The main aspects of teaching in the context of the development of the educational environment and culture at universities
The main purpose of the article is to study the main aspects of teaching in the context of the development of the educational environment and culture at universities. At all times and in all cultural traditions, there was a special respect for the teacher. After all, a teacher is not only a carrier and distributor of knowledge, but also an educator of value and moral guidelines in a person's life. Thus, it can be said that a teacher/educator/ is a kind of "educator of the soul" of a person. With this in mind, it is the role of the teacher that is key in the process of organizing the educational environment and culture at the university. For this, general theoretical and specific methods of theoretical research of the most advanced literary sources were used. In addition, a survey was conducted among students of a higher educational institution about the role a teacher plays in the process of organizing the educational environment and culture at the university. As a result of the study, the main aspects of teaching in the context of the development of the educational environment and culture at universities were analyzed and systematized.
Amin, F. M., & Sundari, H. (2020). EFL students’ preferences ondigital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application?. Studies in English Language and Education, 7(2), 362-378
Bakanova I.G., Javorcikova J.(2020) Features of e-learning organization in a Modern University // Vestnik of Samara State Technical University Psychological and Pedagogical Sciences. 17. 4. 5-15. doi: 10.17673/vsgtu-pps.2020.4.1
Cheng, S.-L., Lu, L., Xie, K., & Vongkulluksn, V. W. (2020). Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education, 91, 103062. https://doi.org/10.1016/j.tate.2020.103062
Crawford, J. Butler-Henderson, K. Rudolph, J. Malkawi, B. Glowatz, M. Burton, R., Magni, P., Lam, S. (2020) COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. J. Appl. Learn. Teach.,3, 1–20.
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Ertmer, P. A., & Otternbreit-Leftwich, A. T. (2019). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42, 255-284. https://doi.org/10.1080/15391523.2010.10782551
Foray, D. and J. Raffo (2012), “Business-Driven Innovation: Is it Making a Difference in Education?: An Analysis of Educational Patents”, OECD Education Working Papers, No. 84, OECD Publishing, Paris, http://dx.doi.org/10.1787/5k91dl7pc835-en.
Geng, S., Law, K., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education, 16. https://doi.org/10.1186/s41239-019-0147-0
Kapustina L.V.(2021) Digital footprint analysis to develop a personal digital competency-based profile. In: Ashmarina S., Mantulenko V. (eds.) Current Achievements, Challenges and Digital Chances of Knowledge Based Economy. Lecture Notes in Networks and Systems. 2021. Vol. 133. Рр. 591–596. Springer, Cham. https://doi.org/10.1007/978-3-030-47458-4_68
Kryshtanovych, M., Kryshtanovych, S., Stechkevych, O., Ivanytska, O., & Huzii, I. (2020). Prospects for the Development of Inclusive Education using Scientific and Mentoring Methodsunder the Conditions of Post-Pandemic Society. Postmodern Openings, Vol.11. No.2, 73-88. https://doi.org/10.18662/po/11.2/160
Kryshtanovych, M., Romanova, A., Koval, I., Lesko, N., & Lukashevska, U. (2021). Research of problems and prospects of state development in the pedagogical process. Revista Tempos E Espaços Em Educação, 14(33), e16534. https://doi.org/10.20952/revtee.v14i33.16534
Lee, Y., Hsiao, C., & Ho, C. H. (2014). The effects of various multimedia instructional materials on students‟ learning responses and outcomes: A comparative experimental study. Computers in Human Behavior, 40, 119-132. https://doi.org/10.1016/j.chb.2014.07.041
Levitt, H. M. (2018). How to conduct a qualitative meta-analysis: Tailoring methods to enhance methodological integrity. Review PMID, 28(3), 367-378. https://doi.org/10.1080/10503307.2018.1447708
Marks, G. (2014), Education, social background and cognitive ability, Routledge, https://www.routledge.com/Education-Social-Background-and-Cognitive-Ability-The-decline-ofthe/Marks/p/book/9780415842464
Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609-611
Naylor, D., & Nyanjom, J. (2020). Educators’ emotions involved in the transition to online teaching in higher education (pp. 1–15). Higher Education Research & Development. https://doi.org/10.1080/07294360.2020.1811645
Rapanta, C., Botturi, L., Goodyear, P., Gu`ardia, L., & Koole, M. (2020). Online university teaching during and after the covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education. https://doi.org/10.1007/s42438-020-00155-y
Copyright (c) 2022 Revista Tempos e Espaços em Educação
This work is licensed under a Creative Commons Attribution 4.0 International License.
À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.