E-Learning at the Tertiary Level in and After Pandemic

Abstract

The article deals with new challengers in higher education system in terms of reality caused by coronavirus COVID-19. Some positive experience in English distance teaching and learning (at the basis of Yaroslav Mudryi National Law University, Ukraine) is described as it is significant in pandemic and may become useful for post pandemic society to improve educational processes. The purpose of the paper is to share positive ideas for English e-learning organization at the tertiary level in pandemic in order to use e-learning gains in further educational practice, highlight and solve its problems. General theoretical methods (analysis and synthesis) as well as empirical (observation and discussion) helped to find out advantages and identify disadvantages of the issue under study. The study has reached the following conclusions: asynchronous distance learning is effective for highly motivated students; synchronous forms demonstrate ability for developing all kinds of language skills. Advantages of distance teaching and learning there are: opportunity to display necessary didactic material on screen, to play audio recording or video materials for students in better quality. We have identified these problems: necessity of strong students’ motivation, connected with self-organization and the ability to work independently; sometimes insufficient technical skills of academic staff; academic dishonesty, which leads to meaninglessness of testing.

Distance Learning For Military Doctors in Crisis Situations: The DILEMMA Cross-Sectional Study Results

“…Understanding the needs and requests of students in the field of new teaching methods, in particular digital and/or distance ones, will make it possible to better adjust the teaching process, determine the needs for teacher training, increase their technical skills and create conditions for better student engagement (Girdzijauskienė et al, 2022;Holubnycha et al, 2022;Budko et al, 2023). It is clear that the war in Ukraine will continue for some time and the distance education component, especially in the context of advanced medical education, will remain significant (Jain et al, 2022;Srichawla et al, 2022;Vasianovych et al, 2023).…”

“…The COVID-19 pandemic has taught educators not only to respond quickly to the need of medical students to receive new information about a previously unknown disease to ensure the best clinical practice, but also led to the widespread introduction of online services -telemedicine and distance learning (Holubnycha et al, 2022;Poberezhets et al, 2022). Since 2020, training at UMMA due to the COVID-19 pandemic has taken place in a mixed form: for interns -situationally, based on the need for self-isolation of groups or individual students/teachers, and for doctors participated in advanced training courses -50% or even 100% online learning during lockdown (Kozak et al, 2021;Poltorak et al, 2021).…”

“…On such a scale, distance learning was not previously used in the country, and discussions about the quality of medical education in distance learning remain open. While the problems of distance undergraduate education have found some reflection in the research publications (Galynska & Bilous, 2022;Holubnycha et al, 2022;Poberezhets et al, 2022;Sherman et al, 2022;Remez, 2023), the issues of postgraduate distance education, especially when it comes to military doctors, whose training requires the development of practical skills and differs from civilian educational process especially in such crisis situations as pandemic or war, have not been studied enough (Kozak et al, 2021;Savytskyi et al, 2022).…”