Changing Roles Of Students Research Articles

Once more on the rollercoaster: Loses and gains from the rapid shift to online delivery during Covid

A global rapid shift to online delivery in higher education due to the Covid19 pandemic resulted in students and teachers pivoting into a new learning environment, in many cases overnight. Our research nested within an Irish university explores how such a rapid educational delivery shift affected both students and teachers, offering a unique dual perspective and input into the changing roles of students and teachers due to Covid19. Our research design focused on open-ended surveys of 83 M.Sc. postgraduate students and their five teachers in five modules, followed by qualitative data collected through 34 in-depth interviews. The findings illustrate a complex narrative of self-regulation and challenge for both students and teachers both needing to adjust to a new educational experience. The main findings are that there is a core challenge in the repositioning of the student and teacher roles in a new educational ecosystem which needs to be both understood and managed to gain maximum benefit from this rapid and unprecedented change.

Проблемы образования в постиндустриальную эпоху

Considering the problems of education in the post-industrial era, the authors present the key concepts and make an attempt to describe the post-industrial reality as a volatile and complex system. Тhe authors discuss new approaches in technical and corporate education. A model of the development of «post-industrial education» is proposed, which helps to understand the main trends and challenges that await the education system in the future. The problems of «post-visual reality» and distance education are discussed, technical and organizational methods of its implementation are considered. In accordance with the concept of «life-long learning», conclusions are drawn about the changing roles of students and teachers.

Constructivism Learning: A Way to Make Knowledge Construction

Constructivism is an epistemological view of knowledge acquisition which emphasize on the active role of the learners in the construction of knowledge and interpretation of reality. This paper describes about the constructivist teaching learning process on the way to construction of understanding. It demonstrates how learners construct their own knowledge and making sense of information in a constructivist classroom. It also pays focus on the importance of constructivist teaching methods and the teaching–learning environment of constructivist classroom with the changing roles of students and teachers in the class room.