scholarly journals Pandemic challenges for educators: transition from physical to digital classroom

2021 ◽  
Vol 127 ◽  
pp. 03001
Author(s):  
Darya Vladislavovna Agaltsova ◽  
Larisa Vyacheslavovna Milyaeva
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Practical Experience ◽  
Theoretical Background ◽  
Educational Process ◽  
University Teaching ◽  
Teaching Staff ◽  
Digital Classroom

The article looks into some challenges that university teaching staff has to face during the modern era of digitalization and especially during the transaction period from “physical classroom” to “digital classroom” provoked by the pandemic of COVID-19. The use of information and communication technologies (hereinafter referred to as ICT), tools for online teaching and learning, computer and digital literacy, digital skills and competencies are becoming important components of professional success. The transition to distance learning (especially due to the pandemic of COVID-19) has changed the modern academic world: now the effective use of digital technologies and educational resources is considered a key factor for improving and increasing the value of the learning process. As a result, students get their knowledge and educators share their theoretical and practical experience through an increasing number of digital technologies and resources. This article aims to describe and analyze the main types of available online tools and services that may provide productive work and interactive learning; to describe the challenges that educators face while transforming the academic environment into “online classroom”. The authors applied a cabinet study approach to the analysis of theoretical database, the method of comparison and generalization of the obtained data. As a result, the article presents theoretical background of the ICT potential and their use in the educational process of modern universities.

Teaching interpreting online for the Translation and Interpreting Degree at the University of Vic

2020 ◽  
Vol 6 (2) ◽  
pp. 172-182
Author(s):  
María Perramon ◽  
Xus Ugarte
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Teaching Resources ◽  
Face To Face ◽  
Information And Communication ◽  
University Degree ◽  
The University ◽  
Academic Year

Abstract At a time when the advances in information and communication technologies meant that new approaches to virtual teaching and learning could be proposed, the teaching staff on the degree in Translation and Interpreting at UVic decided to offer part of the degree in distance learning mode. This learning mode was launched in the 2001–2002 academic year, with optional face-to-face teaching sessions some Saturdays and coexisted with the traditional face-to-face courses. During the first years, the fourth-year interpreting specialisation subjects were not taught online for technical and pedagogical reasons. Since the 2014-2015 academic year, we also teach these subjects online. The challenge that we face starting the 2017-2018 academic year is twofold: 1. To adapt the online teaching of interpreting subjects to groups with a high number of students in the new Inter-university Degree in Translation, Interpreting and Applied Languages jointly offered by the University of Vic and the Open University of Catalonia (UOC). 2. To adapt the contents and methodology of interpreting subjects to changes in professional practice: telephone and videoconference interpreting, especially in liaison interpreting. In our paper, we will show some online teaching resources, as well as several online tools which we use in our courses.

scholarly journals A Study on the Impact of COVID-19 Pandemic in African Universities

2021 ◽  
pp. 208-212
Author(s):  
Elijah Isanda Omwenga ◽  
Peter M. F. Mbithi ◽  
John N. Muthama ◽  
John Mwarabu Chone
Keyword(s):  
Higher Education ◽  
University Students ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Policy Formulation ◽  
University Teaching ◽  
Teaching Staff ◽  
Higher Education System ◽  
The Impact

This paper presents a study on how University students, lecturers, administrators and managers perceive the impacts of the of COVID-19 crisis on various aspects of University teaching and learning in Africa, and particularly in Kenya. The sudden closure of campuses as a preventive measure to community transmission shifted face-to-face classes to virtual learning modes. With a sample of 1,236 University students and staff from 18 universities in Kenya and Nigeria, the study reveals that amid the worldwide lockdown and transition to online learning, expectation by 44% of the students were met. Students were mainly concerned about issues to do with internet connectivity, computing devices and electrical power. In addition, utilising e-Learning tools and platforms for effective student engagement posed limitations of accessibility and affordability for many students. The teaching staff on the other hand were mainly concerned with access to the teaching resources, conducting online teaching, capacity to handle the online mode of teaching, devices and eContent development. The pandemic has exposed the shortcomings of the current higher education system and the need for enhanced policy formulation and implementation on digital infrastructure to adapt to the rapidly changing education ecosystem of the world. In the post-pandemic situation, the use of eLearning and virtual education may become an integral part of the higher education system. Key factors influencing students’ satisfaction with the role of their University are also identified as internet access, quality of e-content and e-content development. Policymakers, stakeholders and higher education institutions in Africa may benefit from these findings while formulating policy recommendations and strategies to support University teaching and learning during this and any future pandemics. Universities need to plan the post-pandemic education and research strategies to ensure student learning outcomes and standards of educational quality.

scholarly journals ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНІ ТЕХНОЛОГІЇ ЯК ЗАСІБ УДОСКОНАЛЕННЯ ТРАДИЦІЙНОЇ МЕТОДИКИ НАВЧАННЯ УКРАЇНСЬКОЇ МОВИ ЗА ПРОФЕСІЙНИМ СПРЯМУВАННЯМ

2017 ◽  
Vol 59 (3) ◽  
pp. 114
Author(s):  
Svitlana V. Shyyka
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Cognitive Activity ◽  
Communication Technologies ◽  
Practical Experience ◽  
Educational Process ◽  
Research Writing ◽  
Information And Communication ◽  
University Course ◽  
Independent Work

In the article it is explained the elements of practical experience and defined the main directions of introduction of information and communication technologies in the studying university course “Ukrainian language (for professional purposes)” for non-philological specialization. It is analyzed the use of modern audiovisual resources and related software during lectures, practical classes, students’ independent work, individual problem tasks and research, writing essays, extracurricular communications. It is argued that modern information and communication technologies combined with traditional methods of teaching and learning can significantly optimize the educational process and improve its quality, promote cognitive activity of students and formation of communicative competence as a part of training future professionals.

scholarly journals ISSUES OF ICT INTEGRATION IN RURAL SECONDARY SCHOOLS OF KAZAKHSTAN

2021 ◽  
pp. 84-93
Author(s):  
A. Kurmangaliyev
Keyword(s):  
Information And Communication Technologies ◽  
Rural Schools ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Poor Quality ◽  
Educational Process ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Ict Integration ◽  
Information And Communication

The problem with attaining education equality for various categories of the population has been one of the priority topics of social and political studies. Kazakhstan has recently stated the aim to ensure equal access for all participants in the educational process to the best resources and technologies. However, half of all state schools are in rural areas and supporting them is often inadequate in comparison to urban schools. These schools have minimal infrastructure, for example, a lack of proper Internet access and professional development opportunities for teachers. The barriers to information and communication technologies in education seem to be one of the main issues for teaching staff in rural settings. The purpose of this research was to explore the issues of ICT integration in teaching and learning processes among secondary school teachers. This multiple case study explored the experiences of eight instructors from three rural schools through semi-structured interviews, lesson observations, and curriculum analysis. The results reveal evidence of the very poor quality of the Internet in visited rural schools. The findings also demonstrate that teachers often have to use their personal mobile phones at work despite the ban from administration. This, along with the poor technological capability of the schools, negatively affects the educational process in visited schools.

scholarly journals DIGITAL TRANSFORMATION OF THE EDUCATIONAL PROCESS IN A PANDEMIC. WORK EXPERIENCE OF THE UFA BRANCH OF FSBEI HE «FINANCIAL UNIVERSITY UNDER THE GOVERNMENT OF THE RUSSIAN FEDERATION»

2020 ◽  
Vol 3 (33) ◽  
pp. 146-153
Author(s):  
E.A. Kolganov ◽  
◽  
M.Yu. Lekhmus ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Work Experience ◽  
Information Technologies ◽  
Digital Technologies ◽  
State Level ◽  
Social Situation ◽  
Educational Environment ◽  
Educational Process ◽  
Teaching Staff ◽  
The Government

The article highlights the practice of using digital technologies in the educational process during the virus pandemic. The use of digital technologies in education is dictated by modernity and supported at the state level. Digitalization during the virus pandemic is a new social situation of "digital divide", "digital citizenship", "digital socialization". The most important changes in education during the pandemic are related to the transition to full digitalization of education. In this process, I fundamentally change the technology, structure of training and organization of the educational process. The use of new information and communication technologies is an initial condition for the further development of digital pedagogy. Organizationally, the active transition to digital education technologies is based on new educational standards, using a new competence approach. Universities began to effectively use a two-component information and educational environment, which combines the resources of international educational platforms with the content of their own developments, which contributes to the development of their own information technologies. Introduction of a modern digital educational base of the educational process-information and educational environment (IOS). The introduction of digital educational technologies in the higher education system will make changes in the qualification requirements for the teaching staff. Teachers began to use digital technologies to ensure their work. Changes in education related to the pandemic have led to profound changes in the labour market. This is a reason for further reorganization of the educational process. Electronic library systems of all universities of the world, as well as teaching materials of teachers, have become available to all students. Such actions have led to a serious restructuring of the educational process, changing the role of the teacher, who in the future will not explain this or that material, but will help to find the location of this material and understand it.

scholarly journals DESIGN FOR ONLINE TEACHING AND LEARNING IN TNE CONTEXT OF DIGITAL EDUCATION

2021 ◽  
Author(s):  
Serghei Sirghi ◽  
◽  
Angela Sirghi ◽  
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Process ◽  
Learning Activities ◽  
Teaching Staff ◽  
Online Teaching And Learning ◽  
Digital Education ◽  
New Methods ◽  
The World

We live in the XXI century, the century of new technologies. ICT has had a huge positive affect upon the way in which education has evolved and become far easier for the world to access. Education cannot continue any more to work by old methods based on class-lesson system, where the teacher stands before the class and presents the material the students are to learn. To improve the process of teaching and learning new methods based on ICT should be used. The importance of using online learning in the context of digital education for the development of knowledge, skills and competences in the contemporary educational process is reported in the article. Great attention is focused on the basic concepts of distance learning and mixed learning. It is proposed a model of planning online teaching and learning activities and recommendations at the level of the teaching staff.

CREATIVE APPROACHES TO THE TEACHING SOCIOHUMANITARIAN DISCIPLINES, IN THE TRAINING OF GENERATION “Z” REPRESENTATIVES

2020 ◽  
pp. 55-67
Author(s):  
Tatiana Kadlubovich ◽  
Darina Chernyak
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Cognitive Activity ◽  
Communication Technologies ◽  
Value Orientations ◽  
Educational Process ◽  
Generation Z ◽  
Information And Communication ◽  
Everyday Reality ◽  
Independent Work

The article deals with the value orientations, attitudes, life views of modern students - representatives of Generation “Z”, for whom digital technologies are an everyday reality. The experience of working with students during class and independent work is given. The authors, based on the latest research, prove that the modern generation with its peculiarities needs new creative methods and teaching methods that will take into account the specifics of cognitive activity of modern youth, its values, needs, psychological characteristics and technical skills. It is necessary to change not only teaching and learning methods, but also the style of communication between the subjects of the educational process, the form of presentation of information, knowledge, preparation of a new type of educational and methodical literature, active use of information and communication technologies.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

Problems of development of a cloud-oriented educational environment of the university

2020 ◽  
Vol 42 (1) ◽  
pp. 50-56
Author(s):  
Bakhytzhan Akhmetov ◽  
◽  
Valery Lakhno ◽  
Asselkhan Adranova ◽  
Baurzhan Kassymbergebayev ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Teaching Staff ◽  
Digital Competence ◽  
Comprehensive Development ◽  
Information And Communication ◽  
The University ◽  
Cloud Technologies

This article discusses the problems of ever-increasing demands on the organization and quality of the educational process on the part of society. Today there are new opportunities for the comprehensive development of students of the XXI century, new, more effective information and communication technologies (ICT), in particular cloud- oriented learning environments (COLE), are developing rapidly. The problems of the development of theoretical and methodological foundations for designing a cloud-oriented educational environment of the university and the justification of the structural scheme of its interaction with the methodological center of the ministry based on the use of cloud technologies are analyzed. It is necessary to introduce such models of the learning environment, which will allow to fully satisfy the demands of teaching staff on the organization and conduct of classes of a new type, the activation of educational activities of students, the formation of digital competence and the comprehensive development of personality. Such opportunities are provided by the use of a cloud-based educational environment of the university.

Digital Technologies in Everyday Life of the Russians

2021 ◽  
Vol 28 (3) ◽  
pp. 45-55
Author(s):  
O. V. Kuchmaeva ◽  
M. Yu. Arkhipova
Keyword(s):  
Everyday Life ◽  
Information And Communication Technologies ◽  
Financial Services ◽  
Classification Tree ◽  
Digital Technologies ◽  
Living Environment ◽  
Educational Process ◽  
Telecommunication Networks ◽  
Main Factors ◽  
Modern Technologies

The development of innovations changes the usual living environment of people, affects their standard of living and lifestyle. The purpose of the article is to identify the main factors that determine the attitude of the Russians to innovations and contribute to their spread in everyday life. Findings based on the data of sample surveys, in particular the Comprehensive survey of living conditions of the population (2016), sample Federal statistical observation on the use of information technologies and information and telecommunication networks by the population (2018), and the materials of the Russian Longitudinal Monitoring Survey (RLMS) and the authors’ research conducted in 2017 in Moscow and the Moscow region. The authors used a set of methods for statistical data analysis. The application of the classification tree method revealed the main factors that influence the use of innovative technologies in everyday practice. Factor analysis was used to determine the specifics of Internet use by the Russians. The two-step cluster analysis procedure allowed to form two typology groups (clusters) of respondents depending on their use of such innovative practice as distance financial services. A positive attitude to innovation and information and communication technologies is determined by the experience of using modern technologies in the educational process, the age and interest (readiness) of respondents to use innovations and digital technologies in everyday life. The attitude to innovation is largely determined by the psychological characteristics of the respondent, their willingness to accept innovations. Although innovative practices such as tablet use and distance financial services are widely distributed, their prevalence is determined by similar factors. At the macro level, the parameters of the image and quality of life in various types of settlements, and the involvement in modern technologies in the workplace have an impact. The social and professional status of the person plays a more crucial role than the type of economic activity.

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