Seamless Learning Model with Enhanced Web-Quizzing in the Higher Education Setting

Abstract

The research studied the effectiveness of a three-stage Seamless Learning Model with Enhanced Web-Quizzing based on the intensive use of sets of quizzes created in different web-based quiz generators. The findings revealed that continuous testing using diagnostic, formative, benchmark and summative quizzes, administered at the three stages - familiarisation, formation and assessment, applying such features of seamless learning as learning in various contexts, ubiquitous access to digital learning resources and quizzes, combination of teacher-guided learning, self-directed and collaborative learning, and switching between various learning activities can be an efficient teaching technique in higher education having positive effect on academic performance, motivation, learners’ approaches to studying and course engagement. The testing effect was investigated on the summative tests taken at the end of the three different academic courses. The results showed that online quizzes applied primarily as learning tools with the emphasis on information retrieval and retention resulted in the higher achievements of the experimental group students. The survey conducted with Biggs’s Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) showed the changes in the learners’ motives and approaches to studying revealed in students’ active participation in in-class and out-of-class activities, mastering of the material through understanding rather than mechanical memorizing, the search for additional information and increased attendance. The engagement of the experimental group students in the new quiz-enhanced settings was examined focusing on emotional, skills, participation and performance engagement aspects.

The Effectiveness of Mobile Learning Technology at the Tertiary Level During Conflicts

“…What is more, the authors' experience has shown that during the conflict chats may sometimes become the only means of communication between learners and teachers enhancing students' productivity and interaction, motivating them and supporting psychologically as well as providing feedback in the educational process. What is more, we can assume that online quizzes proposed as a primary learning tool by Mykytiuk et al [1] result in the higher achievements of the students as we also used them in our mobile learning and teaching practice but unlike the stated authors, we considered them as an additional tool in the study of the English language. It is necessary to note also that we fully agree with Papadakis et al [41] about the existence of a great number of mobile apps, which are created for learning, but their educational potential is different and not always sufficient.…”

“…Today the potential of telecommunications, information and mobile technologies for educational purposes can hardly be overvalued. It is actively investigated by researchers [1]- [4] and is becoming stable global pedagogical practice. Utilising mobile teaching and learning in addition to traditional forms and methods has already demonstrated increasing students' progress [5].…”

E-Learning at the Tertiary Level in and After Pandemic

“…1) The papers dealing directly with distance education, namely, the teacher's role in distance teaching (Fokin et al, 2017;Mykytiuk et al, 2022), distance learning perspectives (Kalita, 2020;Traxler, 2018), distance form as a means of life-long learning (Kozlova, 2013), distance courses on the basis of different educational platforms (Karelina, 2004;Smirnova & Afanaseva, 2017) and cloud computing (Holubnycha et al, 2019;Melnychuk et al, 2019), distance teaching and learning principles (Khutorsky, 2014;Zelitchenko, 2020), data analysis of main current trends of different countries (Wotto, 2020), research areas in this educational form (Zawacki-Richter, 2009) and others.…”

The Application of MIR Technology in Higher Vocational English Teaching

“…With the continued development of higher vocational education, the country has set greater standards and expectations for English teaching reform. The basic requirements of English teaching emphasize that the talents cultivated by higher vocational education are applied professionals in technology and production [1], [2]. Higher vocational English courses aim to develop students' language skills, particularly students' capacity to utilize English to deal with every day and international business activities, in addition to helping students build a strong linguistic foundation.…”