title: ADAPTIVE SYSTEMS AS MEANS FOR IMPLEMENTING ANTHROPOCENTRIC APPROACH TO TRANSITION BETWEEN FORMATS
metadata.name: dc.contributor.author
metadata.value: Rokhlina, Elena K.
metadata.lang: -
metadata.name: dc.contributor.author
metadata.value: Golubeva, Svetlana L.
metadata.lang: -
metadata.name: dc.contributor.author
metadata.value: Goncharova, Tatiana N.
metadata.lang: -
metadata.name: dc.date.accessioned
metadata.value: 2023-05-25T22:09:05Z
metadata.lang: -
metadata.name: dc.date.available
metadata.value: 2023-05-25T22:09:05Z
metadata.lang: -
metadata.name: dc.date.issued
metadata.value: 2023
metadata.lang: -
metadata.name: dc.identifier.other
metadata.value: https://doi.org/10.21638/2782-1943.2022.36
metadata.lang: -
metadata.name: dc.identifier.uri
metadata.value: http://hdl.handle.net/11701/41536
metadata.lang: -
metadata.name: dc.description.abstract
metadata.value: The paper continues the research on the problems both educators and students
  experience while transferring between modes of instruction: traditional offline,
  online, mixed and hybrid formats. The factors are external and internal. The
  external factors, namely, pandemic period lockdown and later the geopolitical
  conflict involving more than two parties make it impossible for many overseas
  students to participate in face-to-face classes. Psychological adaptation and university’s
  capacity to provide for a successful learning process in different formats
  are the internal factors. Research questions cover the following aspects: 1) students’
  expectations of different formats and problems they faced; 2) problems the
  educators faced; 3) research done previously; 4) solutions suggested; 5) feasibility
  of the proposed solutions. The findings based on thorough literature review, two
  surveys, and an expert interview1 show that adaptive educational systems, despite
  being promising, are not likely to be implemented widely in the observable
  future. We argue that an anthropocentric approach to educational technologies
  and adaptive systems are not the solutions to the problems per se. These systems
  are a powerful instrument to provide for inclusive, comfortable and effective personalised
  education. The revised principles and key features of the new curricula
  for social sciences and humanities alongside implementation of adaptive systems
  can be the best solution in transition between modes of education.
metadata.lang: en_GB
metadata.name: dc.language.iso
metadata.value: en
metadata.lang: en_GB
metadata.name: dc.publisher
metadata.value: St Petersburg State University
metadata.lang: en_GB
metadata.name: dc.relation.ispartofseries
metadata.value: Synergy of Languages & Cultures 2022: Interdiscipilinary Studies;
metadata.lang: -
metadata.name: dc.subject
metadata.value: anthropocentric approach
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: distance learning
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: hybrid learning
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: adaptive educational systems
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: motivation
metadata.lang: en_GB
metadata.name: dc.title
metadata.value: ADAPTIVE SYSTEMS AS MEANS FOR IMPLEMENTING ANTHROPOCENTRIC APPROACH TO TRANSITION BETWEEN FORMATS
metadata.lang: en_GB
metadata.name: dc.type
metadata.value: Article
metadata.lang: en_GB
resources.filename: 447-460.pdf
resources.url: https://dspace.spbu.ru/bitstream/11701/41536/1/447-460.pdf
resources.format: Adobe PDF
resources.size: 1,7 MB