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Решаване на триъгълник в обучението по математика в началното училище

Author(s): Ivanka Mincheva / Language(s): Bulgarian Issue: 2/2021

The paper studies solving a triangle in primary school mathematics education. It proposes a system of problems reflecting the classification of the concept of triangle according to the sides and the angles. Each subsystem of a given main system includes a basic problem with generalized formulation and a sample solution followed by problems illustrating the basic problem. The methodological analysis encompasses some didactic components – short description, construction/drawing, sample solution, necessary component concepts, component pieces of knowledge and component problems. All drawings in the study have been made by using the mathematical software GeoGebra in order to ensure dynamism and clarity, and subsequently to achieve easier understanding of a problem and finding out its solution.

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Developing an Online Platform for Promoting Wushu and Qigong Classes in the Confucius Institute, University of Veliko Tarnovo

Author(s): Borislava Lecheva / Language(s): English Issue: 1/2022

The following paper explores the opportunities for developing an online platform for promoting Wushu and Qigong classes in the Confucius Institute at the University of Veliko Tarnovo. It focuses on Facebook as the most suitable online platform to be used for sharing materials and discusses the main principles upon which the materials in hand were based. The study is useful due to the ever-growing significance of online teaching materials and the need for developing new strategies for Wushu and Qigong promotion in times of great social changes.

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Подкастът и виртуалното учебно съдържание като част от променящите се образователни платформи

Author(s): Georgi Ignatov / Language(s): Bulgarian Issue: 1/2022

New technologies have already changed the educational sphere, and the influence of the podcast has become the subject of in-depth analysis because of the possibility of being quickly and flexibly applied as an educational resource. Educators can easily create engaging and useful audio content that enables learners to consume it at any time and place. In this article, we demonstrate how podcasting and visual content in education can increase accessibility and encourage engagement.

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Implementation of a Multilingual Blended Learning Course for Non-formal and Informal Adult Learning during the COVID-19 Pandemic

Author(s): Ineta Luka / Language(s): English Issue: 2/2022

Due to the COVID19 pandemic, traditional face-to-face learning was replaced by distance education, e-learning, online learning and blended learning at all education levels, including adult education. Learning Management Systems (LMS) are crucial in organising an efficient pedagogical process online and ensuring that learners attain learning outcomes. The current research, conducted in six EU countries – Croatia, Latvia, Slovenia, Romania, Poland, and Czechia, evaluates the suitability of the LMS to non-formal and informal adult learning for various target groups when face-to-face adult education was restricted. The research involved 638 participants, 209 of them were learners with barriers to learning. The participants studied the blended learning course created for non-formal and informal adult learning and filled in a feedback questionnaire after its acquisition. The results indicate overall learner satisfaction with the LMS and the course delivery, and the suitability of the LMS for regular adult learners and learners with cultural, social, and geographic barriers to learning both for non-formal and informal learning. The LMS is suitable for learners with economic obstacles for non-formal learning. However, learners with learning difficulties require special pedagogical approaches to support them to acquire the course in an online-only blended learning format.

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World Practices of STEM Education Implementation: Current Problems and Results

Author(s): Artem Yurchenko,Kateryna Yurchenko,Volodymyr Proshkin,Olena Semenikhina / Language(s): English Issue: 2/2022

The term “STEM education” has been clarified. It is well-founded that STEM education is a learning process that is based on interdisciplinary and practical orientation and provides the formation of skills to acquire theoretical knowledge, and master scientific methods for their use in solving specific practical tasks (not only in professional activities). A quantitative analysis of the results of the implementation of STEM education, presented in scientific publications, was carried out. A small percentage of publications dedicated to STEM education have been found. It has been established that in countries with developed economies, there are significantly more published scientific results regarding the implementation of STEM education. Practical cases of the implementation of STEM education in Ukraine and the world are highlighted. Among these are the organization of STEM education through solving problem situations in field conditions; basing classes on solving practical tasks in a certain professional field; examples of organizing and conducting lessons in high school on an interdisciplinary basis; cases for four scenario exercises; cases for solving practice-oriented tasks at home; and cases of inclusive education using STEM projects. A content analysis of modern practices of implementing STEM education on the basis of open educational resources such as Coursera, edX, Udemy, Prometheus, and EdEra was conducted. The analysis of open educational resources shows that there are too few courses that would focus on STEM education and on training teachers to implement STEM-oriented education. The basis for the research was scientific publications in publications indexed by the scientometric databases Scopus and Web of Science over the past 10 years, and dissertation research conducted in Ukraine.

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Distance Learning at the Level of Primary Education: Parents’ Opinions and Reflections

Author(s): Marzena Wysocka-Narewska / Language(s): English Issue: 2/2022

Distance learning is a type of instruction between a teacher and students separated by a physical distance where communication takes place through mediated information encompassing one or more technological media. In other words, the instruction participants stay in different places, yet take part in the same learning activities sequenced, paced and controlled by the teacher using new technologies. The paper aims to show the advantages and disadvantages of distance education during the COVID-19 lockdown at the primary level, the emphasis being placed upon, among others, the teacher–student and student–student relationships, the infrastructure and skills required for a lesson, as well as some “food for thought” in the form of possible changes and areas of improvement to be introduced suggested by the sample. The data comes from the questionnaire distributed among 60 parents of first graders. This age group is believed to be extremely demanding and difficult to teach, mainly due to the literacy and numeracy skills included in the core curriculum, falling on the onset of the first grade in a primary school.

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Students’ Burnout in the E-School Environment: Pilot Study Results of the Validation of the E-learning Burnout Scale

Author(s): Katarzyna Tomaszek,Agnieszka Muchacka-Cymerman / Language(s): English Issue: 2/2022

The COVID-19 pandemic caused widespread school closures and therefore forced students to study outside of the classroom at home via the Internet. However, for some students remote education was found to be challenging and stressful (Bilal et al., 2022). Past research revealed that despite the advantages of online classes, there are several threats e .g. lower academic performance, lower engagement and work avoidance goals, higher depression and anxiety (Daumiller et al., 2021; Srivastava et al., 2021), and school burnout (Salmela-Aro et al., 2022). Because previous studies regarding the student burnout syndrome have used predominantly traditional school in-personal learning, there is a great need for developing an instrument with the potential to measure online student burnout symptoms. The aim of this research was to investigate the appropriateness of using an E-learning burnout scale with an adolescent population. The E-Learning Burnout Scale (E-SBS) was designed specifically for measuring exhaustion and learning difficulties caused by school closures during the COVID-19 pandemic. E-learning burnout syndrome, which is defined as the five-dimensional construct, captures thoughts, feelings, and behaviours related to educational difficulties experienced by adolescent students during online classes. The results confirmed the E-SBS to be psychometrically sound regarding the five-factor structure, content validity, and discriminative validity. Hence, the E-SBS scale has shown potential for use in a variety of educational areas.

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EFL Teachers’ Perceptions of a Long Shift to Online Learning in a Saudi University during the Coronavirus Pandemic

Author(s): Ahmed Al Shlowiy,Khaled Layali / Language(s): English Issue: 9/2023

Discovering the new variants of coronavirus by the end of 2020 pushed many countries to continue suspending universities and schools. A complete change to online learning seemed the only available option to continue education given the detection of new coronavirus variants. Such a long time of using online learning can display how teachers experience this hard time of the pandemic. The researchers performed this study to explore EFL teachers’ perceptions of online learning in a Saudi university during this period. They aimed to have a closer look at EFL teachers’ perceptions of the sudden shift into online learning. They focused on the teachers’ benefits, drawbacks, and suggestions. They used a questionnaire and interviews to collect qualitative data to answer research questions. Results showed five benefits and two drawbacks of using online learning to teach English in that Saudi university. The benefits are being a good and useful option for teaching during the coronavirus pandemic, motivation of teachers, ease of access and use, interacting between teachers and students, and being less teacher-centered. The drawbacks are disruption by poor Internet and technical issues and cheating by students on assessments. The participants provided some suggestions to improve the benefits and overcome the drawbacks.

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Challenges to the Inclusion of Vulnerable Social Groups in Pandemic and Post-Pandemic Society

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Challenges to the Inclusion of Vulnerable Social Groups in Pandemic and Post-Pandemic Society

Author(s): Paolo Ammaturo,Carlo Ammaturo,Maria Bruna Letizia Fallucca,Paolo Aiello / Language(s): English Issue: 1/2023

The use of digital technology in the pandemic period has highlighted the condition of social inequality that generates exclusion and fragmentation. The social groups most penalized are those who are in conditions of vulnerability and fragility at various levels. The digital divide, which seemed to be mainly linked to the lack of skills, technological tools and access to the Internet, turned out to be a socio-economic and cultural gap. The most disadvantaged and vulnerable social groups were the disabled, families in precarious socio-economic conditions, migrants, war refugees, minors. The resolution of social problems starts with respect for human rights with particular attention to people who belong to the social groups most at risk. Despite the rapid response to the pandemic emergency in the socio-educational environment, it was not possible to guarantee equal and inclusive participation to all. However, the technological implementations have allowed the realization of the didactic activity while highlighting the inhomogeneity present in the social substratum. If on the one hand digital technology proves to be an exceptional tool for the social participation of the wealthiest social classes, on the other there are systemic limits that prevent its full use. The need arises to guarantee everyone the right to education and training, fundamental elements for the cultural, personal and professional development of the new generations. Digital literacy and infrastructural optimization are key factors for the development of an equitable and inclusive society.

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E-learning ako komunikačná situácia s potenciálom a limitmi: názory a skúsenosti vysokoškolákov

Author(s): Pavol Rankov / Language(s): Slovak Issue: 2/2023

Student discourse on e-learning was investigated in six separate research studies from autumn 2020 to summer 2022. Udes qualitative methods were authobiografical retrospective essay, structured interview and questionnaire with open questions. The respondents were Slovak and Czech university students. The corpus of text data was evaluated by discourse analysis. Most students find e-learning more demanding than face-to-face education in terms of concentration and fatigue. The home environment gives students distraction and the computer is a multitasking medium. E-learning does not sufficiently support interactive communication with feedback between teachers and students, but it is also not a sufficient platform for effective communication between students. Direct interpersonal communication is important for building informal student relationships that support a creative atmosphere in the student group. Most respondents prefer face-to-face education, but with the advantages of online technologies, e.g. in case of illness or for dissemination of study materials.

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Sprawozdanie z konferencji Studenci UAM w czasie pandemii podsumowującej projekt badawczy „Studenci z niepełnosprawnościami w Uniwersytecie im. Adama Mickiewicza w Poznaniu w czasie pandemii koronawirusa COVID-19: trudności – wsparcie – rozwiązania”

Author(s): Izabela Cytlak,Joanna Jarmużek / Language(s): Polish Issue: 62/2021

8 czerwca 2021 roku odbyła się, pod patronatem Jej Magnificencji Rektor Uniwersytetu im. Adama Mickiewicza w Poznaniu prof. dr hab. Bogumiły Kaniewskiej oraz Dziekan Wydziału Studiów Edukacyjnych Uniwersytetu im. Adama Mickiewicza w Poznaniu Pani prof. dr hab. Agnieszki Cybal-Michalskiej, konferencja Studenci UAM w czasie pandemii, podsumowująca projekt badawczy „Studenci z niepełnosprawnościami w Uniwersytecie im. Adama Mickiewicza w Poznaniu w czasie pandemii koronawirusa COVID-19: trudności – wsparcie – rozwiązania”, realizowany przez Zakład Polityki Oświatowej i Edukacji Obywatelskiej Wydziału Studiów Edukacyjnych Uniwersytetu im. Adama Mickiewicza oraz Kuratorium Oświaty w Poznaniu.

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Online-Fremdsprachenunterricht in der Oberschule – Forschungsbericht

Author(s): Filip Myszka / Language(s): German Issue: 2/2022

The global pandemic has forced changes in education. About 1.5 billion students worldwide have experienced school closures. The aim of the article is to present the results of a survey on teaching during the coronavirus pandemic in Polish secondary schools, where the research group consisted of students and teachers. For many students and teachers, the new way of learning and teaching was a great challenge, caused many difficulties and exposed deficiencies in education systems. During the research, the focus is on students, teachers, school principals and parents who had to find themselves in a new and challenging situation of distance learning at school. The research addresses aspects related to the situation, well-being and roles of students and teachers during the new virtual reality, methods of teachers’ work in the virtual school, as well as the importance of principals and parents as a support for students and teachers during the global pandemic.

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Students’ perception of distance learning of a foreign language

Author(s): Jolanta Hinc-Mackiewicz,Adam Jarosz / Language(s): English Issue: 2/2022

The following paper addresses online learning in the Covid-19 pandemic and focuses on foreign language learning in the context of foreign language courses in higher education. The aim of the study is to investigate e-courses which the pandemic caused to become a substitute for face-to-face courses. Interviews were conducted with students from the University of Gdańsk and the Academy of Music in Gdańsk to find out their opinions. The research findings showed that organisation- related aspects, such as time saved, convenience or the ability to work professionally and study at the same time, were recognised as positives of online learning, while the actual educational goals, such as effectiveness, motivation and group collaboration, were seen rather as negatives of the situation. The work of teachers and their commitment were viewed positively. We did not recognise any major differences between online teaching and face-to-face interaction in this respect.

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L’impact de la pandémie sur les pratiques universitaires en didactique des langues

Author(s): Halina Widła / Language(s): French Issue: 2/2022

The article shares thoughts on the evolution of university practices under the influence of the pandemic. Although each university has its own training centre, the teaching offered has much in common, which means newly acquired experiences can be exchanged. We focus on applied foreign language studies. Integrating information and communication technologies in teaching centers the act of teaching on the learner. The question arises whether and to what extent we take into account the experiences of learners and teachers in the transmission of theoretical knowledge and cognitive skills. After 2 years of the COVID-19 pandemic, our research focused on appreciating the usefulness of teaching methods based on students’ experiences. We analyzed work conducted online by 37 philology students on pedagogical solutions in digital media. The research compared the students’ choice of types of exercises used to understand the content, consolidate knowledge, and carry out language correction. Theoretically, all these exercise types can be used for the same didactic purposes. However, the students’ preferences are reflected in the free choices they made. By evaluating these attempts by future teachers, on the basis of their typical choices and reactions, we facilitate and accelerate the training process.

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LEADERSHIP INOVATIV IN TIMPUL PANDEMIEI

Author(s): Diana Andreea Dumitrache Rotaru,Delia-Mioara Popescu,Andrei Maticiuc / Language(s): English Issue: 3/2022

The last two years have significantly influenced the evolution of companies and the leadership styles applied by managers. Work from home, downsizing, technical unemployment, reduced production capacity and all aspects of the pandemic have led leaders to adopt innovative team coordination strategies, involving changes in communication style, coordination, motivation, and evaluation of employee outcomes. The role of leaders changed significantly during the pandemic, the innovative ways in which they positioned themselves at the team level being the success factors in most cases, the most significant qualities being organizing via a network of teams, displaying deliberate calm and bounded optimism, making intuitive decisions amid uncertainty, demonstrating empathy and effectively communicating.

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Факторы, определяющие развитие когнитивных способностей в условиях цифровизации процессов образования: обзор текущих исследований

Author(s): Yury Viktorovich Pushkarev,Elena Aleksandrovna Pushkareva / Language(s): Russian Issue: 6/2022

Introduction. The article examines the problem of digital transformation of modern society and education, which significantly affects the efficiency and effectiveness of the cognitive development of the individual. The aim of the study is to identify the determining factors for the development of cognitive abilities under the current conditions of digitization of educational processes. Materials and Methods. The methodology of the research includes a content analysis and reviewing international and Russian research papers that consider the problems of information development of society, evaluate the development of the education system in the current conditions, determining the specifics of the influence of digital content on cognitive processes. Results. The authors consider the factors and interrelations of cognitive and emotional, motivational, linguistic, creative components of development; determine the impact of metacognitive/systemic skills in the current conditions of digitalization of educational processes. It is noted that an important factor determining the development of cognitive abilities at a higher level in the conditions of digitization of educational processes is the creation of an appropriate educational environment that takes into account the psychophysiological age-related characteristics and helps to increase motivation and cognitive activity. It is indicated that the digitalization of educational processes significantly changes the ways of communication and the language environment. It is shown that modern cognition is directly related to the language of information development of society. At the same time, the digitalization of educational processes primarily determines the language transformation and the formation of new mechanisms for the assimilation of information. It is emphasized that the digitalization of educational processes determines the need for the formation of metacognitive abilities and universal competencies, which primarily include systematic thinking. Conclusions. The authors have revealed the main factors and interrelations of the effectiveness and efficiency of cognitive development in the current conditions of digitalization of educational processes.

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Исследование влияния современных образовательных технологий на формирование когнитивной компетентности обучающихся

Author(s): Anzhelika A. Novikova / Language(s): Russian Issue: 2/2023

Introduction. This paper studies the formation of students’ cognitive ability in modern conditions, which is related to identifying the components within the structure of cognitive competence and identifying factors determining development. The purpose of this research is to assess the level of students’ cognitive competence and to reveal efficient educational technologies contributing to their formation. Materials and Methods. Research methods include literature analysis, generalization and comparative analysis, and the rank correlation method. The sample included 93 students aged between 15 and 24 years from Tobolsk secondary schools, vocational schools and universities. In the diagnostic part of the study, the psychosocial tests and questionnaires by E. E. Tunik, T. D. Dubovitskaya, A. V. Karpov, A. V. Pashkevich and O. V. Gordeeeva were used. The structure of cognitive competence were measured using socio-psychological scales: 6 subtests by R. Amthauer, conceptual thinking scales as well as through the expert teachers assessment of students’ learning and cognitive competencies. Mathematical statistical methods were used to process the results obtained. Results. The study reveals key components within the structure of cognitive competence: analytical and conceptual thinking; informational, motivational, and learning cognitive competencies; and students’ personal qualities (curiosity, independent judgment, resourcefulness, creativity, reflection, self-control, responsibility). The author identified leading teaching interventions that contribute to increasing interest in learning, the assimilation of knowledge and the independence of cognitive activities. They include immersive and innovative educational technologies. Moreover, the author substantiated the effectiveness of using traditional educational forms in teaching and learning process, which determine the formation of basic components of cognitive competence, associated with the conceptual and analytical thinking. Low academic motivation index affects the formation level of students’ overall cognitive ability. Conclusions. Within the framework of the competency-based approach, the formation of cognitive competence is the basis for the development of students’ key competencies within different stages of modern educational system. In order to evaluate students’ cognitive competence, it is advisable to single out its components and determine tools for their measurement. Based on the correlation study of applied educational technologies with the structural components of students’ cognitive competencies, it is necessary to single out the most efficient educational means of their formation.

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CONVERTING IN-PERSON TEACHING TO ONLINE MODE – A PROPOSAL FOR A HIGHER EDUCATION ESP COURSE

Author(s): Yolanda-Mirela Catelly / Language(s): English Issue: 21/2020

The recent need to turn to online teaching in higher education – and not only – has represented a real challenge for most teaching staff and students alike all over the planet, given the speed of the imposed transition, the difficulties in adapting to a fully online type of education, the pandemic conditions etc. Response to this challenge has not been easy to design for any instructor, with so many unknown elements to be taken into consideration: technical equipment, skills required to use such tools, pressure of the (inter)national context and so on. Therefore, the paper aims to: (i) share a (finally rewarding) experience in this route of change from an in-person to an online instructional process, (ii) present and discuss an example of an original project created especially for online teaching, and (iii) pause for a moment and reflect on the changes in a teacher’s roles and profile while answering the challenge.

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Implementation of Virtual Mobility and Internationalization at Home in Albania’s Higher Education: A Catalogue of Recommendations for Action

Author(s): Gotje Frieda Rubarth,Lisa Aschenbrenner,Maroua Salhi,Mattis Altmann / Language(s): English Issue: 1/2023

Purpose: Despite progressing research in Virtual Mobility and Internationalization at Home, recent theories and technologies are challenging to implement for Higher Education Institutes (HEIs). The present paper focuses particularly on Albania, where the current education system has not been able to incorporate Virtual Mobility and Internationalization in higher education programs sufficiently. Study design/methodology/approach: This paper analyses the prevalent situation within Albania’s higher education system regarding Virtual Mobility and Internationalization at Home activities. The underlying data has been collected in qualitative semi-structured interviews with teaching staff and students from Albanian universities who are experienced with Virtual Mobility modules. It was evaluated through a mixed qualitative content analysis approach by Mayring (2014) using inductive and deductive category formation. Findings: The results show the benefits that increasing the integration of Virtual Mobility activities in the education system could facilitate for students and teachers in Albania’s HEIs. Nevertheless, it became clear that to implement a higher degree of virtual mobility at the university level, it is necessary to overcome the legal obstacles set by the Ministry of Education and structural obstacles within the HEIs. Originality/value: Due to the lack of development, concepts, infrastructures, and legal foundations, the implementation of Virtual mobility as an affordable instrument to foster the international experience of Albanian students is of high importance. This could raise the quality of academic education and tackle capacity gaps in the education system of Albania towards the grade of international experiences of students.

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Със или без отелеснено присъствие във виртуалната класна стая. Саморефлексия на преподавателското присъствие в синхронния езиков час онлайн

Author(s): Polina Emanuilova / Language(s): English,Bulgarian Issue: 1/2023

In a broader, non-scholarly context, teaching presence is manifested through the instructor’s ability to build rapport with their students, which, in turn, is reported to have a positive effect on students’ engagement with the content, the environment and the community. The article explores the author’s teaching pattern online, or the way her presence and persona compensate for the lack of physical space and belonging, and provide the social and cognitive circumstances needed for learning to take place, according to the constructivist stance. It intends to find an answer to the question “How does one build a teaching persona to feel comfortable within online?” Through a qualitative narrative self-inquiry, a reflective framework on teacher presence is designed to serve as a positive prompt for efficient professional help.

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