Tag "publications"

The Covid-19 pandemic has propelled universities to switch to online learning, which will probably foster the development of online higher education. IOE researchers joined forces with their American colleagues to demonstrate, based on a representative sample of STEM students, that online learning at university can be as effective as traditional in-person training.

What helps and what hinders access to good education in Russian regions

How the social status of the family shapes the education of the child

Instructors hold differing opinions about doctoral school

Students cheat and plagiarize more if they believe most of their classmates to do just all the same. A recent study by Evgeniia Shmeleva and Tatiana Semenova, experts at the IOE Center for Sociology of Higher Education, looks at how factors of learning environment, and specifically the way students perceive the stance towards dishonest practices that their peers espouse, act as modulators of academic dishonesty.

How to Prevent Underachievement at School

How engagement in student clubs helps undergraduates find good employment

In their commentary featured in International Higher Education, Philip G. Altbach and Hans de Wit of the Center for International Higher Education at Boston College (USA), IOE’s long-standing partner for a vast academic agenda, reflect on the main reasons behind the growing spate of redundant research publications and what needs to be done to rectify the trend.

An international research team involving IOE has reported findings from a large-scale project that benchmarks the learning outcomes among senior students of Computer Science (CS) at U.S., Indian, Chinese and Russian universities. Based on a unique testing methodology developed by ETS, the study finds that U.S. undergraduates have substantially stronger ability across dimensions of the CS curriculum than their peers from India, China and Russia. The paper has been published in Proceedings of the National Academy of Sciences.

A recent study by IOE experts Alina Ivanova, Diana Kaiky and Yulia Kuzmina finds a link between the phonological ability of school starters (e.g., sensitivity to the sound composition of speech, the ability to identify individual sounds and syllables, etc.) and their capacity in math. The socio-economic status of the child’s family turns out to be an important modulator in the phonology–math relationship, the study suggests.