Distance Learning Technologies and Innovations in Education for Sustainable Development

Semenets-Orlova, Inna; Teslenko, V. P.; Dakal, Аllа; Zadorozhnyi, Volodymyr; Marusina, Olena; Klochko, Alla

doi:10.25115/eea.v39i5.5065

Cited by 17 publications

(9 citation statements)

References 3 publications

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“…In general, researchers agree that the digital approach in pedagogy and psychology of the future has the potential to change the way we learn and support personal development. Trends in the use of digital technologies in education and psychology promise more individualised and accessible services but require attention to globalisation challenges and cybersecurity issues (Semenets-Orlova et al, 2021b;Mahanta, 2022). Understanding and addressing these challenges is an important task for researchers, practitioners, and a solution to ensure quality education and psychological support in the future.…”

Section: Discussionmentioning

confidence: 99%

“…Ali (2022) identified the effectiveness of immersive technologies in the education sector of the future. At the same time, Semenets-Orlova et al (2021b) identified the main innovations in the distance education system. Humeniuk and Romaniuk (2023) describe the peculiarities of the development of information and communication technologies in the field of education through the prism of the futuristic aspect.…”

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confidence: 99%

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Study of digital approach in education and psychology among selected users in Ukraine

Zhylin,

Tormanova,

Poplavska

et al. 2024

Multidiscip. Rev.

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The purpose of the article is to study the digital approach in pedagogy and psychology of the future, to characterise the main trends and globalisation challenges that will accompany this process in the future. The scientific research methods used for the study are survey (with a coverage of 300 people), analysis, synthesis. Descriptive statistics, correlation and thematic analysis were used to summarise the quantitative results. The results of the study indicate that significant transformations are observed at the level of interaction between mentors and students, in the process of shaping the content of education and using tools for knowledge transfer. Until now, the focus of digital technologies has been on the interaction between teachers and students, but in the modern context, this approach has evolved into comprehensive horizontal communication within the educational community. The results of the study confirm that the use of digital tools is a productive and useful measure, which is recognised by most respondents. At the same time, a significant number of respondents use digital tools on a regular basis, even daily or several times a week. This indicates a high level of integration of digital technologies into the work of teachers and psychologists in general. It is important to note that, unlike European and American colleagues who actively introduce elements of artificial intelligence into the educational process and activities of psychologists, Ukrainian respondents mainly focus on the use of online platforms such as Zoom, Microsoft Teams, Google Meet, Moodle, Google Classroom, etc. This is in line with current trends in assessing the impact of digitalisation on the professional activities of teachers and psychologists. The conclusions indicate that it is equally important to further develop research in the direction of using foreign experience that actively implements the capabilities of artificial intelligence.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Study of digital approach in education and psychology among selected users in Ukraine

Zhylin,

Tormanova,

Poplavska

et al. 2024

Multidiscip. Rev.

View full text Add to dashboard Cite

show abstract

“…This problem was encountered by many out-of-school learning curricula: even when they offered a digital fallback for processing at home, it was questionable what advantages would accrue from this facility. In addition to the complexity of ESE content, teachers also faced the methodological and technical challenges of emergency distance teaching [26]. Other studies indicate that low-achievers and marginalized groups had more problems with distance learning than high-achievers [27,28].…”

Section: Impact Of Distance Education On Ese Learning Outcomementioning

confidence: 99%

Closing the Gap: Potentials of ESE Distance Teaching

2022

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Environmental and sustainability education (ESE) traditionally relies on green teaching environments and active participation. Thus, during the lockdown phase, a gap between curricular goals and learning outcomes appeared. This study investigates the impact of ESE distance teaching on 288 Bavarian fifth-graders and learning factors that could bridge this gap. The influence of digital preferences on learning progress is examined and compared with the influence of fascination levels. A negative correlation between spending time outside in nature and spending time inside in front of a digital device is expected. A control group completed a learning unit about biological topics such as plant identification and environmental factors, as well as ESE topics such as characteristics of sustainable agriculture, at an out-of-school ESE center. The experimental group completed the same learning unit in distance teaching. Fascination with Biology (FBio) and Digital Nativity Assessment Scale (DNAS) were applied in addition to a customized knowledge test. Both values seem to have a positive impact on learning outcomes. There were no significant differences between the control and experimental group. Surprisingly, Fascination and Digital Nativity show a low, if not negligible, relationship. Implications for digital ESE, especially between outdoor learning centers and schools, are discussed.

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“…The educational technology is a theory and practice in the design, development, utilization, management, and evaluation of processes and resources for learning [1]. Educational Technology is an effort to facilitate the formation and development of individual competencies which serve as prerequisites for developing life skills at the family, community, and industry levels [2]. Learning tools based on e-learning can be developed based on models integrated with approaches to support students' abilities.…”

Section: Introductionmentioning

confidence: 99%

E-learning based on PjBL integrated to STEM using microsoft sway on parabol motion materials to improve critical thinking ability of high school class X students

Astra,

Kartini

2023

J. Phys.: Conf. Ser.

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Technology is very influential on education, where technology cannot be separated from life; technological progress will go according to the development of education. Therefore, this study aims to produce e-learning based on PjBL products assisted by integrated Microsoft Sway STEM with the hope that these products can be helpful for the wider community, can broaden teachers’ insights about various forms of appropriate learning media as alternative learning materials in the learning process glasses in class, and can be used for students to study physics independently at home. The research method used is research and development (R&D) with ADDIE (Analyze, Design, Development, Implementation, Evaluation) as a development model with several stages, namely analyzing the needs of Sway e-learning learning media, product design, design validation, design revision, product trials, product revisions, final products. The results of this study are based on an average proportion of the material validation test of 96.25%, the media validation test of 73.62%, the learning validation test of 80%, and product assessment by the teacher’s perspective of 89.23%, and product assessment by students by 88.4%. With an overall average of 85.5%, based on product validation and trials, a proportion of 85.5%, Sway’s e-learning learning media is in the very feasible category, and it was also found that the n-gain score of 0. 58 was in the medium category. From the results of the n-gain value, it is concluded that e-learning based on PjBLintegratded to STEM products using Microsoft sway on parabolic motion material can improve students’ critical thinking.

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Distance Learning Technologies and Innovations in Education for Sustainable Development

Cited by 17 publications

References 3 publications

Study of digital approach in education and psychology among selected users in Ukraine

Study of digital approach in education and psychology among selected users in Ukraine

Closing the Gap: Potentials of ESE Distance Teaching

E-learning based on PjBL integrated to STEM using microsoft sway on parabol motion materials to improve critical thinking ability of high school class X students

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