Use of interactive methods of collaboration between educational process participants in the conditions of distance learning
Keywords:
methods, distance learning, technologies, education, effectiveness
Abstract
The purpose of the article was to study three groups of factors of perception of the introduction of interactive methods of distance education in the educational environment of Higher Education Institutions. The research used general scientific research methods, questionnaire methods, methods for integrated assessment, mathematical methods of data processing: calculation of consolidated characteristics of motivation, sign test. The study revealed a lo w level of student knowledge about distance education technologies and, by contrast, a high level of student interest in mastering interactive distance education methods. The article detects the influence of the educational environment of the HEIs in the formation of the disposition of the students to use interactive technologies of distance education. The article considers properties of interactive methods such as mobility, openness, accessibility and the use of interactive distance learning technologies. The article aims to study the peculiarities of the students' attitude towards the introduction of interactive distance learning technologies in the educational process. Other research perspectives are in the creation of a system for monitoring the preparation of students for the implementation of innovative technologies in relation to the constant development of scientific and technological progress.
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References
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Arthur-Nyarko, E., Agyei, D.D. & Armah, J.K. (2020). Digitizing distance learning materials: Measuring students’ readiness and intended challenges. Educational Informational Technology, 25, 2987–3002. https://doi.org/10.1007/s10639-019-10060-y.
Awadhiya, A. K., Miglani, A., & Gowthaman, K. (2014). ICT usage by distance learners in India. Turkish Online Journal of Distance Education, 15(3), 242–253. https://doi.org/10.17718/tojde.52135
Chen, L., Xin, B., & Chen, J. (2017). A tradeoff-based interactive multi-objective optimization method driven by evolutionary algorithms. Journal of Advanced Computational Intelligence and Intelligent Informatics, 21(2), 284-292. Retrieved from https://www.jstage.jst.go.jp/article/jaciii/21/2/21_284/_pdf/-char/en
Cook, D. A. & Dupras, D. M. (2004). A practical guide to developing effective web -based learning. Journal of General Internal Medicine, 19(6), 698–707. https://doi.org/10.1111/j.1525- 1497.2004.30029.x.
Creswell, J. (2014). Research Design Qualitative, Quantitative, and Mixed Methods Approaches.
Thousand Oaks: SAGE Publications. https://doi.org/10.5539/elt.v12n5p40
Dawn, L. (2017). Online, blended and technology-enhanced learning: Tools to facilitate community college student success in the digitally-driven workplace. Contemporary Issues in Education Research, 10(4), 255–262. https://doi.org/10.19030/cier.v10i4.10039
Esterhuyse, M., & Scholtz, B. (2015). Barriers to e - Learning in a Developing Country: An Explorative Study. Retrieved from https://www.semanticscholar.org/paper/Barriers-to-e- Learning-in-a-Developing-Country%3A-An- Esterhuyse/b919bfc4cf5e784ed9f797d0156c13358a109f3c
Fowler, R. C. (2019). The effects of synchronous online course orientation on student attrition, [Ph.D thesis]. Columbia: University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5346
Francescucci, A., & Rohani, L. (2019). Exclusively synchronous online (VIRI) learning: The impact on student performance and engagement outcomes. Journal of Marketing Education, 41(1), 60–69. https://doi.org/10.1177/0273475318818864
Gewin, V. (2020). Five tips for moving teaching online as COVID19 takes hold. Nature, 580, 295–296. https://doi.org/10.1038/d41586-020-00896-7
Hamdan, K.M., Al-Bashaireh, A.M., Zahran, Z., Al-Daghestani, A., AL-Habashneh, S., & Shaheen, A.M. (2021). University students' interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2). International Journal of Educational Management, 35 (3), 713-725. https://doi.org/10.1108/IJEM-11-2020-0513
Heitin, L. (2017). What is digital literacy? Education Week, 36(12), 5–6. Retrieved from http://www.edweek.org/ew/articles/2016/11/09/what-is-digital-literacy.html.
International Telecommunications Union. (2017). Measuring the information society report 2017 volume 2. Geneva: ICT country profiles. Retrieved from https://reliefweb.int/report/world/measuring-information-society-report-2017
Irvine, V., Code, J., & Richards, L. (2013). Realigning higher education for the 21st century learner through multi-access learning. Journal of Online Learning and Teaching, 9(2), 172–186. Retrieved from https://jolt.merlot.org/vol9no2/irvine_0613.pdf
Kilpatrick, C. D. (2019). Faces or fingers: Building community with synchronous chat. In Yoon J. & Semingson P. (Eds.), Educational technology and resources for synchronous learning in higher education (pp. 1–22). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-7567- 2.ch001
Liu, Q., Chen, H. & Crabbe, M. (2021). Interactive Study of Multimedia and Virtual Technology in Art Education. International Journal of Emerging Technologies in Learning (iJET), 16(1), 80-93. Retrieved from http://hdl.handle.net/10547/624755
Miglani, A., & Awadhiya, A. K. (2017). Mobile learning: Readiness and perceptions of teachers of open universities of commonwealth Asia. Journal of Learning and Development – JL4D, 4(1), 58–71. Retrieved from https://files.eric.ed.gov/fulltext/EJ1141535.pdf
Nelson, L. (2017). Harnessing the power of the synchronous classroom in staff development. The Journal of Continuing Education in Nursing, 48(2), 62–64. https://doi.org/10.3928/00220124- 20170119-05.
Onofrei, G., & Ferry, P. (2020) Reusable learning objects: a blended learning tool in teaching computer-aided design to engineering undergraduates. International Journal of Educational Management, 34, 1559-1575. https://doi.org/10.1108/IJEM-12-2019-0418
Patel, D. & Patel, H. (2017). Blended learning in higher education using moodle open source learning management tool. International journal of advance research in computer science, 8, 439-442. https://doi.org/10.26483/ijarcs.v8i5.3327
Ribble, M. (2017). Digital Citizenship: Using Technology Appropriately. Digital Citizenship Institute. Retrieved from: http://www.digitalcitizenship.net/nine-elements.html.
Rodríguez-Rodríguez, E., Sánchez-Paniagua, M., Sanz-Landaluze, J., & Moreno-Guzmán, M. (2020). Analytical Chemistry Teaching Adaptation in the COVID-19 Period: Experiences and Students’ Opinion. Journal of Chemical Education, 97(9), 2556-2564. https://doi.org/10.1021/acs.jchemed.0c00923
Seredenko, P. V. (2010). Psychological and pedagogical research: methodology and methods. Retrieved from http://sakhgu.ru/wp- content/uploads/page/record_85102/2019_04/Середенко-П.-В.-Психолого- педагогическое-исследование-методология-и-методы.pdf
Setiawan, A. R. (2020). Pembelajaran Tematik Berorientasi Literasi Saintifik. Jurnal Basicedu: Journal of Elementary Education, 4(1), 71–80. https://doi.org/10.31004/basicedu.v4i1.298
Soomro, K. A., Kale, U., Curtis, R., Akcaoglu, M., & Bernstein, M. (2018). Development of an instrument to measure Faculty’s information and communication technology access (FICTA). Education and Information Technologies, 23(1), 253–269. https://doi.org/10.1007/s10639- 017-9599-9.
Sugiyono, D. (2018). Metode Penelitian Bisnis: Pendekatan Kuantitatif, Kualitatif, Kombinasi. Retrieved from: http://eprints.umsida.ac.id/6233/1/Buku%20Metpen%20Sigit%20dan%20Amirullah.pdf
Sushchenko, O., Trunina, I., Basyuk, D., & Pokolodna, M. (2019) Coaching as Education Technology on Electrical Engineering Education. IEEE International Conference on Modern Electrical and Energy Systems, 1,426-429. https://doi.org/10.1109/MEES.2019.8896507.
Tzafilkou, K., Perifanou, M., & Anastasios, A. (2021) Development and validation of a students’ remote learning attitude scale (RLAS) in higher education. Education and Information Technologies, 41, 152-179. https://doi.org/10.1007/s10639-021-10586-0.
Published
2021-11-03
How to Cite
Zdanevych, L. V., Chagovets, A. I., Stepanets, I. O., Yaroslavtseva, M. I., & Pyekharyeva, S. V. (2021). Use of interactive methods of collaboration between educational process participants in the conditions of distance learning. Journal of the University of Zulia , 12(35), 270-289. https://doi.org/10.46925//rdluz.35.16
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Papers
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