Abstract
The main objects of research in this article can be formulated in the form of the following brief idea: University teachers face new problems that put more pressure on the development of the learning environment [11]. Many of them are related to the introduction of new pedagogical approaches, the rapid development of educational technologies, the diversification of non-traditional groups of students in need of flexible courses, as well as growing expectations about the skills needed in their current and future lives. These changes are also consistent with a larger transformation, described as a transition from the instruction paradigm to the learning paradigm, or can be seen as a transition from transferring knowledge to students to building knowledge.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
