Digital education facing COVID - 19 pandemic: technological university experience

Abstract

The article deals with the aspects of electronic and distance education under the COVID19 pandemic. It is noteworthy that there are common features in managing electronic and online education in higher school, as well as the problems of applying these formats of education. The tools of the educational process of digital education, the effectiveness of their use, the reaction of students and teachers to the new learning environment and technologies are described. The author argues that information and communication technologies are increasingly melting into various areas of education. This is facilitated by both external factors related to the widespread computerization of the society and the need for appropriate training of specialists, and internal factors related to the spread of modern digital technologies and software in school, the adoption of governmental and intergovernmental programs for the computerization of education, the emergence of the relevant digital experience of a large number of instructors. In most cases, the use of digital tools produces a real positive impact on the intensification of the work of the educators both in high school and university, as well as on the effectiveness of students' training, despite a number of shortcomings of the existing distant education system.

A Review of Digital Learning and ESL Online Classroom Experience in Higher Education

“…Despite positive assessment of students' ability to adapt to the digital learning experience by Allo [16] and Rahman [7] other evidence in this field suggests that the transition has been challenging for both students and teachers. For example, Pobegaylov [6] reveals that due to online switching, instructors have been unable to 'provide their educational influence' and leverage their pedagogical skill sets to instruct students via online courses in the same ways that they would have demonstrated in traditional classes. Students without the prerequisite skill sets, alternatively, have found their transition into digital learning a difficult process, one which has resulted in frustration, poor performance, and pathway uncertainties [6].…”

“…For example, Pobegaylov [6] reveals that due to online switching, instructors have been unable to 'provide their educational influence' and leverage their pedagogical skill sets to instruct students via online courses in the same ways that they would have demonstrated in traditional classes. Students without the prerequisite skill sets, alternatively, have found their transition into digital learning a difficult process, one which has resulted in frustration, poor performance, and pathway uncertainties [6]. Whilst Yilmaz [13] has proposed that digital readiness is a function of digital citizenship and adaptation to changing online environments, gaps in the prerequisite skills and competencies needed to improve student learning outcomes may result in what Hava [17] has identified as frustration, discontentment, negativity, and resistance to change.…”

“…Yet, as Lo and Mok [5] have demonstrated, the evolution of digital learning capabilities through gamification and interactive digital ecosystems has facilitated a paradigm shift away from utilitarian, list-based designs towards an engaging, meaningful, and adaptive digital environment. Recent evidence presented by Pobegaylov [6] and Rahman [7] confirms a range of systemic advantages and learner benefits arising from the digitalisation of EFL learning, whilst also highlighting the challenges arising from new skill sets, knowledge bases, and online responsibilities related to the COVID-19 pandemic. Based upon such findings, a review of the recent empirical research regarding EFL learning and online migration of higher education courses following the COVID-19 pandemic reveals an array of academic interest and varied empirical results from nations throughout the Middle East and Southeast Asia.…”