Wyniki wyszukiwania - Biblioteka Nauki

1

ВПЛИВ ІНТЕРАКТИВНИХ ТЕХНОЛОГІЙ НА ФОРМУВАННЯ КОМУНІКАТИВНОЇ КУЛЬТУРИ МАЙБУТНІХ УЧИТЕЛІВ

100%

Варга Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 4(48)

300-304

EN

The article outlines the peculiarities of interactive technologies in formation of communicative culture of the future teachers. Additionally, the contradictions are formulated and the relevance of the study is presented. The most effective periods of communicative culture of the future teachers are revealed; the analysis of modern research on the outlined problems with the definitions of «communication culture», «communicative competence», their features and functions; a range of skills that students must master in learning is defined. The author stresses that communicative competence is the ability of the individual to apply to a specific communication language skills, the ways of interacting with the surrounding and distant people and events skills in the group, possession of different social roles. Communicative culture is a dynamic personality formation, because combining art hearing and speech, objective decision proper understanding of the student, promotes relationship building, achieving effective cooperation guided by common interests. The author notes that communicative culture performs important functions, namely information (information exchange between the subjects of communication), interactive (the ability to present and defend your own opinion); emotional (creating favorable atmosphere during communication). In addition, a teacher during speech activity partner feels the emotional state through non-verbal signs; manages his mental state during communication with others. We believe that an important indicator of formation of communicative culture is to develop communicative competence, communicative skills, abilities and qualities. Thus, the teacher must know the rules and regulations of communication; must be proactive in communicating partners to intensify these activities; know the cultural traditions, ethical, aesthetic and moral standards taking into account individual and age characteristics of interlocutors. An important condition to use interactive technology is systemic, because the students should be prepared to implement any specified above technology training. Prospects for further research are seen in determining the state of formation of communicative culture of the future teachers by means of interactive technologies.

2

Онлайн обучение в условиях пандемии

100%

Kudlińska I. , Mospan N.

Heteroglossia. Studia Kulturoznawczo-Filologiczne

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2021

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nr 11

205-225

EN

The article is co-authored and analyses the issues of student satisfaction with the format of online learning, their views on its future, identifies the main difficulties and problems of students in the process of transition to online learning. In this article, the authors review the results of the survey and propose ways to solve the considered problems of online learning. The article highlights the possible practical use of the results by transforming the current education model, adjusting the existing academic curricular, making changes when preparing to university classes, etc.

3

Student perceptions of required student-to-student interactions in online courses

100%

Lesht F. L. , Schejbal D.

e-mentor

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2020

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nr 2(84)

4-12

EN

This multi-institutional study of undergraduate and graduate students enrolled in online degree programs explored student perceptions of required student-to-student interactions. Using a semi-structured interview methodology, thirty-three students participated in the study. While all of the students had experience with the required discussion board interactions of posting and responding, a majority of the students reported experience with other types of required student-to-student interactions including group projects, group presentations, peer reviews, and, for a few, discussions within the required synchronous sessions. The findings indicate that while most value the concept of peer-to-peer interaction in online courses, many found the required assignments lacking in authenticity and not a good use of their time. Some students reported satisfaction with one or more of the requirements such as small group assignments when time was allowed for coordination, small group discussions, and selected discussion board posts. The students valued the interactions most when those interactions were relevant to their careers. These findings encourage taking the demographic realities of students studying online into consideration when incorporating student-to-student interactions into courses. Many have family and other obligations, so they are particularly sensitive to work that appears to be trivial or unnecessary. Hence, learning elements such as peer-to-peer interactions should be incorporated into courses intentionally and with purpose so that the interactions do not appear to be busy-work or checking an interaction box.

4

NEEDS AND CHALLENGES FOR ONLINE LANGUAGE TEACHERS – THE ECML PROJECT DOTS

100%

Beaven T. , Emke M. , Ernest P. , Germain-Rutherford A. , Hampel R. , Hopkins J. , Stanojevic M. M. , Stickler U.

Teaching English with Technology

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2010

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tom 10

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nr 2

5-20

EN

The growing use of digital technologies in educational settings, paralleled by a paradigm change in educational theory from an instructivist transmission approach to constructivist and sociocultural theories of learning, demands more adapted teacher training programs, both technical and pedagogical. Looking at factors influencing teachers’ implementation of ICT in the foreign language classroom and guided by the results of a needs analysis survey conducted among twenty six language teachers from twenty five different European countries, the DOTS project aims to develop an online workspace with bite-sized learning objects for autonomous use by language professionals, particularly freelance teachers who frequently miss out on the training opportunities provided for their full-time colleagues.

5

DEVELOPING LEARNING ENVIRONMENTS FOR BLENDED AND ONLINE LEARNING

100%

Webb B. , Vallero A.

Theory and Practice of Second Language Acquisition

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2018

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tom 4

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nr 2

EN

Developing online and blended learning programs at a university requires the selection of an appropriate framework which addresses the criteria of effective pedagogy. This paper aims to determine a framework for developing and evaluating online and blended learning environments within university educational contexts. The paper is based on the experience of developing blended and online teacher training programs in Teaching English to Speakers of Other Languages at Bond University, Gold Coast, Australia. First, the paper outlines the methodology of the project. Then, it explores various concepts and theoretical models of learning environments. The next part of the paper examines students’ perspective of the elements of the learning environment as defined by the framework of choice. The paper concludes with a comparative overview of the theoretical framework and its application within the Bond University context.

6

Innovative teaching, delivering materials and the student's satisfaction in online learning : evidence from a sharp shift due to Covid-19 pandemic in Vietnam

100%

Binh V. T. T. , Nga N. T. H. , Loan N. T. T.

Annals of Computer Science and Information Systems

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2022

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tom Vol. 34

87--92

EN

Online learning is one of the trend in modern education today. In the context of the complicated Covid-19 epidemic, the role of online learning in teaching and research activities is even more critical. Innovative teaching methodologies and providing materials are two decisive factors in online education, so improving those two factors will help increase the quality of online learning. The research explores the influence of innovative teaching approach and the effectiveness of delivery materials on student satisfaction at higher education institutions in Vietnam. The research collected data through survey questionnaires with 527 responses. The study tested the measurement quality and examined hypotheses through multivariate regression analysis. The findings confirmed a positive effect of innovative teaching approaches and the effectiveness of delivering materials on student satisfaction in online courses. Based on the findings, the research proposed some recommendations to improve innovative teaching methodologies and provide materials in e-learning to enhance the quality of online learning.

7

IS AUTONOMOUS LEARNING POSSIBLE FOR ASIAN STUDENTS? THE STORY OF A MOOC FROM INDONESIA

100%

Ginting D. , Djiwandono P. I. , Woods R. , Lee D.

Teaching English with Technology

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2020

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tom 20

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nr 1

60-79

EN

An autonomous learning attitude is crucial in determining the successful completion of an online program. Such an attitude is not always easy. Students in online programs need to strike a balance between online studies tasks and their other work, maintain motivation, and consistently follow all the stages of the program. It remains to be seen whether these attitudes prevail in some Indonesian MOOC (Massive Open Online Course) students. This paper was a descriptive sketch of learning autonomy among thirty-seven students of an Indonesian MOOC. Only a small percentage of students was genuinely autonomous, while most were not, and experience difficulty in completing the MOOC program. The study found a correlation between autonomy and academic achievement, but did not demonstrate a cause-effect relationship.

8

Ethical-Values Pedagogical Model

100%

Holland C. , Mulcahy C. , Besong F. , Judge M.

Journal of Teacher Education for Sustainability

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2012

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tom 14

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nr 2

41-53

EN

This paper presents a pedagogical model that emerged during the design of an online Masters programme developed with the support of funding from the Erasmus multilateral programme. The authors are experienced in both the development and implementation of online learning, particularly values-based learning approaches in higher education, and are deeply committed to building alternate theoretical models that stimulate thinking about values-based learning within an online context. This pedagogical model thus represents an alternative theoretical resource for thinking about the role of ethical-values in learning. Garrison, Anderson and Archer’s (2000) Community of Inquiry Framework has been re-conceptualised and a new pedagogical model, titled the “Ethical-values Pedagogical Model”, has emerged. This model posits that a positive ethical-values presence is critical to sustaining teaching, social and cognitive presences and thus the lynchpin for the enablement of appropriate and meaningful cognitive experiences. The ethical-values bases of learners and educators effectively filter the way in which the cognitive experience is created and the manner in which the individual learner makes sense and/or constructs meaning within the learning environment. As such, the ethical-values bases of participants impact significantly on the teaching, social and cognitive presences within the learning environment. The presence of ethical-values that foster authentic, democratic and transformative learning experiences for the individual learner, communities of learners and educators is critical to the success of this Ethical-values Pedagogical Model.

9

ARE TEACHER EDUCATION STUDENTS READY FOR ONLINE LEARNING?

100%

Dobozy E.

Teaching English with Technology

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2009

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tom 9

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nr 2

1-15

EN

Recent reviews of active and participatory learning design are critical of the effectiveness of such strategies, pointing out that students’ participation levels in technology-mediated discussion tasks are generally low. In addition, they note that when students are made to participate, through the attachment of assignment points to participation in online discussions, students become skilled in taking full advantage of the assignment points, without necessarily engaging in deep learning. These reviews point to a disturbing trend in student engagement that needs urgent attention. Does student effort or the lack of it pose an inherent problem for the design of online discussion tasks? Is there a need to factor in students’ ambivalence towards online communicative collaboration when designing LAMS learning tasks? In this paper, I document the use and usefulness of non-assessed discussion forum learning design, discussing the meaning of student content engagement and its relationship to deep learning before reporting preliminary research results that sought to investigate current student engagement with non-assessed learning tasks. My findings illustrate the importance of reassessing current conceptualisation of learning and assessment tasks as a linear progression. Moreover, I conclude that it is counter-productive to ‘make students collaborate’ through the simple attachment of assignment points to tasks, because it rewards compliance rather than learning.

10

AN EXPERIMENTAL STUDY OF SUBTITLED ONLINE VIDEO SUPPORTING THAI STUDENTS LEARNING ENGLISH IT CONTENT

100%

Angkananon K. , Wald M.

Teaching English with Technology

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2018

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tom 18

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nr 4

48-70

EN

This research study investigated whether the innovation of online video media spoken in both Thai and English with appropriate subtitles improved English skills for new students in Business Computing at Suratthani Rajabhat University. Ninety two students were split equally between an experimental group using video online media for learning and a control group learning the same content face-to-face in the classroom. Evaluation was conducted through achievement and satisfaction tests. Trials of the instructional media by 33 students with a range of English skills helped to improve it. At the end of the learning period all students using the video online media passed the achievement test standard but only 54% of the control group passed. There was no significant difference between the pre-test scores of the two groups. The post-test scores showed that the experimental group had a significantly higher average score (23.39) than the control group (14.89) at the p level of 0.05. The achievement test results of the experimental group (listening = 3.98, reading =3.89, writing = 3.93, speaking = 3.91, discussion =3.91, presenting = 3.87) were significantly higher than the control group (listening = 2.94, reading =3.07, writing = 2.72, speaking = 1.93, discussion =2.20, presenting = 2.20) at the p level of 0.01 in every English skill. The students’ satisfaction for the innovation rated out of 5 was at a high level overall (4.54), the students were satisfied with the innovation (4.67), the innovation was interesting (4.63), and the innovation was easy to understand (4.28).

11

E-Learning and Blended Learning in the Opinions of Polish Students

88%

Chrost M. , Chrost S.

Multidisciplinary Journal of School Education

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2021

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tom 10

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nr 2 (20)

233-255

EN

For the first time in history, the education system has experienced a crisis situation on a global scale, leading to total and forced isolation in social life and communication. In March 2020, full-time classes at universities in Poland were suspended due to the epidemic caused by the COVID-19 coronavirus. This state of affairs resulted in the need to shift scientific and didactic work to be “remote”. This article aims to present students’ opinions on e-learning and blended learning after several months of experience with such forms of learning. The main research problem was formulated as follows: “What are the Polish students’ opinions of e-learning during the pandemic?” The method of diagnostic survey and the questionnaire technique called the SWOT were used in the empirical research. The research was conducted in May and June 2020 in three selected universities. A total of 314 students took part in it. The results indicate that remote teaching has both specific strengths and weaknesses and that there are many opportunities and threats associated with this form of teaching; nevertheless, a larger proportion of the data were related to the weaknesses. Undoubtedly, there are still many activities that should be introduced into practice and everyday academic education. Perhaps a creative solution will be to introduce only some elements of distance learning, which can contribute to a better acquisition of IT and digital competences and can help students develop activity, self-discipline, and independent learning.

12

Improving intercultural pragmatic competencies in online L2 Spanish classrooms through task-supported learning

88%

Bachelor J. W.

e-mentor

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2022

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tom 94

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nr 2

19-27

EN

Learners of a second language often have limited access to the native culture of that language in an authentic way, resulting in them committing linguistic and intercultural mistakes. One of the main advantages of task-based learning is that it can expose students to real-world circumstances, which makes learning a language more meaningful and inclusive of appropriate language behaviour. Task-based learning has become an accepted method for learning a language in face-to-face classroom environments, but its applicability to online learning is largely unaddressed. The author proposed well-organised online role-plays based on a task-based approach involving native speakers, which helped students interact in an authentic way and demonstrate their understanding of culture. The author conducted the research to increase intercultural pragmatic competencies in online L2 classrooms regarding common pragmatic speech acts as to not only increase their pragmatic competency but to also motivate students. The students from the online experimental group who were exposed to task-supported role-plays performed better than the online control group of students; however, student motivation was only mildly impacted. Thus, pragmatics and interculturality can be effectively taught in online L2 classrooms through task-supported learning, though motivation may require longer interventions.

13

Online learning in higher education under pandemic and war: the international perspective

88%

Kudlińska I. , Mospan N.

Heteroglossia. Studia Kulturoznawczo-Filologiczne

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2022

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nr 13

195-214

EN

This article is co-authored and analyses the issues of student satisfaction with the format of online learning, their views on its future, and identifies the main difficulties with this format of learning. The authors have used the findings from 2021 questionnaires conducted in two universities in Poland and Ukraine, and from a 2022 questionnaire conducted at a university located in Georgia, which enlarged the geography of the study. Based on the survey results, the authors propose ways to solve the identified gaps in the online learning process. The article highlights possible practical use of the survey findings by transforming the current education model, adjusting the existing academic curriculum, making changes when preparing university classes, etc.

14

Motivation Behind the Preference of Distance Education of Higher Education Students

88%

Pidbutska N. , Knysh A. , Chebakova Y. , Shtuchenko I. , Babchuk O.

Journal of Education Culture and Society

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2022

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tom 13

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nr 1

201-210

EN

Aim. The aim of the study is to investigate into the motives of learning that are inherent in students with different attitudes to distance learning. The main objectives of the study are as follows: to analyze the attitude to different forms of distance learning of students of higher education institutions; to investigate the main forms of scientific motivation of students of higher education institutions; to compare how the scientific motivation of students with different attitudes to distance learning differs. Methods. The study involved 211 students majoring in science (physics, chemistry). The study uses the following methods: 1) attitude questionnaire; 2) Science Motivation Questionnaire II; 3) statistical methods. The following is used for statistical data processing: descriptive statistics methods (to measure the percentage of people with different attitude towards organization of distance learning); ANOVA (to compare levels of science motivational types of students with different preferences in educational models). Results. It was determined that 38% of students are positive about distance education and see great opportunities for its implementation. But only 22.75% of students consider distance learning the best option of educational process organisation, and 21.8% are in favor of an exclusive face-to-face format. The most popular form among students is mixed form of education (55.45%). Students with a positive attitude to distance education are characterized by the highest scores on intrinsic motivation, self-efficacy and career motivation. Therefore, proponents of distance education are mostly students who have a good understanding of their own goals and learning needs, plan their career advancement, and are well-organized in terms of educational and professional development. Conclusions. Distance forms of education cannot completely replace traditional ones. But it is already becoming obvious that their use in a mixed format can increase the effectiveness of the educational process. Students' sympathy for the mixed format should be taken into account by the developers of educational programs and university administrations in order to improve the quality of education and meet the requirements of the times.

15

Teaching Concerns in Higher Education: Impact of Covid-19 in Pedagogy

88%

Alam S. , Hameed A.

Journal of Education Culture and Society

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2023

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tom 14

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nr 1

318-332

EN

Thesis. The present study aims to explore the impact of Covid-19 on higher education and identify the different problems faced by pedagogues around the globe. It compares the outcomes and comments from both established and developing countries to understand the change in pedagogical procedures. Concept. The desire for social isolation that was unheard of until the 20th and 21st centuries became a catchall word during the pandemic. For educational institutions, the governments’ emergency measures to switch from traditional classroom settings to virtual alternatives generated important opportunities and problematic obstacles. Results and conclusion. The study was conducted thorough research of Covid-19's broad effects on pedagogical practices in higher education, from the viewpoints of both instructors and learners. An analysis of diverse secondary materials was carried out and conclusions were derived accordingly. The findings show that the pandemic caused distinct problems for different populations depending on selected criteria that were explored and emphasised in the proposed study. Originality. The study has thoroughly analysed the ideas, challenges, of online educational pedagogy to identify the effectiveness and challenges. The main research contribution is the finding that asserts the promise of technology and the challenges that students encounter when learning through digital processes.

16

Social aspects of introducing online learning - the students' perspective

88%

Lis M. , Wolna N. , Moczulska M. , Solińska K.

e-mentor

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2020

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nr 4 (86)

36-46

EN

The article presents the introduction of online learning at universities in Poland, which was a solution aimed at preventing, countering and combating COVID-19. Attention was drawn to the perception of this change by the stakeholders, i.e. students. The analysis examines students’ concerns regarding the implementation of this form of learning in selected areas related to access to technology, the organization of classes, and the participation in them, social interactions and administrative activities. The aim of the research was also to ascertain students’ opinions on the consequences of the implemented change and on the actions aimed at facilitating the transition to online learning undertaken by the authorities and university employees. The research was conducted with the use of an electronic survey questionnaire. The responses of 189 full-time university students were analyzed. Based on the results of the research, communication between students and university authorities, as well as the involvement of participants in the process of change were considered as key elements in the implementation of online learning. Among the important activities there were those that enable participation in online learning (provision of equipment, programs, licenses) and those that support learning (access to library resources). As regards the latter, conclusions were formulated concerning the planning of teaching, i.e. the content and the way of transferring knowledge.

17

Online teaching readiness of staff during the COVID-19 pandemic: Ege University sample

88%

Kiliç M. , Ateç-Çobanoğlu A.

e-mentor

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2024

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tom 104

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nr 2

54-63

EN

The instant transition to online learning during the pandemic led to some neglections in instructional design and planning, with online teaching readiness seen as a major issue within this context. The authors of this study therefore believe that the readiness of instructors for providing online learning is a critical concern for such a transition and its future implications. In this survey/descriptive study, the authors investigated instructors’ online teaching readiness through an adapted version of Chi’s Online Teaching Readiness Questionnaire, which includes both open-ended and multiple-option questions, with code-theme relationships also presented. The data collection tool was administered to 200 instructors from different faculties working at Ege University, which is a western state university in Turkey. The findings from the questionnaire show that to a large extent, the instructors feel ready for online teaching. The authors share their suggestions on future research and applications in the last section of the paper.

18

Teaching in a time of pandemic: The case of the EMET Program at Pennsylvania State University - Fayette

88%

Gapinski A. J.

e-mentor

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2024

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tom 104

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nr 2

64-73

EN

The author shares his experiences of university teaching during the time of restrictions imposed on teaching and learning modes due to a pandemic. The relative scarcity of literature analyzing the response in the fields of science and engineering to the pandemic served as motivation. After providing general background information about the pandemic’s impact on educational systems worldwide, the article provides qualitative research with a narrative model for a case study of an engineering program at an American university. The analyzed case concerns the teaching and learning methodologies implemented in an electro-mechanical engineering technology bachelor’s degree program at Pennsylvania State University – the Fayette campus in the academic years 2020-22. Pennsylvania State University’s chosen teaching modes in the time of the pandemic to be used by instructors provide an example of adaptability of a higher education institution to the changing teaching and learning circumstances. The pedagogical approach to preparing, delivering, and assessment of learning effectiveness in engineering courses with a laboratory component is described. The article also shows how to use the learning management system, Canvas, with its analytical utility tool, to improve effectiveness and responsiveness of the teaching and learning process. The shortcomings and unexpected benefits of learning online pedagogy are shared and discussed. To assess the students’ perception and the study mode and their preferences in this regard, an anonymous, closed-ended, nominal-polytomous questionnaire was conducted, and its findings are analyzed. Further, to compare the students’ preferences as regards study modes depending on the academic discipline, engineering students were contrasted with students studying business as their major. The surveys also provide answers to trends in the longer term in students’ expectations for delivery of programs by higher education institutions.

19

Learning Continuity during COVID-19: An Analysis of the Higher Education Sector of Bangladesh

88%

Mukherjee D. , Hasan K. K.

Journal of Education Culture and Society

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2023

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tom 14

|

nr 1

650-671

EN

Aim. This study aims to understand the factors determining university students’ behavioural intentions toward online learning in Bangladesh. Specifically, this study investigates the relationship between performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), and behavioural intention (BI). Moreover, this study explores the influence of pandemic fear (PF) as a moderator in the relationship between exogenous and endogenous factors. Methods. The study is cross-sectional and followed a quantitative research approach with purposive sampling. Data were collected at a single point using a sample size of 578 respondents who studied online during the various phases of lockdown at five public and five private universities in Bangladesh. Regarding multivariate analysis, the Partial Least Squares - Structural Equation Modeling (PLS-SEM) is applied in this study to test the causal relationships in the structural model, as it is considered a second-generation technique. Results. Statistically, a positive significance was found between PE, EE, SI, and BI in online learning participation. Whereas the FC and the BI exhibited a negative relationship, a positive relationship was found between PE, EE, and the SI on BI. In addition, a moderating role for PF was investigated, and EE and FC were found to influence BI significantly. Conclusion. This study presents an extended UTAUT model by integrating pandemic fear as the moderator to study students' behavioural intention to adopt an online learning system under a disruptive situation. Practitioners, especially academicians and policymakers, will find this model useful while developing andragogic interventions for the higher education sector in Bangladesh.

20

Teachers’ Feedback and Trainees’ Confidence: Do They Match?

88%

Haro Soler M. d. M.

Research in Language

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2021

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tom 19

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nr 2

187-210

EN

Due to the COVID-19 pandemic, traditional face-to-face learning was suddenly replaced by online learning in universities all over the world. This sudden switch posed a wide variety of challenges to teachers and students. This paper focuses on one teaching practice, teachers’ feedback, and on a students’ form of self-perception, self-efficacy beliefs, both inherent to the teaching-learning process, whether it occurs in the classroom or a virtual environment. An action-research mixed-method study was performed to analyze how teachers’ feedback can impact translation students’ self-efficacy beliefs in three educational modes: face-to-face lessons, blended learning and online learning. This study was performed in two phases. Firstly, a quasi-experimental field study was performed before the outbreak of the pandemic in three groups of the same course: one offered traditional classes, whereas the other two included blended learning. Following the essence of action-research, the results of this first phase were implemented in an online translation course during the pandemic. After comparing and contrasting the results obtained in these two phases, we can conclude that indirect, elaborate and dialogic feedback fostered the students’ self-efficacy beliefs, irrespective of the educational mode.