‘No One Expected Online Education to Receive Such a Powerful Impetus for Further Development’
On March 17, the Institute of Education hosted its annual seminar dedicated to issues in education. This year’s seminar addressed the topic, ‘Higher Education during an Epidemic: The Possibilities of Digital Technology’. For the first time in eight years, the seminar participants—representatives of Chinese, American, and Russian universities—participated in the event remotely.
A Colossal Challenge
‘Today is a sunny day in Moscow, but the city is gradually shifting to social distancing and self-isolation,’ said Isak Froumin, Head of the Institute of Education. He recalled that just days before the seminar, the Russian Minister of Science and Higher Education Valery Falkov signed a letter recommending that all Russian universities transition to distance learning.
Similar changes are happening all over the world now—the number of students who are affected by this is approaching a billion—which is a huge challenge for the education system. Schools and universities are closing, and professors and instructors are switching to online instruction, which presents many challenges.
Opportunities and Challenges
The first country to implement this educational change was China. According to Zhu Xudong, the Dean of the Faculty of Education at Beijing Normal University, higher education was transferred online as soon as possible. Assistants work together with teachers, setting up students for full-time work.
‘Discussions of students with teachers in chat rooms are no less lively and interesting than before when they interacted in person,’ he said.
‘We have been doing online education for a long time, but no one expected it to receive such a powerful impetus for further development because of the virus,’ said Liu Shuhua, Vice Director of Zhejiang University's Center for International Education Research. As Xiaoxiao Wang, Secretary-General of the Ministry of Education Research Center for Online Education explained, at Tsinghua University, 'short training sessions were conducted for those teachers who did not have experience with online tools. In addition, more than 300 models of how online training can be implemented have been prepared.'
Tao Zhan, Director of the UNESCO Institute for Information Technologies, hopes that the virus will disappear soon and the experience gained in China and other countries will be valuable for a long time to come.
However, according to Chinese colleagues, there are still plenty of financial and technical difficulties. There is a lack of quality equipment, and not everyone is ready to use new tools. There is tension in the student community, especially since some of the students remain in university dormitories, and many of those who have gone home do not have good internet. The students, of course, are not conducting experiments or interning at enterprises.
In the future, according to Zhu Xudong, it is necessary to establish certification procedures for open educational resources, teach teachers how to use them, encourage interaction between universities, and get external partners involved in organizing online education.
Between Panic and Good Advice
American universities are also moving online. Alexander Sidorkin, Dean of the College of Education at the University of California, Sacramento, reported that approximately 40% of his instructors already know how to use new online teaching programmes, another 40% need a little support, and 20% do not know what LMS (Learning Management System) is. It is with them that the employees of the teacher training center (the ‘teaching room’) actively work, often overloading information about their ‘favorite toys’. ‘In this situation, it is important to strike a balance between panic and good advice,’ said Alexander Sidorkin.
Igor Chirikov, Director of the Student Experience for the Center for Studies in Higher Education at the University of California, Berkeley, says that going online is not necessary to improve the quality of education, but rather to minimize the risks of spreading the virus.
Now the hardest part is to avoid confusion, so we need to clearly tell students and instructors about the new rules
The university has lent out laptops to some students until the end of the semester. ‘The general framework in Berkeley has been set: the university has paid for Zoom accounts for all employees, and then it is up to the teachers and educational programmes themselves to determine how to structure their interaction with their students,’ he said.
Do Not Reduce Interaction
According to Vasily Tretyakov, Director General of the 20.35 University, the easiest thing that teachers can do now is to broadcast their lectures or record them and make them available to students. The most dangerous thing a Russian university may face is a decrease in interaction.
‘It will be extremely difficult to increase motivation, awareness, and a responsible attitude towards learning among students,’ he said. ‘It may turn out that students will only start watching the recorded lectures and studying for their exams at the very end of the semester.’
To avoid this, you need to focus on organizing group work online, the expert said.
Think about Others
Russia started organizing online training later than many other countries, and this allows us to analyze the experience that has already been gained elsewhere, noted HSE Director for eLearning Evgenia Kulik. In Russia, there are about a thousand quality courses that can be used by universities, and now we are testing technological systems: we need to understand whether they are capable of delivering content to hundreds of thousands of students.
‘This is also a test of our relationships with one another. Many people have ended up in a stressful situation caused by a significant change in various processes, and this is superimposed on the stressful situation society as a whole now finds itself in due to the pandemic,’ said Evgenia Kulik.
In her opinion, the algorithm for transitioning higher education to an online format is understood. The main task is to carry out all changes carefully while keeping other people in mind and focusing on their education and support.
At the end of February, the HSE IGITI Research Centre for Contemporary Culture hosted a roundtable entitled ‘Field Studies in Russia: A Country Familiar and Foreign’. Roundtable participants talked about field work methods and standards, research challenges, and ways to solve them. The participants also discussed the extent to which it is possible to apply international experiences and approaches to field work in Russia as well as ways to study Russia from within and without.
HSE University, represented by the Center for Studies of Civil Society and the Nonprofit Sector, and the United Nations Volunteer Programme (UNV) signed a partnership agreement, under which they will regularly exchange information, carry out joint research, as well as organize conferences and other events.
Ruoqi Cao, from Harbin, China, graduated from HSE University’s Masters’ programme in International Business. She is now working on her PhD at the HSE Institute of Education, where her research focuses on the influence of higher education on the economics of the regions in Russia and China. She has shared with HSE News Service her story of coming to study and work in Russia.
On December 12, heads of missions and embassy representatives from over forty countries gathered in Moscow for HSE University Day for Diplomatic Missions. The event, which was held at HSE’s newly renovated Pokrovka campus, was aimed at fostering further cooperation between HSE and its international partners.
The Institute for Oriental and Classical Studies of the Faculty of Humanities has launched a Center of Iranian Studies and the Persian Language. On December 6, representatives of HSE University and the Cultural Representative of the Embassy of the Islamic Republic of Iran in Moscow signed the cooperation agreement.
Researchers and diplomats from 35 countries and eight Russian regional universities gathered at HSE University to discuss globalization in Asia and how it differs from what is taking place in Europe.
On October 25-26, the International College of Economics and Finance (ICEF) and the Laboratory of Financial Economics (LFE) hosted the Eighth International Moscow Finance Conference at HSE University. This year’s programme included researchers from the University of California, Los Angeles; University of California, Berkeley; University of Warwick; University of Lausanne; and the London School of Economics. Their presentations dealt with a wide range of timely topics, including the forecasting potential of data science models.
Students of the HSE and University of London Parallel Degree Programme in International Relations earned some of the highest scores worldwide on the exams that the University of London administers at its foreign partner universities.
The tenth International Russian Higher Education Conference (RHEC) has commenced in Moscow this week and will last until October 25. This year’s conference focuses on ‘Contributions of Higher Education to Society and Economy: Global, National and Local Perspectives.’
On October 2-4, HSE University hosted the international conference Trends in Logic 19. Current Issues in Philosophical Logic for the first time in Russia. The conference, which attracted a number of prominent Russian and international scholars, was organized jointly by the journal Studia Logica and the HSE International Laboratory for Logic, Linguistics and Formal Philosophy.