Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Emerging Science Journal
Roman A. Alandarov
Financial University under the Government of the Russian Federation, Moscow,
Environmental Science

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
A Digital Model of Full-Cycle Training Based on the Zettelkasten and Interval Repetition System Gevorg T. Malashenko; Mikhail E. Kosov; Svetlana V. Frumina; Olga A. Grishina; Roman A. Alandarov; Vadim V. Ponkratov; Tatyana A. Bloshenko; Lola D. Sanginova; Svetlana S. Dzusova; Munther F. Hasan
Emerging Science Journal Vol 7 (2023): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2023-SIED2-01

Abstract

The study aims to propose and validate a new digital model based on the Zettelkasten and interval repetition system for comprehensive and full-cycle training of the students. The core idea is to enhance the learning experience and effectiveness of the given training course by enhancing the student's attention during the learning and long-term information retention. In pursuit of the aforementioned research aim, the study incorporates a quantitative research methodology by combining experiments and a survey. In particular, the effectiveness of the proposed model was assessed via an achievement assessment involving two groups of students and assessing their scores on the same test. This was followed by a metacognitive awareness survey of the two groups to investigate their perceived understanding and performance (with and without the use of a model). The proposed model was found to be effective in enhancing the learning experience and effectiveness of the students on the training course. The Zettelkasten facilitates the management of the student's attention, while the interval repetition system contributes to increased retention. The students that used this model in their learning and preparation scored better than their peers. Also, they reported a significantly higher understanding and awareness of their learning than their peers. The model can be incorporated into the learning process or the provision of training courses to the students. This study is the first to suggest the integration of Zettelkasten and the interval repetition system into one learning model for the students. The article proposes a practical model that can be incorporated by teachers to improve the learning effectiveness of their students. This article has some limitations as well that must be acknowledged. Doi: 10.28991/ESJ-2023-SIED2-01 Full Text: PDF
Increasing the Effectiveness of Pedagogical Technologies in Education: Psychological Experience of Technological Change Management Mikhail E. Kosov; Gevorg T. Malashenko; Svetlana V. Frumina; Olga A. Grishina; Olga A. Polyakova; Roman A. Alandarov; Vadim V. Ponkratov; Nataliya S. Shmigol; Svetlana S. Dzusova; Abbas Abd Ali Abbood
Emerging Science Journal Vol 7 (2023): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2023-SIED2-05

Abstract

This paper investigates the psychology of change management involving a technological change in the educational organization and the administrative and teaching staff. In particular, the paper delineates the staff’s psychological experience regarding the incorporation of pedagogical and educational technologies. In this regard, this article provides theoretical support based on the stimulus-organism-response theory, technological self-efficacy, and technological acceptance model and develops a theoretical model. A quantitative approach was applied to test the model, and research assumptions were drawn from the aforementioned theories. Particularly, disruptive statistics and correlation analysis were employed to test the assumption empirically by collecting data from 500 staff members. The research results highlight that a psychological response serves as the antecedent of the effectiveness of pedagogical and educational technologies, whereby the positive psychological responses (happiness, inspiration, or drive) would increase the effectiveness, while the negative psychological responses (anxiety, stress, and discomfort) would decrease it. This psychological response depends on the perceived self-efficacy and perceived ease of use of the staff, whose lower levels of the two raise the negative psychological response. Generally, to increase the effectiveness of pedagogical and educational technologies, it is essential to effectively manage the psychological well-being of the staff by reducing their negative psychological responses and developing their technological competence (self-efficacy and ability to use with ease). Doi: 10.28991/ESJ-2023-SIED2-05 Full Text: PDF
Co-Authors Abbas Abd Ali Abbood Gevorg T. Malashenko Lola D. Sanginova Mikhail E. Kosov Mikhail E. Kosov Munther F. Hasan Nataliya S. Shmigol Olga A. Grishina Olga A. Grishina Olga A. Polyakova Svetlana S. Dzusova Svetlana V. Frumina Svetlana V. Frumina Tatyana A. Bloshenko Vadim V. Ponkratov