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The article presents the features of critical thinking developmentas one of the important soft skills necessary in modern society. In particular,the methods and tools used by teachers in the classroom to develop criticalthinking of students are considered. The possibilities of using informationand communication technologies contributing to the formation of criticalthinking skills are revealed.
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The new Coronavirus (COVID-19) accounts for the most severe health and economic threat since about a century. The human, medical and economic shock with major fallout in social, humanitarian and international development domains is the most tragic event having occurred since the Great Plagues of the medieval times, the Great Depression and the two World Wars. Yet in every crisis and lasting economic, societal and humanitarian shock, there are always positive externalities as well. While the author foremost respects the more important literature on the tremendous negative consequences and hidden inequalities and unnoticed despairs of COVID-19, this paper sheds heterodox light on the positive externalities and economic growth potential of the Great Pandemic of 2019. Three positive outcomes of the novel Coronavirus pandemic are captured in a foresighted outlook: (1) A digitalization disruption with particular focus on healthcare, preventive medicine and whole-rounded, ecofriendly lifestyles is perpetuated by COVID-19. (2) As in previous pandemics, luxury consumption that is prospected to flourish after consumption constraints and lockdown endurance may play a role in driving economic growth in the post-COVID-19 world. (3) Digitalized education and conglomerates in the educational sector may lead to universities becoming truly global temples of information exchange. The paper closes with potential ethical imperatives to ennoble our prospected future post-COVID-19 world to come. Overall, this paper aims at providing a glimpse of hope in despair and grievance over COVID-19 and advocates for equal access or redistribution of the merits of the gains from COVID-19 for living the dream of a better, more beautiful society than COVID-19 has hit before.
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In Romania, face-to-face courses in preschool, primary, secondary, high school, vocational, post-secondary and higher education have been suspended since the beginning of the state’s declaration of emergency by the country’s president, but the educational process continued through technology-assisted learning until the end of the semester when the school/university year courses ended. Students and teachers who did not have access to technology received support from schools, school inspectorates, town halls etc. The students continued the technology-assisted learning, and the exams could be taken online, remaining at the discretion of each higher education institution. The Romanian education system was not prepared to provide the favorable framework for an efficient and qualitative online educational act for all participants, the quality of face-to-face learning being far superior to those in times of pandemic.
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The article is devoted to the analysis of recent changes in the formand methods of education due to the coronavirus pandemic. The advantages anddisadvantages of online education for educational institutions, students andteachers are studied in detail. Online education can be a useful addition to thelearning process even after the pandemic.
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One of the most current issues facing modern pedagogical theory and practice is distance learning. Since the Covid-19 virus pandemic outbreak, this specific teaching context has become the only hope for education systems globally. Given the role and importance that distance learning has today, our paper is focused on studying its barriers in immediate secondary school practice. This research is part of a broader study that involves a more thorough study of distance learning, which was conducted on a sample of 422 students and 120 secondary school teachers in Southeast Serbia. The aim of this paper is to identify the most common barriers to distance learning and answer the question of whether there are differences in the attitudes of teachers and students about the barriers they encountered during the first months of its implementation. In terms of frequency, the results of the conducted research show that evaluation-related barriers are the most common, while the learning material and technical barriers to distance learning are the least common ones. The research has shown that teachers statistically more often highlight evaluation-related, organizational/administrative and social/emotional barriers, while in practice, students more often experience learning content-related barriers. The results also confirm positive correlation in the participants’ attitudes about the analyzed barriers and directly point to the conclusion about their objective perception and critical reflection on this problem by emphasizing the importance of didactic elements such as: quality of the teaching process, level of knowledge acquired, objectivity of assessment, etc. in relation to the learning material and technical side of teaching. These conclusions point to a number of pedagogical implications by which the new, specific teaching context can be significantly improved.
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The aim of this paper is to identify and analyze the role that the use of the computer has in stimulating the logical thinking of young schoolchildren. Through this, the purpose of the activity of solving operations with natural numbers, is to develop logical thinking, properly combining intuitive elements with abstract ones. Solving arithmetic problems, we can activate young students in the formation of skills and abilities to analyze the given situation, to intuit and discover the way to get what is required in the mathematical problem. This paper aims to prove that, if both traditional methods and computer-based teaching methods are used in the instructive-educational process, then school performance will register a significant increase in terms of quantity and quality. This experimental study started from the premise that solving arithmetic problems with the help of computer, using e-learning platforms is an important activity in the mathematics lesson in primary school through which we stimulate young students’ logical thinking.
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Computer technologies are of particular importance for children with disabilities.By using information and computer technologies, these children are able to not only communicate and move around, but also to go into a full education. Access for all students to appropriate educational programs, media, and materials is achieved through the diversification of teaching practices and the use of Information Technologies and Communications (ICT).This paper will review the use of ICTs in education for students with special educational needs in an inclusive education setting, with the aim to explore the different possible uses of ICTs in inclusive education. This paper will review the use of ICTs in education for students with special educational needs in an inclusive education setting, with the aim to explore the different possible uses of ICTs in inclusive education.
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A person’s self-concept, in relation to a given domain or social role, is a representation of their own features, competences and relationships relevant to a given aspect of their identity. The object of this article is a questionnaire researching the self-concept and the representations of studies of Romance philology students of the Jagellonian University, in relations to recent passage to online teaching caused by the coronavirus pandemic. It was possible to isolate, in the students’ responses, several important aspects defining their self-concept and their conceptions of studying in a situation of radical change: high emotional vulnerability (related to switching to online teaching, but also to traditional studies), the importance of social relations (partly viewed as hindered in online teaching), or matters related to everyday routine and to presumed temporary character of online studies. Among the respondents’ profiles, some students display more conservative academic self-concept, depending largely on traditional representations of studies, while others exhibit more adaptative academic self-concept, with basic representations more open to changes.
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The paper is concerned with the problem of distance and immediacy in teacherstudent relationships in online language classes at the tertiary level. Drawing on the literaturę review as well as her own professional experience, the author presents strategies that teachers can use to reduce the psychological distance and build an atmosphere of immediacy in online language learning. The strategies overlap – to a large extent – with those recommended for traditional (offline) teaching, but they also encompass a number of strategies specific to virtual environments (responding promptly to students’ questions and comments posted online, ensuring that teacher’s face is clearly visible on the screen, using emoticons, etc.). The article also reports on the results of a study conducted among students of the University of Economics in Katowice, aiming to investigate what types of teacher immediacy behaviours are perceived by the students as most significant and desirable in virtual language classes.
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Teaching simultaneous interpreting has proven to be an extremely important component of any degree course in translation studies. However, it is also one that poses some major technological requirements, not the least of which is possessing the necessary infrastructure including interpreting booths, consoles and infrared relays. Just as the onset of the recent coronavirus pandemic has brought the interpreting market to an almost complete standstill, so have interpreting courses in higher education institutions been rendered practically impossible to continue. The aim of the article is to discuss the ramifications of teaching simultaneous interpreting using distance learning methods and to outline a proposed methodology which could be implemented in a virtual classroom. The proposal is evaluated against the backdrop of the existing professional standards in interpreting, including the norms developed following the widespread adoption of remote simultaneous interpreting on the market, the requirements of the translation industry and the precepts of teaching translation competence. The author points to a number of fundamental challenges associated with remote simultaneous interpreting and proposes ways of addressing them within the framework of teaching interpreting in a distance learning setting.
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The article deals with the topic of the usefulness of a traditional textbook in the teaching of Italian at philological studies, especially in reference to the changes caused by the Covid-19 pandemic. The latest theoretical approaches to textbooks are taken into account, as well as the specifics of distance teaching in general, in order to highlight the conditions of foreign language teaching in the pandemic (considered “emergency distance teaching”) and the ways traditional textbooks are used. The analysis of the usefulness of textbooks in remote education is based on the results of a survey conducted in February and March 2021 among Italian language instructors at selected Polish universities.
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Design-based research (DBR) involves developing materials based on a strong link between research and educational practice. The paper aims to follow the DBR and describe English for Specific Purposes (ESP) and English for Academic Purpose (EAP) online courses presented for the MA and PhD students. The paper seeks to address two following questions: What is the model of ESP online course for the MA students? What is the model of ESP online course for the PhD students? The project will use the mixed type of research, including a questionnaire study and self-reflection analysis. The results are hoped to bring practical implications for further online courses developed at the university level.
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Language testing and assessment are an integral part of the teaching process. The present paper presents the results of a questionnaire study which aimed to gain an insight into whether web-based environments provide FL teachers of young adult learners with appropriate assessment opportunities. The results of the study can be summarized as follows: teachers’ views on on-line testing and assessment vary from very positive to extremely negative; they apply a variety of assessment methods and tools; most of them are able to seek appropriate solutions to the problems they notice, in order to improve the effectiveness and efficiency of tests/examinations.
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Digitalization process enables wide use of modern technologies in various segments of everyday life. One of the areas in which the application of digital technologies is of increasing importance is education. In addition to the classroom and traditional forms of teaching, we are increasingly witnessing the use of digital platforms and various tools, especially within certain forms of distance learning. Unfortunately, we have seen that digital education is not just a matter of choice, but sometimes, due to the crisis circumstances, a matter of necessity. Each form of teaching implies the use of copyrighted works and other protected subject matter. Therefore, teaching in general, and distance education in particular, opens up a whole range of copyright-related questions. One of the key issues that are the subject of consideration in the paper is whether and to what extent it is possible to use protected content for teaching purposes, especially in the online environment.If the teaching takes place through certain online content sharing platforms,the question of service provider liability for possible copyright infringement arises. There is a special form of copyright exceptions or limitations for the purpose of teaching, but it is not appropriate for digital teaching in all countries. Directive on copyright and related rights in the Digital Single Market prescribes copyright exception or limitation in order to allow the digital use of works and other subject matter in digital and cross-border teaching activities. The paper analyzes certain copyright exceptions and limitations for the purpose of education in domestic law and in European Union law.
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The COVID-19 pandemic is believed to have had multifaceted effects on education systems across the globe. While it is claimed to have caused considerable disruption of education systems due to reducing the learning opportunities for the vulnerable, it has fostered innovation within education at large and in higher education in particular. Universities across Ukraine are steadily changing traditional modes of delivering quality education implementing digital learning and teaching technologies. However, the shift to online teaching and learning environment is far from being smooth: both instructors and students face a wide range of pitfalls that hinder achieving desired learning outcomes. The present study aims at exploring and defining the main issues the academic staff and students face in respect to the lecture delivery options and discuss the possible ways to solve them. This research was conducted using the combination of quantitative and qualitative methodologies. The present paper reports on responses to short survey on teachers’ experiences of online teaching at the faculty of Foreign Philology at Uzhhorod National University. To clarify some of the issues one-on-one post-survey interviews were conducted. Research findings show that the academic staff are facing a number of challenges ranging from professional and personal factors (e.g. low technological competence, unawareness of online education options, lack of time, etc.) to the issues directly associated with the university administration, e.g. sustainable policies and strategies relating to online education. Serious efforts need to be taken by all the stakeholders in order to maintain and develop the quality of higher education in the online modality.
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The situation of school, universities, parents, children and ourselves provokes us to consider the answer to the question: ‘What next?’. The organization of the life of learners and educators, which forced both parties to spend a long time in front of computer monitors, resulted in a significant reduction in the time devoted to physical activity. The closure of many institutions and restriction of access to sports and recreational infrastructure triggered creative mechanisms among many physical education teachers. In many cases, the parents’ view of the work of the school and teachers has changed. The presented work is a study devoted to the researcher’s reflections on the consequences of epidemiological limitations in our society.
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Before the occurrence of COVID-19, experts on the issues of a broadly understood physical culture informed about the exigence of departing from scientific advances of modern technology (computers, mobile phones etc.) in favour of various forms of physical activity, However, it is for modern technologies, presumably, that all education, as well as, common human relationships during the still lasting pandemic would be downright impossible. Physical Education has gone through revolutionary changes in the recent years and the pandemic has even deepened earlier problems and dilemmas. Since the first lockdown in March 2020, the Physical Education lessons online have raised most controversies. However, it is the pandemic which made, on the one hand the intramural form of running the subject appreciated and, on the other hand, the dissatisfaction with Physical Education grew up, which was the result of pandemic restrictions. Currently, an increased interest in Physical Education lessons is being observed as they are supposed to be a tool of prevention against the consequences of long-lasting isolation, hypokinesia and obesity. Different forms of attempts of return to the so called „normality” are being undertaken and one of them is the project of active comeback to school named „PE with PE Academy”. The development of Physical Education and its methods are strictly connected with the development of social organisation, thus, in the nearest future, further changes/modifications in core curriculum should be expected, which would incorporate activities of an intelectual character, such as e-sport or chess. The aim of the present work is to bring closer the issues related to Physical Education with special attention to pandemic turbulences.
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The aim of the study was an attempt to diagnose the phenomenon of absenteeism in PE lessons of high school youth. The method of diagnostic survey was used, 51 randomly selected students aged 14‒18 years old high school in Lodz were included in the survey. The results of the research were subjected to statistical analysis. The research results indicate that girls less often and less willingly participate in PE lessons than boys. They argue that these lessons are conducted in a boring and uninteresting manner. They are also less aware than boys that physical activity is beneficial for health and proper development of the body.
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The aim of the current school system is to develop pupils' creative skills and creative thinking, their ability to solve problems. A great effort must be made by a master of vocational training in interpreting theoretical parts of a curriculum in vocational training today. He must learn creatively, use the latest pedagogical approaches and methods, and information and communication technologies. In the presented work we try to show how to use information-communication technologies in practical education.
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The paper presents the evaluation of pilot verification of a module e-learning course on security issues for students of the follow-up master’s programme. The paper brings information on the structure and contents of the course, as well as experience from the first year of its implementation. The text brings information on the results of a survey conducted among students who completed the course. The conclusion summarizes the results of the survey and their use for updating the course.
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