Real Country Experiences: On-line Teaching in Wartime after Pandemic in Ukraine

Костікова, Ілона; Holubnycha, Liudmyla; Marmaza, Oleksandra; Budianska, Viktoriia; Pochuieva, Оlha; Marykivska, Halyna

doi:10.3991/ijim.v17i03.36419

Cited by 10 publications

(16 citation statements)

References 31 publications

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“…The results of the studies indicate that there are general misconceptions among students [1][2][3]. Mathematical concepts are a significant and integral part of the foundation of mathematical knowledge, which includes facts, concepts, theories, and systems of thinking.…”

Section: Introductionmentioning

confidence: 98%

Effectiveness of Multimedia and Virtual Environments in Light of the Conflict Strategy to Reduce Misconceptions in Mathematics among First-Year University Students

Alzubi

2023

Int. J. Emerg. Technol. Learn.

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The roots of misconceptions in mathematics among first-year students at Hashemite University can be traced back to a flaw in the foundation of their previous mathematics knowledge acquired over the course of their academic years. This flaw presents a significant challenge for them during their studies. This study aimed to determine the effectiveness of multimedia and virtual environments in reducing misconceptions in mathematics among first-year students at Hashemite University, based on the conflict strategy. The study sample consisted of a random cluster sample of 109 male and female students from Hashemite University. The researcher observed the students and recorded their test scores. The researcher conducted face-to-face interviews to collect data for the study and performed statistical analysis using the t-test. The results showed that the percentage of misconceptions in mathematics among firstyear students at the Hashemite University for types 1, 2, 3, 4, and 5, respectively, amounted to 23%, 8%, 13.8%, 14.7%, and 0%. And 13.8%. The study examined the effectiveness of multimedia and virtual environments in reducing misconceptions in mathematics among first-year students at Hashemite University, based on the conflict strategy.

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Section: Introductionmentioning

confidence: 98%

Effectiveness of Multimedia and Virtual Environments in Light of the Conflict Strategy to Reduce Misconceptions in Mathematics among First-Year University Students

Alzubi

2023

Int. J. Emerg. Technol. Learn.

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“…During the first weeks, the online university classes were like psychological therapy sessions, as the university lecturers listened and calmed students, helping them overcome the war stress. Then classes went back to usual online, as the experience of the pandemic taught everyone to work online using Zoom, Meet, and Google Classroom [1], [2], [3].…”

Section: Introductionmentioning

confidence: 99%

“…The problems of online technology usage at universities using platforms like Zoom, Google Meet, and Google Classroom were analyzed previously [1]. University teachers faced the challenge of adapting to these virtual environments, learning to navigate the technology while maintaining engagement and connection with their students [2].…”

Section: Introductionmentioning

confidence: 99%

Challenges for Universities to Online Technologies Implementation in the Conditions of War in Ukraine

Sytnykova,

Petrenko,

Bezkorovaina

et al. 2024

ITLT

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The experience of online education in Ukraine during wartime is unique. After the Russian-Ukrainian war beginning, in a month of so-called "holidays", in spring 2022, from April, 1, by the order of the Ministry of Education and Science of Ukraine and the rectors' orders of universities, online education started. The classes were online, and it was difficult to overcome the war stress, but the experience of the pandemic taught everyone to work with online technologies such as Zoom, Meet, and Google Classroom. Teaching students online was carried out as online as offline with the university platforms like Moodle and others for offline learning, they contained all educational materials from the previous two years of the pandemic, tasks, quizzes, and tests. The purpose of the research is to identify pedagogical, psychological, and technical challenges for teaching university students during the war in Ukraine with the survey method. The survey was conducted online with 65 university lecturers and 122 students from 5 universities in Kharkiv, Ukraine. The pedagogical, psychological, and technical difficulties were analyzed. The questions were aimed at studying such aspects as 1) pedagogical and psychological difficulties: the teachers/students' readiness for online teaching/learning, 2) pedagogical difficulties: the procedures of online teaching/learning and technologies, in particular, methods, forms, means of giving/mastering knowledge, 3) psychological and technical difficulties faced both by teachers and students. The results are as follows. The acquired teaching and learning experience with online technologies helped to establish online education in wartime positively in general. The main pedagogical difficulties were overcome with basic methods (online and offline), teaching forms such as lectures, seminars, and practical classes online, and offline, and, finally, different tools/means/platforms (video/audio recordings, corresponding emails, social networks, Moodle platform, etc.). The psychological state of both teachers and students in the circumstances of online education was also examined. The most common psychological difficulties with online learning were connected with external ones as constant shelling, and air alarms as with internal ones as stress, anxiety, worries, depression, burnout, sadness, and frustration. The technical difficulties were connected to blackouts, lack of Internet connection, power outages, evacuation, changes in living and working conditions, relocations, and the impossibility of using laboratory equipment. The conclusion is despite all online difficulties, the quality of teaching did not change significantly, thanks to the clear understanding that it is a necessity to teach and learn online.

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“…Researchers have coined the terms education in emergencies (O'Neill, 2008), emergency remote education (Bozkurt et al, 2020), emergency remote teaching (Gkonou, Dewaele & King, 2020;Hodges et al, 2020), while the terms which existed before the pandemic like online education (Appel & Robbins, 2021;Kostikova et al, 2023), and online teaching (Bouderbane, 2022, Baklazhenko & Kornieva, 2023 were also used. Education in emergencies encompasses a range of structured learning activities, both formal and informal, aimed at sustaining education in times of acute crisis such as natural disasters (e.g.…”

Section: Introductionmentioning

confidence: 99%

Teaching and Learning English at Higher Educational Institutions in Ukraine Through Pandemics and Wartime

Westerlund,

Chugai,

Petrenko

et al. 2023

Adv Educ

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The study aimed to analyse online English teaching and learning experience in higher education institutions in Ukraine through pandemics and wartime. To answer our research questions, we employed a mixed-method research design, which considered social, methodological and emotional aspects of education. We conducted quantitative research to collect data on the experience of Ukrainian university teachers of English (N=100) and students (N=277) related to the emergency caused by pandemics and wartime. The qualitative data sources included online interviews and written comments of the participants. The main findings were as follows: teachers experienced challenges during the COVID-19 pandemic such as lack of interaction with students, and unawareness of effective teaching methods in the digital environment. The wartime challenges included: air raids and power outages and, consequently, disrupted communication and isolation, stress and sense of insecurity, excessive workload, with students experiencing technical issues, air raids and communication problems as well as large amount of homework, no access to the software, inconvenient schedule, and their own unwillingness. To solve the problems, teachers introduced an online synchronous mode during the COVID-19 pandemic, supported by blended and asynchronous modes which was a transformational period to teaching and learning English during wartime. The most common among the learning platforms and applications were Zoom and Google Classroom, as well as Moodle, MS Teams, YouTube, and Classtime, listed by both university teachers and students. Social networks such as Telegram, Viber, Facebook etc. were widely used too. To conclude, the COVID-19 pandemic caused Ukrainian teachers and students master new tools to use at online lessons of English, during wartime the demand on already familiar tools, as well as the range of them, increased as they provided more interaction. Considering emotional aspects, the study revealed disturbing data on teachers’ well-being: nearly 50% confessed that they were burned out and emotionally devastated, close to 40% were tired and pushed themselves to continue teaching. Despite these challenges, the majority were able to find solutions in conflict situations with students and colleagues, two-thirds were sure that their work was even more important during the wartime and they found ways to provide emotional support to their students needed in the times of war.

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Real Country Experiences: On-line Teaching in Wartime after Pandemic in Ukraine

Cited by 10 publications

References 31 publications

Effectiveness of Multimedia and Virtual Environments in Light of the Conflict Strategy to Reduce Misconceptions in Mathematics among First-Year University Students

Effectiveness of Multimedia and Virtual Environments in Light of the Conflict Strategy to Reduce Misconceptions in Mathematics among First-Year University Students

Challenges for Universities to Online Technologies Implementation in the Conditions of War in Ukraine

Teaching and Learning English at Higher Educational Institutions in Ukraine Through Pandemics and Wartime

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