Recent years have been marked by an increasing global trend in the implementation of blended learning techniques at tertiary level education. This tendency has been growing in Ukrainian universities. Although blended education in Ukraine seems nowadays to increase, the efficiency of using blended teaching is still unclear. Today most universities started using distance learning and transfer to the blended system of education in classes. The scholars argue about advantages and disadvantages of conventional and blended education as both methods have positive sides and drawbacks. The successful integration of blended education into the educational process was proved by numerous studies. The present study was designed to determine the effect of blended education on the learning process. The first question in the study was to identify the main spheres of blended education influencing the educational process. The second question sought to determine the readiness of Sumy State University students to transition to a blended educational process. At the first stage, a technical task was agreed, a program and tools were developed, a schedule of information gathering was developed. At the second stage, the collection of information, the collecting of questionnaires, their computer processing, the formed tables, and the reports were prepared. The responses obtained from the service of the students showed that most of the students clearly understand the system of blended learning, feel positively about it and are more motivated in their learning. This piloting experience launched the positive practice of implementation of blended education in the educational process, where it is highly recommended to use the elements of blended education in classroom activity as additional individual work in the virtual online environment as a widening effect of classroom work with the help of modern electronic devices and technologies.
Language assessment literacy is currently in search of new, modern conceptualisations in which contextual factors have a growing significance and impact (Tsagari, 2020). This article presents an initiative to promote writing assessment literacy in a culture-specific educational context. Assessment of writing belongs to the under-researched areas in Ukrainian higher education, wherein teachers have to act as raters and as rating scale developers without being properly trained in language assessment. The gaps in writing assessment literacy prompted research into the strengths and weaknesses of using a local rating scale developed by university teachers. It was conducted within an Erasmus + Staff mobility project in 2016-2019 and followed up by dissemination events held in several universities in Ukraine. The сurrent study aims to explore the impact of training in writing assessment on the processes and outcomes of university teachers’ development and use of analytic rating scales. The paper analyses how three teams of teachers from different universities coped with the task, and whether the training they underwent enabled them to design well-performing rating scales. The nine participants in the study developed three local context-specific analytic rating scales following the intuitive method of scale design, detailed in the guidelines prepared by the trainer. Given the same context (ESP) and the same CEFR level (B1 ->B2), we managed to compare the three local rating scales. The study testifies to a positive impact of the training on teachers’ literacy in writing assessment.
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