The paper aims to examine current tendencies in implementing e-learning as an integral part of the educational process. The relevance of e-learning as an advanced and effective technology of intensification and digitalization of teaching is proved. Theoretical research methods are used to analyze scientific, pedagogical and psychological researches on the issues of using e-learning while teaching students. Synthesis and analysis refine the conceptual apparatus of the study. Methods of induction and deduction have been used to establish links between basic concepts and their peculiarities, the research method has been applied to formulate conclusions of the study, the prognostic method has helped to substantiate innovations in the educational process with the use of e-learning. Scientific views have been analyzed regarding the definition of e-learning. A scientific approach to implementing e-learning in educational institutions has been carried out. Modern methods forms of e-learning have been identifies and their classification into person-oriented and group-oriented ones have been developed depending on the target audience and particular objectives of the class. It is resulted that blended e-learning can be considered as the most suitable and farsighted one. Within our investigation it has been concluded that e-learning is an effective and innovative educational technology that can improve the teaching process in educational institutions. It is been established that implementation of innovative e-learning methods at the foreign language classes have increased foreign language proficiency of students, let us involve all the group into active work, provided the best conditions for gaining listening and reading skills, increased motivation for learning, promoted personal development of students, made the teaching process student-centered.
The article aims to assess the efficiency of flipped learning as one of the most up-to-date methods when teaching English for the EFL students in Ukraine. The significance of the study bases on the necessity to implement advanced teaching practices during the COVID-19 pandemic since online learning requires constructive changes in the traditional system of education. It is necessary to shift from the direct knowledge transfer to searching and cognition of new information by students, to change the teacher’s role to being ‘a facilitator’ and organizer of various academic activities. The article outlines the main characteristics of flipped learning, including flexibility, individualization, differentiation, and opportunities for students to learn at any place or time. The contribution of this research is to estimate new experiences of University students due to flipped learning implementation. It was achieved due to analyzing responses to the survey-based questionnaire of 48 learners and 23 teachers of the Department of Foreign Philology and Translation of Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics, evaluation of students’ performance, attendance, and attitude to the study. In order to verify results of the research, a descriptive statistical and analytical method was applied. The study results reveal that implementation of flipped learning made the educational process more effective and innovative as it improved students’ progress in language learning performance, increased their motivation and involvement, and made them more interested in learning English.
The optimal combination of professional and personal qualities is extremely significant for professional activities of physical education specialists, who can engage in professional interaction in the field of social communications. The study aims to theoretically justify pedagogical conditions and experimentally verify the model of developing the competency of future physical education specialists in professional interaction in the field of social communications. At the formative stage, the following pedagogical conditions have been implemented: providing higher professional education of future physical education specialists with relevant information support; implementing an optimal combination of traditional and innovative modes of teaching, which assist the student in adapting to real-life conditions. The control group included in 36 individuals and the experimental group 32 individuals. The following methods have been used, namely, the questionnaire, titled “Clarifying Motivation to Achieve the Goal and the Striving for a High Social Status; the tests compiled by the author; the test, titled “Managerial Duties and Employee Relations”; a test for determining the ability to work in the system “man – man” and the test “Evaluating Organization and Communication Skills”. After the pedagogical experiment, 15.28% of CG students and 22.92% of EG students were at a high level of competency in professional interaction in the field of social communications. The results of the pedagogical experiment prove the effectiveness of the determined pedagogical conditions and the suggested model for developing the competency of future physical education specialists in professional interaction in the field of social communications.
The article aims to assess the efficiency of flipped learning as one of the most up-to-date methods when teaching English for the EFL students in Ukraine. The significance of the study bases on the necessity to implement advanced teaching practices during the COVID-19 pandemic since online learning requires constructive changes in the traditional system of education. It is necessary to shift from the direct knowledge transfer to searching and cognition of new information by students, to change the teacher’s role to being ‘a facilitator’ and organizer of various academic activities. The article outlines the main characteristics of flipped learning, including flexibility, individualization, differentiation, and opportunities for students to learn at any place or time. The contribution of this research is to estimate new experiences of University students due to flipped learning implementation. It was achieved due to analyzing responses to the survey-based questionnaire of 48 learners and 23 teachers of the Department of Foreign Philology and Translation of Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics, evaluation of students’ performance, attendance, and attitude to the study. In order to verify results of the research, a descriptive statistical and analytical method was applied. The study results reveal that implementation of flipped learning made the educational process more effective and innovative as it improved students’ progress in language learning performance, increased their motivation and involvement, and made them more interested in learning English.
Dictionary usage is one of the potential English as a foreign language learning strategy. The research paper investigates current tendencies in electronic dictionaries use for EFL learning at Ukrainian universities and the attitudes of Ukrainian students toward them. The scholars attempt to answer the following question: What are Ukrainian EFL learners’ use and views of electronic dictionaries? The current study aims to fill a gap in existing literature regarding Ukrainian EFL learners’ preferences and the use of different electronic dictionaries for language learning. The significance of this research lies in understanding the learners’ preferences and support of the electronic dictionaries will help to find effective teaching practices fostering student-centered approaches. We used a quantitative method to collect research data through online tools (Google forms). It was achieved due to analyzing responses to the survey-based questionnaire of 32 learners of Vinnytsia Institute of Trade and Economics of the State University of Trade and Economics, Ukraine. The findings suggest that students usually use various types of electronic dictionaries because they help them to develop four basic language skills. The participants preferred using electronic dictionaries as effective and motivating aids. We concluded that Ukrainian learners had a positive attitude toward electronic dictionaries implementation as they can improve both the teaching and learning process in educational institutions.
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