New methods of teaching in russian universities in the context of digitalization of society

Relevance of the topic
Students:
flow of information
learning problems
lack knowledge of digital technologies
Teachers:
Necessity of changing teaching methods
09.03.2020
Reshetnikova Olga, INeM UrFU

Problem
Many students believe that the answer to any question they can find in the search engine through online sources, accounting can be done in an outsourcing company or in the 1C Accounting program, therefore they need to study the course only in order to pass the exam.
09.03.2020
Reshetnikova Olga, INeM UrFU

Subject of study
New learning technologies, such as gamification, blended learning, mobile learning, micro-learning, project-based learning and facilitation sessions, contribute to the active teacher-student interaction and the formation of new knowledge and competencies.
09.03.2020
Reshetnikova Olga, INeM UrFU

New methods for studying accounting
Gamification
Blended learning
Inverted class;
Station rotation model;
Laboratory rotation model
Facilitation session
Project learning
09.03.2020
Reshetnikova Olga, INeM UrFU

The advantages and disadvantages
09.03.2020
Reshetnikova Olga, INeM UrFU

The value of each method is as follows
Gamification, each student is actively involved in the active Facilitation session classroom work
Blended learning building individual educational trajectories with X v continuous monitoring and proctoring of
Q students’ progress
3. Blended and
project-based students are motivated to study
learning
4. Inverted classes students develop a steady interest in their chosen type and project work h of professional activity
5. Project work theoretical learning and practical training are N F E b integrated
In order to demonstrate the gained competence to experts at the real enterprises, the specified learning outcomes are fully acquired.
09.03.2020
Reshetnikova Olga, INeM UrFU

Conclusions
To increase motivation of students to study the course
implementing the changed format:
the course placement on the Hypermethod platform, including all lecture materials, presentations, tasks, and tests for current and final self-monitoring.
2. training students to work with the platform and develop tasks for completing online.
assessing tasks and set ratings.
an encouraging tool that allowed students to complete tasks on time and get a grade with an error analysis.
When students attend classes, they have an idea of what material will be given, they can find a presentation and ask clarifying questions during the class. Further, the author hopes to analyze her practical results and provide evidence of improved students’ performance as a result of a change in motivation to learn.
09.03.2020
Reshetnikova Olga, INeM UrFU

References
1.Bilenko, P.N., Blinov, V.I., Dulinov, M.V., Yesenina, E.Yu., Kondrakov, A.M., Sergeev, I.S. 2020. The didactic concept of digital vocational education and training, Pero Publishing House, Moscow, Russia, 98 pp.
2.Bonk, C.J. 2006. The Handbook of Blended Learning: Global Perspectives, Pfeiffer, Germany.624 pp.
Christensen Institute 2017. www.christenseninstitute.org.[Accessed February 17 2020].
3.Vershinina, T.S., Kocheva O.L. 2015. Adaptation of foreign students to the learning environment of foreign culture using the method of six hats of thinking. International educational research. 8 (6): 124-131.
4.Garrison, D. 2008. Blended learning in higher education: Framework, principles, and guidelines, Jossey-Bass Publishers, San Francisco, USA, 272 pp.
5.Larionova, O.G., Rostovtsev A.N. 2017. Design and creative activity of students in contextual learning . Problems of socio-economic development of Siberia 1 (27): 158-164.
6.Muravyova, A.A. 2010. Principles of designing and implementing higher education programs in accordance with the requirements of the Bologna process. Bulletin of MGOU. Series "Psychological Sciences." 2 (2): 31-39.
7.Rebrin, O.I. 2012. The use of learning outcomes in the design of educational programs, UrFU. LLC "Publishing House" Azhur ", Yekaterinburg, Russia, 24 pp.
8.Sotnikova, E.B., Morgacheva, N.V. 2016. Project activities as an interactive teaching method in the school-university system. Modern problems of science and education 4: 5-13.
9.Tomlinson, B. Blended Learning in English Language Teaching: Course Design and Implementation 2013.www.teachingenglish.org.uk/sites/teacheng/files/D057_Blended%20learning_FINAL_WEB%20ONLY_v2.pdf.[Accessed February 17 2020].
10. Blended Learning Today: Designing in the New Learning Architecture 2014.www.oxford-group.com/pdf/blended-learning-today-2014.pdf. [Accessed February 17 2020].
09.03.2020
Reshetnikova Olga, INeM UrFU