Theoretical and Methodological Foundations of Individual Educational Route Planning as a Pedagogical Issue

Проблема проектирования индивидуальных образовательных маршрутов учащихся в настоящее время активно обсуждается в связи с выявлением и учетом новых факторов и возможностей, влияющих на результативность и экономичность образования. Наибольшее количество таких исследований до настоящего времени посвящено разработке индивидуальных образовательных маршрутов учащихся с ограниченными возможностями здоровья. Вместе с тем индивидуализация образования не сводится к построению образовательных маршрутов лишь данной категории учащихся, а выступает универсальным принципом организации любого эффективного образования. Возникающее противоречие между необходимостью разработки индивидуальных образовательных маршрутов обучающихся и недостатком современных теоретико-методологических оснований их проектирования еще более обостряется в условиях дистанционного обучения. Соединение идей индивидуализации с цифровизацией и информационными технологиями в контексте решения педагогических задач выступает новым направлением развития теории и практики образования, отдельные стороны которого ранее изучались преимущественно изолированно друг от друга. В процессе содержательного и историко-педагогического анализа и обобщения педагогической литературы авторами дано уточнение понятия «индивидуальный образовательный маршрут». Его можно определить как целенаправленно проектируемую образовательную программу, которая построена на основе когнитивного и деятельностного подходов и обеспечивает обучающемуся возможность самоопределения и самореализации в процессе образования. Обоснован когнитивный подход к индивидуализации образования как соответствующий актуальным взглядам на познавательные процессы. Показано, что сущность понятия «индивидуализация обучения» развивается и содержательно наполняется в зависимости от доминирующих на определенном историческом этапе психолого-педагогических взглядов на процессы усвоения и переработки информации, а понятие «индивидуальный образовательный маршрут» выступает современным способом индивидуализации в условиях информационного общества, расширяющего доступность и возможности получения образования. Представления о факторах, положенных в основу индивидуализации обучения, развиваются от общих и внешних (возраст обучаемых, социальная принадлежность, особенности изучаемого материала) к внутренним когнитивным особенностям и активности каждого обучающегося (зона ближайшего развития, интересы, задатки, склонности, способы восприятия и т. д.). Теоретическое обоснование и концептуальное описание трансформации понятия «индивидуальный образовательный маршрут» составляют научную новизну, а обогащение представлений об индивидуализации и индивидуальном образовательном маршруте на основе когнитивного подхода — теоретическую значимость представленного исследования, результаты которого могут быть использованы при проектировании индивидуальных образовательных маршрутов обучающихся, в том числе в условиях дистанционного образования. The issue of planning learners’ individual educational routes is widely discussed in modern research which takes into account new factors, possibilities and other aspects that influence the effectiveness and the economical character of education. The majority of modern authors have focused on the issue of individual educational route planning for learners with health impairments. However, the issue of individual educational route planning should not be thus limited. It is essential that researchers should develop effective educational routes for all learners. The contradiction between the necessity to develop individual educational routes for learners and the lack of modern theoretical and methodological foundations to substantiate it has become highly relevant in the conditions of distance learning. The integration of individualization, digitalization and informatization (which have previously been investigated separately) for the solution of pedagogical tasks is a novel trend in the development of theory and practice of education. The content, historical-pedagogical analysis and the analysis of pedagogical literature enable the authors to define the concept of individual educational route. It can be defined as an educational program developed on the basis of cognitive approach and activity approach and enables learners to individually and independently identify and fulfill their educational goals. The article maintains that the cognitive approach felly meets the requirement of education individualization. The article shows that the development of the notion of individualization of education is related to psychological and pedagogical views on the processes of information assimilation and processing. It maintains that the notion of individual educational route is a contemporary means of individualization in the context of modern information society which is characterized by better availability of education. The article takes into consideration both external factors of individualized learning (such as learners’ age, their social identity, information they learn) and internal factors of individualized learning (immediate development, interests, abilities, ways of perception, etc.). The theoretical foundation and the conceptual description of the transformation undergone by the notion of individual educational route constitutes the novelty of the research. The investigation of the notions of individualization and individual educational route through the prism of the cognitive approach accounts for the theoretical significance of the research whose results can be used to plan learners’ individual educational routes in the conditions of online and offline education.

Different Approaches to Desing of the Group Traning in Adult Learning

Aim. The aim of the study is a description of the types of training designs, based on various classification criteria and illustrated by examples from the authors’ own practice. Methods. We used theoretical analysis and synthesis of scientific information, as well as modelling the training structure. Results and Conclusions. It was proposed to classify the designs of group training, depending either on the internal logic of the teaching material or on the external organisation of the training. Regarding the logic of presentation certain designs, through the analysis of existing learning approaches, are proposed of training, based on different logic: presentation of information, assimilation of information, B. Bloom's taxonomy, and competencies formation. Using these designs, it is possible to construct either the whole training or its separate parts (thematic blocks, exercises). The external organisation of the training includes design of the sum of exercises, or of a coherent story.

Exploring the information practices of lawyers

PurposeThis study examines the information practices of Israeli lawyers highlighting the central role that information plays in professional communities of practice. Examining the information practices of lawyers characterizes the information behavior of this community of practice.Design/methodology/approachInformation practices are those recurrent practices related to actively seeking information for a variety of sources socially and contextually situated within members of a professional community. Twenty semi-structured interviews were carried out with lawyers in Israel that investigated the different ways by which lawyers interact with information in their professional work. Data collected in the interviews were analyzed using a grounded theory approach.FindingsFindings from the content analysis of the interviews revealed three main themes: information assimilation, networking and self-promotion and content creation that encompass a wide variety of information practices related to seeking information related to a case, preparing and presenting a case, providing support for the client, collaborating with other members of the professional community and promoting their professional practice.Originality/valueThis study provides an innovating perspective of the ways by which an information-rich community of practice engages with information, solves problems, build social connections and creates new content.

The modern state of learning outcomes assessment (the case of geologist education)

Assessment is an important element of educational process. It evaluates the level of student preparation as well as influences its quality. The article focuses on methods of learning outcomes’ assessment. It is based on the results of the future geologists` curricula and syllabus analysis, observation of educational process, and the survey conducted among future geologists. The study shows the imperfection of the current summative assessment of future geologists and reveals the main reasons for competencies assessment` inefficiency. The list of the most common task types that are usually being used by educators for the learning outcomes assessment of future geologists is composed; and frequency rate of their use and the students’ attitude towards them is identified. Some explanations about students` bias toward the most popular (among educators) assessment methods are provided. The article proposes an assessment procedure suitable for vocational training of future geologists, starting from the assessment methods selection and up to educator`s feedback. The above assessment procedure could be useful not only for students of geology, but other fields as well. Considering the levels of information assimilation, the scale of conformity of assessment methods (tests, assignments) to the information assimilation levels has been developed and the list of tasks allowing to assess learning outcomes of geology students properly formulated. The concept of combining modern and more traditional assessment methods has been proposed.

BEBAN PAJAK TANGGUHAN, LEVERAGE, ASIMETRI INFORMASI TERHADAP MANAJEMEN LABA

The purpose of this study was to examine the effect of deferred tax expense, leverage, and information assimilation on earnings management. This study uses secondary data with a population of companies registered in the Consumer Goods Industrial Sector Manufacturing Companies listed on the Indonesia Stock Exchange for the 2014-2018 period. The method used to determine the sample using purposive sampling. It consists of 18 manufacturing companies in the Consumer Goods industry with 90 samples. The analytical method used is descriptive data analysis. The results of hypothesis testing show that Deferred Tax Expenses have no effect on earnings management, Leverage has a positive effect on corporate earnings management and information assurance has no effect on corporate earningsmanagement.

The influence of art and artistic and creative activities on the quality of information assimilation (complementary semantic approach in education)

Based on the analysis of studies from various areas of scientific knowledge, the article identifies the resources of art and artistic and creative activities having a positive impact on the development of human intellect, creativity, and mental health. The factors and conditions of the beneficial effect of art and artistic and creative activities on the quality of assimilated information are examined. The opportunity for incorporating the languages and methods of art into education is presented by the complementary semantic approach complementary-semantic approach, which, due to the complementarity of the languages of science and art, is aimed at generating different types of thinking (concrete, symbolic, sign, visual, associative, creative) the synthesis of which allows developing the independence of thinking and the skills of social adaptation and collective problem-solving.

Business Simulators in the Educational Process: Comparative Evaluation of the Effectiveness of the Use

There is considerable mobility in the educational services market: stakeholders’ requirements, the forms of organizing the educational process, and the training tools used are changing. Testing of changes requires monitoring and evaluating the effectiveness of improvements and the impact on changes in content parameters, the quality of learning materials and the demand for formed managerial competencies. There is a surge in researchers ‘interest in developing methods for evaluating and justifying the increase in improvements from introducing changes to the educational process. This work reflects the results of an experiment conducted by a research group to expand the tools for teaching students of management training programs. The hypothesis is put about a higher rate of information assimilation and the formation of managerial competencies in groups of students in which classes are organized using business simulators, in contrast to those groups of students who master the course using traditional means - problem solving and case presentation. The authors believe that simulators based on the principles of gamification, to a greater extent satisfy the Generation Z students’ needs for mobility, rapid feedback, change of impressions and locations. The proof of the hypothesis is based on the differentiation of the student group into two subgroups, with a preliminary assessment of students ‘ academic performance in economic and management disciplines and input testing of knowledge in Unit Economics.

A meta-analysis of the factors affecting eWOM providing behaviour

Purpose Numerous studies have examined factors influencing electronic word of mouth (eWOM) providing behaviour. The volume of extant research and inconsistency in some of the findings makes it useful to develop an all-encompassing model synthesising results. Therefore, the purpose of this study is to synthesise findings from existing studies on eWOM by using meta-analysis, which will help to reconcile conflicting findings of factors affecting consumers’ intention to engage in eWOM communications. Design/methodology/approach The findings from 51 studies were used for meta-analysis, which was undertaken using comprehensive meta-analysis software. Findings Factors affecting eWOM providing behaviour were divided into four groups: personal conditions, social conditions, perceptual conditions and consumption-based conditions. The results of the meta-analysis showed that out of 20 identified relationships, 16 were found to be significant (opinion seeking, information usefulness, trust in web eWOM services, economic incentive, customer satisfaction, loyalty, brand attitude, altruism, affective commitment, normative commitment, opinion leadership, self-enhancement, information influence, tie strength, homophily and community identity). Research limitations/implications One of the limitations of this study is that the studies for this research were collected the only form from Web of Science, Scopus and Business Source such as databases, which result in a limited number of studies available for weight and meta-analysis. A wider range of databases should be used by future research. Also, this study only considered quantitative studies and excluded qualitative studies. Thus, future studies could include both types of studies in the meta-analysis. Practical implications By focussing on the best predictors of intention to provide eWOM communications (e.g. self-enhancement and trust in web eWOM services) managers can improve reader engagement and information assimilation. Knowing motivations to engage in eWOM helps platform operators design their service in a more customer-oriented way. By better understanding motivations to engage in eWOM communications marketers and researchers can influence individuals’ online information assimilation which can affect consumer purchase decisions, customer loyalty and consumer commitment to the community. Originality/value Applying meta-analysis helped the reconciliation of conflicting findings, enabled investigation of the strengths of the relationships between motivations and eWOM providing behaviour and offered a consolidated view. The results of this study facilitate the advancement of current knowledge of information dissemination on the internet, which can influence consumer purchase intention and loyalty.

Truth and Bias: Robust findings?

Differences in information processing across ideological groups have been a recurring theme in political science. The recent debate about “fake news” has brought attention to the question whether US liberals and conservatives differ in how they evaluate the truth of information. Researchers have asked, first, which side is better at discerning true from false information (truth discernment), and second, whether liberals and conservatives are driven to different degrees by the ideological congruence of information (assimilation bias). The paradigmatic designs to study these question require selecting or constructing informational stimuli. As I show empirically with two robustness tests and one extended replication of previous studies, this selection/construction necessarily affects the resulting (a)symmetries. When it is unclear how well the selection represents some universe of real-world information, we should thus be wary of results about asymmetries. Ideally, studies should find ways to randomly sample stimuli from the target population of information.