Developing students’ autonomy and responsibility via promoting digital and media literacy in an English-language classroom

Abstract

Digitalization of society necessitates the implementation of new technologies into an educational process on a daily basis, so educators are in constant search for new means of facilitating this process and should consider the challenges of a digital world. The paper hypothesizes the idea that by improving students’ digital and media literacy using self and peer assessment techniques in blended learning, the effectiveness of the educational process will increase along with the development of students’ responsibility and autonomy. To prove the assumed idea a research has been conducted with the students enrolled into the educational process of Simon Kuznets Kharkiv National University of Economics (Ukraine). In the paper an alternative assessment method based on interrelation between students’ digital and media literacy and their autonomy and responsibility is offered to be implemented in the English-language classroom.

Distance learning technologies in a higher educational institution: experience in using and implementing e-learning courses in the educational process

“…In the most general sense, distance learning is understood as learning using IT technologies. Since the possibilities of using IT technologies to improve the quality of learning are quite diverse [16], depending on which area of education and how exactly they are implemented [17], several directions of e-learning development are considered [18]. Self-learning, text, graphics, audio, and video materials; high levels of interactivity and discussion; accessibility and global availability; increased diversity of learners; and increased collaboration are some benefits of using computer technology in the classroom [19,20].…”