Online Learning with the Eyes of Teachers and Students in Educational Institutions of Ukraine

Rudenko, Yuliia; Naboka, Olha; Korolova, Larysa; Kozhukhova, Khana; Kazakevych, Olena; Semenikhina, Olena Volodymyrivna

doi:10.18421/tem102-55

Cited by 10 publications

(6 citation statements)

References 5 publications

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“…Аналiз наукових праць Mintii [23], Rudenko et al [27], Semerikov et al [28] дав змогу врахувати переваги та недолiки змiшаного навчання в органiзацiї власного дослiдження i визначити, зокрема, дидактичнi вимоги до онлайнкурсу для такого навчання: 1) iнформативнiсть та вiдповiднiсть основному курсу; 2) узгодженiсть з компетентнiсною моделлю магiстра, 3) послiдовнiсть i логiчна стрункiсть змiсту; 4) iнтерактивнiсть, адаптивнiсть та гнучкiсть.…”

Section: методиunclassified

Online course as a means of developing master's professional competencies: results of a pedagogical experiment

Kaluhin

2024

Educ. Dimens.

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The article proposes a solution to a scientific problem, which is to substantiate the feasibility of using online courses in the professional training of masters in the pedagogical university, to develop an online course and experimentally test its effectiveness as a means of developing the professional competencies of masters in the speciality 014~Secondary Education (Mathematics). The author used the following methods of scientific research: pedagogical experiment, observation (for systematic perception and analysis of learning activities, motivation and personal growth of students in the context of blended learning), testing (to determine the level of logical thinking and development of students’ professional competences), questionnaire (to monitor the ergonomics and efficiency of the online course and the Mathematics teacher’s e-portfolio), expert evaluation of the developed online course, and methods of mathematical statistics (for proper processing of experimental data and verification of the online course’ effectiveness). The results of the control stage of the study indicate a positive trend in the development of mathematical, information and educational, methodological, psychological and pedagogical, and professional and technological competencies of students in the experimental group. The final test of the online course was chosen as a tool for determining the level of mathematical competencies of the masters in the experimental group. The reliability of the assessment of the masters’ professional competencies was confirmed by testing the hypothesis of the normal distribution of test results according to the Shapiro-Wilk test. In addition, a close correlation between students' academic achievement level in an online course and the level of logical thinking development was substantiated using the Student’s t-test. Prospects for further research include the development of online courses on Mathematics teaching methods with an emphasis on methodical, professional, and technological competencies; a detailed study of the impact of the latest information technologies (artificial intelligence, virtual and augmented reality, web programming, etc.) on the development of students’ information and educational professional competences in distance and blended learning.

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Section: методиunclassified

Online course as a means of developing master's professional competencies: results of a pedagogical experiment

Kaluhin

2024

Educ. Dimens.

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“…The learning subjects include the development of human resources that will utilize this online learning infrastructure for online teaching and online learning ethics [43], [44], [45].…”

Section: Testing Instrumental Supporting Variablementioning

confidence: 99%

Academic Performance of Higher Education Students Through Online Learning

Sari,

Rimbano,

Arifin

et al. 2023

TEM Journal

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The objective of this study is to investigate the relationship between academic success and personal development in students, as measured by their grades. The study aims to evaluate the effectiveness of policies in higher education institutions that promote both academic achievement and personal growth. The analytical method used is confirmatory factor analysis. The result of this study shows that students' personal development has no impact on the determination of online learning policies. Hence online learning policy determination cannot affect the assessment of online learning outcomes. Nonetheless, student’s personal development undertaken can influence the assessment of online learning outcomes, and implementing online learning policies can mediate the effect of personal development on online learning outcomes assessment. Therefore, a student's future achievement should be determined only by the academic performance that does not have to depend on local government policy.

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“…Parents' involvement that demands hands-on activities would pique young learners' attention and stimulate their curiosity, while allowing them to enjoyably explore creative and innovative ideas that should enhance their imagination and their inquisitive minds (Rudenko et al, 2021). The lack of consensus on the quality of the pre-school environment and pre-school leaders' pedagogical knowledge and their skills limits their competence to influence fun-inspired pedagogy among their peers (Supovitz, 2017).…”

Section: The Problem Statementmentioning

confidence: 99%

Employing Exploratory and Pooled-Confirmatory Factor-Analysis for the Reliability and the Validity of a Peer-Led Fun-Inspired Inquisitive Scale

Fanny

Alzalit²

2021

IJLTER

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This study focuses on pre-school teachers’ initiative to lead their peers in fun-inspired instructions that suit the current educational ecosystem. Thus, the main purpose of this study is to determine the reliability and the validity of the newly developed Peer-Led Fun-Inspired Inquisitive (PeLFII) scale. Exploratory and confirmatory factor analyses were employed to test the scale. A total of 857 pre-school teachers from 3433 pre-schools in Malaysia completed the survey. The analysis yielded a four-factor PeLFII scale, namely, ‘Leading through the Appreciation of Fun-Inspired Inquiry’ (AFI), ‘Leading, through Sharing Knowledge and Ideas of Fun-Inspired Inquiry’ (SKI), ‘Leading through Engaging and Fun-Inspired Inquiry’ (EFI), and ‘Leading through Short-Term Innovation Goals for Fun-Inspired Inquiry’ (SIG), with a total of 25 items loaded, ranging from 0.54 to 0.87 for each item. The reliability of the Cronbach-Alpha coefficient for Factor 1 (AFI) and Factor 2 (SKI) is 0.92 respectively, 0.87 for Factor 3 (EFI), and 0.97 for Factor 4 (SIG). The findings show that the PeLFII Scale with 25 items offers a promising new measure for examining PeLFII. The results also show that it is significant to shift the paradigm from isolation to collaboration among pre-school teachers. It is also significant to mobilize the peer-leadership of fun-inspired inquisitive pedagogical strategies online or vice versa. The PeLFII model also inspired teacher-parent connection through the PeLFII Digi-Community, thereby paving the way towards Education 4.0 in Malaysia.

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Online Learning with the Eyes of Teachers and Students in Educational Institutions of Ukraine

Cited by 10 publications

References 5 publications

Online course as a means of developing master's professional competencies: results of a pedagogical experiment

Online course as a means of developing master's professional competencies: results of a pedagogical experiment

Academic Performance of Higher Education Students Through Online Learning

Employing Exploratory and Pooled-Confirmatory Factor-Analysis for the Reliability and the Validity of a Peer-Led Fun-Inspired Inquisitive Scale

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