Name: Ainoutdinova, Irina
Degree: Doctor of Pedagogical Sciences
Academic rank: Professor
Organisation/ Institution: Institute of Pedagogy, Psychology and Social Problems (IPPSP, Kazan) / Kazan (Volga region) Federal University (KFU)
Scientific interests: Pedagogical sciences; Methodology, methods and techniques of training bachelors of law, masters of law and postgraduates at university; Innovations in higher education.
Achievements: The author of more than 100 publications (including articles, monographs, textbooks, tutorials, etc.) on issues concerning new trends and methodology of higher education. In 2012 she defended her doctoral dissertation in the field of theory and methodology of vocational education “Integration of vocational and foreign language training of a competitive specialist in higher education” (15.05.2012). The author has developed, tested and implemented the educational technology known as CIPPO – the author’s technology of “creative informative personalized professional (vocational) optimized” foreign language teaching and learning of students at the university level. CIPPO aims to integrate professional (vocational) and foreign language training of a future competitive specialist. The content of training courses is built on a modular-competence basis; provides duly selected and structured curriculum; offers a high quality ICT-based learning environment designed for the purposes of a personalized student-centered teaching and learning.
She will be co-presenting the following presentation with Dr Tatiana Tregubova.
Developing skills for e-learning tutoring in the wake of the COVID-19 pandemic in Russia
The need to analyze and research the question of developing skills for e-learning tutoring has been driven by several factors, the most recent and acute being the COVID-19 pandemic and its unprecedented impact on educational systems around the world. With many schools and institutions closed under lockdown restrictions, there was a distinct rise in e-learning initiatives both in Russia and abroad. Various forms of distance and online teaching and learning strategies and solutions were mobilized to replace the traditional forms of education. Russian government, its authorities and institutions also undertook all possible measures to utilize technology in support of the smooth continuity of educational process. Despite high interest of some Russian educators, trainers and teachers in electronic and digital forms of teaching and learning even before COVID-19, it can be assumed that it was the pandemic that revealed most of the gaps and shortcomings in this education sector. Along with certain difficulties associated with institutional and technical support, there was an obvious gap in the ICT readiness of most teachers, trainers and instructors to provide adequate assistance to their students in the new distance learning environment. There arose an urgent need to rethink and strengthen the institution of e-learning tutors capable to solve pedagogical, psychological, technical and communication issues of online training. The aim of this work is to analyze the best European practices and models of e-learning tutors` training and determine their applicability in Russia. The study was carried out using social, pedagogical, competence-based and comparative approaches covering all aspects of professional activities of tutors, which allowed considering their roles, needs and skills sufficient to implement their goals and objectives in the e-learning context. The research results include the specification of the conceptual apparatus, classification of e-learning tutors` skills and competencies, and gradation of levels of their achievement. The empirical part contains a description of the e-course created with the help of our Pro-VET partners on the ‘Warnborough Learn’ digital platform.
Key words: e-learning, online, tutoring, tutor, pedagogy, psychology, technology, communication, COVID-19 pandemic