Study of the Organization and Implementation of E-Learning in Wartime Inside Ukraine

Abstract

The article provides a factual foundation for the possibility of organizing and implementing e-learning in Ukrainian higher educational institutions during the war. The current research topicality is supported by the urgent need for training experience, organization and implementation during wartime because of the fact that both the educational process and the opportunity to obtain an education should not be halted. The study’s goal is to assess the current state of the e-learning organization and implementation, as well as to examine students’ attitude towards the educational process during wartime. Methods such as scientific source analysis, generalization and systematization of the e-learning experience and its practical application were used to achieve the goal. Furthermore, empirical methods such as interviewing and observation were used. Questionnaires have been proposed as important research tools for this purpose. Four structured groups for the use of e-learning have been formed and identified based on the findings. We created an e-learning organization and support model based on them. Furthermore, we identified ten poignant factors as the sources of difficulties for teachers when implementing innovations, with limited resources and a lack of time being among the most significant.

Facilitators and Barriers to Online Teaching and Educational Technology Use by University Lecturers during COVID-19: A Systematic Review of Qualitative Evidence

“…At the same time, the pandemic has demonstrated that ERT is a viable contingency plan for unexpected educational emergencies. Unexpected educational emergencies (ranging from war-torn societies [112,113] to regions blighted by natural disasters [114]) are powerful examples of why continued research into ERT is crucial, as educational technologies could be a means of providing education where conventional methods are limited. Exploring and understanding ways to optimize ERT to ensure the best possible learning outcomes, regardless of the circumstances, is thus vital.…”

Особливості Викладання Військово-Орієнтованих Модулів Для Студентів Фармацевтичного Факультету В Умовах Воєнного Стану

“…Студенти перебувають в різних містах України, навіть в окупаційних територіях в перші місяці активних бойових дій, а деякі поза межами країни, що створювало певні незручності з організацією навчального процесу, в які входять: відмінності в часових поясах, різний час введення комендантської години та режиму світломаскування (залежить від ситуації в області та щільності обстрілів населених пунктів), необхідність поєднувати навчання з роботою чи волонтерською діяльністю, тощо [10]. Вирішенням вищенаведених проблем стало проведення індивідуальних занять зі студентами з пропущених тем, постійна інформаційна підтримка через меседжери та поглиблене самостійне опрацювання тем з подальшим контролем якості підготовки викладачами кафедри [11,12].…”

Tangible Resources and Effective E-Learning Implementation in Selected Ugandan Public Universities

“…Scholars (e.g. Akinde & Adetimirin, 2017;Asubiojo & Ajayi, 2017;Eze et al, 2018;Gupta et al, 2022;Hailye, 2020;Matviichuk et al, 2022;Ouma, 2021;Semlambo et al, 2022) have related ICT teaching facilities and e-learning implementation. The studies above revealed that ICT teaching facilities are important in the implementation of e-learning.…”