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DOI: 10.15862/21SCSK224 (https://doi.org/10.15862/21SCSK224)

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Proshkova Z.V., Yeremenko Ya.Ye. [Educative capital of online school students: searching for empirical referents] World of Science. Series: Sociology, Philology, Cultural Studies, 2024, Vol. 15, No. 2. Available at: https://sfk-mn.ru/PDF/21SCSK224.pdf (in Russian). DOI: 10.15862/21SCSK224

Educative capital of online school students: searching for empirical referents

Proshkova Zoya Vyacheslavovna
Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences
Sociological Institute of the Russian Academy of Sciences, Saint Petersburg, Russia
E-mail: eder57@yandex.ru
ORCID: https://orcid.org/0000-0002-6219-6905
RSCI: https://elibrary.ru/author_profile.asp?id=121960

Yeremenko Yana Yevgenievna
Saint Petersburg State University of Aerospace Instrumentation, Saint Petersburg, Russia
E-mail: firfir5@mail.ru

Abstract. The article is about Russian online schools that issue state-issued certificates to graduates. The relevance of the study is related to the accelerated process of digitalization of education and the need to improve the quality of human capital. The authors present a methodological model for analyzing the educational capital received by students in online schools. Empirical referents, with the help of which it is possible to identify the structure of educational capital and analyze its most developed elements and deficit zones, are substantiated. It was possible to classify the developed indicators and divide them into six groups.

Among the proposed indicators are academic performance, participation in Olympiads for schoolchildren, family educational capital, knowledge of foreign languages, computer literacy, profile and rating of schools, attendance at extracurricular activities. To understand the transmission of family educational resources, especially in the dynasties of technical specialists, not only the education and profession of the online school student’s parents but also the education and professional activities of older generations of the family are taken into account.

The list of referents is made to study the educative capital of online school students but it is also relevant to other groups of students. Indicators can be used in various types of empirical sociological and interdisciplinary research. In general, the methodological model is more suitable for the analysis of reflective technologies: representative polling, standardized questionnaires, focus groups, open-ended questionnaires, biographical interviews and other qualitative sociological methods.

The results of the study are useful for various areas of social policy, as well as for evaluating the digital educational environment and distance learning methods at school.

Keywords: online schools; students; educative capital; empirical referents; family; sociological methods

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