caerCentral Asian Economic ReviewCentral Asian Economic Review2789-43982789-4401Университет Нархоз10.52821/2224-5561-2021-2-169-179caer-323Research ArticleЦИФРОВАЯ ЭКОНОМИКАDIGITAL ECONOMYАнализ цифровых платформ обучения университетов: отечественный и зарубежный опытAnalysis of digital training platforms of universities: domestic and foreign experiencehttps://orcid.org/0000-0001-5828-8375СейтбаткаловаА.SeitbatkalovaA.

Сейтбаткалова Алия Сагидоллаевна - докторант PhD, Университет Туран.

Алматы.

Almaty.

18191235@turan-edu.kzhttps://orcid.org/0000-0003-0652-2806МуканС.MukanS.

Мұқан Сəкен Мұқанұлы - доктор PhD, ассоциированный профессор Университет Нархоз.

Алматы.

Almaty.

saken.mukan@narxoz.kzhttps://orcid.org/0000-0002-2656-6040ТаменоваС.TamenovaS.

Таменова Салтанат Сарсенбаевна - кандидат экономических наук, профессор, директор Центра регионального инновационного развития, Университет Туран.

Алматы.

Almaty.

s.tamenova@turan-edu.kzУниверситет ТуранКазахстанTuran UniversityKazakhstanУниверситет НархозКазахстанNarxoz UniversityKazakhstan20212506202102169179Copyright © Сейтбаткалова А., Мукан С., Таменова С., 20212021Сейтбаткалова А., Мукан С., Таменова С.Seitbatkalova A., Mukan S., Tamenova S.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://caer.narxoz.kz/jour/article/view/323Цель исследования

Цель исследования. Оценка воздействия пандемии COVID-19 на качество образования на основе исследования внедрения технологий электронного обучения с использованием цифровых платформ как в зарубежных, так и казахстанских университетах.

Методология

Методология. Проблемы, связанные с онлайн-обучением, и возможные решения были выявлены на основе ретроспективного и сравнительного анализа зарубежных и казахстанских научных исследований. Поиск научной литературы проведен в крупных базах данных: ResearchGate, Springer, ScienceDirect. В процессе поиска была найдена 481 научная статья, соответствующая введенным параметрам поиска. Учитывая критерии включения и исключения, было отсеяно 465 работ, а оставшиеся 16 направлены на анализ.

Оригинальность / ценность исследования. Наряду с выявлением барьеров внедрения электронного обучения, определены основные факторы во время пандемии COVID-19, которые влияли на эффективность образовательного процесса. В ходе исследования выявлено, что цифровые платформы создают устойчивые конкурентные преимущества и являются основным инструментом модернизации процесса обучения.

Результаты исследования

Результаты исследования. В результате исследования определены наиболее значимые факторы, связанные с управлением технологическими знаниями, а также с уровнем готовности университетов, преподавателей и студентов к внедрению электронного обучения.

The purpose of the study

The purpose of the study. Assessment of the impact the COVID-19 pandemic on the quality of education based on a study of the implementation of e-learning technologies using digital platforms in both foreign and Kazakhstani universities.

Methodology

Methodology. Problems related to online learning and possible solutions were identified based on a retrospective and comparative analysis of foreign and Kazakhstan scientific research. Scientific literature search was carried out in large databases: Researchgate, Springer, ScienceDirect. During the search, 481 scientific articles were found that matched the entered search parameters. Given the inclusion and exclusion criteria, 465 papers were screened out, and the remaining 16 were sent for analysis.

Originality / value of the research. Along with identifying barriers to the introduction of e-learning, the main factors during the COVID-19 pandemic were identified that influenced the effectiveness of the educational process. The study revealed that digital platforms create sustainable competitive advantages and are the main tool for modernizing the learning process.

Findings

Findings. As a result of the study, the most significant factors related to technological knowledge management, as well as the level of readiness of universities, teachers and students to implement e-learning, were identified.

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The authors declare that there are no conflicts of interest present.