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VERS UNE NOUVELLE MÉTAMORPHOSE DES PRATIQUES SCRIPTURALES A L'ÈREDU E-LEARNING. CAS DES DISPOSITIFS DE L’UNIVERSITE MOHAMMED PREMIER D’OUJDA

Author(s): Nadia El Ouesdadi / Language(s): French Issue: -/2020

At a time when e-learning is part of the Moroccan education system, scriptural practices are transformed in that they allow various activities to be carried out either on computers or on mobile devices connected to the Internet. In this context, the rate of consumption of written information from several online sources is widespread among Moroccan university learners. Students are increasingly autonomous and create their own content using new modalities, devices and ways of learning.This article is focused on the observation and analysis of digital writing practices (hypertext, multimedia, collaborative) in distance education. Our study proposes to elucidate the question of our research which is based on the effects that digital tools in distance education can have on the writing practices of students.This will be briefly approached from a question: is it really a theoretical anchoring which is adapted around the presentation of the main conceptual insights, namely the three key concepts: writing, e-learning and collaborative writing? The second aspect of the analysis is intended to be analytical and we respectively address the empirical observations that we have detected within the mediated systems.

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ENSEIGNEMENT « CONFINÉ » ET TIC À L’UNIVERSITÉ : QUELLES REPRÉSENTATIONS CHEZ UN GROUPE D’ÉTUDIANTS DE L’ENSB (ALGER) ?

Author(s): Assia Belgheddouche / Language(s): French Issue: -/2020

The coronavirus crisis has affected all countries and has changed the daily lives of millions of people, including teachers and learners around the world. They have been hit hard by this crisis and have undergone changes in their teaching / learning practices. In this work, we will try to question the representations and opinions of a group of students from the ENSB (L'École Normale Supérieure de Bouzaréah) in Algiers while they are still experiencing these upheavals because we think that these representations will have an influence on their current and future practices. Our goal is to collect their perceptions of online and distance education during confinement, and to learn about the teaching practices that they believe have helped or hindered their learning. We will also try to see if these perceptions influence their intention to use ICT in their future practice as teachers.

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The use of digital storytelling to address school-related burnout among 10-11 grade students

Author(s): Anita Lanszki,Nóra Kunos / Language(s): English Issue: 1/2021

The paper presents how digital storytelling was used as an empowerment tool among high school students diagnosed with school-related burnout (N = 13) in Hungary. The aim of applying digital storytelling was to change students’ time perspective, which was measured with Stanford Time Perspective Inventory before and after the digital storytelling intervention. The creative method allowed students to express their personal school experiences on verbal and visual levels while using digital technologies. The outcomes of the digital storytelling process were first-person video narratives, which presented the school career and self-reflections of students in a very expressive and touching way. Students’ temporal profile changed after the digital storytelling intervention; they became future-oriented. In most cases, students reflected on their past and present experiences at school, and they found a solution and developed a perspective for their future educational career. Digital storytelling as a complex arts-based method had a positive effect on students. While working on the project, the change of students’ time perspectives (Zimbardo & Boyd, 2008) from pastnegative and present-fatalistic to future-oriented was measured, which helped all the participants find a way to be more determined and optimistic.

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Teachers’ digital competences in the first educational policy responses to the COVID-19 crisis in four countries

Author(s): Mihaela Mitescu Manea,Leyla Safta-Zecheria,Eszter Neumann,Eugenia Bodrug-Lungu,Valentina Milenkova,Vladislava Lendzhova / Language(s): English Issue: 1/2021

With the sudden widespread closure of schools since February-March 2020 due to the physical distancing measures associated with the COVID-19 pandemic, the digital competences became afocus of attention, being of central importance to the swift and equitable transition to the variousforms of emergency remote teaching implemented throughout the world as a strategy to insurecontinuity in education. This almost instantaneous mass shift to teaching online has madetransparent great disparities in how digital competences – particularly those of teachers - wereconceptualized, taught and assessed within various educational programs. We present acomparative analysis of the approaches to teachers’ learning and professional development thatstate and non-state actors in four Central and East European countries have articulated in the firstmonths of COVID-19 related lockdown. We take a Critical Frame Analysis approach to exploring theroles played by state and non-state actors in the four countries in conceptually framing therelationship between the digital competences required in emergency remote teaching and teachers’learning and professional development at the beginning of the COVID-19 crisis. It is suggested thatthe educational policy debate at the beginning of the crisis rendered visible: a) that this massivesudden shift required understanding digitalization as a complex multifaceted process requiringlevels of digital and pedagogical competence teachers were unlikely to have previously developed;b) that addressing these issues through short-term interventions would only exacerbate the risk ofignoring arising equity issues; c) that situating emergency measures in the context of potentialmedium and long-term developments could open opportunities to explore mainstreaming thedigitalization of education and promoting blended learning, as well as offer a better perspective onissues of digital poverty and the inequitable impact of not addressing it adequately will have in thefuture.

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Distance Learning for a Foreign Language in the Postmodern Age and its Forms

Author(s): Yurii Stezhko,Nadiia Grytsyk,Maryna Mykhailiuk,Hanna Tekliuk,Olha Rusavska,Olga Beregova / Language(s): English Issue: 2/2021

The article is devoted to innovative postmodern requests for the liberalization of education. Postmodernism influenced education not only methodologically, but also by changing the very pedagogical culture of teaching. Now the relevance of the research topic is due to the problems of forming information content and methodological support for the introduction of distance learning technology in mobile form. The introduction of IT in education, the improvement of smart devices, the formation of an electronic information and educational environment have created the basis for such forms of education as mobile learning and blended learning. In both cases, the student situationally himself forms the educational process, turns from an object of training into its subject. The humanistic potential of mobile learning in the sense of ensuring equal access to education for people with different abilities is noted. The opinion is expressed about the importance of student motivation and IT competence of teachers to provide information content, intensify the introduction of e-learning and mobile-oriented learning technologies. It is argued that learning based only on mobile learning technology, using smart devices without classroom or office work, real communication with the teacher is not didactically self-sufficient, which would provide adequate language skills. Effectiveness in learning foreign languages is achieved by synergy of technologies distance mobile and traditional classroom or classroom training, real communication with the teacher.

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The Contemporary Distance Learning Industry in the Context of COVID-19

Author(s): Karim El Guessab,Rita Vyazova,Oksana Ubeyvolk,Andrii Kurguzov,Liudmyla Kompaniiets / Language(s): English Issue: 2/2021

The article examines the state and trends in the development of distance learning in the world in conditions of covid-19, identifies the main specific difference between distance education and other forms of education, and analyzes the state of the world market of educational services via the Internet. The important features and characteristics of distance learning, examples of its organization in higher educational institutions, as well as statistics on the development of distance learning in the world are presented. The main problematic points on the way of introducing the distance education system in the context of a pandemic and the factors hindering the development of this promising form of education are identified. In addition, the article examines the psychological and pedagogical features of distance learning with the current conditions of the development of education at the university. The psychological characteristics of students and their learning difficulties have been determined. It also clarified the problems faced by teachers in the organization and implementation of distance learning. Practical recommendations for the support of distance learning for students have been developed.

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Emergency online learning during the first Covid-19 period: students’ perspectives from Bosnia and Herzegovina, North Macedonia, Poland and Turkey

Author(s): Lina Miloshevska,Elżbieta Gajek,Çiler Hatipoğlu,Nihada Delibegović Džanić / Language(s): English Issue: 2/2020

In spring 2020 both teachers and learners experienced the interruption of education as it had been established for over 150 years and seemed to be unchangeable. The paper focuses on students’ perspectives on how they perceive the changes in learning due to the pandemic educational emergency response based on the results of a survey of students in four countries: Bosnia and Herzegovina, North Macedonia, Poland and Turkey. We aim at discussing the data collected at the end of the 2019-2020 Spring semester. The research focuses on the accessibility of the tools for learning, modes of instruction, as well as interaction patterns. In addition, we present students’ opinions on the difficulties they experienced, the learning strategies they adopted and what aspects of online learning should remain as a regular educational practice after the pandemic period.

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Course in E-learning and Moodle for Academic Staff – Development, Provision, Evaluation, Satisfaction

Author(s): Angelina Kirkova-Bogdanova / Language(s): English Issue: 4/2021

The COVID-19 pandemic created challenges for education systems. Many university lecturers did not have enough training to teach in an electronic environment, for others there was no such experience at all. This paper discusses the evaluation of a course “E-learning. Moodle." designed to prepare faculty to teach online and users' satisfaction with the training. The influence of demographic and professional factors was analysed. Results indicate that confidence in computer skills and pedagogical qualification are strong predictors of the success of such training. Micro-learning with short video clips is most suitable.

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Modalitati de "a face apelul" in cursurile online sau hibride

Author(s): Silvia Munteanu / Language(s): Romanian Issue: 10/2021

The present paper tries to bring into attention some ways of keeping in touch with our students during the online classes. It was so difficult to communicate efficiently with our students, so I experienced a lot of modalities to catch their attention and to mentain them connected with me during the whole time. Therefore, we explore ideas on how to get the most out of these calls, so that students feel recognized and understood, even if they work remotely.

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Advantages and disadvantages of distance learning

Author(s): Iwona Klisowska,Mariola Seń,Barbara Grabowska / Language(s): English Issue: 7/2020

Introduction. E-learning has been known and used in many countries for a long time. It is becoming more and more popular. It is a way of teaching remotely, using the latest information technology. It can be used in any age group, starting with pre-school teaching.In the era of the SARS-CoV-2 pandemic, remote learning has been mandatory due to the need to continue the teaching process whilst at the same time reducing the risk of spreading the virus. This has revealed many advantages, but also the disadvantages of this type of teaching.Aim & methods. The aim of the work is to change the advantages and disadvantages of remote teaching as one of the modern forms of education. The work attempts to show the problems related to the risks and diffi culties associated with distance learning and theadvantages of the development of information technology. We reviewed recent literature on e- learning in Poland. We supplemented it with our own observations.Results & Conclusions. Reviewed empirical studies from Poland suggest that the main advantages of distance learning are professional development of teachers, intergenerational experience exchange, time saving, the possibility of learning at a pace adapted to the student, access to a large quantity of teaching materials as well as the development and expansion of IT infrastructure. The main disadvantages are lack of peer interactions, the need to spend a lot of time in front of the computer, lack of physical activity, difficulties in independent assimilation of new material, lack of direct contact with the teacher, lack of computer equipment and inadequate housing conditions, lower didactic effects, social and economic exclusion. E-Learning is an excellent form of learning, due to its many advantages such as time savings and access to a wide range of materials, but requires a lot of commitment from the lecturers to encourage students to expand their knowledge and on the part of students selfcontrol and motivation.

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Full-time versus Distance Learning of Statistics

Author(s): Danka Lukáčová / Language(s): English Issue: 1/2022

The 2020/21 academic year was marked by the COVID-19 pandemic. Universities gradually cancelled full-time teaching and continued in the distance form. The article deals with the comparison of full-time teaching of the subject of Statistics at the University of Constantine the Philosopher in Nitra (Slovakia) and distance education. The results of the research prove that well-managed distance education can, in the case of teaching the subject of Statistics, fully replace the full-time teaching of the subject. At the same time, no significant differences were found in the results of the final didactic test between groups of full-time and part-time students taught distantly.

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IT Blueprint for an Effective Online Learning System with a Blended Approach for Upper Secondary Education System During COVID-19 Pandemic

Author(s): Arief Ramadhan,Satrio Pradono Suryodiningrat,Harco Leslie Hendric Spits Warnars / Language(s): English Issue: 1/2022

Online learning is becoming the main teaching method since the COVID-19 pandemic. What happens after the pandemic is over? Will the online education be still going? The schools have implemented online learning systems to replace the current teaching methods to ensure the teaching and learning process keeps going. However, research have found that not all students respond well to fully online learning methods, therefore a blended learning system is needed to facilitate the difference in student performance. This IT blueprint will ensure that an upper secondary school is equipped with the proper IT system for its purposes as well as propose blended learning system where the school will apply both online learning and face-to-face teaching method at the same time to maximize student potential.

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Pedagogical Study on the Necessity of a "Handbook of Reference Points" in the Digital Learning Environment

Author(s): Yoana Lukanova,Tsveta Hristova / Language(s): English Issue: 1/2022

This paper presents a pedagogical study on the need for applying a "Handbook of reference points" in undergraduate midwifery students’ theoretical material in a digital learning environment. Although interactive learning methods in a digital environment are evaluated as fully effective, we demonstrate the necessity of using paper-based information resources. By means of an entry and a final test control, the success rates of the observed student groups are summarized and compared, which are transformed from the student's obtained grade. Statistical processing was performed with the STATISTICA 10 package (with the ANOVA module). Analysis of variance was performed on the collected data. The findings are significant for health care educators who face many challenges in a digital learning environment. It is concluded that with the use of the "Handbook of reference points" in the virtual room, students increase their practical training com petencies.

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THE EFFECTS OF ONLINE ENGLISH CLASSES ON STUDENTS’ MOTIVATION TO LEARN ENGLISH LANGUAGE

Author(s): Jelena Jerković,Bojana Komaromi,Dušan Rakić / Language(s): English Issue: 39/2021

The circumstances of the Covid-19 pandemic have brought about drastic changes in all aspects of human activities, including education. The challenges faced by educators worldwide have been to arrange online classes and provide an effective and motivating learning environment. The research presented in this paper analyzes student motivation for learning English in the setting of online classes, compared to traditional (face-to-face) classes. The main aim of this paper is to identify the factors of both online and traditional classes that positively affect student motivation in order to integrate them into an effective learning environment in the future. The focus is on factors of motivation that have been significantly affected by the pandemic, including the factors of physical conditions, methods of teaching and affective and interpersonal factors. This research was conducted at the Faculty of Technology and Faculty of Agriculture, University of Novi Sad, and included 120 engineering students who attended online English language courses. A questionnaire, used as a research instrument, consisted of statements related to the impact of online vs. traditional classes on student motivation to learn English, graded on a 6-point Likert scale. The obtained results indicated that students find the use of modern technology and applications quite motivating for learning English and that a certain flexibility, referring to the physical factors, could also be integrated into traditional classes. Interpersonal factors, such as face-to-face interaction with the teacher and peers, proved to be very important for student motivation. The research also showed that online classes reduce students’ speaking anxiety, but that the issue of anxiety in both types of classes requires closer attention and should be addressed by raising student awareness of this issue and employing methods that would encourage students to participate in the classes more actively.

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DISTANCE TEACHING OF CHEMISTRY DURING THE COVID-19 PANDEMIC: CHALLENGES AND SOLUTIONS

Author(s): Stanislava Olić Ninković,Jasna Adamov / Language(s): English Issue: 1/2022

The aim of this paper was to examine the opinion of chemistry teachers on distance learning realized during the COVID-19 pandemic in the period from March 17 to June 15, 2020. The sample includes 75 primary and secondary school chemistry teachers. The results show that the third of teachers and students followed the teaching contents in chemistry that were broadcast on the channels of the Public Media Service of Serbia. Most teachers realized distance learning using the Google classroom, using teaching materials that they created in the form of presentations, videos and tests, while communication with students and parents was mostly reduced to Viber and social networks. Chemistry teachers had difficulties during the planning and preparation of teaching materials, but also during the assessment which, in the opinion of most teachers, was not objective. The paper presents the suggestions of teachers in order to improve the assessment process. The general attitude and satisfaction of chemistry teachers about the realized teaching is divided - while some teachers are very satisfied, others are dissatisfied. Chemistry teachers have clearly pointed out the need for professional training in the field of making materials for distance learning, working with software and platforms for the implementation of teaching itself, but also in the field of methodological training and preparation for distance learning.

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University Student Transition to Remote Learning during the COVID-19 Pandemic: The View from Taiwan

Author(s): Lindsey N. H. Chen / Language(s): English Issue: 2/2022

This study examined Taiwanese university students’ transition to remote learning during the COVID-19 pandemic. Student participants completed a semi-structured questionnaire about their experience with remote learning in 2021. Questions were formulated with the goal to understand their comfort level in engaging via video conferencing, the effect of the residential environment on learners’ motivation, and the unique challenges faced as they quickly learned to adapt to digital classrooms.

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Online Delivery in Higher Education during Pandemics: Students' Perspective

Author(s): Sarah Alturki,Sadri Alija,Heiner Stuckenschmidt / Language(s): English Issue: 2/2022

Although various researches have been published regarding e-learning worldwide, there are not enough studies performed in the Balkan countries. This study aims to explore the students' perception of e-learning during pandemics and build a model for predicting students' satisfaction in North Macedonia. We collected data through a questionnaire and received 290 responses. The results reveal that most students are satisfied with e-learning. However, faceto- face classes are still preferred. Moreover, the proposed model successfully predicts students' satisfaction with 88.4% accuracy where technology is the most essential factor for the prediction, followed by building relationships, then students' interaction, then finally students' engagement.

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ADAPTING THE ADDIE INSTRUCTIONAL DESIGN MODEL IN ONLINE EDUCATION

Author(s): Dan Alexandru Szabo / Language(s): English Issue: 1/2022

The instructional design approach should begin with requirements evaluation to evaluate the necessities of the online learning event, such as what the learner should understand and be capable of doing as an outcome of the education or understanding solution and what learners immediately understand and can perform. Instructional designers widely use ADDIE to create modules, models, software, and courses for instruction and learning. It is also used as a design model. It presents a series of repetitive steps to build effective education and training in five phases, giving rise to the acronym: A-D-D-I-E, which stands for analysis, design, development, implementation, and evaluation.

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„No... nie wyszło to tak, jak oczekiwaliśmy". Typologia zdalnych lekcji z perspektywy młodzieży

Author(s): Katarzyna Kalinowska / Language(s): Polish Issue: 13/2022

The aim of this article is to present the results of an analysis of students' experiences of participating in remote lessons during the COVI D-19 pandemic and to describe the emo-tional panorama of e-school from the perspective of youth. The paper is an ethnographic study on remote lessons, using the method ofthick description. he research on which the article is based was carried out between October and December 2020 among secondary school students. Qualitative content analysis of student diaries and in-depth interviews with young people resulted in descriptions of seven types of remote lessons: (1) spiritu-alist seance, (2) war in the room, (3) truth of time, truth of screen, (4) dead cam associa-tion, (5) free e-lection, (6) show must go on and (7) home kindergarten.

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Distance learning system of the professional military education institution: problematic issues of formation

Author(s): Maksym Tyshchenko,Oleksandr Shapran,Yevhen Sudnikov,Yevgenii Makhno,Piotr Gawliczek / Language(s): English Issue: 1/2023

Modern trends in the education development require directing efforts to the development of distance learning in the Ukrainian Armed Forces as one of the effective tools for implementing the model of continuous training. The article is devoted to highlighting the problematic issues of formation the distance learning system of the professional military education institution. There are analyzed the main subsystems of the distance learning system of the professional military education institution, which determine the architecture of the system and its intended purpose. The analysis of the distance learning systems formation made it possible to determine the central objectives of certain types of the distance learning system providing and factors that negatively affect the distance learning system formation. An overview of the problematic issues of the distance learning system formation regarding a professional military education institution shows that it is necessary to approach the formation of a distance learning system differently, taking into account the existing limitations.

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