Assessment of the digital activity of universities: Russian educational platform of the «Yuryat»

Abstract

The problem of the modern system of higher education in Russia and the world is the search for an adequate and high-quality digital model for enhancing professional training in higher education using the remote access system. The pandemic has exacerbated and hastened finding an answer. Russian universities have found an answer in the use of digital educational platforms. One of the most widespread and adequate to the needs of higher education was the «Yuryat» platform. The goal is to assess digital educational activity in Russian universities from 10/26/2020 to 10/25/2021. The research is based on the primary data of «Yuryat.Statistics» and published empirical data. Statistical and quantitative methods were used to study the problem., in particular, the integral index of digital educational activity (IDEA) was used in general form, calculated as an additive convolution of its constituent sub-indices. In turn, each sub-index Ii allows quantitatively characterize different types of digital activity when using the resource, they were calculated using the formula for linear scaling of Pi values. The main result of the study was based on the indicators developed by the authors on the state of digitalization of higher education in Russia from 10/25/2020 to 10/26/2021. conclusion about the lack of digital educational activity of universities according to the data of «Yuryat.Statistics». The average IDEA value = 0.082 means that the average digital activity is 8.2% of the maximum level equal to 1. The country is characterized by low student activity in the use of tests and media resources (ISKK and IUEM sub-index), as well as in the creation of digital courses (IPDC sub-index) on average across Russian universities The study carried out in this work on 318 universities in Russia made it possible to conclude that there is high interuniversity differentiation in terms of the level of development of digital transformation of the educational process, both in terms of individual characteristics and on a territorial basis. The results of the study proved that the main centers of digital transformation of higher education are Moscow, St. Petersburg and Yekaterinburg. It is obvious that the system of professional training in the country in the university sphere is faced with the question of strengthening work on the formation of technologies and platforms for remote access.