Alma Mater
ISSN 1026-955X
Vestnik Vysshey Shkoly (Higher School Herald)
The best way to learn all about Higher Education

=

Intensification of the Educational Process using the Method of Focused Group Interview

D.G. Perednya, О.В. Филимонов

UDC 378-029:303

https://doi.org/10.20339/AM.08-21.036

 

D.G. Perednya is Cand. Sci. (Sociology), Ass. Prof., Prof. at sub-faculty of Theory and Methodology of State Administration e-mail: 2975829@mail.ru; and O.V. Filimonov is Dr. Sci. (Sociology), Ass. Prof.  e-mail: ofilimonov@yandex.ru  Both at Management Academy of the Ministry of the Interior of the Russian Federation

 

Researched is the experience of intensification of education based on the application of the method of focused group interview within the system of higher departmental education in Russia. This method is proposed to adapt and apply as a kind of practical training. The article proves that the use of this method activates the educational process due to group dynamics, that is, the use of new types of social interactions that are traditionally not accepted to use in departmental universities. The characteristic of the trainees is given and the main educational effects of the method application are described, such as: relevance and novelty of knowledge, its practical value, persuasiveness, memorability, increased interest in the course of the lesson. The method was applied in conducting trainings courses (heads of subdivisions on interaction with civil society institutions and media of the bodies of internal Affairs of Russia) at the Higher academic courses of Academy of management of MVD of Russia. The proposed method allowed us to switch to two specific practices (strategies) for organizing this pedagogical interaction, including taking into account the regional specifics of students. Thanks to the intensification of group dynamics in the course of classes, students have the opportunity to get a lot of “fresh”, relevant examples of interaction with the media; to avoid previously unpredictable negative consequences of various types and forms of interaction in their future practice.

Key words: educational process, intensification of education, postgraduate education, Academy of management of the Ministry of internal Affairs of Russia, Higher academic courses, method, focus group, group dynamics, focused in-depth interview, social interactions.

 

References

1. Grigoreva, E.I. (2019). Simplicity and visibility in graphs. Moscow: FNISC RAN Publ. 63 р. (In Russ.). URL: http://www.isras.ru/publ.html?id=6970 (accessed on: 11.11.2019).

2. Twelve solutions for new education: Report Of the center for strategic development and Higher school of Economics. Moscow: Center for strategic development Publ., 2018. 106 p. (In Russ.). URL: https://www.hse.ru/data/2018/04/06/1164671180/-Doklad_obrazovanie_Web.pdf (accessed on: 26.10.2019).

3. UNESCO Institute for lifelong learning, 2000. URL: https://uil.unesco.org/document/european-communities-memorandum-lifelong-learning-issued-2000 (accessed on: 29.11.2019).

4. Krueger, R.A. & Casey, M.A. (2000). Focus Groups. A Practical Guide for Applied Research. Thousand Oaks, CA: Sage Publications, 206 p. [Russian Translation (2003): Fokus-gruppy. Prakticheskoe rukovodstvo. Moscow: Izdatel’skii dom “Vil’yams” Publ. 405 p.].

5. Levinson, A.G., Stuchevskaya, O.I. (2003). Focus Groups: Evolution of the Method. Monitoring obshchestvennogo mneniia: ekonomicheskie i social’nye peremeny =Public opinion monitoring: economic and social changes. No. 1. P. 46–55. (In Russ., abstract in Eng.).

6. Moles, A.A. (1967). Sociodynamique de la culture. Paris-La Haye, Mouton et Cie, 343 р. [Russian Translation (1973): Sociodinamika kul’tury. Moscow: Progress Publ., 1973. 405 p.].

7. Perednya, D.G. (2003). Samoobrazovanie kursantov vysshih voenno-uchebnyh zavedenii MO RF i ego institucional’noe regulirovanie (sociologicheskii analiz): аbstr. diss. … kand. sotsiol. nauk. [Self-education of cadets of higher military educational institutions of the Ministry of defense of the Russian Federation and its institutional regulation (sociological analysis): Cand. Sci. Thesis (Sociology)] (In Russ.). Moscow. 24 р.

8. Sokolova, E.I. (2013). The analysis of terminological row «coach, mentor, tutor, facilitator, advisor» within the frame of lifelong learning. Nepreryvnoe obrazovanie: XXI vek. Lifelong Learning: XXI Century. No. 4 (4). P. 124–135.

9. Tupicyna, I.N., Son, L.P. (2009). Lifelong Learning (LLL) as the realization of the social role of higher education]. Social policy and sociology. No. 1 (43). P. 260–273. (In Russ.).

10. Lifelong Guidance Policy Development. A European Resource Kit. (In Eng.). URL: http://www.elgpn.eu/publications/browse-by-language/english/ELGPN_resource_kit_2011-12_web.pdf/ (accessed on: 29.11.2019).