Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic

Halina I. Falfushynska; Bogdan B. Buyak; Hryhorii V. Tereshchuk; Grygoriy M. Torbin; Mykhailo M. Kasianchuk

doi:10.55056/cte.237

Authors

Halina I. Falfushynska Ternopil Volodymyr Hnatiuk National Pedagogical University https://orcid.org/0000-0003-3058-4919
Bogdan B. Buyak Ternopil Volodymyr Hnatiuk National Pedagogical University https://orcid.org/0000-0003-1496-7573
Hryhorii V. Tereshchuk Ternopil Volodymyr Hnatiuk National Pedagogical University https://orcid.org/0000-0003-1717-961X
Grygoriy M. Torbin National Pedagogical Dragomanov University https://orcid.org/0000-0003-3088-1614
Mykhailo M. Kasianchuk National University of the West https://orcid.org/0000-0002-4469-8055

DOI:

https://doi.org/10.55056/cte.237

Keywords:

E-learning, blended education, COVID lockdown, Moodle, Zoom, educational platform

Abstract

Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students and academic staff in Ukraine in time of the lockdown period and beyond. Based on the Principal Component Analysis data processing we can conclude that students’ satisfaction and positive e-learning perception are in a good correlation with quality of e-learning resources and set of apps which are used while e-learning and distance education. Also, education style, methods, and manner predict willingness of students to self-study. The self-motivation, time-management, lack of practice, digital alienation, positive attitude towards ICT, and instruction strategy belong to the most important challenges of COVID-19 lockdown based on the students and academic staff interviews. Online learning on daily purpose should be used in the favor of strengthening of classical higher education rather than replacing the former. Blended education is the best alternative to face-to-face education, because the communication with mentor in a live environmental even virtual should have ushered the learners to complete online learning and improve its results.

Downloads

Download data is not yet available.

Abstract views: 692 / PDF views: 261

References

Abbasi, S., Ayoob, T., Malik, A. and Memon, S., 2020. Perceptions of students regarding Elearning during COVID-19 at a private medical college. Pakistan journal of medical sciences, 36(COVID19-S4). Available from: https://doi.org/10.12669/pjms.36.COVID19-S4.2766. DOI: https://doi.org/10.12669/pjms.36.COVID19-S4.2766

Alqurashi, E., 2019. Predicting student satisfaction and perceived learning within online learning environments. Distance education, 40(1), pp.133–148. Available from: https://doi.org/10.1080/01587919.2018.1553562. DOI: https://doi.org/10.1080/01587919.2018.1553562

Bielinskyi, A., Khvostina, I., Mamanazarov, A., Matviychuk, A., Semerikov, S., Serdyuk, O., Solovieva, V. and Soloviev, V., 2021. Predictors of oil shocks. Econophysical approach in environmental science. Iop conference series: Earth and environmental science, 628(1), p.012019. Available from: https://doi.org/10.1088/1755-1315/628/1/012019. DOI: https://doi.org/10.1088/1755-1315/628/1/012019

Bobyliev, D.Y. and Vihrova, E.V., 2021. Problems and prospects of distance learning in teaching fundamental subjects to future mathematics teachers. Journal of physics: Conference series, 1840(1), p.012002. Available from: https://doi.org/10.1088/1742-6596/1840/1/012002. DOI: https://doi.org/10.1088/1742-6596/1840/1/012002

Bondarenko, O., Mantulenko, S. and Pikilnyak, A., 2018. Google Classroom as a tool of support of blended learning for geography students. Ceur workshop proceedings, 2257, pp.182–191. DOI: https://doi.org/10.31812/123456789/2655

Burov, O., Kiv, A., Semerikov, S., Striuk, A., Striuk, M., Kolgatina, L. and Oliinyk, I., 2020. AREdu 2020 - How augmented reality helps during the coronavirus pandemic. Ceur workshop proceedings, 2731, pp.1–46. DOI: https://doi.org/10.31812/123456789/4115

Chen, T., Peng, L., Yin, X., Rong, J., Yang, J. and Cong, G., 2020. Analysis of user satisfaction with online education platforms in China during the COVId-19 pandemic. Healthcare, 8(3). Available from: https://doi.org/10.3390/healthcare8030200. DOI: https://doi.org/10.3390/healthcare8030200

Chernev, B., 2021. 27 Astonishing E-learning Statistics for 2021. Available from: https://techjury.net/blog/elearning-statistics/.

Chorna, O., Hamaniuk, V. and Uchitel, A., 2019. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. Ceur workshop proceedings, 2433, pp.294–307. DOI: https://doi.org/10.55056/cte.392

Dhawan, S., 2020. Online learning: A panacea in the time of COVID-19 crisis. Journal of educational technology systems, 49(1), pp.5–22. Available from: https://doi.org/10.1177/0047239520934018. DOI: https://doi.org/10.1177/0047239520934018

Duffin, E., 2020. E-learning and digital education - Statistics & Facts. Available from: https://www.statista.com/topics/3115/e-learning-and-digital-education/.

E-learning and digital education, 2020. Available from: https://www.statista.com/study/17598/e-learning-and-digital-education-statista-dossier/.

EdTech, 2020. 8th Annual LMS Data Update. Available from: https://edutechnica.com/tag/moodle/.

Falfushynska, H., Klos-Witkowska, A., Buyak, B., Tereshchuk, G., Iatsykovska, U., Falat, P. and Szklarczyk, R., 2019. The development of distance learning in Ukrainian liberal arts institutions based on EU experience. 2019 10th ieee international conference on intelligent data acquisition and advanced computing systems: Technology and applications (idaacs). vol. 1, pp.24–27. Available from: https://doi.org/10.1109/IDAACS.2019.8924293. DOI: https://doi.org/10.1109/IDAACS.2019.8924293

Ghaedi, Z. and Jam, B., 2014. Relationship between learning styles and motivation for higher education in EFL students. Theory and practice in language studies, 4(6), pp.1232– 1237. Available from: https://doi.org/10.4304/tpls.4.6.1232-1237. DOI: https://doi.org/10.4304/tpls.4.6.1232-1237

Journell, W., 2010. Perceptions of e-learning in secondary education: A viable alternative to classroom instruction or a way to bypass engaged learning? Educational media international, 47(1), pp.69–81. Available from: https://www.learntechlib.org/p/107121. DOI: https://doi.org/10.1080/09523981003654985

Kiv, A., Merzlykin, O., Modlo, Y., Nechypurenko, P. and Topolova, I., 2019. The overview of software for computer simulations in profile physics learning. Ceur workshop proceedings, 271 CTE Workshop Proceedings, 2021, Vol. 8: CTE-2020, pp. 261-273 2433, pp.352–362. DOI: https://doi.org/10.55056/cte.396

Lavrentieva, O., Arkhypov, I., Kuchma, O. and Uchitel, A., 2020. Use of simulators together with virtual and augmented reality in the system of welders’ vocational training: Past, present, and future. Ceur workshop proceedings, 2547, pp.201–216. DOI: https://doi.org/10.31812/123456789/3748

Lazar, I., Panisoara, G. and Panisoara, I., 2020. Plos one, 15(7), p.e0235957. Available from: https://doi.org/10.1371/journal.pone.0235957. DOI: https://doi.org/10.1371/journal.pone.0235957

Mackay, S. and Fisher, D., 2013. Practical online learning and laboratories, for engineering, science and technology. IDC Technologies Pty Ltd.

Martín-Rodríguez Óscar, Fernández-Molina, J.C., Montero-Alonso, M. Ángel and GonzálezGómez, F., 2015. The main components of satisfaction with e-learning. Technology, pedagogy and education, 24(2), pp.267–277. Available from: https://doi.org/10.1080/1475939X.2014.888370. DOI: https://doi.org/10.1080/1475939X.2014.888370

Nagaraju, K.C., Madhavi, K. and Murthy, J.N., 2020, in press. Research on efficacy of webinars organized for faculty during lockdown of COVID-19. Ceur workshop proceedings. DOI: https://doi.org/10.55056/cte.239

Nechypurenko, P., Selivanova, T. and Chernova, M., 2019. Using the cloud-oriented virtual chemical laboratory VLab in teaching the solution of experimental problems in chemistry of 9th grade students. Ceur workshop proceedings, 2393, pp.968–983. 15th International Conference on ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer, ICTERI 2019 ; Conference Date: 12 June 2019 Through 15 June 2019.

Okaz, A.A., 2015. Integrating blended learning in higher education. Procedia - social and behavioral sciences, 186, pp.600–603. The Proceedings of 5th World Conference on Learning, Teaching and Educational Leadership. Available from: https://doi.org/10.1016/j.sbspro.2015.04.086. DOI: https://doi.org/10.1016/j.sbspro.2015.04.086

Paechter, M. and Maier, B., 2010. Online or face-to-face? Students’ experiences and preferences in e-learning. The internet and higher education, 13(4), pp.292–297. Special Issue on Web 2.0. Available from: https://doi.org/0.1016/j.iheduc.2010.09.004. DOI: https://doi.org/10.1016/j.iheduc.2010.09.004

Polhun, K., Kramarenko, T., Maloivan, M. and Tomilina, A., 2021. Shift from blended learning to distance one during the lockdown period using Moodle: test control of students’ academic achievement and analysis of its results. Journal of physics: Conference series, 1840(1), p.012053. Available from: https://doi.org/10.1088/1742-6596/1840/1/012053. DOI: https://doi.org/10.1088/1742-6596/1840/1/012053

Radha, R., Mahalakshmi, K., Sathish Kumar, V. and Saravanakumar, A., 2020. E-learning during lockdown of Covid-19 pandemic: A global perspective. International journal of control and automation, 13(4), pp.1088–1099. Available from: http://sersc.org/journals/index.php/IJCA/article/view/26035.

Rosak-Szyrocka, J. and Wojciechowski, P., 2015. E-learning as an effective educational space in Poland: the benefits and disadvantages of studying using Moodle. Journal of achievements in materials and manufacturing engineering, 73(2), pp.237–246. Available from: http://jamme.acmsse.h2.pl/vol73_2/73226.pdf.

Semerikov, S., Chukharev, S., Sakhno, S., Striuk, A., Osadchyi, V., Solovieva, V., Vakaliuk, T., Nechypurenko, P., Bondarenko, O. and Danylchuk, H., 2020. Our sustainable coronavirus future. E3s web of conferences, 166, p.00001. Available from: https://doi.org/10.1051/e3sconf/202016600001. DOI: https://doi.org/10.1051/e3sconf/202016600001

Semerikov, S., Kucherova, H., Los, V. and Ocheretin, D., 2021. Neural network analytics 272 CTE Workshop Proceedings, 2021, Vol. 8: CTE-2020, pp. 261-273 and forecasting the country’s business climate in conditions of the coronavirus disease (COVID-19). Ceur workshop proceedings, 2845, pp.22–32. Available from: http://ceur-ws.org/Vol-2845/Paper_3.pdf.

Shokaliuk, S., Bohunenko, Y., Lovianova, I. and Shyshkina, M., 2020. Technologies of distance learning for programming basics on the principles of integrated development of key competences. Ceur workshop proceedings, 2643, pp.548–562. DOI: https://doi.org/10.55056/cte.412

Soloviev, V.N., Bielinskyi, A.O. and Kharadzjan, N.A., 2020. Coverage of the coronavirus pandemic through entropy measures. Ceur workshop proceedings, 2832, pp.24–42. Available from: http://ceur-ws.org/Vol-2832/paper02.pdf.

Statista, 2021. Which things do you feel represent the biggest barriers to increasing the use of educational technology inside the classroom? Available from: https://www.statista.com/statistics/658558/us-barriers-to-classroom-ed-tech-implementation/.

Stieler-Hunt, C.J. and Jones, C.M., 2017. Feeling alienated – teachers using immersive digital games in classrooms. Technology, pedagogy and education, 26(4), pp.457–470. Available from: https://doi.org/10.1080/1475939X.2017.1334227. DOI: https://doi.org/10.1080/1475939X.2017.1334227

Syvyi, M., Mazbayev, O., Varakuta, O., Panteleeva, N. and Bondarenko, O., 2020. Distance learning as innovation technology of school geographical education. Ceur workshop proceedings, 2731, pp.369–382. DOI: https://doi.org/10.31812/123456789/4422

Tkachuk, V., Yechkalo, Y., Semerikov, S., Kislova, M. and Hladyr, Y., 2021. Using Mobile ICT for Online Learning During COVID-19 Lockdown. In: A. Bollin, V. Ermolayev, H.C. Mayr, M. Nikitchenko, A. Spivakovsky, M. Tkachuk, V. Yakovyna and G. Zholtkevych, eds. Information and communication technologies in education, research, and industrial applications. Cham: Springer International Publishing, pp.46–67. DOI: https://doi.org/10.1007/978-3-030-77592-6_3

Velykodna, M., 2021. Psychoanalysis during the COVID-19 pandemic: Several reflections on countertransference. Psychodynamic practice, 27(1), pp.10–28. Available from: https://doi.org/10.1080/14753634.2020.1863251. DOI: https://doi.org/10.1080/14753634.2020.1863251

Vitoria, L., Mislinawati, M. and Nurmasyitah, N., 2018. Students’ perceptions on the implementation of e-learning: Helpful or unhelpful? Journal of physics: Conference series, 1088, p.012058. Available from: https://doi.org/10.1088/1742-6596/1088/1/012058. DOI: https://doi.org/10.1088/1742-6596/1088/1/012058

Vlasenko, K., Chumak, O., Achkan, V., Lovianova, I. and Kondratyeva, O., 2020. Personal elearning environment of a mathematics teacher. Universal Journal of Educational Research, 8(8), pp.3527–3535. Available from: https://doi.org/10.13189/ujer.2020.080828. DOI: https://doi.org/10.13189/ujer.2020.080828

WHO/Europe | Ukraine, 2021. Available from: https://www.euro.who.int/en/countries/ukraine.