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Universities in the Networked SocietyProfessional Training: Challenges in the Digital Economy Context

Universities in the Networked Society: Professional Training: Challenges in the Digital Economy... [The paper covers the problem of changes in professional training that are demandable for the digital economy. The high level of country digitalization, detected by several indicators, is interpreted as a change of intellectual tools with transition from the use of signs to the use of sign systems. Challenges of digital economy are discussed in close relation with the psychological changes in all components of professional activity. New goals, needs, and motives in professional activities are considered as necessary requirements for innovative achievements. It is emphasized that the changes in professional activity should be dynamically reflected in professional training. The results of a study to assess educational conditions that academic teachers provide for students in the e-environment are presented. Three categories of educational conditions in the e-environment are explored: acquisition of learning content, network communication with learning goals, and self-management and self-realization in learning activity. It is concluded that training should occur within the e-environment that simulates trends of the real digital professional environment.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Universities in the Networked SocietyProfessional Training: Challenges in the Digital Economy Context

Part of the Critical Studies of Education Book Series (volume 10)
Editors: Smyrnova-Trybulska, Eugenia; Kommers, Piet; Morze, Nataliia; Malach, Josef

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References (4)

Publisher
Springer International Publishing
Copyright
© Springer Nature Switzerland AG 2019
ISBN
978-3-030-05025-2
Pages
39 –48
DOI
10.1007/978-3-030-05026-9_3
Publisher site
See Chapter on Publisher Site

Abstract

[The paper covers the problem of changes in professional training that are demandable for the digital economy. The high level of country digitalization, detected by several indicators, is interpreted as a change of intellectual tools with transition from the use of signs to the use of sign systems. Challenges of digital economy are discussed in close relation with the psychological changes in all components of professional activity. New goals, needs, and motives in professional activities are considered as necessary requirements for innovative achievements. It is emphasized that the changes in professional activity should be dynamically reflected in professional training. The results of a study to assess educational conditions that academic teachers provide for students in the e-environment are presented. Three categories of educational conditions in the e-environment are explored: acquisition of learning content, network communication with learning goals, and self-management and self-realization in learning activity. It is concluded that training should occur within the e-environment that simulates trends of the real digital professional environment.]

Published: May 22, 2019

Keywords: Digital economy; Psychological theory of activity; Professional activity; Professional training; Electronic educational environment; Pedagogical support

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