Journal Information
EISSN : 2414-0325
Published by: Borys Grinchenko Kyiv University (10.28925)
Total articles ≅ 263

Latest articles in this journal

Ольга Ігорівна Шувалова
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 241-253; doi:10.28925/2414-0325.2021.1020

The paper analyzes the methods of teaching HTML, CSS, JavaScript. The expediency of learning these technologies by students of pedagogical universities is substantiated. The essence of the new method of teaching HTML and CSS is that the emphasis in the content component is shifted to the study of: 1 - visual objects of a hypertext document; 2 - rules of their unique identification; 3 - setting the basic properties and styling properties of these objects; 4 - modeling of hypertext page design based on instances of block objects; 5 - consolidation of knowledge of HTML, CSS languages through the use of these technologies in the formation of reporting sites for laboratory work; 6 - formation of the basis for mastering the technologies of dynamic adjustment of styles by means of JavaScript language. The new methodology involves the use of visual objects of a hypertext document to generate reports to the thematic sections of the course Computer Science such as Office Software, Mathematical Packages, Computer Graphics, etc. Internet hosting is a learning tool for new methods. It is recommended to use this tool to highlight the results of students’ laboratory work. The technique was experimentally implemented using distance learning tools. Analysis of the results of the pedagogical experiment confirmed the feasibility of introducing the new methodology. The conclusions of the work are that the introduction of this technique increases the effectiveness of training. The basis for the positive result is: 1) providing an individualized approach to teaching Computer Science; 2) creating conditions for mastering the concept of modeling through practical application; 3) the formation of understanding of the object-oriented essence of the language of HTML and CSS styles; 4) assistance in mastering modern network technologies; 5) increasing the importance of programming in mastering Informatics. This technique forms the basis for mastering the technologies of object-oriented programming in JavaScript and becomes the basis for further mastering of technologies for the development of Web-oriented information systems. The prospects of this study are seen in the formation of a holistic perception of computer science as a science through the study of Web-programming.
Ірина Миколаївна Сокол, Kyra Stadnychenko
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 191-202; doi:10.28925/2414-0325.2021.1016

Today, in a pandemic crisis, there is a forced transition from the traditional system of education, designed for full-time «classroom», to a paradigm of learning, where face-to-face stages must be organically combined with remote, and their alternation must occur as required by conditions quarantine restrictions. The usual «quarantine vacations» of previous years have become impossible, when students were able to simply stay at home, and the lost time was further compensated by the intensification of education. Education now faces a situation where views on the basic organizational and methodological principles of learning, the format of the lesson, the use of digital tools, the involvement of students in online work, the use of new distance forms and methods of learning must change. During 2020, significant changes in the regulatory framework took place in education in Ukraine, in particular, the provisions on the distance form of full general secondary education and sanitary regulations for general secondary education institutions were approved, and electronic journals were introduced. However, the analysis of the definitions showed that different documents provide different definitions of the basic concepts of «distance education», «distance learning». Much attention is now being paid to teaching teachers the current way of teaching and the digital tools that can provide it. However, there are still many problems and issues regarding the effectiveness of distance learning, the choice of appropriate programs and services, the rational presentation of educational material. The article highlights a topical issue – providing remote teaching of certain school subjects, in particular the subject «Computer Science». Various methods and approaches to learning are given, digital learning tools tested by the authors of the article are proposed, which can be used as an alternative to local software during distance learning, relevant examples are given.
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 216-230; doi:10.28925/2414-0325.2021.1018

The article focuses the problem of using e-learning, in particular Moodle system, during the Covid-19 pandemic. Moodle is widespread in high school and is an effective means of integrating traditional and distance learning. The aim of the study is to identify and compare the views of on the use of Moodle in a classical university before, during and after the Covid-19 pandemic. The author developed a questionnaire and included 1071 university students of different years of study in the online survey, including 800 Bachelor and 271 Master students; used IBM SPSS Statistics 23 for statistical analyses. Students were mostly easily registered (together the answers «very easy» and «rather easy») – 63-78% of students of different courses for studying in Moodle. Some difficulties are recorded by about 9-16% of students (together the answers are «very difficult» and «rather difficult») of different courses during registration. There was no statistically significant difference, according to the 2-criterion (p ≤0,05), in the indicators of student registration on various grounds: educational and professional level (Bachelor/Master), form of study (full-time/part-time training), gender (men/women), profession (pedagogical/other). The current research work found that students who were registered in Moodle system «very difficult» and «difficult», respectively, 81,4% and 58,9%, did not have any academic disciplines in Moodle system or had had very few ones before the Covid-19 pandemic. The lack of relevant e-learning experience probably led to further difficulties when registering with Moodle. The article describes the minor use of Moodle to educate students before the Covid-19 pandemic, as only 25% of Bachelor students and about 30% of Master students had studied most academic disciplines on this platform. These figures increased to almost 84% and 88% of Moodle use during the Covid-19 pandemic in distance learning, respectively. Bachelor (72%) and Master (78%) students expressed the wish to study most academic disciplines in Moodle after the end of the Covid-19 pandemic. A statistically significant difference (p≤0,05) was found between comparable groups of students (bachelor/master) before the Covid-19 pandemic regarding the use of Moodle, such a difference was not found during and after the Covid-19 pandemic
Tetiana Afanasieva, Yevheniia Hrevtseva
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 20-32; doi:10.28925/2414-0325.2021.103

Today, in the conditions of a pandemic, due to quarantine restrictions, educational institutions are forced to develop a new system of work of both the institution in general and the teaching staff in particular. There is a need to build a new system of teamwork. The article outlines research on teamwork. Definitions of "team" and "working group" are given. The effectiveness of team interaction is marked by the cohesion of the team in achieving the goal, the team shares the overall responsibility for the work of the team. With effective interaction, team members achieve higher results together than they could achieve on their own. A model is presented, which defines basic team competencies, which consist of five sectors: relations and communications; teaching; purpose and motivation; internal processes; external processes and environment. On the basis of the specified model features of formation of basic components of a team at a remote form of work are defined. The article identifies barriers that arise during remote work in a team, namely: reducing the level of productive conflict, hiding mistakes, psychological danger, incomprehensibility of teachers of the overall goal, insecurity of colleagues, uncertainty about the importance of their work and the value of their contribution to the overall case. The factors that help the team stay effective and balanced are identified. One of the main factors and an indicator of team success is psychological security, which determines the level of protection of the psyche of the teacher, their ability to maintain optimal functioning, eliminate external and internal threats and provides an opportunity to effectively perform professional activities. Recommendations were given to the head of the educational institution to improve team interaction during the team's transition to distance work. The technologies that are recommended for remote teamwork are described. Recommendations for pedagogical workers on establishing effective team interaction in the conditions of remote work are presented. Further areas of research to improve the system of work to improve the effectiveness of teamwork are outlined.
Лілія Володимирівна Васильченко, Nataliіa Shatska
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 43-55; doi:10.28925/2414-0325.2021.105

The modern information society formulates tasks for the education of professionals who are able to adapt quickly to life situations, acquire the necessary knowledge and apply them in practice without assistance. Problems with the provision of education, which arose during the establishment of quarantine and the introduction of enhanced anti-epidemic measures in areas with a high prevalence of acute respiratory disease caused by the coronavirus, required in real life to find ways to solve them rationally, using modern technologies. The situation made teachers work with information properly, be communicative, work on the development of their own IT competence by themselves. The development of modern technologies has diversified the methods of communication between teachers and students. This article presents an analysis of the implementation of distance learning in the Zaporizhzhia region and focuses on the difficulties faced by teachers, students, their parents, and ways to reduce the problems of introducing distance learning environment in particular. Monitoring the activities of various participants in the educational process provides opportunities to systematize information and provide recommendations for overcoming such difficulties. The experience of 2020 and the results of the survey showed that there was almost no separate distance and e-learning. An online survey was conducted during March 2021 in order to determine the opinion of teachers in the Zaporozhzhia region on the organization of educational and cognitive activities of students in the form of distance learning. The effectiveness of distance learning in educational institutions of the Zaporozhzhia region depends on the technical support of the educational process, the skill of teachers involved in this process, the use of effective communication. Survey participants believe that teacher motivation has less impact on the effectiveness of distance learning than the motivation of the learner. According to many respondents, the schedule of lessons has not changed, but the usual schedule of life has changed dramatically. Many educators emphasize that they work at a computer for more than half a day. Analysis of statistical data and freely expressed opinions of teachers, participants of the survey, suggests that no effective solutions have been found for the organization of "distance" learning, but there are teachers who respond positively to the existing situation and are in innovative search.
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 116-135; doi:10.28925/2414-0325.2021.1011

The purpose of the study is to identify the features of the use of augmented reality technologies in the training of specialists in information, library and archival studies, who can solve specialized problems in the professional field, characterized by the complexity and uncertainty of the conditions and provide for the application of the provisions and methods of information, library and archival affairs. Work in project student groups to develop library augmented reality is a synergistic educational model that combines different pedagogical strategy: problem-based (PBL), innovative learning (IBL), project-based (PjBL), active learning (AL), deeper learning and game-based learning (GBL). The study proposes an interdisciplinary approach to teaching student librarians: a combination of applied augmented reality research for academic libraries and problem-oriented student learning, learning in the development process for innovations. The method of infographics comparative analysis was used. The article raises the issues of convergence of traditional forms of theoretical and practical training and the organization of innovative activities of students in the space of the academic library on the example of the development of AR-technologies. Peculiarities of development and implementation of augmented reality information technologies in work with documentary funds of academic libraries in the process of problem-based learning focused on innovations are determined. AR-marker technology has been intuitive for humanities students and facilitates the annotation and indexing of library documents. AR-technologies allow playfully to delve into documentary and library science aspects of creating the content of an AR document to master the skills of compiling thematic references. In the concepts of PBL and IBL, the primary emphasis is placed on the applied solution of problems and implementing innovations that meet the needs of a particular organization. This undermines the value of fundamental theoretical learning. We show the value of theoretical lecture material, on the example of the development of augmented reality for academic libraries by student librarians. We prove the importance of correlating lecture material as a starting point for student innovations to the actual needs of the academic library. The results of the research will be an impetus for implementing PBL & IBL in higher education in developing innovations by students in new learning environments (internships, information industry), such as academic libraries. Also initiate the work on implementing AR information technologies in the activities of university libraries. AR is a significant addition to the tools that university and libraries can use to engage their audiences to information literacy training. This should promote the librarianship and increase the status of the university. The students’ work with AR library technology is characterized by complexity, interdisciplinary nature, the collaboration of students of humanities and technical profiles. All this develops in students important competencies: creativity, ability to apply theory, work in a team, learn, developer responsibility, systematic thinking, involvement, focusing on innovation. The paper proposes to consider AR information technologies not only in the perspective of programming but also as a tool for PBL-AL-PjBL-GBL-IBL of student librarians, and as a subject of library and document researches (new tools of documentation). We emphasize fundamental learning and its constant testing in practice. The starting point in the development of innovations by students is the educational material, not the needs of the organization for which the innovations are developed. Because the process of innovation is a learning experience designed to show the applied power of theoretical knowledge. A multifactor model for evaluating student innovations is proposed.
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 149-165; doi:10.28925/2414-0325.2021.1013

The article considers and summarizes some research results in the field of digital competence formation of secondary school teachers. Theoretical sources on the research problem are presented and analyzed, the concept of digital competence in the works of domestic and foreign researchers is analyzed. Modern trends and problems of development of teachers’ digital competence in Ukraine are considered. The possibility of the digital competence framework DigCompEdu utilization as the background for Ukrainian education is demonstrated. The following levels of teachers’ digital competence are determined: Newcomer (A1), Explorer (A2), Integrator (B1), Expert (B2), Leader (C1), Pioneer (C2). The main peculiarities of each level are described from the perspective of teachers’ knowledge and skills in the sphere of digital technologies utilization in the educational process. Based on DigCompEdu analysis the survey for determination of secondary school teachers’ digital competence level is developed and conducted with the involvement of teachers of two schools in Kryvyi Rih. The levels of digital competence of the respondents are determined, the results of the complex survey are presented and the guidelines on the teachers’ digital competence development system for the school level are given. The assumption was made that most teachers and secondary schools in Ukraine have approximately the same situation with the levels of teachers’ digital competence according to DigCompEdu gradation. Thus, the provided recommendations will be useful for school management representatives to provide teachers’ digital competence development at school level. The processed methodological guidelines on teachers’ digital competence development management for school management representatives are described.
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 166-179; doi:10.28925/2414-0325.2021.1014

The article presents a model of project activities of applicants for higher education in the context of distance-digital learning using the example of disciplines of the pedagogical training cycle. The analysis of the scientific sources devoted to various aspects of project activity and especially in digital educational space is carried out. The theoretical provisions of the project activities in the digital space are described and the tasks that applicants can perform within this activity are presented. The process of implementation of project activities in the conditions of forced distance learning is highlighted on the example of 2nd year students of the School of Foreign Languages of V. N. Karazin Kharkiv National University in the 2019/2020 academic year, and attention is focused on the stages of creating and supporting this activity by a lecturer and a student. These stages include: preparatory (communication between applicants and the teacher), operational (project creation), correction (making changes and additions) and final (public defense and registration of the results). The discussion section reveals the prospects and risks of implementing project activities in the digital learning space. The conclusions provide recommendations for the effective organization of project activities in the digital learning space on the example of disciplines of the pedagogical cycle of training: previous preparatory work of the teacher to clarify the requirements for studying the course and organizing project activities (the emphasis here is on group monitors due to the large number of students: an average of 230 people); bright presentation of requirements and previous achievements in creating creative works (projects); defining a clear sequence of actions of this process; explanation of the sequence of actions and communication between the participants of the process teacher-student, teacher-group of students, student-student; support for feedback in consultations, in messengers (with an emphasis on convenience for all parties); current verification of the obtained results, i.e. support and correction of creative works with obligatory explanation of problematic moments for applicants; organization of public defenses of creative works (projects) on proven digital communication platforms; adherence to the principles of academic integrity in the context of distance digital learning through verification of works in generally recognized digital information verification programs; allocation of time for separate consultations for research projects as such, which require special attention due to their complexity; the use of cloud services for recording the results of the progress of applicants and the like.
Lesya Poriadchenko, Irina Vdovyka
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 180-190; doi:10.28925/2414-0325.2021.1015

The article is devoted to the analysis of methodical features of the use of augmented reality as a means of forming the reading competence of pupils of the second grade of primary school. The paper presents the analysis of recent research on the importance of involving schoolchildren in the reading process. It is determined that in recent years the interest of pupils in reading has significantly decreased, and this in turn has affected the overall comprehensive development of pupils. It has been scientifically proven that reading plays an important role in the formation of a personality. Thus, thanks to reading, a person's horizons expand, their vocabulary is enriched, and their speech activity improves. Recently, the latest computer and Internet technologies have had a significant impact on the lives of the younger generation. ICT has made great changes in the organization of the educational process of the school. Teachers actively use Internet resources to achieve educational goals in various subjects, including reading. A sensitive period in the formation of pupils' reading competence is the period of primary schooling. The article identifies the features of the formation of reading competence of primary school pupils on the basis of the latest computer tools, analyzes the types of augmented reality Internet services that should be used in the formation of reading competence of primary school children: SketchAR, Quiver, BlippAR and others. Criteria, indicators of formation of reading competence of second-graders are developed: perception of works of art of different genres, readability, ability to build and express the opinion, motivation to reading. Based on the certain criteria and indicators, the levels of formation of pupils' reading competence were characterized. The method of formation of reading competence of second-graders by means of augmented reality on the basis of the BlippAR Internet service is offered. The results of the study prove the effectiveness of using the Internet service of augmented reality BlippAr as a means of forming the reading competence of second-graders.
Anzhelika Solomakha
OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY pp 203-215; doi:10.28925/2414-0325.2021.1017

The education system must respond to changes in society, its demands and needs of students at all levels, so the mission of modern pedagogical institutions of higher education is to train teachers ready and able to accept such challenges. The article presents the experience of the Department of Foreign Languages at the Pedagogical Institute of Borys Grinchenko Kyiv University in training students majoring in 012 "Preschool Education" and 013 "Primary Education" and methods of teaching them to implement digital tools in the process of forming foreign language communicative competence of 3-10 year-old children at preschool institutions and the New Ukrainian School. It should be noted that this work took place within the research on the scientific topic: "Strategy of foreign language teacher training in the context of European integration." The basis of the study is the understanding of the specifics of language as a means of communication, and therefore the emergence of new digital ways and tools of communication, their widespread penetration into various spheres of life naturally requires their use for educational purposes. In addition, the normative documents of the Ministry of Education and Science of Ukraine recognize information and digital competence as a component of professional competence of a teacher of any subject, which also requires modernization of components of teacher training in early foreign language learning. In the process of research we relied on the levels of digital competence of teachers defined in DigCompEdu and aimed to prepare future teachers of early foreign language teaching for the practical application of digital tools and instruments taking into account Generation Theory, Alpha children, current foreign language programs in modern conditions of educational institutions in Ukraine. In the process of research in the curriculum of disciplines "Modern technologies of teaching preschool children a foreign language" (specialty "Preschool education") and "Modern technologies of foreign language teaching in primary school" (specialty "Primary education") content modules "Organizational and pedagogical conditions of application of modern technologies of teaching foreign languages (FL) to preschool (PS) children / FL in PS”, “Digital technologies of teaching FL to preschool children / FL in PS”, “Media-based learning in early foreign language learning in PS / in primary school”,“ Technologies of blended learning of foreign languages in primary school” are introduced, within which theoretical, practical and methodical work takes place, the purpose of which is the formation of digital competence of future teachers.
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