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574 East European Scientific Journal #1(65), 2021 ...2;...,..
ПЕДАГОГИЧЕСКИЕ НАУКИ
Oliinyk O. V.
PhD in Social Communication Studies, Associate Professor Kharkiv State Academy of Culture Derevianko I. V. PhD in Pedagogy, Senior Lecturer Kharkiv State Academy of Culture Bevz N.V.
PhD in Philosophy, Associate Professor Kharkiv State Academy of Culture
ONLINE TOOLS FOR ENGLISH LEARNING IN HIGHER EDUCATION INSTITUTES: A NECESSITY IN LIGHT OF COVID 19 PANDEMIC
Abstract. In light of the rising concerns about the spread of COVID-19 and calls to contain the Corona Virus, a growing number of tertiary institutions have shut down in regards to face-to-face classes globally. The Corona virus has revealed emerging vulnerabilities in education systems around the world. It is now clear that society needs flexible and resilient education systems as we face unpredictable futures. Findings reveal that universities worldwide are moving more and more towards online learning or E-Learning. Findings also reveal that apart from resources, staff readiness, confidence, student accessibility and motivation play important function in ICT integrated learning. This paper proposes that staff members should use technology and technological gadgets to enhance learning especially during these exceptional times. Findings also propose online and remote learning as a necessity in times of lock downs and social distancing due to COVID-19 pandemic. It also provides a strong platform for further research.
Keywords: Information Communication and Technology (ICT), technology, digital generation, learning platforms, Internet, pedagogy, COVID-19, online teaching
Formulation of the problem.
Against the backdrop of the COVID-19 outbreak various policy initiatives are being launched by governments and tertiary institutions across the world to continue teaching activities so as to contain the virus. However, there is ambiguity and disagreement about what to teach, how to teach, the workload of teachers and students, the teaching environment, and the implications for education equity (46). Large-scale, national efforts to utilize technology in support of remote learning, distance education and online learning during the COVID-19 pandemic are emerging and evolving quickly. Literature highlights certain deficiencies such as the weakness of online teaching infrastructure, the inexperience of teachers, the information gap, the complex environment at home, and so forth. However, despite certain limitations, current situation demands action so that the education of the students is not affected in any way. For example, China initiated a Suspending Classes Without Stopping Learning policy to see that learning was not compromised at any time during COVID-19 pandemic lockdown (46).This is one of the many policies China put in place to see that student learning was least affected during national lockdowns and school closures. To tackle the problems, Huang, Liu, Tlili, Yang, & Wang, (23) suggest that governments and education providers need to further promote the construction of the educational information, considering equipping teachers and students with standardized home-based teaching and learning equipment, conduct online teacher training and support academic research into online education, especially
education to help students with online learning difficulties.
There are innumerable ways to relate technology with education (30). Online learning which consists of web-based learning, online journals and educational movies is all associated to the technology in education. With only a few keystrokes, students are able to explore the world of wisdom and obtain various resources related to what they are seeking. There should be no excuse for not being able to discover the world because the information is "at the tip of their fingers". Currently, many pedagogic approaches implement technology in education. Some of the examples are project-based, web-based and online-based learning. All of these approaches are either student centered, where the students have to do self-access learning; or teacher-centered, where the teacher plays the main role in delivering knowledge. As for online-based learning approach, the teacher only acts as an instructor of the language subject by guiding the students to look for information on the Internet. Hence, the teacher will no longer become the main source of knowledge because his role is being replaced with the instructional technology.
Offering quality online English courses has become a challenge and a necessity for universities. These programs should be aligned with the standards of the Common European Framework of Reference (CEFR) (12), which are the standards used in Ukraine for the teaching and evaluation of foreign language learning. Any English program would have to comply with these standards and is expected to produce learning outcomes based on them.
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Analysis of recent research and publications.
Education administrators know that technology is never neutral and any change has certain amount of resistance and contention. Undue protests and dissents during COVID-19, regarding the decision to use "online" and "blended learning" has become political and is politicized a lot. Blended learning has been drawn into existing political agendas and extreme claims have been made such as one mode is better than another (13). Conspiracies have flourished and those with limited ICT knowledge have paddled unfounded lies about online and blended learning (46). Some people believe face-to face is superior to online and blended mode. This current period is also likely to evoke political responses, in ways that we may not expect. Literature entails that fake news such as inferiority of online and blended mode as compared with face-to face mode certainly infiltrates the system and further creates chaos and uncertainty. However, some administrations are arguing and discussing as to what needs to be done, while some have already started venturing into online learning. The World Bank believes that little research attention has been paid to documenting and analysing attempts of education systems moving swiftly and at scale to provide online learning when all or many schools and universities are closed (42). Even UNESCO is aware that transitioning to online learning at scale is a very difficult and highly complex undertaking for education systems, even in the best of circumstances but states it has become a necessity (41).
The results of studies comparing online learning with traditional face-to-face learning are sometimes contradictory. Some indicate that students in the online settings outperform their face-to-face counterparts given the same conditions (2, 45), while others demonstrate that, either there are no significant differences in the outcomes of students in face-to-face instruction when compared to online students (37), or that face-to-face students perform better (21). In addition, some studies show that certain types of students have more difficulties succeeding in online settings than in traditional face-to-face classes (43).
Hockly (22) presents the term 'online language learning' to refer to language learning that takes place fully online, via the internet, with no face-to-face component, within the context of both formal language courses and more informal learning scenarios. Hockly also states that early opportunities for learning a foreign language online were at the tertiary level at first, but with the development of technology these opportunities increased. Formal courses have been offered by schools and universities where students are assessed and credited. These courses use a learning management system for delivery. These learning management systems can contain instructional material and content developed by the institutions or packages of learning materials developed by publishing houses. The material in these courses is usually designed to develop and strengthen all four language skills: reading, writing, listening, and speaking. One of the advantages is that learners can replay, revisit, and revise content easier
East European Scientific Journal #1(65), 2021 5 than in face-to-face settings. However, it requires a lot more from the learner who will need to be active and ambitious.
Research studies about online language learning in higher education have reported that the outcomes are comparable and sometimes slightly superior to the ones from face-to-face courses (2, 5, 15, 26).
There is no doubt that ICT has become an integral part of everyday life and has transformed the learning environment to the extent that ICT literacy has become a functional requirement for nearly all qualifications. The integration of technology in education has not only changed how students learn but has also changed the teaching pedagogies by promoting collaborative activities (20).The online learning environments foster additional learning experiences where learners can interact, collaborate, and take ownership of their own learning at their own pace and time. Hence, ICT immersed lessons provide a motivating and encouraging learning environment for our students and also it leads to self-directed learning. When there is a shift from a teacher-controlled environment to a more learner controlled environment, the role of the educator becomes more of a facilitate or and minimal scaffolding may be required (19). Obviously, the teaching staff members in form of professors, lecturers and teaching assistants are the key players in the effective implementation of ICT integrated learning (4). As such, it is pivotal that they have the right attitude and perceptions about ICT so that they can integrate technology effectively in teaching. Likewise, students' perceptions and aspirations also need to be considered as it directly affects their learning space and style (4, 18, 29, 35) The unprecedented situation in wake of COVID-19 has brought about challenges to staff, students and administrators to adopt online learning despite certain shortfalls in its organization and implementation.
Unsolved part of the problem.
According to Lin and Warschauer (33), "most studies measuring language learning in online environments focus on achievement, not proficiency" (p. 395). The authors suggest that one reason may be the cost and organizational difficulties to perform standardized proficiency tests. Most proficiency tests are expensive and usually students must pay for them. Using these types of tests to evaluate the results of instruction is ideal, but it costs money. Research studies not using proficiency tests focus on what was taught rather than overall proficiency and this can be seen as a limitation. This is consistent to what Deusen-Scholl reports about assessing outcomes in online foreign education. She states that few data are available on standardized proficiency assessments and most studies rely on more subjective outcome measures such as learners' self-perceptions and different studies have evaluated the impact of certain technological tools but have not addressed language proficiency.
It is important to define language proficiency. Lord (34) considers that comparing student outcomes between online and face-to-face classes would be a reasonable exercise if professionals of the field knew
6 East European Scientific Journal #1(65), 2021 beforehand how to measure language proficiency rigorously and understand what it entails. Language proficiency is not just about "knowing words, phrases, and verb conjugations, but being able to put those together to form coherent meaning and to use that meaning appropriately to engage in real or realistic communication with other speakers of the language" (34 p. 401).
The purpose of the article
The purpose of this paper is to examine the strengths and pitfalls of online distance learning tools in the present-day formal education system.
Google Docs Overview
Description
Google Docs is an interactive, web-based, word processor that allows students to produce text documents that live entirely on the cloud (1). Students can create, share, and collaborate in real time. Google Docs is distinguished from other Web 2.0 tools by its editing feature that enables both author and reviewer to contribute to the text synchronously (simultaneous editing of writing by learners) and asynchronously (non-simultaneous editing by learners) (1). The ability for teachers to monitor their students' progress and provide feedback on students' work right on this innovative platform supports students' Zone of Proximal Development as they are guided by teachers from the start of planning their work to the final stage of editing, through to feedback and drafting practices and activities (1).
Justification for Using this Tool
Google Docs is an interactive tool that allows users to work on a document simultaneously (1), on a one-to-one or one-to-many basis. As suggested by a constructivist learning approach, collaborating and conversing with others enriches student understanding. Students can work on the document at the same time, building off each other's ideas, research, brainstorming, and suggestions. Collaboration using Google Docs is not restricted to the classroom environment, providing flexibility, as students can work together at any time, anywhere, through the doc (40). Students can also utilize the chat function to partake in discussion with group members or teachers to further enhance knowledge construction (40). Virtual collaboration can lead to more reflections and sharing of ideas than face-to-face collaboration (8). Working collaboratively reflects a wide range of perspectives and as such, results in a more complete and comprehensive product (40).
Google Docs also supports a Problem-Based Learning (PBL) approach where a given or student constructed problem is the starting point of the learning process to be solved by a group of students (14). Students can use Google Docs as a learning tool, where they come together to understand the problem and document various solutions on the Doc. The immediacy of the tool allows teachers to monitor students' progress and provide constant suggestions, pose questions, and seek clarification, using the comments feature that the tool provides (1, 40). Research shows that the use of constructive feedback can enhance students' quality of
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work in terms of content, organization of ideas, language and grammar, conventions, and referencing (6).
Kahoot! Overview
Description
Kahoot! is an interactive game-based, web-based learning platform that can be accessed on any device and used in a school, work or home environment. Individuals (teachers, facilitators, trainers, students and others) can create, host or play learning games which are called kahoots, reviewing or introducing topics and concepts or elaborating on them. Games (kahoots) can take the form of any combination of quizzes, surveys (polls) or discussions (content slides) and can lead to further discussion, collaboration or research. They can consist of various question types that are connected to colours, shapes and music, as well as uploaded images and embedded YouTube videos.
Quizzes can consist of multiple-choice, true or false, open-ended or puzzle (sort/ sequence) questions. Surveys (Polls) can consist of multiple-choice questions or free form answers that can form of any combination of quizzes, surveys (polls) or discussions (content slides) and can lead to further discussion, collaboration or research. They can consist of various question types that are connected to colours, shapes and music, as well as uploaded images and embedded YouTube videos. be visualized in a word cloud and discussion in the form of content slides can contain additional information about a topic or concept. Learners connect to a game through a generated pin on a shared screen and can see their name, nicknames or team names, that they have created, on the leaderboard. They are able to get immediate feedback when choosing, answering or sorting questions. And they can see how their responses rate relative to their fellow learners or colleagues by the number of points they have been awarded for correct and timely answers. Teachers, facilitators and trainers can use the games (kahoots) to help them with formative assessment, evaluating learner knowledge and identifying the learners who may need help. They can also gather feedback about content and structure of their games (kahoots) from learners. The results of each game can be downloaded into an Excel spreadsheet or Google drive. Games (kahoots) also provide opportunities for learners to assess and reflect on their knowledge. Games (kahoots) can be shared with others, edited, published online and teachers, facilitators or trainers can assign them as homework in the form of Kahoot! challenges for learners to play at their own pace on their own devices at home within a timeline set by them.
Justification for Using this Tool
The most important feature of Kahoot! is its ability to engage and motivate learners to learn. It is tied to "gamification of education" (17) in employing such "game design elements" (16) as fun, rewards connected to units of measurement such as points and time, immediate feedback, visual tracking of progress and recognition through a leaderboard, and "social elements" such as "competition and cooperation" with
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other learners where "their progress and achievements are made public" (24).
Games (kahoots) can also be used to facilitate discussion "between an entire class" (39) and promote collaboration and problem-solving. Instructors, facilitators, and trainers can also invite learners to create their own games (kahoots) either by themselves or as part of a team, edit them, and share them with others.
Games (kahoots) also offer help with formative assessment. They offer learners opportunities for "self-reflection and self-assessment" (27). Teachers, facilitators and trainers are able to identify which learners are having difficulty with a topic or concept. They are able to see who is answering questions incorrectly and whose name is lower down in the leaderboard. They can then adjust games (kahoots) or create new games (kahoots) to address those areas of difficulty.
Quizlet Overview
Description
Quizlet is an interactive game-based learning tool used to study information. This tool uses a variety of engaging studying techniques including interactive digital flashcards, matching, and multiple-choice activities. Quizlet is compatible and accessible using most devices and can be accessed on the website or using the apps. Teachers and Students can easily upload information to create study sets by adding terms and definitions using a combination of words and pictures. Quizlet would then create a study section and play section for the set. This tool is easy to navigate and provides feedback to the learners as they engage in the different modes of learning.
Justification for Using this Tool
Quizlet employs gamification techniques. Students and teachers can use Quizlet to gamify content that would be otherwise boring or difficult to learn. According to Huang, & Soman, (25) gamification is the addition of game elements to nongame settings. Many game-like-elements or game mechanics are used to make this tool appealing and interactive. For example, students are timed while playing the gravity and matching games, and while completing the write, spell, test or learn sections learners can see their progress including the number of correct and incorrect answers given. These game elements according to Huang & Soman (25) help to motivate students to continue learning as well as social aspects such as the Quizlet live features where students work in randomly selected teams motivate students in a community setting and improves the social-elements.
Quizlet is in line with many of the principles of design for e-learning. The practice principle (10) forms the foundation on which Quizlet operates. This principle involves incorporating sufficient questions in the learning process that fosters interactions and improves student learning.
Quizlet also uses a good balance between words, audio, and graphics that are also aligned with the coherence principle of design. Extraneous materials can be avoided such as advertisements when teachers
East European Scientific Journal #1(65), 2021 7 upgrade their accounts. Students also have the option of reading the questions as well as using audio. Graphics such as pictures and graphs are presented where needed making this tool also in accordance with the Modality Principle (8, 38) as multiple cognitive pathways are used.
YouTube in the Classroom
Description
YouTube is a WBLT that allows educators and students to create educational videos. There are various uses of these videos, it can either be used to upload and share your own content or you can also access videos from others who are experts in the topic.
Justification for Using this Tool
This tool allows students to have learner control. Learner control means that students can control the rate in which they work through the video and information being presented. With YouTube videos, you can pause and rewind at any point during viewing. The multimedia principle states that students understand the content presented in video or images more than content only in text.
Zoom Overview
Description
Despite the availability of enterprise-level "telepresence" systems for decades now, they were initially both cost-inefficient and exceedingly inconvenient from a user perspective (31, p. 76). Zoom was designed "from the ground up" in response to increasing demands for platforms that are capable with respect to performance, stability, and features (31, p.76). Zoom is an enterprise video conferencing tool with several real-time messaging and content sharing capabilities. Zoom facilitates the processes of starting, joining, and collaborating with others across various devices through its comprehensive communications platform. Zoom's integrated messaging features effectively streamline workspace collaboration, leading to perceptible increases in performance, trust, and engagement.
Justification for Using this Tool
A well-designed web-based learning tool (WBLT) often incorporates elements from one or more web-based technological tools as part of the effort to support learning in an environment focused on interaction and knowledge acquisition. The process of knowledge retention and eventual transference is both expedited and reinforced through the development of a social community of learners, a notion that is supported by the theoretical framework of constructivism. This model describes the learning process as "an active development of personal meaning through the interaction of current conceptions and ongoing experiences," in which learners are active participants collaborating in the construction of knowledge (44, p. 203).
When learning takes place within a community, even the continual introduction of newcomers enhances the learning process (32). The newcomers not only have access to the knowledge that veterans possess, but their inexperience also encourages reflection (32), which is
8 East European Scientific Journal #1(65), 2021 particularly valuable in virtual learning communities (8).
Furthermore, introducing elements characteristic of problem solving can promote further collaboration among learners in such communities (28). Problem-based learning (PBL) comprises a type of collaborative instruction, whereby groups are tasked with defining and researching issues based on given case problems (8) Zoom's platform is inclusive of these elements, and as such, its integration within a WBLT is significantly beneficial. Zoom's convenient web interface and apps are not only convenient to use, but are ideal for videoconferencing, demos, webinars, online courses, and even training (31). The dynamism afforded through Zoom's high-quality audio, video, screen-sharing, and recording functionalities are also conducive to group collaboration (31). In particular, this platform allows users to share text, image, or audio files to group members instantaneously, who can then annotate shared files (31). Users are able to clearly indicate when they have a question or comment, and taking turns is a relatively easy process (36).
Results
Based on the study result above, it can be concluded that the different tools for online language learning can help to make it as good as possible in the midst of COVID-19 pandemic. Utilizing technology can generate many benefits for people especially in online learning. Yet, both students and teachers are still learning to incorporate it as part of the teaching and learning process because of the different teaching approaches required compared to the conventional classroom teaching. E-Learning is about students' learning. By using online learning, both students and teachers should have equal opportunity to sharpen their skills.
Digital solutions need relevant content, adequate instructional models, effective teaching practices, and a supportive learning environment. Teacher development and professionalization are key to ensure they are sufficiently qualified, remunerated, and prepared. Governments could also strengthen systems of support for teachers, facilitators in the successful and safe use of technology for learning. Considerable attention has been given to the use of technology to ensure learning continuity. Those digital solutions to improve teaching and learning which are institutionalized in the aftermath of the pandemic need to put equity and inclusion at their center, to ensure all learners may benefit from them. Teachers and learners need free and open source technologies for teaching and learning. Quality education cannot be provided through content built outside of the pedagogical space and outside of human relationships between teachers and students. Nor can education be dependent on digital platforms controlled by private companies.
Conclusion
COVID-19 pandemic and social distancing requirement has presented undue challenges on all stakeholders to go online as they have to work in a time constraint and resource restraint situation. It must be established that adopting online learning environment
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isn't just a technical issue. It is a pedagogical and instructional challenge. As such, ample preparation in regards to teaching materials and curriculum and assessment knowledge is vital in online education. Technology is the means for delivery and requires a close cross-collaboration between instructional, content, and technology teams. Closing universities and taking students and lecturers out of the classroom is a pedagogical transformation that requires rapid mobilization across all university staff and resources.
In essence, ICT has become a potent force in transforming the educational landscape the world over. However, preparing to move education outside of traditional physical classrooms in response to COVID-19 requires thought, coordination and careful decision-making. The tools considered in the article is a starting point for planning and supporting a significant language learning transformation. We need to be optimistic as literature entails a high level of student satisfaction and interest in ICT immersed learning environment. There has obviously been a great influence of technology in the online lives of young people. This digitalised revolution can synergise the educational ambitions and interests of the students who have become digital addicts. In essence, COVID-19 has provided us with the opportunity to adopt online learning as education systems need to be abreast with the rapid emergence of new technologies, thus making online, blended and remote learning a necessity at tertiary level not only in Ukraine but the world over.
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Апарина Алина Николаевна
CREATIVE PERSONALITY OF THE TEACHER IN THE TRADITIONAL EDUCATIONAL SPACE
Abstract: The purpose of this article is to determine the difference between two terms - creation and creativity, to identify which one can be used in the pedagogical process, to determine how the teacher can preserve his creative personality in the traditional educational space. As an example the film "Dead Poets Society" is analyzed.
Key words: creation, creative pedagogical technology, creativity, film, educational space.
Before starting the discussion concerning the development of teacher's creative personality we should pay attention to the idea, what is creation, and whether the appearance of creative efforts in the educational space is possible.
Creation is the process of implementing an idea, searching for ways to get a fundamentally new result, it is an independent statement directed outward to change both the surrounding world and the inner world of the author. G. Helmholtz called this process a pleased inspiration [1, p.106]. S. Rubinstein drew attention to
the necessary expanding the scope of normal activity and going beyond the usual situational requirements [6, p.83]. V. Druzhinin emphasized the importance of creative alienation of a person from the rest of the world [3, p.75]. K. Jung defined creativity as a protective mechanism of the human psyche, which is aimed at redirecting the energy of internal tension for the benefit and implementation of tasks acceptable to society [8, p.256].
Taking into consideration the approaches mentioned, we can distinguish the following
