Pub Date : 2022-12-30DOI: 10.15388/actpaed.2022.49.5
Jelizaveta Tumlovskaja, Jonas Ruškus
Within this paper, the authors examine the school performance quality assessment system in Lithuania from the standpoint of pedagogical staff who find themselves in the status of the assessed. The philosophical concept of The Gaze is used for the interpretation of the results of a quantitative and qualitative survey. The concept of the Gaze, as conceptualized by Sartre and Foucault, helps to understand the sense of tension between freedom and control as experienced by pedagogical staff who find themselves in the status of the assessed. The authors, by applying principles of phenomenological interpretative analysis and descriptive statistics, examine the process of school performance quality assessment as experienced by teachers. The informants identify themes such as stress, distress, work simulation, and creativity restrictions. The authors conclude that school performance quality assessments do emerge as the Gaze, and furthermore as a dilemma of communication known as the Double Bind, when at the same time contradictory objectives are held, and a regressive state of stress and distress is generated as a result. On the bases of results of their research, the authors suggest that the actual school performance quality assessment system in Lithuania must be fundamentally improved by applying the empowering consultancy approach, while measures of quality assessment should be focused on objective indicators of school performance quality assessment.
{"title":"School Evaluation for Quality Improvement as The Gaze","authors":"Jelizaveta Tumlovskaja, Jonas Ruškus","doi":"10.15388/actpaed.2022.49.5","DOIUrl":"https://doi.org/10.15388/actpaed.2022.49.5","url":null,"abstract":"Within this paper, the authors examine the school performance quality assessment system in Lithuania from the standpoint of pedagogical staff who find themselves in the status of the assessed. The philosophical concept of The Gaze is used for the interpretation of the results of a quantitative and qualitative survey. The concept of the Gaze, as conceptualized by Sartre and Foucault, helps to understand the sense of tension between freedom and control as experienced by pedagogical staff who find themselves in the status of the assessed. The authors, by applying principles of phenomenological interpretative analysis and descriptive statistics, examine the process of school performance quality assessment as experienced by teachers. The informants identify themes such as stress, distress, work simulation, and creativity restrictions. The authors conclude that school performance quality assessments do emerge as the Gaze, and furthermore as a dilemma of communication known as the Double Bind, when at the same time contradictory objectives are held, and a regressive state of stress and distress is generated as a result. On the bases of results of their research, the authors suggest that the actual school performance quality assessment system in Lithuania must be fundamentally improved by applying the empowering consultancy approach, while measures of quality assessment should be focused on objective indicators of school performance quality assessment.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49623848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.15388/actpaed.2022.49.7
Sergejus Neifachas, Tomas Butvilas, Kristina Kovaitė
The paper examines the modelling dimension of the virtual teaching/learning environment and its implementation practices. Changing trends of the educational processes become apparent; thus, it is necessary to reflect and justify the contours of modeling the virtual educational environment. When looking for new ways of conceptualizing teaching/learning strategies, it is especially important to understand the inclusive, enabling context of the open learning spaces, to adequately assess the content elements and to predict the possible characteristics of their expression in the context of inclusive and sustainable economy. In this paper, the process of modeling the virtual learning environment is analyzed using reflexive approaches. It is stressed that the aim of the new education policy strategy is to create learning environments that enable people of different talents and interests to receive appropriate learning, adapt to different life situations and goals, and reconcile, say, formal learning and self-education. Qualitative data is presented along with both teachers’ and educational experts’ attitudes.
{"title":"Virtual Learning Environments: Modeling a New Learning Policy Strategy","authors":"Sergejus Neifachas, Tomas Butvilas, Kristina Kovaitė","doi":"10.15388/actpaed.2022.49.7","DOIUrl":"https://doi.org/10.15388/actpaed.2022.49.7","url":null,"abstract":"The paper examines the modelling dimension of the virtual teaching/learning environment and its implementation practices. Changing trends of the educational processes become apparent; thus, it is necessary to reflect and justify the contours of modeling the virtual educational environment. When looking for new ways of conceptualizing teaching/learning strategies, it is especially important to understand the inclusive, enabling context of the open learning spaces, to adequately assess the content elements and to predict the possible characteristics of their expression in the context of inclusive and sustainable economy. In this paper, the process of modeling the virtual learning environment is analyzed using reflexive approaches. It is stressed that the aim of the new education policy strategy is to create learning environments that enable people of different talents and interests to receive appropriate learning, adapt to different life situations and goals, and reconcile, say, formal learning and self-education. Qualitative data is presented along with both teachers’ and educational experts’ attitudes.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44255828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.15388/actpaed.2022.49.1
Dita Nīmante, Maija Kokare
The purpose of this paper is to share findings about teachers’ perceived competencies for inclusion based on data gathered from 1590 (N = 1590) teachers representing 69 mainstream schools of Riga municipality using a survey. In answering the research questions on how teachers perceive themselves, if they have the necessary competencies for implementation of inclusive education, and what is missing, the results showed teachers self-reporting that despite the lack of specific qualification for inclusive education, they have the necessary competencies for inclusion. Teachers indicated that they have a slightly higher level of general competence; however, there is room for improvement in both general and specific competencies for inclusive education. Two of the most important specific competencies for inclusive education that they lack are the “implementation of an inclusive and supportive learning process for everybody by differentiating and adapting the curriculum” and a “timely identification of pupils’ difficulties in the learning process.” The findings reveal the challenges, problems, and limitations that would arise in providing high quality inclusive education to meet the needs of all learners. Despite the fact that teachers perceive that they have certain competencies for inclusive education, the majority of teachers do not feel comfortable and confident in practice in the inclusive classroom. Answers to the other research question revealed a connection between teachers’ age, teaching experience, education, and teachers’ perception of general competencies for inclusive education. A connection was revealed between teachers’ age, teaching experience, and teachers’ perception of specific competencies for inclusive education. Based on the results, suggestions for further research and implications for practice are discussed.
{"title":"Perspective of Teachers on Their Competencies for Inclusive Education","authors":"Dita Nīmante, Maija Kokare","doi":"10.15388/actpaed.2022.49.1","DOIUrl":"https://doi.org/10.15388/actpaed.2022.49.1","url":null,"abstract":" The purpose of this paper is to share findings about teachers’ perceived competencies for inclusion based on data gathered from 1590 (N = 1590) teachers representing 69 mainstream schools of Riga municipality using a survey. In answering the research questions on how teachers perceive themselves, if they have the necessary competencies for implementation of inclusive education, and what is missing, the results showed teachers self-reporting that despite the lack of specific qualification for inclusive education, they have the necessary competencies for inclusion. Teachers indicated that they have a slightly higher level of general competence; however, there is room for improvement in both general and specific competencies for inclusive education. Two of the most important specific competencies for inclusive education that they lack are the “implementation of an inclusive and supportive learning process for everybody by differentiating and adapting the curriculum” and a “timely identification of pupils’ difficulties in the learning process.” The findings reveal the challenges, problems, and limitations that would arise in providing high quality inclusive education to meet the needs of all learners. Despite the fact that teachers perceive that they have certain competencies for inclusive education, the majority of teachers do not feel comfortable and confident in practice in the inclusive classroom. Answers to the other research question revealed a connection between teachers’ age, teaching experience, education, and teachers’ perception of general competencies for inclusive education. A connection was revealed between teachers’ age, teaching experience, and teachers’ perception of specific competencies for inclusive education. Based on the results, suggestions for further research and implications for practice are discussed.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42405948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.15388/actpaed.2022.49.4
Indrė Lebedytė-Mečionienė
Beginning teachers are confronted with certain established norms, power relations, cultures and systems in schools and in education in general at the beginning of their careers. They are in a constant field of tension and can be much more sensitive to observing and questioning standards than those who have been operating in that system for a long time. In order to maintain a critical and change-oriented approach, it was chosen to describe the ideas of critical pedagogy and to analyze teachers’ experiences through this prism. Nine beginners in teaching from “Teach First Lithuania” were interviewed about their encounters with the reality of education and the choices that followed. The findings of the study revealed the prevailing hierarchical relationships in the school (often based on fear or tension); the prevalence of various types of falsification – when documents do not correspond to reality; orientation to the curriculum, standardized tests, and exams; the formation of academic classes and the “norm” of labeling – phenomena that form the habitus of the weaker and contribute to social reproduction in education. For all participants in the study, the relationship with the students is the most important, but teachers who are still teaching admit that results became very significant (due to pressure from parents, administration, and society). Staying in public schools is most motivated by a sense of appreciation, good relationships with colleagues, and commitment to students. Decisions to abandon teaching are most motivated by a heavy workload and lack of freedom.
{"title":"Beginner Teachers’ Encounters with the Reality of Education: Case of the “Teach First Lithuania!” Program","authors":"Indrė Lebedytė-Mečionienė","doi":"10.15388/actpaed.2022.49.4","DOIUrl":"https://doi.org/10.15388/actpaed.2022.49.4","url":null,"abstract":"Beginning teachers are confronted with certain established norms, power relations, cultures and systems in schools and in education in general at the beginning of their careers. They are in a constant field of tension and can be much more sensitive to observing and questioning standards than those who have been operating in that system for a long time. In order to maintain a critical and change-oriented approach, it was chosen to describe the ideas of critical pedagogy and to analyze teachers’ experiences through this prism. Nine beginners in teaching from “Teach First Lithuania” were interviewed about their encounters with the reality of education and the choices that followed. The findings of the study revealed the prevailing hierarchical relationships in the school (often based on fear or tension); the prevalence of various types of falsification – when documents do not correspond to reality; orientation to the curriculum, standardized tests, and exams; the formation of academic classes and the “norm” of labeling – phenomena that form the habitus of the weaker and contribute to social reproduction in education. For all participants in the study, the relationship with the students is the most important, but teachers who are still teaching admit that results became very significant (due to pressure from parents, administration, and society). Staying in public schools is most motivated by a sense of appreciation, good relationships with colleagues, and commitment to students. Decisions to abandon teaching are most motivated by a heavy workload and lack of freedom.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48836206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.15388/actpaed.2022.49.3
Ilze Briška, Gunta Siliņa-Jasjukeviča
The current study explores the possibilities of promoting the prospective teacher’s domain-general metacognition in the university study process.The aim of the study is to investigate which content of reflection is more relevant for effective enhancing teacher education students’ domain-general metacognition.To reach the aim, the structure of metacognition is analysed; metacognition (MC) components are interpreted from the perspective of transformative learning to define the indices for the domain-general metacognition; a set of open-ended sentences is constructed for reflection which includes all components of MC; and the significance of different sentences for providing the students’ domain-general metacognition is proved in a mixed-methods study.
{"title":"Promoting Pre-service Teachers’ Domain-general Metacognition","authors":"Ilze Briška, Gunta Siliņa-Jasjukeviča","doi":"10.15388/actpaed.2022.49.3","DOIUrl":"https://doi.org/10.15388/actpaed.2022.49.3","url":null,"abstract":"The current study explores the possibilities of promoting the prospective teacher’s domain-general metacognition in the university study process.The aim of the study is to investigate which content of reflection is more relevant for effective enhancing teacher education students’ domain-general metacognition.To reach the aim, the structure of metacognition is analysed; metacognition (MC) components are interpreted from the perspective of transformative learning to define the indices for the domain-general metacognition; a set of open-ended sentences is constructed for reflection which includes all components of MC; and the significance of different sentences for providing the students’ domain-general metacognition is proved in a mixed-methods study.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43876220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.15388/actpaed.2022.48.5
M. F. Fernández González, S. Surikova
This article explores school leaders’ expectations and beliefs when starting a professional development course about character education in Latvia. The survey used mixed methods, involved 30 participants, and was conducted in 2020. School leaders expected to enhance their practical know-how in this field, the desired opportunities for personal reflection and sharing with colleagues, and believed that shared values and a friendly atmosphere were the key points. The findings can be useful for future similar initiatives.
{"title":"School Leaders’ Attitudes, Expectations, and Beliefs Starting a Character Education Training in Latvia","authors":"M. F. Fernández González, S. Surikova","doi":"10.15388/actpaed.2022.48.5","DOIUrl":"https://doi.org/10.15388/actpaed.2022.48.5","url":null,"abstract":"This article explores school leaders’ expectations and beliefs when starting a professional development course about character education in Latvia. The survey used mixed methods, involved 30 participants, and was conducted in 2020. School leaders expected to enhance their practical know-how in this field, the desired opportunities for personal reflection and sharing with colleagues, and believed that shared values and a friendly atmosphere were the key points. The findings can be useful for future similar initiatives.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47494751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.15388/actpaed.2022.48.4
Pāvels Pancerko, A. Pipere, Mārīte Kravale-Pauliņa
This paper presents an exploratory study of the perspectives of career counsellors and students on risk and protective factors in choosing course sets in secondary education. The study, conducted in the Latgale region of Latvia, uses a qualitative research design based on a triangulation between the perspectives of school career counsellors and students. Data obtained from interviews with four career counselors and a focus group with six 15–16 year old students from urban and rural schools were analyzed using thematic analysis. The study acknowledges that school career counsellors can serve as a vital resource for Latvian society in managing and addressing the challenges of current educational reform and inequalities in education and career management caused by socioeconomic disparities.
{"title":"Risk and Protective Factors in Choosing Course Sets in Secondary Education: Perspectives of Career Counsellors and Students from the Latgale Region of Latvia","authors":"Pāvels Pancerko, A. Pipere, Mārīte Kravale-Pauliņa","doi":"10.15388/actpaed.2022.48.4","DOIUrl":"https://doi.org/10.15388/actpaed.2022.48.4","url":null,"abstract":" This paper presents an exploratory study of the perspectives of career counsellors and students on risk and protective factors in choosing course sets in secondary education. The study, conducted in the Latgale region of Latvia, uses a qualitative research design based on a triangulation between the perspectives of school career counsellors and students. Data obtained from interviews with four career counselors and a focus group with six 15–16 year old students from urban and rural schools were analyzed using thematic analysis. The study acknowledges that school career counsellors can serve as a vital resource for Latvian society in managing and addressing the challenges of current educational reform and inequalities in education and career management caused by socioeconomic disparities.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66921696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.15388/actpaed.2022.48.10
Juozapas Labokas
This article analyzes changes in the official teaching of the Catholic Church on education since the late 1920s up to 2013. This is done in order to provide a comprehensive map of the Church‘s educational thought development, and thus facilitate a theoretical and practical discussion on possible ways of further development of the concept. Nine documents used in this analysis were retrieved from the public online database of the Congregation for Catholic Education. The documents in this study are treated as symbolic representations and social facts that make direct or indirect impact on the development of the concept of Christian education, and therefore are significant objects of the analysis. To better elucidate the development of the educational thought, the method of thematic analysis is applied for the content research of the document. Analysis revealed that anhropological shift in Churches‘ thought during the Second Vatican council had effected Churches’ educational thought, but this change was rather evolutionary-incremental than revolutionary-straight-forward.
{"title":"Transformations of the Contemporary Catholic Education Discourse: A Thematic Analysis of Church Documents","authors":"Juozapas Labokas","doi":"10.15388/actpaed.2022.48.10","DOIUrl":"https://doi.org/10.15388/actpaed.2022.48.10","url":null,"abstract":"This article analyzes changes in the official teaching of the Catholic Church on education since the late 1920s up to 2013. This is done in order to provide a comprehensive map of the Church‘s educational thought development, and thus facilitate a theoretical and practical discussion on possible ways of further development of the concept. Nine documents used in this analysis were retrieved from the public online database of the Congregation for Catholic Education. The documents in this study are treated as symbolic representations and social facts that make direct or indirect impact on the development of the concept of Christian education, and therefore are significant objects of the analysis. To better elucidate the development of the educational thought, the method of thematic analysis is applied for the content research of the document. Analysis revealed that anhropological shift in Churches‘ thought during the Second Vatican council had effected Churches’ educational thought, but this change was rather evolutionary-incremental than revolutionary-straight-forward.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48876504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.15388/actpaed.2022.48.7
Baiba Kaļķe, S. Baranova, Līga Āboltiņa
One of the objectives of the European Higher Education Area is to promote the development of competences, with an emphasis on those competences that people need to maintain their current quality of life and high level of employability in the face of a changing society and labor market. This study analyzed the self-assessment of student preschool teachers’ professional competence, using a tool (survey) for assessing teachers’ professional competence. A structure of preschool teachers’ professional competence was analyzed. The results indicate that the developed survey can be used as a tool for the self-assessment of teachers’ professional competence. The most highly evaluated sub-competences were general tasks of ensuring professional activity; implementation of learning process; and improvement of professional competence. The data analysis revealed that the question “Is the work related to the field of study?” with the statements included in the survey sections “Implementation of the learning process” and “Improvement of professional competence” is an important indicator in the self-assessment of professional competence among student preschool teachers for the material situation.
{"title":"Self-Assessment of the Professional Competence of Preschool Teaching Student","authors":"Baiba Kaļķe, S. Baranova, Līga Āboltiņa","doi":"10.15388/actpaed.2022.48.7","DOIUrl":"https://doi.org/10.15388/actpaed.2022.48.7","url":null,"abstract":"One of the objectives of the European Higher Education Area is to promote the development of competences, with an emphasis on those competences that people need to maintain their current quality of life and high level of employability in the face of a changing society and labor market. This study analyzed the self-assessment of student preschool teachers’ professional competence, using a tool (survey) for assessing teachers’ professional competence. A structure of preschool teachers’ professional competence was analyzed. The results indicate that the developed survey can be used as a tool for the self-assessment of teachers’ professional competence. The most highly evaluated sub-competences were general tasks of ensuring professional activity; implementation of learning process; and improvement of professional competence. The data analysis revealed that the question “Is the work related to the field of study?” with the statements included in the survey sections “Implementation of the learning process” and “Improvement of professional competence” is an important indicator in the self-assessment of professional competence among student preschool teachers for the material situation.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49188542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.15388/actpaed.2022.48.3
Liudmyla Holubnycha, T. Besarab, Yana Pavlishcheva, O. Kadaner, O. Khodakovska
The article deals with new challengers in higher education system in terms of reality caused by coronavirus COVID-19. Some positive experience in English distance teaching and learning (at the basis of Yaroslav Mudryi National Law University, Ukraine) is described as it is significant in pandemic and may become useful for post pandemic society to improve educational processes. The purpose of the paper is to share positive ideas for English e-learning organization at the tertiary level in pandemic in order to use e-learning gains in further educational practice, highlight and solve its problems. General theoretical methods (analysis and synthesis) as well as empirical (observation and discussion) helped to find out advantages and identify disadvantages of the issue under study. The study has reached the following conclusions: asynchronous distance learning is effective for highly motivated students; synchronous forms demonstrate ability for developing all kinds of language skills. Advantages of distance teaching and learning there are: opportunity to display necessary didactic material on screen, to play audio recording or video materials for students in better quality. We have identified these problems: necessity of strong students’ motivation, connected with self-organization and the ability to work independently; sometimes insufficient technical skills of academic staff; academic dishonesty, which leads to meaninglessness of testing.
{"title":"E-Learning at the Tertiary Level in and After Pandemic","authors":"Liudmyla Holubnycha, T. Besarab, Yana Pavlishcheva, O. Kadaner, O. Khodakovska","doi":"10.15388/actpaed.2022.48.3","DOIUrl":"https://doi.org/10.15388/actpaed.2022.48.3","url":null,"abstract":"The article deals with new challengers in higher education system in terms of reality caused by coronavirus COVID-19. Some positive experience in English distance teaching and learning (at the basis of Yaroslav Mudryi National Law University, Ukraine) is described as it is significant in pandemic and may become useful for post pandemic society to improve educational processes. The purpose of the paper is to share positive ideas for English e-learning organization at the tertiary level in pandemic in order to use e-learning gains in further educational practice, highlight and solve its problems. General theoretical methods (analysis and synthesis) as well as empirical (observation and discussion) helped to find out advantages and identify disadvantages of the issue under study. The study has reached the following conclusions: asynchronous distance learning is effective for highly motivated students; synchronous forms demonstrate ability for developing all kinds of language skills. Advantages of distance teaching and learning there are: opportunity to display necessary didactic material on screen, to play audio recording or video materials for students in better quality. We have identified these problems: necessity of strong students’ motivation, connected with self-organization and the ability to work independently; sometimes insufficient technical skills of academic staff; academic dishonesty, which leads to meaninglessness of testing.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42680254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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