Online - Education and training in higher educational institutions of Ukraine: Challenges and benefits

Lucenko, Gregory; Lutsenko, Olena; Tiulpa, Tetiana; Sosnenko, Oksana; Nazarenko, Oleksandr

doi:10.1016/j.ijedro.2023.100231

Cited by 4 publications

(5 citation statements)

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“…To date, there are only a few surveys of students in higher education institutions regarding distance education in crisis situations (Lucenko et al, 2023, Mayer et al, 2023. However, the goals and objectives of such surveys do not correspond to those when assessing education in a military institution.…”

Section: Discussionmentioning

confidence: 99%

“…However, the goals and objectives of such surveys do not correspond to those when assessing education in a military institution. For example, in the study by Lucenko et al (2023), where they assessed the opinions about distance education during COVID-19 pandemic of 110 students from two pedagogical universities in Ukraine, respondents noted as advantages of distance learning the absence of a dress code and the ability not to turn on the camera (prohibited during online classes at UMMA) and the opportunity to study anywhere in the world at any time, while UMMA trainees could only be in Ukraine and the bulk of the remote training took place online at set hours. Students from pedagogical universities indicated a lack of social contacts and an unstable Internet connection as disadvantages in this study (Lucenko et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

“…For example, in the study by Lucenko et al (2023), where they assessed the opinions about distance education during COVID-19 pandemic of 110 students from two pedagogical universities in Ukraine, respondents noted as advantages of distance learning the absence of a dress code and the ability not to turn on the camera (prohibited during online classes at UMMA) and the opportunity to study anywhere in the world at any time, while UMMA trainees could only be in Ukraine and the bulk of the remote training took place online at set hours. Students from pedagogical universities indicated a lack of social contacts and an unstable Internet connection as disadvantages in this study (Lucenko et al, 2023). However, distance learning was limited to episodes of lockdown or self-isolation of the group for up to two weeks maximum at UMMA during the COVID-19 pandemic, and significance for education instability of the Internet connection was observed in a short period October-November 2022 during power blackouts in Ukrainian cities due to bombing by Russia; this problem was subsequently eliminated for military institutions.…”

Section: Discussionmentioning

confidence: 99%

“…Crisis situations, in particular the COVID-19 pandemic, have led to dramatic changes in teaching in schools, colleges, and higher education institutions (Kozak et al, 2021;Sherman et al, 2022;Mirosavljević et al, 2023). Since the announcement of the first lockdown due to the COVID-19 pandemic in Ukraine, distance education has been experiencing incredibly intensive development in our country (Lucenko et al, 2023). Both synchronous and asynchronous forms of distance learning actively developed at this time, giving educational institutions the opportunity to develop and implement convenient online learning platforms with even virtual classrooms into the educational process (Sherman et al, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

Distance Learning For Military Doctors in Crisis Situations: The DILEMMA Cross-Sectional Study Results

Sydorova,

Savytskyi,

Kuts

2024

ActPaed

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Distance learning for medical personnel, although convenient in times of crisis (pandemics, military operations), can be a problem in terms of the limited practical component of such training. The goal of presented Survey on DIstance LEarning for students of the Ukrainian Military Medical Academy (DILEMMA) was to optimize the educational process for doctors studying at the Ukrainian Military Medical Academy (UMMA) based on the results of students’ survey dedicated to implemented forms of online teaching. Methods: The data presented reflect the results of 147 trainees’ survey dedicated to their satisfaction and ways to improve distance learning component of training/retraining at UMMA during such crisis situations as pandemics and hostilities. Primary and secondary endpoints were analyzed for groups of interns (DILEMMA-1, n=78) and physicians with practical experience participating in postgraduate activities at UMMA (DILEMMA-2, n=69). Results. The overall evaluations of distance learning as measured by a 10-point scale (primary endpoint) were 5.9±3.3 for DILEMMA-1 and 6.5±3.3 for DILEMMA-2 (p=0.27), which indicates a moderate overall evaluation. The proportion of satisfied and very satisfied students was smaller in the DILEMMA-1 group compared to DILEMMA-2 but remained quite high (76.9% vs. 92.8%, respectively, p<0.05). Respondents of the DILEMMA-1 and DILEMMA-2 arms gave different answers to the questions related to their preferred forms of online education, mode, and schedule. In particular, representatives of the DILEMMA-2 arm mostly prefer to have their online classes after 3:00 p.m. (67.5%) with duration for about 2 hours (56.5%), while most participants in DILEMMA-1 arm (73.1%) choose time interval from 9:00 a.m. to 11:00 a.m. and 62.8% consider the optimal duration to be 3–4 hours of online classes per day. According to results of survey, optimization of distance learning component was made at UMMA. Conclusions. Differences in the perception of distance learning between interns and doctors with practical experience necessitate a differentiated approach to the implementation of distance learning for these groups of students. In addition, the special categories of respondents among students were identified by us, which lead to the destructuring of the response matrix and the nonparametric nature of some data, dictate the need to censor extremely negative (“denialists”) and extremely positive (“pleasers”) respondents when assessing the quality of teaching by anonymous survey of students, and therefore the size of the initial sample depending on contingent should be increased by 16–25%.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Distance Learning For Military Doctors in Crisis Situations: The DILEMMA Cross-Sectional Study Results

Sydorova,

Savytskyi,

Kuts

2024

ActPaed

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“…Kinerja pada pelaku UMKM membutuhkan pengetahuan yang baik dalam menjalankan usahanya, dari pengetahuan tersebut yang didapatkan dari pendidikan yang nantinya akan meningkatkan pendapatan serta kualitas kinerja usahanya. Penelitian (Lucenko et al, 2023) berpendapat bahwa pendidikan berdampak langsung terhadap pendapatan, pekerjaan. Penelitian (Syahadatina et al, 2022) menyatakan bahwa tingkat pendidikan menjadi salah satu faktor penting terhadap kemampuan kinerja seseorang dan mempengaruhi pengetahuan pelaku UMKM tersebut.…”

Section: Pendahuluanunclassified

Pengaruh Tingkat Pendidikan terhadap Kinerja UMKM Jakarta

Qudsi,

Astuti,

Safitri

2023

ajeks

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Micro, Small and Medium Enterprises (MSMEs) are an economic sector in Indonesia that have an important role in developing the country's economy. Even though MSMEs have a role in the economy, in the course of business there are still obstacles and obstacles faced by MSME actors. These problems include the low level of education and gender issues whose equality is still questionable. This study aims to determine the effect of education level on the performance of MSMEs in Jakarta in terms of gender. The method used in this study is a quantitative method using a random sampling technique with a total sample of 80 respondents from SMEs in Pasar Rebo District. This study took data through a closed questionnaire. The results of this study indicate that the level of education has a significant effect on the performance of MSMEs, whereas if viewed through the gender aspect it does not affect the performance of MSMEs. Keywords: Level of Education, SMEs, and Gender.

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Dynamics of interest in higher education before and during ongoing war: Google Trends Analysis

Artyukhov,

Barvinok,

Rehak

et al. 2023

Knowledge and Performance Management

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This paper explores how the war in Ukraine changed the interest in higher education of Ukrainians who stayed on the territory of Ukraine and emigrated to other countries. The methodology is based on Google Trends Analysis and peak approach with Google Trends Scale of Internet user inquiries about higher education from June 20, 2021 to June 20, 2023 with a middle point on February 24, 2022. Dynamics of changes in the queries of Internet users by keywords regarding studied higher education are: 1) exclusively from the territory of Ukraine; 2) from the territory of Poland, Slovakia, Germany, the Czech Republic, Great Britain, Spain, Italy, Bulgaria, Romania, Moldova, Austria, i.e., top-10 countries by number of registered Ukrainian refugees according to the UN Refugee Agency. The key results are: 1) increased interest of Internet users in higher education after beginning of the full-scale war: Poland – 22.9%, Romania – 28.9%, Ukraine – 31.2%, Hungary – 32.4%, Slovakia – 35.8%, Moldova – 49.0% of average number of «university» inquiries; 2) increased requests for professional education (42.2%), distance education (25.6%), distance learning (34.1%) after February 24, 2022; 3) correlation between negative trends of interest per 32% from July 2021 (100 GT Scale) to July 2022 (68 GT Scale) in Ukraine and positive trends of this indicator in European counties in August 2022 (80-100 GT Scale). Chi-square test showed statistical significance of changes in interest in higher education (p-value = 0). Key findings demonstrate the following trends after February 24, 2022: distance learning development, increased Internet users’ orientation towards professional education for high-paying jobs, popularity of flexible schedules. Acknowledgments The educational outcomes in this publication were created with the support of the EU Erasmus+ program within the framework of projects ERASMUS-JMO-2021-HEI-TCH-RSCH-101048055 – «AICE – With Academic integrity to EU values: step by step to common Europe» and ERASMUS-JMO-2022-HEI-TCH-RSCH-101085198 «OSEE – Open Science and Education in Europe: success stories for Ukrainian academia».

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Online - Education and training in higher educational institutions of Ukraine: Challenges and benefits

Cited by 4 publications

References 5 publications

Distance Learning For Military Doctors in Crisis Situations: The DILEMMA Cross-Sectional Study Results

Distance Learning For Military Doctors in Crisis Situations: The DILEMMA Cross-Sectional Study Results

Pengaruh Tingkat Pendidikan terhadap Kinerja UMKM Jakarta

Dynamics of interest in higher education before and during ongoing war: Google Trends Analysis

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