The Role of Sports Dance in Ensuring the Motor Activity of Students

Vasiutiak, Iurii; Babych, Olha; Shoptenko-Ivanova, Olena; Zhuravlova, Anastasiia; Myroniuk, Nataliia; Nebesnyk, Anzhelika

doi:10.13189/saj.2021.090625

Cited by 9 publications

(10 citation statements)

References 6 publications

(7 reference statements)

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“…Developing learning materials with universal design in mind will help ensure accessibility for all groups of students. This may include alternative formats of materials, improved structure that facilitates easier understanding and use (Parsons et al, 2022;Vasiutiak et al, 2021). The introduction of interactive platforms for collaboration, virtual discussions, and joint projects has been shown to strengthen the connection between students and teachers, which helps to reduce the lack of direct contact (Pinheiro & Santos, 2022).…”

Section: Discussionmentioning

confidence: 99%

Challenges and prospects of online education in the context of barrier-free access

Nichuhovska,

Nikolenko,

Bondarenko

et al. 2024

Multidiscip. Rev.

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Given the trends of barrier-free education, it is relevant to study the peculiarities of online education through the prism of characterising its prospects and challenges. The aim of the study is to provide a thorough analysis of the challenges and prospects of online education in the context of educational accessibility. Methods: the study uses a mixed methodological framework that combines both quantitative and qualitative research methods. Research design: quantitative data were collected directly through online surveys, and qualitative data were collected through in-depth interviews. The study used questions based on the Likert scale. A total of 250 people took part in the study: 150 teachers and 100 students. All of them had different experience of using digital technologies in online education. Results: online education is a promising area, as it is based on the elements of barrier-free access, but there are a number of problems on the way to further development that determine promising areas for its improvement. The main challenges include technological problems, low material, and technical base, unequal access to technology, lack of direct contact between students and teachers, low level of adaptation to digital technologies. Limitations: Due to the chosen sampling method, the results may not be fully generalisable to different population groups, including those in other countries. Conclusions: promising areas for further development of online education include improving the material and technical base, developing adaptive platforms, creating content with an emphasis on accessibility, developing digital skills and information competence of both students and teachers.

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Section: Discussionmentioning

confidence: 99%

Challenges and prospects of online education in the context of barrier-free access

Nichuhovska,

Nikolenko,

Bondarenko

et al. 2024

Multidiscip. Rev.

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“…-as a teacher's tool (Garn & Simonton, 2022;Poplavskyi et al, 2020); -as a set of qualities of students (Selivanova et al, 2018); -modern tools (using IT technologies) to increase motivation through interest (Prokopenko et al, 2018;Berehil, 2022); -non-standard creative ways to increase motivation (Vasiutiak et al, 2021;Rethinasamy et al, 2021); -increasing motivation using psychological tools (Kozlovska et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Psychological Tools Affecting Increasing Motivation to Learn Two Foreign Languages

Фурман¹,

Бессараб²,

Leshchenko³

et al. 2022

JCT

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The problem of the formation and development of motivation to learn occupies one of the central places in educational institutions. Its relevance is due to the priority areas of development and modernization of education. In the article, the authors analyzed the motivation for learning a foreign language, the factors that affect it. Analysis of the literature revealed two main factors that can increase students' motivation to learn a second foreign language. The authors examined the maximum effectiveness of increasing student motivation to learn a second foreign language as a synergy of three components: the teacher's personality, which can create a safe motivating environment, focusing on other people's culture and the connection between two foreign languages. The authors proposed psychological and methodological tools to increase the motivation of students to learn two foreign languages. A distinctive feature is the synergy of 3 components (personality of the teacher, safe motivating environment and connection between two foreign languages). This toolkit was tested in 2 stages during 2019-2021 and showed its effectiveness.

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“…-as a series of tasks that society poses to an individual (Absatova et al, 2021;Xu et al, 2021); -as a process of gradual decision-making, through which a person forms a balance between his preferences and the needs of the system of division of labour in society (Bodnar & Rybalochka, 2021;Casino-García et al, 2021;Chiu et al, 2021;Poplavskyi, 2019); -as a process of forming an individual lifestyle, of which professional activity is a part (Galiakhmetova, 2019;Yalovenko, 2021;Revyakina & Manuylova, 2021;Shytyk & Akimova, 2020;Vasiutiak et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Pedagogical Support of Socio-Professional Self-Determination of Students

Podliesna¹,

Bazela²,

Bilash³

et al. 2022

JCT

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Recently, the prevailing trend is that graduates do not work in their profession; the purpose of the article is to study ways to improve the effectiveness of social and professional self-determination of students. The authors conducted an empirical study of the causes of this phenomenon and identified the main ones (the choice was made for the student by his parents; in the process of studying, the student became disillusioned with the chosen profession; the chosen profession does not bring the necessary earnings; did not find a job in the speciality). The article noted that the percentage of work in the profession depends on how long ago the specialist graduated from the university. The authors identified what causes could be eliminated in the process of teaching students. Having analyzed the existing pedagogical methods for students' more confident social and professional self-determination, the authors proposed the conceptual foundations of pedagogical support for students' social and professional self-determination. These recommendations will make it possible to correct students' social and professional self-determination in their speciality. The authors proposed an algorithm that allows to visually and transparently determine the student's attitude to the chosen speciality and ways to persuade the student to look for a job and work in the profession and the necessary tools for this. The proposed dual approach to adjusting the socio-professional self-determination of students will allow them to identify the problem at an early stage, track it and fix it with adjustment. Research has shown that there are several main reasons why a student does not work in a profession. All these reasons, in our opinion, are subject to correction in the learning process. The main feature of success is the desire of the university to identify such students at an early stage, a developed adjustment mechanism and constant control and monitoring. A further promising direction of research is the development of questionnaires that can identify this problem and a mechanism for attracting artificial intelligence that can guide each student individually and signal when the university's intervention is necessary.

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The Role of Sports Dance in Ensuring the Motor Activity of Students

Cited by 9 publications

References 6 publications

Challenges and prospects of online education in the context of barrier-free access

Challenges and prospects of online education in the context of barrier-free access

Psychological Tools Affecting Increasing Motivation to Learn Two Foreign Languages

Pedagogical Support of Socio-Professional Self-Determination of Students

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