Web-based support for higher school teachers: insights from a survey and theoretical analysis

Authors

DOI:

https://doi.org/10.55056/cte.561

Keywords:

Mathematics teachers, types of activities, web-tools, a personal e-Learning environment model

Abstract

This article delves into the theoretical aspects of utilizing Web 2.0 technology in higher education. The study examines the responses of 87 participants to identify the types of activities conducted by higher education teachers and determine the Web 2.0 tools that can enhance their instructional practices. The authors conduct a comprehensive theoretical analysis of existing research and resources that focus on the theoretical foundations of incorporating Web tools in higher education. The research presents the common characteristics of online courses and discusses principles for the effective functioning and physical placement of online systems in the Web space. Based on the findings, the study concludes that promoting online courses aimed at familiarizing Mathematics teachers with the technical capabilities of creating educational content using Web 2.0 technology is highly feasible. This article contributes valuable insights into the theoretical underpinnings of Web 2.0 technology in higher education and offers recommendations for integrating these tools into instructional practices.

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Published

2023-03-21

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Section

Cloud-based E-learning Platforms, Tools and Services

How to Cite

Achkan, V.V., Vlasenko, K.V., Lovianova, I.V., Rovenska, O.H., Sitak, I.V. and Chumak, O.O., 2023. Web-based support for higher school teachers: insights from a survey and theoretical analysis. CTE Workshop Proceedings [Online], 10, pp.265–280. Available from: https://doi.org/10.55056/cte.561 [Accessed 24 May 2024].
Received 2022-10-13
Accepted 2022-12-22
Published 2023-03-21

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