Educational Technology Quarterly
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Gamification as a trend in organizing professional education of sociologists in the context of distance learning: analysis of practices
Full text linkThe article identifies the essence of the phenomenon of gamification as a modern trend in distance education, as well as outlines its innovative potential based on the analysis of cases of introduction of gamification elements in the training of sociology students at Kryvyi Rih State Pedagogical University and Petro Mohyla Black Sea National University. Case studies were performed using an analytical model of gamification, which includes four interrelated elements: actors, content, effects, context
Hackathons in computer science education: monitoring and evaluation of programming projects
Full text linkThere are several ways in making learning activities more engaging and interesting to computer science students. In addition to traditional higher education (curriculum, project-based approaches, lectures, labs), we consider competitive approaches such as hackathons to develop hard and soft skills. Computer science education needs to change requirements for hard and soft skills. In order hard skills university CS education has to capture the changes behind the trends, such as big data, artificial intelligence, cloud computing, etc. Developing soft skills is important teamwork, end-user awareness, collaboration, etc. This study aims to present the various ways to implement hackathons in the context of CS education. We also present a taxonomy of hackathons based on our experiences and observations from 2016 to the present. We aim to share our lessons learned on the following issues: (1) How can hackathons be designed in CS education to teach students necessary skills and competencies; (2) what kinds of programming projects monitoring and evaluation we need during hackathons
Personal indicators of occupational stress of employees working remotely in a pandemic quarantine
Full text linkThis article highlights the problem of occupational stress of workers in the mass transition to remote work caused by the difficult conditions of our time in a pandemic COVID-19. Based on the results of theoretical analysis of scientific literature, the classification of the main models of stress is given. The content, features, factors, consequences of occupational stress of workers working remotely in general in a pandemic in particular are highlight. Personal indicators of occupational stress of employees are revealed. The role of personal qualities of employees in the emergence of occupational stress as a buffer that mediates the impact of stressors, enhancing their action, or inhibiting it, negatively affecting the mental health, psychological safety of employees and the quality of their professional activities are shown. The results of an empirical study show that the influence of stressors, which is significantly enhanced in the forced transition to remote work, causing violations in the communicative, emotional, volitional and need-motivational spheres of personality of employees in general and depending on gender and age and professional features of employees in particular. The expediency of taking into account the personal characteristics of employees to prepare them for the prevention and overcoming of occupational stress, developing the ability of employees to conscious and active stress management and counteracting stressors is stated
Retraction of published article due to the author's proposal, Vol. 2021, Iss. 3, pp. 375-387
No full textThe editorial board of Educational Technology Quarterly, announces the formal Retraction of the following article:
Pursky, O., Selivanova, A., Buchatska, I., Dubovyk, T., Tomashevska, T. and Danylchuk, H., 2021. Features of learning motivation in the conditions of coronavirus pandemic (COVID-19). Educational Technology Quarterly, 2021(3), pp. 375-387. Available from: https://doi.org/10.55056/etq.31
Synchronization competencies provided by traditional educational system with real-life required competencies in conditions of digital sociality
Full text linkIn terms of development of digital sociality, the role of IT skills is growth for both, IT and non-IT-specialists. However, it is not taken into account in current educational programs. The paper aims to describe the system that will provide corresponding between providing the request by employers and by delivering that request to methodists that developing educational programs. The main actors in the proposed systems are Employer, Job Seeker and Ministry specialist (Methodist). The proposed concept may be realized as well using simple basic tools such as MS Excel and as well by specialized tools such as KIT Polyhedron and as by using Python. In further studies all, MS Excel-, Ontology- and Python-based tools to make concept proof test
Teachers' training for the use of digital tools of the formative assessment in the implementation of the concept of the New Ukrainian School
Full text linkThe article deals with teachers’ training to the use of digital tools of formative assessment. The authors analyze a number of legal documents in the field of education, which emphasize the introduction of formative assessment in the practice of assessment of primary and basic school pupils. Formative assessment is defined as the assessment to identify learning needs and traces each student’s progress, it is carried out on a constant basis and aims to support, stimulate, motivate to learn. The important features of this type of evaluation are criterion, interactivity, consistency. The components of formative assessment are peer assessment, self-assessment, observation, development of logic goals and criteria for their achievement, feedback.The programme of advanced training for teachers of different profiles, deputy heads of educational work on the topic ``Theory and Practice of Application of Formative Assessment at a Primary School'' was presented. The experience of such programme in advanced training courses at Municipal Higher Educational Establishment “Kherson Academy of Continuing Education of Kherson Regional Council” is presented.The authors describe a pedagogical experiment conducted on the basis of Municipal Higher Educational Establishment “Kherson Academy of Continuing Education of Kherson Regional Council” on the use of digital tools during formative assessment. The experiment covered 162 primary school teachers who were trained under that program. During the practical classes, teachers worked with such digital tools as MentiMeter, Plickers, Kahoot, Poll Everywhere. The results of the survey showed the relevance of the course and the need for its implementation in postgraduate pedagogical education for teachers who will teach at the New Ukrainian School
Structural model of a cloud-based learning environment for bachelors in software engineering
Full text linkThe article summarizes the essence of the category "model", presents the main types of models used in pedagogical research: structural, functional, structural-functional models. The basic requirements for the construction of these types of models are also given. The experience in building a model and designing a cloud-based learning environment of educational institutions (both higher and secondary) is analyzed. A structural model of a cloud-based learning environment for bachelors in software engineering is presented. Each component of the cloud-based learning environment model for bachelors in software engineering is described: target, management, organizational, content and methodical, communication, technological and effective. The model of interaction of participants of the educational process in the cloud-based learning environment is developed. Forms, methods, and tools (both traditional and cloud-based) of content and methodological components of the cloud-based learning environment's structural model that can be implemented in this cloud-based LMS are described. Forms of an educational activity (classes, practical training, independent work, control measures, as well as research work of students) are considered. The types of lectures that can be conducted in a cloud-based learning support system are described: lecture-conversation, lecture-discussion, video lecture, lecture-consultation, and lecture-presentation. The types of practical training offered in the cloud-based learning support system are described: laboratory work, workshop, seminar, and webinar. Different types of independent work and assessment are considered. The research work of students as a form of educational activity provided by the curriculum of bachelors in software engineering is singled out. The main teaching methods that can be implemented using a cloud-based LMS to support the training of bachelors in software engineering are considered. It is generalized that the cloud-based learning environment should solve all the main tasks facing higher education institutions
Educational Technology Quarterly: in the beginning
Full text linkThe editorial that opens the 1st issue of Educational Technology Quarterly
Criteria for selecting open web-oriented technologies for teaching the basics of programming to future software engineers
Full text linkThe article presents the criteria for selecting open web-oriented technologies for teaching the basics of programming to future software engineers. An analysis of the available open web-oriented technologies for teaching the basics of programming to future software engineers made it possible to divide them into compilers, automated systems for checking programming tasks, mind maps, and massive open online courses. Criteria and corresponding indicators are defined for each of them: for web-oriented compilers and mind maps, design and functional criteria are allocated, for web-oriented automated systems for checking programming tasks, design, information-didactic, and communication criteria are allocated, for massive open online courses - informational didactic and functional. Comparative tables are given for all the listed web-oriented technologies for teaching the basics of programming to future software engineers according to certain criteria and indicators
Interactive methods in blended learning of the fundamentals of UI/UX design by pre-service specialists
Full text linkThe problems of blended learning implementation in the context of university students training in the subject domain of UI/UX design are discussed in the paper. Based on the literature review and educational practice analysis, it is revealed that the elaboration of the proper learning activities and methods is underestimated and overseen by the researchers and practitioners of blended learning implementation. It is admitted the urgency of finding out proper learning techniques (or their combination), which are necessary to involve the university students into interactive forms of work in order to overcome the core challenges of the blended learning implementation, and to add classroom atmosphere into the tutorial process in terms of online studying. In the progress of work, there were analyzed the core features and challenges of blended learning, and covered the possibilities of interactive methods in blended learning implementation into the tutorial process of students' mastering of UI/UX design basics, according to authors' approach to their curriculum building. The experience of interactive methods practical realization in the process of the fundamentals of UI/UX design learning by university students of different specialties is presented. It was demonstrated how the considered leaning techniques which are typically used at blended learning in its flex model (flipped learning, gamification, storytelling etc.) can be enhanced and enriched via using different interactive methods. Exact examples of their applications in real blended learning process are given and discussed. The prospects of the research are outlined