenstvovaniya sistemy gosudarstvennogo upravleniya [On main dimensions of improving the system of state administration]. Sobranie zakonodatel’stva Rossiiskoi Federatsii = Corpus of Legislation of the Russian Federation. 2012. Vol.19. item 2338. (In Russ.).
  • 12. Frumkin KG. Klipovoe myshlenie i sud’ba lineinogo teksta [Clip Thinking and Fate of Linear Text]. Topos = Topos. 22.09.2010. Available from: http://www.topos.ru/article/7371 [Accessed 16.06.2019]. (In Russ.).
  • 13. Chistyakova VI. Realizatsiya praktiko-orientirovannogo podkhoda v organizatsii proizvodstvennoi praktiki bakalavrov profilya Gosudarstvennoe i munitsipal’noe upravlenie [Implementation of Practice-Oriented Approach in Organizing On-the-Job Practice of Bachelor Students in State and Municipal Administration Discipline]. Professional’noe obrazovanie v sovremennom mire = Vocational Education in Contemporary World. 2017;7(3): 1215–1223. Available from: doi:10.153/PEMW20170311. (In Russ.).
  • 14. Cardona S, Velez J, Tobon S. Contribuci.n de la evaluaci.n socioformativa al rendimiento acad.mico en pregrado. Educar. 2016;52(2): 423–447. Available from: doi:10.5565/rev/educar.763.
  • 15. Chuenjitwongsa S, Oliver RG, Bullock AD. Competence, competency-based education, and undergraduate dental education: a discussion paper. European Journal of Dental Education. 2018;22(1): 1–8. Available from: doi:10.1111/eje.12213.
  • 16. Edelbring S, Dahlgren M, Edstrom DW. Characteristics of two questionnaires used to assess interprofessional learning: Psychometrics and expert panel evaluations. BMC Medical Education. 2018;18(1): 40. Available from: doi:10.1186/s12909-018-1153-y.
  • 17. Epstein RM, Hundert EM. Defining and assessing professional competence. Journal of the American Medical Association. 2002;287(2): 226–235. Available from: doi:10.1001/jama.287.2.226.
  • 18. Ilyashenko LK. Monitoring of Quality of Students’ Training in Technical Universities as A Pedagogical System. Modern Journal of Language Teaching Methods. 2018;8(3): 475–484.
  • 19. Jones Ch, Ramanau R, Cross S, Healing G. Net generation or Digital Natives: Is there a distinct new generation entering university? Computers & Education. 2010;54(3): 722–732. Available from: doi:10.1016/j.compedu.2009.09.022.
  • 20. Knotts US, Keys JB. Teaching Strategic Management with a Business Game. Simulation & Gaming. 1997;28(4): 377–394. Available from: doi:10.1177/1046878197284004.
  • 21. Marin RN, Concepcion Y, Vichot IB. Competences. Some reflections on its shaping of human personality in the process of teachers training in high education. ATENAS. 2018;2(42): 48–60.
  • 22. Mason JC. Business schools: Striving to meet customer demand. Management Review. 1992;81(9): 10–15.
  • 23. Pool AO, Govaerts MJB, Jaarsma DADC, Driessen EW. From aggregation to interpretation: how assessors judge complex data in a competency-based portfolio. Advances in Health Sciences Education. 2018;23(2): 275–287. Available from: doi:10.1007/s10459-017-9793-y.
  • 24. Resnik M. Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play. Cambridge, MA: The MIT Press; 2017. 208 p.
  • 25. Schmuck R. Teaching Strategic Management by Business Simulation Games. Studies from Education and Society. 2016: 90–97. Available from: doi:10.18427/iri-2016-0088.
  • 26. Toffler A. The third wave. New York: Morrow; 1980. 544 p.
  • 27. Wissema JG. Towards the Third Generation University: Managing the University in Transition. Cheltenham, UK: Edward Elgar; 2009. 252 p.
Funding We would like to thank the management of Institute of Public Administration and Entrepreneurship that supported an internal grant funding this research.
Submitted 17.06.2019
Accepted 19.09.2019