Virtual Education in English Literature Courses during Pandemic COVID-19: Merits and Demerits, and Needs

Distance education and e-learning became widespread and necessary with the miracle of the internet and its increasing influence among the individuals much within the days of a pandemic outbreak of COVID-19. Many universities, institutions, and learners encourage using e-learning and begin growing in this field. This paper examines the merits and demerits of distance and online education teaching for English literature educators and students. Technology and increasing demand for education, traditional strategies do not meet the growing requirements of academic communities and virtual education and e-learning with all their benefits and drawbacks attempt to meet these needs. This paper investigates e-teaching and e-learning infrastructure, needs, benefits, and limitations, in addition to opportunities and challenges of online education within the days of the coronavirus occurrence. The research method of the current study was conducted through a library study along with empirical study and descriptive analysis. New challenges of English literature educators and students in pandemic COVID-19 were identified and new approaches to remove the constraints are suggested. The results confirm online education is a constant educational need not limited to pandemic period and have to be compelled to develop productivity and creativity in learning with the appearance of recent technologies such as computers, the web, and social networks. These skills development can assist educators to find solutions for these difficulties in various areas of educational, cultural, and social issues. Blended learning can contribute to post-pandemic English literature classes and sustainable higher education.

THE CLUSTER INITIATIVE AS A SPECIAL ECONOMIC PROJECT: EUROPEAN AND UKRAINIAN PRACTICES

The article examines the European and Ukrainian practices, on cluster initiatives as a special development of economic projects. It is noted that in connection with the development and spread of globalization processes in the world increases competitiveness in the market and enterprises need to introduce new ways to strengthen the competitiveness and development of their production capacities. It is determined that the cluster is a stable system of enterprises and institutions associated with the production of innovative products, using the achievements of self-developing research institutions, training and education of research organizations and commercial structures, stimulating entrepreneurial activity in science and commercialization of progressive technologies. Emphasis is placed on the fact that the trends of the new cluster economy cause the following processes: Globalization and localization of business, production, capital, as processes of movement to integrated actions, targeted involvement of the country’s potentials, industries, priority resources. Primary sphere of exchange, increasing influence of financial authorities, financial oligarchy, financial markets as an element of supercontrol, hyper-power, centers of influence on changes in the reproduction of national products. Rapid information progress and sustainable priorities of comprehensive intellectualization of labor in all spheres of human activity, capacity building of the knowledge system and its tools of influence on the new man, etc. It is noted that world practice shows that when a cluster is created, all the industries within it begin to support each other. Competitive suppliers contribute to the development of consumer industries in the country. They provide them with technology, stimulate the development of common factors of production, and generate new producers. A single industry, competitive on the world market, can create a number of new interconnections, providing access to skilled labor, taking advantage of family diversification, or encouraging the emergence of new divorces. Overview that the development of cluster economy will contribute to the development of territorial communities and infrastructure of the regions, stimulate demand for education, now going through hard times, stop the outflow of human capital with subsequent employment in Ukraine, as well as stimulate innovation among young people, help improve their competitiveness in the global economic and political arena. Keywords: state, clusters, competitiveness, initiatives, market, support, stimulation. JEL Classіfіcatіon O30, F6, L25 Formulas: 0; fig. 3; tabl.: 0; bibl.: 10.

Examining the impact of video-based outpatient education on patient demand for a rheumatology CNS service

Background: Patient demand for education and access to the clinical nurse specialists (CNSs) during the rheumatology clinic at one hospital in Ireland was increasing. Alternative methods of providing patient education had to be examined. Aims: To explore the efficacy of video-based outpatient education, and its impact on demand for the CNSs. Methods: A video was produced to play in a rheumatology outpatient department. A representative sample of 240 patients (120 non-exposed and 120 exposed to the video) attending the clinic was selected to complete a questionnaire exploring the effect of the video. Data were analysed using chi-square tests with Yates' continuity correction. Findings: Demand for the CNSs was six times higher in the non-exposed group compared with the exposed group (non-exposed: 25%, exposed: 4.8%) (χ2=15.7, P=0.00007), representing a significant decrease in resource demand. Conclusion: High-quality educational videos on view in the rheumatology outpatient department provide patients with information sufficient to meet their educational needs, thus releasing CNS resources.

PROFESSIONAL COMPETENCE OF FUTURE EDUCATIONAL MANAGERS

This article presents the results of a study of the development of professional competence of future education managers. The relevance of the problem under study lies in the demand for education managers in educational institutions. The personal and behavioral characteristics of future managers were studied using the SAMOAL test-questionnaire for diagnosing self-actualization of personality. The formation of the main professional competencies was determined by expert assessments of employers - school directors with many years of experience.

ONLINE V/S TRADITIONAL PEDAGOGY IN PRESENT EDUCATION:A CRITICAL VIEW

"Globalisation, new technologies and demographic developments constitute an enormous challenge; one of the answers to this problem is the access to lifelong learning." - (Jan Figel) Technology has dominated all spheres of life. The education is also one of the fields where we can see the impact of information technology. Over several years the education process has seen drastic changes in imparting knowledge. During the last few years, it has been seen, an almost exponential development and growth of the digitalization, automation and the internet, with little sign of a slowdown. No longer is Internet access restricted to a few selected education establishments it is now available to anyone in their place of work, local libraries, the Internet sites and even in the home. It is the information that has becomes the key to the success in different walks of life. At the time of independence, India inherited an education system with glaring disparities between males and females, between upper and lower classes, between economically advantaged and disadvantaged groups and urban and rural population. Consequently, one of the primary responsibilities of the Government of India after independence was to make education available to all people. This responsibility was sought to be realized through the opening of more and more primary schools, secondary schools and colleges. However, the formal education system alone was found to be unable to meet the demand for education. KEYWORDS: Online, Traditional, Education, Pedagogy, Internet,

Historical, Contemporary and Psychological Viewpoints of Teacher’s Leadership

Today, in the 21st century, an increasing number of children and youth are facing disorders, problems and challenges regarding the nature of learning, psycho-emotional, social behavior, and further on. Today, the educational system faces not only a number of students with difficulties, but also the multitude of severity and complexity of the difficulties themselves. To successfully cope with these difficulties, immediate needs have arisen to redefine the role of the teacher as a leader in the school both in terms of teaching and in the form of reforming the roles and services that day-to-day access to students, parents and the wider community. The focus of this article is to present a broader and supportive view of the teacher leadership and its psychological and social training towards qualitative changes and ever-increasing demand for education-based training as a significant pre-requisite for EU integration.

Competence of future teachers in the digital security area

Technology and Internet use poses digital security problems and risks. This article presents the results of a study evaluating the digital competence of preservice teachers within the DigCompEdu European framework. A group of 317 undergraduates from Spain and Portugal completed a 59-item questionnaire validated by experts to assess the level and predominant competence profile in initial training (including knowledge, uses and interactions, and attitudinal patterns). The results show that 47% of the participants fit the profile of teachers at medium-level digital risk; that is, they engage in habitual practices that involve risks such as sharing information and digital content inappropriately, not using strong passwords, and ignoring concepts such as digital identity, digital “footprint,” and digital reputation. The average values obtained for each item in the seven categories show that preservice teachers have medium-level competence in digital security. These individuals have good attitudes toward security but less knowledge and fewer skills and practices for safe, responsible Internet use. The study proposes future lines of research to respond to the demand for a better-prepared, more digitally competent citizenry. The demand for education in security, privacy, and digital identity is becoming increasingly important, and these elements form an essential part of initial training.

Online Learning and Quality Practice With Administrative Support and Collaboration

Higher education institutions must innovate and develop new modes of learning, both formal and informal, that meet the demands of the knowledge-driven economy. There is a growing demand for education and a push for non-traditional ways of delivering knowledge and learning. This chapter begins by identifying the technological changes that are affecting all societies and how these changes will specifically impact postsecondary education. The topic of course delivery is viewed as a cultural issue that permeates processes from the design of an online course to the evaluation of an online course. This chapter will examine and review key components of and tools for designing high impact online courses that support student learning and provide suggestions for faculty teaching online courses to assist in creating high-quality online courses that support teaching and, consequently, facilitate opportunities for student learning.

Delivering the First Internationally Accessible Massive Online Open Course (MOOC) on Suicide Prevention: A Case Study and Insights into Best Practice

To date, little guidance exists on how to design safe and effective online programming on sensitive and/or controversial topics. Massive online open courses (MOOCs) represent a unique opportunity for delivering inclusive and accessible teaching to international learner audiences. This paper provides an insight into designing and delivering the first internationally accessible MOOC on suicide prevention in the global context in 2019-highlighting insights into best practice as well as pertinent challenges. The results from two runs of this MOOC indicate that there appears to be a global demand for education on suicide prevention. Our practice suggests that new knowledge on extremely sensitive topics such as suicide can be safely and effectively delivered through a MOOC to an international community of learners. Learner safety needs to be carefully considered when developing and delivering online learning. Thorough and careful moderation is essential to ensure that learners engage safely and sensitively with the content and with one another. The involvement of diverse stakeholders, including people with lived experience, in the MOOC design is recommended to enhance the authenticity, inclusiveness and rigour of the curriculum.