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1.
Virtual Learning: Insights and Perspectives ; : 85-93, 2022.
Article in English | Scopus | ID: covidwho-2034384

ABSTRACT

The Coronavirus (COVID-19) which have influenced global health and becomes a most sensitive challenge in this era. COVID-19 is an infectious disease caused by a "Coronavirus" (a type of virus). Perhaps, the virus and disease were first identified in the Wuhan city, China, on 31st December 2019. Globally across 210 countries are fighting against COVID-19 and India also included among them with a large number of cases. To control the situation, India has been followinglockdown since March 2020 and people are facing lots of challenges in their dayto day life. During this period surviving has become a greater challenge to all. Like other sectors, all educational institutions have been closed for a long period. In India, many colleges and universities are adopted the digital classroom platform to cover up their academic session within a particular time. Learners are experiencing something new and unconventional through online classroom teaching. This paper aims to present "The Impact of digital learning on the teaching-learning process and whether it fulfills the needs of the learner by focusing on both positive and negative aspects". © 2023 Contributors and Manakin Press. All rights reserved.

2.
Milli Egitim ; 51(235):2713-2730, 2022.
Article in Turkish | Scopus | ID: covidwho-2026724

ABSTRACT

The purpose of this research is to examine the changes in the professional skill status of teachers in digital competencies during the emergency distance education process before and after the COVID-19 pandemic. It is of great importance to measure the digital competencies of teachers, especially in the face of developing technology, and to make professional development plans according to their qualifications. In this direction, the effect of the pandemic process on teachers’ digital competencies has been reported. The sample of this research, which was designed in the repeated measures scanning model, consists of 6118 teachers from different branches, working in seven different geographical regions of Turkey. The Digital Competencies Scale for Educators, which was first applied to teachers in the 2019-2020 academic year before the pandemic process by the Ministry of National Education, was re-applied by the researchers a year later during the 2020-2021 academic year pandemic period. Quantitative data on repeated measurements were analysed comparatively with the SPSS 25 program, and the change in teachers’ digital competencies during the pandemic process was reported. At the end of the research, it was concluded that the digital competencies of the teachers improved significantly during the pandemic process compared to the pre-pandemic period, in other words, the emergency distance education activities during the pandemic process positively affected the digital competencies of the teachers. There was a significant difference on the digital proficiency scores of the teachers according to their branches (verbal, numerical, applied field). It was concluded that the digital competences of the verbal field teachers were significantly lower than the applied field (painting, music, vocational courses) teachers. © 2022. Milli Egitim.All Rights Reserved

3.
Eduvest: Journal Of Universal Studies ; 2(8):1648-1656, 2022.
Article in English | Academic Search Complete | ID: covidwho-2026681

ABSTRACT

While learning online during the pandemic students faced so many problems difficulties and challenges with respect to the stress worry anxiety technology adaptability course content delivery and explanation in the digital transformation from a physical classroom learning to an online mode amidst pandemic. This research aims to explore challenges facing students using a student online survey and data was analyzed using SPSS for student’s online learning experiences amidst the pandemic which was handled adequately. Extraction of common factor variances from measure sets for getting prominent factors to measure the transformational shift from offline to online digital learning was done using Exploratory Factor Analysis. Sampling Adequacy Measure test of KMO a correlation matrix which indicates whether the variables are unrelated in the Bartlett’s Sphericity test in which the level of significance gives the test result showed in the present study that significant relationships exists among variables and there is high correlation. Principle Component Analysis (PCA) with Varimax rotation used for challenges showed inter-correlation and a significant relationship of students challenges faced in digital mode with significant P value at 5% level of significance. Regression analysis testing H0 variable relationship with one or more variables revealed significant constant value with psychological, technological and personal opinion as three representative factors found to be significant so the H0 stands rejected. [ FROM AUTHOR] Copyright of Eduvest: Journal Of Universal Studies is the property of Green Publisher and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

4.
Society, Integration, Education 2021, Vol V: Covid-19 Impact on Education, Information Technologies in Education, Innovation in Language Education ; : 249-259, 2021.
Article in English | Web of Science | ID: covidwho-2006585

ABSTRACT

Covid-19 pandemic has influenced all fields of life, including education, teaching and learning procedure. Initially the situation seemed vague and uncertain, but still challengeable, by moving almost all processes online and offering the digital or distance learning. The aim of the article to identify key aspects of distance learning from educator's perspective following Covid-19 and basing on the research results to offer transformative digital learning strategy for educational institution. The authors draw attention to the procedure how to redirect weakness and threats into strengths and opportunities, by implementing necessary changes at four indicated levels: individual, institutional, local government and state one. An important part for any strategy creation, including transformative digital learning (TDL) strategy for educational institution, is the detailed situation analyses. SWOT analysis structure has been offered by analyzing respondents' views for the conducted online questionnaire for educators and experts' interviews Additionally literature review has been made to create the list of key elements necessary for the TDL strategy development, including global networking providers and nowadays paradigm shift -the transformative one.

5.
Journal of Mental Health Training Education and Practice ; 2022.
Article in English | Web of Science | ID: covidwho-1997114

ABSTRACT

Purpose During COVID-19, Maudsley Simulation successfully pivoted to fully online delivery of simulation-based education (SBE) in mental health. In migrating digitally, the simulation faculty experienced a range of new phenomena and challenges. The authors' experiences may be transferable to other specialities and for other educator groups. By sharing the authors' experiences, this study aims to support others adapt to online SBE. Design/methodology/approach This piece represents the authors' collective reflections on the challenges of adapting their facilitation skills to the online environment. It also offers various suggestions on how to improve the learner experience in view of these challenges. Findings Beyond merely platform orientation and operating procedure familiarisation, the team gained insights into ensuring optimal learning, engagement and participant experience during online deliveries. Delivery of online SBE brings several potential barriers to psychological safety and these warrant careful consideration by experienced simulationists. Practical implications Optimising participant engagement and psychological safety remain key considerations despite this novel medium. Facilitators must be willing to adapt accordingly to begin delivering high-quality online SBE. Originality/value From their experience, facilitators must reframe their debriefing expectations and adjust how they engage participants and manage group dynamics given the inherently different nature of this new learning environment.

6.
Asian Journal of University Education ; 18(3):756-766, 2022.
Article in English | Scopus | ID: covidwho-1994847

ABSTRACT

As COVID-19 took hold, online learning became the norm as universities and classrooms worldwide were forced to close their doors. Education institute closures impacted more than 1.2 billion students across 186 countries as of April 2020. This pandemic, too, has shifted our Malaysian education sector as well. Academicians and students are adopting online learning via open and distance learning platforms. Education 5.0 is the revolution of human intelligence and cognitive computing. When the world is moving towards this, the major challenge one will face is the challenges in this digitalisation era, the challenges on cyber security and the risk associated with it. This study uses a digital learning platform to examine the cyber security awareness among UiTM Terengganu Faculty of Computer and Mathematical Sciences students. The study is significant to focus on the weakness and to educate the students about being cyber victims. The data was collected using a set of questionnaires among 110 students. Numbers and statistics from open-ended and closed-ended questions helped obtain data. Descriptive analysis shows that many students have awareness and knowledge of cyber security, cyberattack, and cyberbullying. © 2022. All Rights Reserved.

7.
Dissertation Abstracts International Section A: Humanities and Social Sciences ; 83(10-A):No Pagination Specified, 2022.
Article in English | APA PsycInfo | ID: covidwho-1990155

ABSTRACT

The purpose of this study was to explore the unique lived experiences of four middle school science teachers from North Carolina and South Carolina during and following the transition from in-person to online instruction due to the COVID-19 pandemic. Four predominant themes were identified from individual, semi-structured interviews of the teachers: technology change;organizational change;changes in curricula, delivery, and student interaction;and career and personal changes. The teachers in this study described the challenges and opportunities experienced during the rapid transition in March 2020 to virtual teaching and learning. The teachers' lived experiences seamlessly aligned with the stages of change discussed by Lewin (1947) and other researchers (Bridges & Bridges, 2017;Kotter, 2012;Lewin, 1947;Page & Schoder, 2019). The teachers' comments and experiences provided a unique perspective into the technical, personal, psychological, social, and cognitive shifts during unplanned, rapid, and disruptive change. The results of this study provided evidence of the teachers' resilience and their ability to persevere in times of crisis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

8.
International Scientific Conference on Society, Integration, Education ; : 755-765, 2021.
Article in English | Web of Science | ID: covidwho-1988684

ABSTRACT

The world in general and the organizations in particular has been changed significantly because of Covid-19 pandemic. The higher education institutions haven't been an exception. The new challenge has triggered a worldwide shift towards online learning and teaching. There is a question of whether the current situation will lead to the overall transformation of higher education institutions to online, digital or blended one. This paper presents the systematic review of official reports where the new trends concept is used in higher education context. The primary goal of this paper is to establish understanding of already listed trends and directions and to contribute to the discussion of a digital transformation of higher education institutions following Covid-19 pandemic for effective teaching and learning. The paper is based on the theoretical research, including literature and official reports review in the context of transformation of higher education following Covid-19. As primary results, the list of new trends in higher education has been made for effective learning and teaching. This study will help higher education institutions to rethink their strategies according to the necessities to respond to the challenges of such rapid digital transformation.

9.
Journal of Intellectual Capital ; 23(5):1138-1159, 2022.
Article in English | ProQuest Central | ID: covidwho-1985388

ABSTRACT

Purpose>The lockdown imposed to avoid the increase in the number of infections caused by the pandemic emergency declared in January 2020 has unavoidably compromised the normal functioning of the Universities. They have been forced to stop the operation of their traditional student-oriented activities. In this light, the present work aims to analyse how traditional Italian Universities continue to deliver services to their students during the emergency.Design/methodology/approach>Qualitative explorative research was done. The paper used a multiple case study focused on two main public universities located in Rome (Italy). The data was collected using action research with participant observation. The activities observed before and during the health emergency are those related to the second mission and their services.Findings>Until the pandemic emergency arose, in the organizations analysed, the work was done traditionally. When the lockdown started the main instruments adopted to teach and provide the related services to students were the digital tools. Therefore, these devices represent how these organizations could immediately react to face the challenge arising from the impossibility to physically meet the students while continuing to support them in their educational path. Based on the findings obtained these universities fall into the “corporate entrepreneurship” definition.Research limitations/implications>The present work has managerial and academic implications. The academic implications can be summarized in two main points: the work (1) promptly analysed the changes necessary to overcome the problematics caused by the pandemic emergency;(2) contributes to the debate concerning the transfer of knowledge using digital tools and their relevance on the intellectual capital. One of the limits of the work is that only two Italian traditional universities are analysed and that the study focuses on universities located in a same city.Practical implications>On the other hand, in referent to managerial implications, this paper highlights how the corporate entrepreneurial view could be useful to support an inspected challenge that could happened in a certain historical period. Therefore, a real implementation of the entrepreneurial concepts is preferred.Originality/value>The paper discussed an original and contemporary topic not yet investigated since it refers to the Universities' reaction to the pandemic emergency in 2020, with the focus on their ability to maintain the intellectual capital value and give more points that could be investigate in the future, as, e.g. a selection of more than three traditional universities or with a comparative case study, useful in highlighting the strengths and weaknesses of the decisions taken in different contexts, considering: (1) telematic universities and traditional universities;or (2) universities located in other countries. Another future line of enquiry could be to focus the analysis on the effective quality of the MOOCs applied at the universities' activities, using the students' opinions obtainable through OPIS (Rilevazione Opinione degli Studenti) or through direct interviews.

10.
Shame 4 0: Investigating an emotion in digital worlds and the Fourth Industrial Revolution ; : 595-610, 2021.
Article in English | APA PsycInfo | ID: covidwho-1982077

ABSTRACT

The aim of this text is to develop specific theses on the interrelation between shame and shaming in the face of the corona pandemic. It refers to global and diverse cultural contexts and, from the perspective of Positive Psychology 2.0, pays particular attention to the efforts made by individuals and collectives to constructively manage and transform this crisis. As pointed out by different scholars during the previous year, the crisis evolved an immense physical, mental, emotional, social and economic challenge and has contemporarily massive legal socio-economic, cultural, political and humanitarial consequences. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

11.
International Journal of Early Childhood Special Education ; 14(5):2355-2364, 2022.
Article in English | Web of Science | ID: covidwho-1979678

ABSTRACT

Technology and digital transformations are changing the way society is being connected and higher education at universities are being impacted in COVID-19 times. The digital advancements have assisted us to navigate through and be proactive with the least amount of disruption even in the wake of covid-19 period to keep continuing the business teaching and learning at universities. This is relevant in the higher education sector where online teaching and learning processes are digitally continuing with a higher success compared to other industries experiencing a complete shutdown. Important issues need careful understanding such as digital network issues, digital reach, digital infrastructure, digital safety, and privacy issues etc are stumbling blocks. The stakeholders such as the universities can successfully connect with students online with financial support from government and with secure systems still new challenges are being encountered. Digital transformation has made it essential for educational institutions to strategize resources according to emergency pandemic situation and in short and long term seek a sustainable model of digital education online which is expected to be a virtual reality very soon. The study uses qualitative research combined with a questionnaire to find out the effect of technology on education.

12.
Eduvest: Journal Of Universal Studies ; 2(7):312-318, 2022.
Article in English | Academic Search Complete | ID: covidwho-1970448

ABSTRACT

The development of information technology and the increasingly widespread use of the internet has changed the learning process in higher education, especially during the COVID-19 pandemic, many higher education are conducting distance learning processes by implementing cloud computing-based e-learning. This is also in line with the government's recommendation that we apply health protocols to break the chain of the Covid-19 virus, such as studying and working from home. Batam University, in this case, the engineering faculty, includes those implementing cloud computing-based elearning for distance learning The purpose of this research is to see how far the implementation of e-learning based on cloud computing according to users, in this case, are lecturers and students of the engineering faculty of Batam University, knowing the readiness of lecturers and students towards the process and products of e-learning itself and satisfaction from the lecturers and students. at the University of Batam at the engineering faculty during the e-learning implementation process. This research method uses a combination of quantitative and qualitative descriptive methods by distributing questionnaires to lecturers and students in the university environment at the engineering faculty which consists of 4 (four) study programs namely mechanical engineering, electrical engineering, civil engineering, and information systems After processing the data using the validity test, reliability test and qualitative analysis, it was obtained that the lecturer respondents agreed with the implementation of cloud computing-based e-learning by 41%, with an average Respondent Achievement Level (TCR) of lecturers of 81.82% in good category. Student respondents' answers strongly agree with the implementation of e-learning based on cloud computing of 44 with an average Student Achievement Level of Respondents (TCR) of 80.47% in good category. [ FROM AUTHOR] Copyright of Eduvest: Journal Of Universal Studies is the property of Green Publisher and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

13.
International Journal of Interactive Mobile Technologies ; 16(13):160-174, 2022.
Article in English | Scopus | ID: covidwho-1964206

ABSTRACT

The current study’s objective examines contemporary advancements in learning utilizing digital technology for educational purposes during the recent pandemic outbreak. The study analysed the challenges, capabilities, and resilience of these digital learning environments and the future of digital learning. The PRISM statement is used to select records and assess the final 37 studies for the current investigation. According to the findings, the COVID-19 pandemic posed a significant challenge to educational institutions, and online learning was a challenging work for students and teachers. The availability of a large number of digital learning platforms, on the other hand, considerably mitigates the problem. Students’ and teachers’ skills and capacities have grown as a result of the learning process utilising digital platforms. The current study’s findings show that education in the post-COVID-19 era is heavily reliant on digital sources, and that new technologies greatly enhance the learning process. © 2022. International Journal of Interactive Mobile Technologies. All Rights Reserved.

14.
JMIR Serious Games ; 10(3): e38433, 2022 Jul 22.
Article in English | MEDLINE | ID: covidwho-1963267

ABSTRACT

BACKGROUND: Recently, the demand for mechanical ventilation (MV) has increased with the COVID-19 pandemic; however, the conventional approaches to MV training are resource intensive and require on-site training. Consequently, the need for independent learning platforms with remote assistance in institutions without resources has surged. OBJECTIVE: This study aimed to determine the feasibility and effectiveness of an augmented reality (AR)-based self-learning platform for novices to set up a ventilator without on-site assistance. METHODS: This prospective randomized controlled pilot study was conducted at Samsung Medical Center, Korea, from January to February 2022. Nurses with no prior experience of MV or AR were enrolled. We randomized the participants into 2 groups: manual and AR groups. Participants in the manual group used a printed manual and made a phone call for assistance, whereas participants in the AR group were guided by AR-based instructions and requested assistance with the head-mounted display. We compared the overall score of the procedure, required level of assistance, and user experience between the groups. RESULTS: In total, 30 participants completed the entire procedure with or without remote assistance. Fewer participants requested assistance in the AR group compared to the manual group (7/15, 47.7% vs 14/15, 93.3%; P=.02). The number of steps that required assistance was also lower in the AR group compared to the manual group (n=13 vs n=33; P=.004). The AR group had a higher rating in predeveloped questions for confidence (median 3, IQR 2.50-4.00 vs median 2, IQR 2.00-3.00; P=.01), suitability of method (median 4, IQR 4.00-5.00 vs median 3, IQR 3.00-3.50; P=.01), and whether they intended to recommend AR systems to others (median 4, IQR 3.00-5.00 vs median 3, IQR 2.00-3.00; P=.002). CONCLUSIONS: AR-based instructions to set up a mechanical ventilator were feasible for novices who had no prior experience with MV or AR. Additionally, participants in the AR group required less assistance compared with those in the manual group, resulting in higher confidence after training. TRIAL REGISTRATION: ClinicalTrials.gov NCT05446896; https://beta.clinicaltrials.gov/study/NCT05446896.

15.
2022 IEEE Technology and Engineering Management Conference, TEMSCON EUROPE 2022 ; : 48-55, 2022.
Article in English | Scopus | ID: covidwho-1961434

ABSTRACT

The COVID-19 pandemic affected humanity and changed impacted people's habits worldwide. The necessity for social distancing has led to increasing remote working and online learning. As a result, many schools, institutions, and universities quickly adopted online learning to ensure the continuity of their training. Unfortunately, security was not a significant factor during the migration to digital learning. Consequently, security risks increased significantly with the advent of COVID-19 and cyberattacks do not spare education systems. This paper highlights security issues of digital learning spaces from the perspective of the Learning Management System and video conferencing tools. Also, we propose preventive measures to overcome each vulnerability. In addition, beyond the prevention measures, digital learning stakeholders need to be aware of the security principles and best practices to adopt before, during and after the sessions. © 2022 IEEE.

16.
2nd International Conference on Technology Enhanced Learning in Higher Education, TELE 2022 ; : 334-339, 2022.
Article in English | Scopus | ID: covidwho-1961430

ABSTRACT

To analyze the essence of digital transformation and the ways in which it becomes possible. This article focuses on students' reactions, their assessments and views on ongoing online learning. The main research questions posed in the article are: is ongoing digital learning effective? Do students evaluate what happened as a digital transformation in education? What are the main challenges facing ongoing digital learning? © 2022 IEEE.

17.
English Teaching ; 2022.
Article in English | Scopus | ID: covidwho-1961314

ABSTRACT

Purpose: Adaptivity has long been recognized as a key aspect of teaching and shown to be particularly important for English Language Arts (ELA) teachers leading discussions about texts. Teachers' abilities to make such adjustments are especially important when facilitating discussions in digital contexts, as was made clear with the shift to virtual teaching caused by the COVID-19 pandemic. The purpose of this paper is to explore how the structure and process of teacher inquiry supported ELA teachers in enacting and cultivating adaptive repertoires for facilitating discussion in online contexts during the disruptions of the 2020–2021 school year. Design/methodology/approach: As an inquiry team comprising teacher-researchers from secondary and university-based contexts, the authors used practitioner inquiry methods in the context of a multi-year, multi-sited study involving, design-based and teacher-research methodologies. Findings: This paper shows how teachers’ engagement in digital teacher inquiry groups supported their willingness to be playful and adapt their practices in response to one another, creating conditions for powerful teacher learning through relational inquiry online. This paper identified three specific relational practices that were critical for cultivating adaptive repertories in teachers’ learning with and from each other: cultivating empathy;attuning to silences and actively listening;and decentering authority across multiple platforms and modalities. The authors discuss how teachers carried these practices to and from their digital discussions with their students and with each other, demonstrating how this recursive cycle of inquiry and practice deepened their learning, relationships and adaptive repertoires. Originality/value: The authors discuss the implications of these practices for equity-oriented and dialogic teacher learning that can transform classroom practice, illustrating the power of online teacher inquiry groups for developing ELA teachers’ adaptive expertise – something urgently important for teaching in digitally mediated contexts and through unsettled times. © 2022, Emerald Publishing Limited.

18.
Forum Scientiae Oeconomia ; 10(2):111-128, 2022.
Article in English | Scopus | ID: covidwho-1955333

ABSTRACT

Strategic management is a vital part of every industry;however, the COVID-19 crisis has further escalated the importance of strategic management and adaptability in the higher education industry. The convergence of digital, information and communication technologies coupled with lockdown measures imposed due to the COVID-19 pandemic has catalysed the adoption of digital platforms and technologies for online teaching and learning in higher education. This qualitative paper aims to examine the viewpoints of and challenges faced by students and lecturers pertaining to digital platforms and technologies in higher education during the COVID-19 pandemic. The research methodology encompasses the use of a networking approach;80 interviews were conducted with 38 students and 42 university lecturers in Europe, Australia, North America, and Asia. The selection of a sample was undertaken by means of a gatekeeper strategy combined with convenience sampling, while the saturation point was used as a benchmark to reach a representative sample size. The results revealed that digital platforms and technologies facilitate a participative teaching style and improve the learning capabilities of students. The results further highlight the fact that break-out rooms, pre-class videos and creative learning activities promote higher levels of student attendance and engagement. Furthermore, the results demonstrate that, despite the significant development of digital technologies and information and communication technologies (ICTs), both lecturers and students prefer traditional face-to-face teaching because it offers greater emotional connectivity. Major challenges unearthed include poor connectivity, a higher incidence of depression, feelings of self-isolation and a lack of emotional engagement. Recommendations and implications for the higher education industry relating to remote learning are presented in the latter part of this paper. © 2022, WSB University. All rights reserved.

19.
Innovations in Education & Teaching International ; : 1-11, 2022.
Article in English | Academic Search Complete | ID: covidwho-1947950

ABSTRACT

Developing rapport with learners has presented challenges for Higher Education teaching practitioners since the onset of the COVID-19 pandemic, who increasingly facilitate learning within synchronous/ asynchronous online environments. Podcasts are of renewed interest as a digital learning resource in this context. We explored, inductively, views of podcasts designed for teaching and learning purposes held by students (n = 11) and by practitioners (n = 5) in two disciplinary settings. Textual feedback on two sample podcasts per student was subjected to content analysis. Findings underscored the value of podcasts as digital learning resources to help nurture teacher–student relations. Podcasts may help establish teacher credibility, may help teachers feel more familiar/approachable to learners and may provide an outlet to communicate in a kind, informal tone to attenuate learning-related anxiety. We draw on findings from our small-scale exploratory study to present practical guidance for developing podcasts designed (in part) to cultivate teacher–student rapport. [ FROM AUTHOR] Copyright of Innovations in Education & Teaching International is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

20.
PROCEEDINGS OF THE 6TH INTERNATIONAL CONFERENCE ON COMPLEXITY, FUTURE INFORMATION SYSTEMS AND RISK (COMPLEXIS) ; : 107-116, 2021.
Article in English | Web of Science | ID: covidwho-1939304

ABSTRACT

The global pandemic and subsequent quarantine measures have posed an array of challenges to the complex comprehensive structures and procedures of higher education workflow, which influenced significantly the scope of individual experiences, projected outcomes, and estimated quality of higher education in countries across the world. This study focus is the in-depth assessment of individual perceptions and experiences of complex models of digital distance and blended learning by students of different tiers (Bachelor's level, Master's level, Graduate school level) in European and Oriental Languages university programs in regions of Ukraine through the span of educational activities in the time-frame of COVID-19 quarantine measures of March 2020 to January 2021. The survey is used to assess the parameters and challenges of individual quality and efficiency of translation of the complex system of real-life Foreign Languages Acquisition practices into the digital format, involving activation of interdisciplinary skills and cross-sectorial activities, implemented by ICT tools. The online survey of 14 universities in regional centres of Ukraine provides for disclosure of student comprehensive assessment of the complex framework of digitalized foreign languages education, systematized individual experiences, and quality estimation of e-learning and hybrid learning in the framework of COVID-19 lockdown.

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