ABSTRACT
The global pandemic COVID-19, which began in 2020, has brought about new challenges to Ukraine's higher and postgraduate education institutions. Despite the previous experience of providing online education courses, one of the main challenges to these institutions now remains to perform effective online teaching, which requires a proper theoretical and instructional basis. The study aims to outline efficient online teaching principles and best practices of how online teaching can provide effective interaction in the virtual online classroom with the aid of online learning management systems, online educational technologies, and digital learning tools. The article suggests a framework of twelve principles of effective online teaching determined for higher and postgraduate education that is deployed at five levels grouped according to specific online teaching issues (Level 0. Lecturer readiness, Level 1. Course planning, Level 2. Students' facilitation, Level 3. Course content dissemination, and Level 4. Course feedback). Each identified principle at every level is covered with examples of specific teaching methods and best practices of how it is used to enhance the effectiveness of online teaching in higher and postgraduate education. To perform most effectively in an online education context, every lecturer should use each level from the developed framework and each principle from the level. However, even a partial application of certain principles will increase the efficiency of the online teaching process. The suggested five-level framework of twelve principles will be helpful for lecturers, professors, and other academic staff of universities and institutes of higher and postgraduate education when providing online and distance education.
ABSTRACT
In the article, questions about the features of training future teachers of natural sciences in modern higher education in the context of modern neurosciences are highlighted.It was found that highly qualified and competent teachers are the key to successful higher education. The concept of "neuroscience" is investigated. Publications and books of domestic and foreign scientists on the training of future teachers of natural disciplines in the view of neurosciences are highlighted. The application of methodological approaches in teaching future teachers of natural disciplines is noted. The branch of neuro-andragogy, which is important for adult learning is considered. It is noted that university teachers should enrich the educational process with modern strategies in order to meet the needs of future student teachers. It is noted that future teachers are interested in mastering knowledge of neurosciences, because they understand that this will help them in their professional activities. It has been proven that many scientists argue that education cannot exist today without neurosciences. The facts that have a special impact on the work of the child's body and on learning have been clarified: energy supply, nutrition, stress resistance and environmental pollution. A study of approbation of foreign programs "Scheme of education and neuroscience" and "Science of the brain in motion" was carried out. It was found that students are interested in knowledge about the work of their own brain and try to work on themselves to help the body improve its performance.It is noted that scientists argue that for the activity of the brain to be productive, it is necessary for the neurons, synapse and myelin to work in a balanced way.It was proven that COVID - 19 pandemic to negatively impacted education. It was found that physical activity and the activity of cognitive functions are an integral link. Emphasis is placed on the pedagogy of partnership, which will promote close cooperation of teachers, children and parents and help parents to preserve the health of the child.
ABSTRACT
The article analyzes the results of the research of impact of limitations of motor activity of students in the conditions of pandemic COVID-19 on the indicators of functional and physical condition of students 17-19 years who studied on the 2nd course in Khmelnytskyi Humanitarian-Pedagogical Academy. The study involved 121 students (89 girls;32 boys). Methods: The assessment of the state of the cardiovascular system: Heart rate at rest (HR);systolic blood pressure (SBP);diastolic blood pressure (DBP) has been done;assessment of the respiratory system (RS) has been conducted. The analysis of morphofunctional changes in the following indicators has been done: Life index (LI), body mass index (BMI), Index of Robinson (IR), Ruffier-Dixon Index (RDI). Results: It is established that the restriction of motor activity has led to functional changes in the bodies of students, reducing their efficiency and recovery of the organism after physical exercises. In both groups of students after four months of research, there was deterioration in performance (RS), (LI);(IR);(RDI);(BMI). After nine months of quarantine restrictions, there was a gradual improvement in functional parameters in both groups, indicating the adaptation of students to the new conditions of limited motor activity. At the same time, the functional indicators failed to reach the initial level. It is found that during the first four months there was a decrease in physical fitness of students, namely: The development of strength by 34% in girls (р<0,001) and 28% in boys (р<0,001);coordination abilities by 12% in girls (р<0,01) and by 13% in boys (р<0,01);development of speed and strength abilities by 15% in girls (р<0,01) and by 13% in boys (р<0,01);5% speed development in girls (р<0,05) and 4% in boys (р<0,05). At the second phase of the research, some students (12% - girls and 21% - boys) were able to reach the previous physical condition. These are mainly the students who led an active lifestyle before the pandemic and sought additional exercise during quarantine restrictions. Conclusions: The processes of adaptation and restoration of motor activity under quarantine restrictions of boys were faster. After nine months, in the majority of exercises tested, the boys’ level of physical fitness reached 95-98% (р<0,001) of the initial level;in girls it was 91-94% (р<0,001). Only the performance of exercises for the development of strength in boys corresponded to 88.6% of the initial, and in girls to 81.2%. © 2021 by authors, all rights reserved.