Pub Date : 2023-12-30DOI: 10.20535/2410-8286.288558
N. van Veggel, Hilary Engward, Philip Howlett
The study of course leadership in higher education focusses on an understudied area of research, with a limited number of publications discussing the role of the course leader in higher education, and a distinct lack of research on how course leaders in higher education undertake their professional practice. This lack of a pre-existing theory points the researcher towards grounded theory to investigate and generate a new theory on course leaders’ experiences. Since leadership, and therefore course leadership, is an inherent complex social process, selection of grounded theory as a research methodology to explain how course leaders in higher education practice seems a logical choice. Grounded theory has been successfully used to investigate phenomena in education and in leadership practice in other disciplines. We therefore argue that grounded theory is an appropriate selection for research in education and higher education settings for areas of research where no theory currently exists. Moreover, grounded theories focussing on professional practice have been published in various contexts demonstrating that it is an appropriate method for investigating course leaders’ professional practice. Finally, this paper outlines some perceived weaknesses of using a grounded theory approach for researching course leadership, and offers means to navigate these.
{"title":"INVESTIGATING HIGHER EDUCATION COURSE LEADERSHIP PRACTICE – AN ARGUMENT FOR USING GROUNDED THEORY","authors":"N. van Veggel, Hilary Engward, Philip Howlett","doi":"10.20535/2410-8286.288558","DOIUrl":"https://doi.org/10.20535/2410-8286.288558","url":null,"abstract":"The study of course leadership in higher education focusses on an understudied area of research, with a limited number of publications discussing the role of the course leader in higher education, and a distinct lack of research on how course leaders in higher education undertake their professional practice. This lack of a pre-existing theory points the researcher towards grounded theory to investigate and generate a new theory on course leaders’ experiences. Since leadership, and therefore course leadership, is an inherent complex social process, selection of grounded theory as a research methodology to explain how course leaders in higher education practice seems a logical choice. Grounded theory has been successfully used to investigate phenomena in education and in leadership practice in other disciplines. We therefore argue that grounded theory is an appropriate selection for research in education and higher education settings for areas of research where no theory currently exists. Moreover, grounded theories focussing on professional practice have been published in various contexts demonstrating that it is an appropriate method for investigating course leaders’ professional practice. Finally, this paper outlines some perceived weaknesses of using a grounded theory approach for researching course leadership, and offers means to navigate these.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139140875","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 : 2023-12-30DOI: 10.20535/2410-8286.295458
L. Baranovska, Iryna Simkova, Erman Akilli, T. Tarnavska, N. Glushanytsia
The paper calls into question the development of the digital competence of future philologists, taking into account the Turkish and Ukrainian experiences. The study of digital competence development is attracting increasing interest due to a growing need for experts capable of processing the enormous streams of continuously transmitted information and experts willing to improve their digital skills for professional growth. The purpose of the study is to broaden the current knowledge about the ways of developing digital competence. In this respect, the paper investigates two systems of future philologists' training in Ukraine and Turkey in the Digital Tools for Translation course. The authors analyze the experience of the Turkish and Ukrainian higher education institutions regarding the use of appropriate ICT tools using theoretical and empirical methods. Fifty-two future philologists from Turkey and Ukraine took part in the research. The study presents the results from observing the training and interviews with Ukrainian and Turkish students. The Shapiro-Wilcoxon method (non-parametric criterion) was used to verify the results. An analysis has highlighted the positive experience of Turkish universities, which can be implemented in future philologists training in Ukrainian universities. The findings of this study support the idea that the insufficient level of digital competence development lengthens and complicates the period of adaptation of graduates to modern working conditions. The authors found that the integration of Ukrainian higher education into the European higher education area occurs in times of globalization and the digitalization of society, which radically changes the nature of many activities. This research has clearly shown that digital competence development is more effective with the implementation of a holistic approach when students enhance digital competence while acquiring all other competencies. Our research suggests that the digitalization of education reduces the gap between graduates' digital competence level and modern society's expectations.
{"title":"DEVELOPMENT OF DIGITAL COMPETENCE OF FUTURE PHILOLOGISTS: CASE OF TURKISH AND UKRAINIAN UNIVERSITIES","authors":"L. Baranovska, Iryna Simkova, Erman Akilli, T. Tarnavska, N. Glushanytsia","doi":"10.20535/2410-8286.295458","DOIUrl":"https://doi.org/10.20535/2410-8286.295458","url":null,"abstract":"The paper calls into question the development of the digital competence of future philologists, taking into account the Turkish and Ukrainian experiences. The study of digital competence development is attracting increasing interest due to a growing need for experts capable of processing the enormous streams of continuously transmitted information and experts willing to improve their digital skills for professional growth. The purpose of the study is to broaden the current knowledge about the ways of developing digital competence. In this respect, the paper investigates two systems of future philologists' training in Ukraine and Turkey in the Digital Tools for Translation course. The authors analyze the experience of the Turkish and Ukrainian higher education institutions regarding the use of appropriate ICT tools using theoretical and empirical methods. Fifty-two future philologists from Turkey and Ukraine took part in the research. The study presents the results from observing the training and interviews with Ukrainian and Turkish students. The Shapiro-Wilcoxon method (non-parametric criterion) was used to verify the results. An analysis has highlighted the positive experience of Turkish universities, which can be implemented in future philologists training in Ukrainian universities. The findings of this study support the idea that the insufficient level of digital competence development lengthens and complicates the period of adaptation of graduates to modern working conditions. The authors found that the integration of Ukrainian higher education into the European higher education area occurs in times of globalization and the digitalization of society, which radically changes the nature of many activities. This research has clearly shown that digital competence development is more effective with the implementation of a holistic approach when students enhance digital competence while acquiring all other competencies. Our research suggests that the digitalization of education reduces the gap between graduates' digital competence level and modern society's expectations.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141244","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 : 2023-12-30DOI: 10.20535/2410-8286.290370
R. Vivek, Y. Nanthagopan, Sarmatha Piriyatharshan, O. Krupskyi
The public education system shifted towards one centered on information technology due to the COVID-19 epidemic. Hence, in recent years, online learning has emerged as a substantial curriculum component at several educational institutions in Sri Lanka. The present investigation explores the pedagogical practices in Sri Lankan government universities in the new normal via a qualitative approach by interviewing eight instructors in eight public universities. The findings revealed that the pedagogy has shifted to an online context with the pandemic, and the education system continuously applies online teaching, assessment, and evaluation techniques. Teachers and students initially encountered various issues in the new normal, including technical difficulties, economic conditions, and a lack of available resources for integrating IT into the education pedagogy. Hence, current practices should continue facilitating digital infrastructure and blended approaches for better outcomes. The authors recommend that policymakers and authorities take high responsibility for building an effective IT-based strategy. It is vital to train educators and encourage them to fully utilize the recent movement towards online instruction by supplying all the necessary technological skills. Training educators and encouraging them to utilize the recent movement towards online instruction entirely is vital by supplying all the necessary technological skills. The government should provide essential infrastructure and facilities to institutions while working toward creating a welcoming atmosphere within universities. Giving encouragement and financial aid to students is critical to alleviating student pressures while transitioning to online learning methods. Policymakers must consider the significance of the human component and realize that technology alone cannot solve every problem. The present transition in the educational system demands implementing a strategic framework to identify the strengths and address the shortcomings.
{"title":"TEACHING PRACTICES IN THE NEW NORMAL: QUALITATIVE INQUIRY (SRI LANKA CASE)","authors":"R. Vivek, Y. Nanthagopan, Sarmatha Piriyatharshan, O. Krupskyi","doi":"10.20535/2410-8286.290370","DOIUrl":"https://doi.org/10.20535/2410-8286.290370","url":null,"abstract":"The public education system shifted towards one centered on information technology due to the COVID-19 epidemic. Hence, in recent years, online learning has emerged as a substantial curriculum component at several educational institutions in Sri Lanka. The present investigation explores the pedagogical practices in Sri Lankan government universities in the new normal via a qualitative approach by interviewing eight instructors in eight public universities. The findings revealed that the pedagogy has shifted to an online context with the pandemic, and the education system continuously applies online teaching, assessment, and evaluation techniques. Teachers and students initially encountered various issues in the new normal, including technical difficulties, economic conditions, and a lack of available resources for integrating IT into the education pedagogy. Hence, current practices should continue facilitating digital infrastructure and blended approaches for better outcomes. The authors recommend that policymakers and authorities take high responsibility for building an effective IT-based strategy. It is vital to train educators and encourage them to fully utilize the recent movement towards online instruction by supplying all the necessary technological skills. Training educators and encouraging them to utilize the recent movement towards online instruction entirely is vital by supplying all the necessary technological skills. The government should provide essential infrastructure and facilities to institutions while working toward creating a welcoming atmosphere within universities. Giving encouragement and financial aid to students is critical to alleviating student pressures while transitioning to online learning methods. Policymakers must consider the significance of the human component and realize that technology alone cannot solve every problem. The present transition in the educational system demands implementing a strategic framework to identify the strengths and address the shortcomings.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139137178","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 : 2023-12-30DOI: 10.20535/2410-8286.295381
Z. Kornieva, Iryna Borbenchuk, Yuliia Baklazhenko
The article studies the translation of the Ancient Greek literature into Ukrainian as an important and historically conditioned process that influenced the translation tradition in Ukraine. The authors trace the history of translation dating from the period of Kyivan Rus to modern times by applying linguistic, chronological and thematic approaches. As a result of the conducted study the authors define main directions and trends of assimilation of the classical Ancient Greek literature by the Ukrainian context through translation in its cultural and historical dimension, as well as characterize the translations of the Ukrainian scientists and outline their contribution into the classical literature corpus formation. It has been revealed that in different historical periods, translated literature performed definite functions (it was used in religious worship, as the material for original literature creation, in intellectual discussions). Since the 19th century, there existed a tendency when translators (M. Zerov, I. Franko, Lesya Ukrainka, V. Svidzinskyi, P. Nishchynskyi, M. Rylskyi, G. Kochur, Borys Ten, M. Lukash, M. Moskalenko, A. Sodomora, etc.), guided by their own preferences, cultural trends, national needs, political attitudes, consciously chose original texts for translation, carried out scientific investigations and added commentaries to their publications, thereby creating a scientific discussion in the Ukrainian society. It was also found out that translations of Homer's works into Ukrainian led to the emergence of a certain translational tradition (the same phenomenon is observed in Western Europe), when Ukrainian translators developed a methodology that allowed them not only to convey the ideological and content component of the original poems, but also to reproduce the rhyming of ancient poetry. The paper concludes that modern translators from the Ancient Greek language continue to popularize ancient literature and the legacy of the holy fathers, thereby supporting the continuity of the Ukrainian school of translation.
{"title":"TRANSLATION AND TEACHING OF CLASSICAL ANCIENT GREEK LITERATURE IN UKRAINE: CULTURAL INFLUENCE AND HISTORICAL DIMENSION","authors":"Z. Kornieva, Iryna Borbenchuk, Yuliia Baklazhenko","doi":"10.20535/2410-8286.295381","DOIUrl":"https://doi.org/10.20535/2410-8286.295381","url":null,"abstract":"The article studies the translation of the Ancient Greek literature into Ukrainian as an important and historically conditioned process that influenced the translation tradition in Ukraine. The authors trace the history of translation dating from the period of Kyivan Rus to modern times by applying linguistic, chronological and thematic approaches. As a result of the conducted study the authors define main directions and trends of assimilation of the classical Ancient Greek literature by the Ukrainian context through translation in its cultural and historical dimension, as well as characterize the translations of the Ukrainian scientists and outline their contribution into the classical literature corpus formation. It has been revealed that in different historical periods, translated literature performed definite functions (it was used in religious worship, as the material for original literature creation, in intellectual discussions). Since the 19th century, there existed a tendency when translators (M. Zerov, I. Franko, Lesya Ukrainka, V. Svidzinskyi, P. Nishchynskyi, M. Rylskyi, G. Kochur, Borys Ten, M. Lukash, M. Moskalenko, A. Sodomora, etc.), guided by their own preferences, cultural trends, national needs, political attitudes, consciously chose original texts for translation, carried out scientific investigations and added commentaries to their publications, thereby creating a scientific discussion in the Ukrainian society. It was also found out that translations of Homer's works into Ukrainian led to the emergence of a certain translational tradition (the same phenomenon is observed in Western Europe), when Ukrainian translators developed a methodology that allowed them not only to convey the ideological and content component of the original poems, but also to reproduce the rhyming of ancient poetry. The paper concludes that modern translators from the Ancient Greek language continue to popularize ancient literature and the legacy of the holy fathers, thereby supporting the continuity of the Ukrainian school of translation.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139137342","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 : 2023-12-30DOI: 10.20535/2410-8286.274944
O. Chaikovska, I. Humeniuk, Anastasiia A. Trofymenko
Technical writing skills allow prospective professionals to be competitive engineers, be effective at the workplace, reach high positions, and gain self-confidence in Agricultural Engineering. Therefore, technical writing is an integral part of English for Specific Purposes communication of prospective agricultural engineers. The current study aims to examine the influence of Online Writing Lab (OWL) resources on the development of students’ technical writing skills. To achieve the outlined aim, a mixed research design was employed, which involved 58 Masters of Podillia State University. Two groups were formed based on students’ preferences: experimental (n=28) and control (n=30). The Pearson criterion was used to process the results, which indicated that there was a statistically significant difference between the experimental and control groups in terms of their technical writing performances. The study has shown that using OWL resources positively influences the development of Master’s technical writing skills. OWL can be considered an effective tool for teaching students technical writing. It engages and motivates the students in technical writing skills and further self-study. Additionally, the study revealed that the majority of the students have positive attitudes toward the use of OWL resources in the learning process.
{"title":"DEVELOPMENT OF PROSPECTIVE AGRICULTURAL ENGINEERS’ TECHNICAL WRITING SKILLS USING ONLINE WRITING LAB","authors":"O. Chaikovska, I. Humeniuk, Anastasiia A. Trofymenko","doi":"10.20535/2410-8286.274944","DOIUrl":"https://doi.org/10.20535/2410-8286.274944","url":null,"abstract":"Technical writing skills allow prospective professionals to be competitive engineers, be effective at the workplace, reach high positions, and gain self-confidence in Agricultural Engineering. Therefore, technical writing is an integral part of English for Specific Purposes communication of prospective agricultural engineers. The current study aims to examine the influence of Online Writing Lab (OWL) resources on the development of students’ technical writing skills. To achieve the outlined aim, a mixed research design was employed, which involved 58 Masters of Podillia State University. Two groups were formed based on students’ preferences: experimental (n=28) and control (n=30). The Pearson criterion was used to process the results, which indicated that there was a statistically significant difference between the experimental and control groups in terms of their technical writing performances. The study has shown that using OWL resources positively influences the development of Master’s technical writing skills. OWL can be considered an effective tool for teaching students technical writing. It engages and motivates the students in technical writing skills and further self-study. Additionally, the study revealed that the majority of the students have positive attitudes toward the use of OWL resources in the learning process.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139139897","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 : 2023-12-30DOI: 10.20535/2410-8286.272234
Sna Farooqi, Fakhra Naeem
This research confirms that an e-learning method such as the flipped classroom model improves active learning through students' engagement, critical thinking, and preparation for class. The research shows that when students were engaged in the class, liked learning new material, and were interested in it, they were more emotionally involved in the flipped classroom content, participated in class, felt good about themselves, and had fun. Afterwards, they demonstrated behavioural engagement by attending class, paying attention, and making an effort to complete assignments and participate in group work as instructed by their concerned teacher. Method: The participants were undergraduates enrolled in a BBA programme and postgraduate MBA course students studying at the university level in the Delhi-NCR region. 261 students, almost 35 per cent of the total population across all years, filled out the questionnaire. A questionnaire developed on Google Forms was distributed among students via the Google Classroom platform and WhatsApp. Students in the classroom were exposed to the flipped learning method using Edmodo and Google Classroom. Findings: Through the consequences of this study, it is demonstrated that, although there is an immediate and positive connection between Flipped Classroom Learning and student Engagement (t-esteem 33.146), the relationship is also positively mediated by (t-value 4.782) and Student Class Preparation (t-value 4.585). It is suggested to increase the scope of the study so that, rather than drawing a study sample from a single institution, future research includes participants from various academic backgrounds and institutions. Practical Implications: This research confirms that a flipped classroom model improves active learning through students' engagement, critical thinking, and preparation for class. This indicates that students were more emotionally invested in the flipped study hall content when they were keen on the class, delighted in learning new data, participated in class, felt good about themselves, and had fun.
{"title":"PRECEDENCE AND IMPACT OF FLIPPED CLASSROOM ON STUDENT ENGAGEMENT: MEDIATING STUDY USING SEM-PLS","authors":"Sna Farooqi, Fakhra Naeem","doi":"10.20535/2410-8286.272234","DOIUrl":"https://doi.org/10.20535/2410-8286.272234","url":null,"abstract":"This research confirms that an e-learning method such as the flipped classroom model improves active learning through students' engagement, critical thinking, and preparation for class. The research shows that when students were engaged in the class, liked learning new material, and were interested in it, they were more emotionally involved in the flipped classroom content, participated in class, felt good about themselves, and had fun. Afterwards, they demonstrated behavioural engagement by attending class, paying attention, and making an effort to complete assignments and participate in group work as instructed by their concerned teacher. Method: The participants were undergraduates enrolled in a BBA programme and postgraduate MBA course students studying at the university level in the Delhi-NCR region. 261 students, almost 35 per cent of the total population across all years, filled out the questionnaire. A questionnaire developed on Google Forms was distributed among students via the Google Classroom platform and WhatsApp. Students in the classroom were exposed to the flipped learning method using Edmodo and Google Classroom. Findings: Through the consequences of this study, it is demonstrated that, although there is an immediate and positive connection between Flipped Classroom Learning and student Engagement (t-esteem 33.146), the relationship is also positively mediated by (t-value 4.782) and Student Class Preparation (t-value 4.585). It is suggested to increase the scope of the study so that, rather than drawing a study sample from a single institution, future research includes participants from various academic backgrounds and institutions. Practical Implications: This research confirms that a flipped classroom model improves active learning through students' engagement, critical thinking, and preparation for class. This indicates that students were more emotionally invested in the flipped study hall content when they were keen on the class, delighted in learning new data, participated in class, felt good about themselves, and had fun.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141449","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 : 2023-12-30DOI: 10.20535/2410-8286.284683
Aysegul Tural, Neşe Koçak
In today's Technology Age, where communication technologies are gaining momentum, social, cultural, and technological competencies draw attention from individual and societal perspectives. Along with technological innovations, transformations are experienced in the societal development process in many areas, including education, communication, language, culture, economy, etc. In this context, innovative technologies in today's science and technology-oriented society bring applications of artificial intelligence and the virtual universe, exploring the interaction between humans and space and beyond. Metaverse stands out as a structure among these virtual universe applications. Metaverse, one of the popular artificial intelligence applications of recent times, emphasizes creating a virtual social environment beyond time with the understanding of space and beyond. Metaverse is a permanent three-dimensional world where many situations that we cannot experience in the real world can be experienced and where communication can be established with other people or virtual people. It is thought that it may be beneficial to support a course such as social studies, which includes many disciplines and aims to raise well-equipped citizens with technology. The social studies course is also noteworthy as an area focusing on developing digital competence and skills. In this direction, this research aims to reveal the awareness levels of pre-service social studies teachers about metaverse usage from various variables. The experimental scanning method from quantitative research methods was utilized during the research process. According to the results of the study, while the awareness of the pre-service teachers about the application of metaverse as a current, popular technology and communication source is not found to be significant in terms of variables such as gender, age, and class level, it is significant regarding the university they attend, frequency of internet use, thoughts about using the internet/technology in education, digital environment and metaverse themed education, certificate program, and participation in courses.
{"title":"AWARENESS LEVELS OF SOCIAL STUDIES PRE-SERVICE TEACHERS REGARDING METAVERSE USE","authors":"Aysegul Tural, Neşe Koçak","doi":"10.20535/2410-8286.284683","DOIUrl":"https://doi.org/10.20535/2410-8286.284683","url":null,"abstract":"In today's Technology Age, where communication technologies are gaining momentum, social, cultural, and technological competencies draw attention from individual and societal perspectives. Along with technological innovations, transformations are experienced in the societal development process in many areas, including education, communication, language, culture, economy, etc. In this context, innovative technologies in today's science and technology-oriented society bring applications of artificial intelligence and the virtual universe, exploring the interaction between humans and space and beyond. Metaverse stands out as a structure among these virtual universe applications. Metaverse, one of the popular artificial intelligence applications of recent times, emphasizes creating a virtual social environment beyond time with the understanding of space and beyond. Metaverse is a permanent three-dimensional world where many situations that we cannot experience in the real world can be experienced and where communication can be established with other people or virtual people. It is thought that it may be beneficial to support a course such as social studies, which includes many disciplines and aims to raise well-equipped citizens with technology. The social studies course is also noteworthy as an area focusing on developing digital competence and skills. In this direction, this research aims to reveal the awareness levels of pre-service social studies teachers about metaverse usage from various variables. The experimental scanning method from quantitative research methods was utilized during the research process. According to the results of the study, while the awareness of the pre-service teachers about the application of metaverse as a current, popular technology and communication source is not found to be significant in terms of variables such as gender, age, and class level, it is significant regarding the university they attend, frequency of internet use, thoughts about using the internet/technology in education, digital environment and metaverse themed education, certificate program, and participation in courses.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139137246","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 : 2023-12-30DOI: 10.20535/2410-8286.281048
Nataliia Todorova
The article focused on exploring the effect of the use of Quizlet on Ukrainian service members’ English vocabulary acquisition and their perceptions of its utilisation in the educational process. A mixed-method research design combining quantitative and qualitative approaches was employed in this experimental study, which consisted of 3 stages. The data for the analysis were collected through 3 survey questionnaires and 2 tests. The obtained results reported a beneficial effect of Quizlet integration into the English language course on the service members’ English vocabulary mastery. The participants demonstrated high learning outcomes and significant English vocabulary acquisition progress after systematic and continued Quizlet utilisation in and out of class. Ukrainian service members positively responded to Quizlet implementation during the course and supported its further integration into the programme. The participants viewed Quizlet as an effective learning tool and highly valued its practical use. They praised Quizlet's simplicity, convenience, mobility, and time-saving abilities but underestimated its motivating and entertaining potential. Under the current conditions of the increased demand for English-speaking personnel, this study can contribute to the development of practice guidelines for the incorporation of Quizlet and other vocabulary-building mobile applications into the English language courses for military professionals at higher military educational institutions.
{"title":"EFFECT OF QUIZLET USE ON UKRAINIAN SERVICE MEMBERS’ ENGLISH VOCABULARY ACQUISITION","authors":"Nataliia Todorova","doi":"10.20535/2410-8286.281048","DOIUrl":"https://doi.org/10.20535/2410-8286.281048","url":null,"abstract":"The article focused on exploring the effect of the use of Quizlet on Ukrainian service members’ English vocabulary acquisition and their perceptions of its utilisation in the educational process. A mixed-method research design combining quantitative and qualitative approaches was employed in this experimental study, which consisted of 3 stages. The data for the analysis were collected through 3 survey questionnaires and 2 tests. The obtained results reported a beneficial effect of Quizlet integration into the English language course on the service members’ English vocabulary mastery. The participants demonstrated high learning outcomes and significant English vocabulary acquisition progress after systematic and continued Quizlet utilisation in and out of class. Ukrainian service members positively responded to Quizlet implementation during the course and supported its further integration into the programme. The participants viewed Quizlet as an effective learning tool and highly valued its practical use. They praised Quizlet's simplicity, convenience, mobility, and time-saving abilities but underestimated its motivating and entertaining potential. Under the current conditions of the increased demand for English-speaking personnel, this study can contribute to the development of practice guidelines for the incorporation of Quizlet and other vocabulary-building mobile applications into the English language courses for military professionals at higher military educational institutions.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139138758","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 : 2023-12-30DOI: 10.20535/2410-8286.288810
Michal Novocký, Renáta Orosová, V. Starosta
This study aims to analyse selected variables which influence the self-perceived efficacy in mentor teachers. The Mentor Efficacy Scale (Riggs, 2000) was used as the measuring instrument. Some items were removed while others were modified for the purpose of specifically researching mentor teachers. Subsequently, exploratory factor analysis was performed (principal component analysis, promax rotation). Based on the result, the final version of the instrument explored two dimensions (general and personal efficacy). Cronbach’s alpha confirmed the optimal internal consistency of both the dimensions and the instrument itself. 128 mentor teachers cooperating with the Faculty of Arts at Pavol Jozef Šafárik University in Košice participated in the research. The majority of the research group comprised respondents with 26 – 30 and 31 and more years of teaching practice, 6 – 10 and 11 – 15 years of mentoring practice. A statistically significant difference was identified in the general efficacy of mentor teachers in terms of the completion training focused on the development of mentoring skills. Another statistically significant difference was identified in the personal efficacy of mentor teachers in terms of the specific type of practice they are mentoring. Other independent variables such as gender, school type, length of the teaching practice, length of the mentoring practice and teaching qualifications for the position of an official mentor for entry-level colleagues, did not make a statistically significant difference in the perceived general and personal efficacy in mentor teachers. Our findings indicate that further education focused on mentoring boosts mentor teachers’ trust in the benefits of mentoring. Their engagement in the student training boosts their conviction that the students of teaching should receive career development support.
{"title":"SELF-PERCEIVED EFFICACY OF MENTOR TEACHERS","authors":"Michal Novocký, Renáta Orosová, V. Starosta","doi":"10.20535/2410-8286.288810","DOIUrl":"https://doi.org/10.20535/2410-8286.288810","url":null,"abstract":"This study aims to analyse selected variables which influence the self-perceived efficacy in mentor teachers. The Mentor Efficacy Scale (Riggs, 2000) was used as the measuring instrument. Some items were removed while others were modified for the purpose of specifically researching mentor teachers. Subsequently, exploratory factor analysis was performed (principal component analysis, promax rotation). Based on the result, the final version of the instrument explored two dimensions (general and personal efficacy). Cronbach’s alpha confirmed the optimal internal consistency of both the dimensions and the instrument itself. 128 mentor teachers cooperating with the Faculty of Arts at Pavol Jozef Šafárik University in Košice participated in the research. The majority of the research group comprised respondents with 26 – 30 and 31 and more years of teaching practice, 6 – 10 and 11 – 15 years of mentoring practice. A statistically significant difference was identified in the general efficacy of mentor teachers in terms of the completion training focused on the development of mentoring skills. Another statistically significant difference was identified in the personal efficacy of mentor teachers in terms of the specific type of practice they are mentoring. Other independent variables such as gender, school type, length of the teaching practice, length of the mentoring practice and teaching qualifications for the position of an official mentor for entry-level colleagues, did not make a statistically significant difference in the perceived general and personal efficacy in mentor teachers. Our findings indicate that further education focused on mentoring boosts mentor teachers’ trust in the benefits of mentoring. Their engagement in the student training boosts their conviction that the students of teaching should receive career development support.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139138706","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 : 2023-12-30DOI: 10.20535/2410-8286.295529
I.P. Mazur, Nataliia Hasiuk, M. Drohomyretska, Ivan Popovych, Volodymyr Radchuk
The system of continuous professional development of doctors in Ukraine needs detailed analysis and comprehensive dynamic monitoring to become a process that includes the possibility of a doctor’s professional growth. The research aims to monitor approaches to the continuous professional development of dentists for the formation and improvement of professional competence skills by highlighting the role of individual educational trajectory based on the priority of work formats with professional information, methods of familiarization with it and its receiving. 2216 respondents took part in the research, filling out a questionnaire during scientific and practical events of professional schools for dentists in online mode in March 2023, which included questions on the definition and objectification of forms, formats, ways of implementing continuous professional development and the vision of approaches to acquiring new knowledge and skills. The data obtained was processed using the StatSoft Inc licence program. Analytical research methods and structural-logical analysis were applied. According to the survey results, an individual's educational trajectory should include attending lectures, professional seminars, working with scientific and practical publications. The main quality requirement for publications is their good illustration of clinical cases and algorithms for working with patients. The analysis results of the rating parameters of professional dental journals declare the request of the dental community to improve the quality of material content, visual design and a possible change in positioning.
{"title":"DISCUSSION ON INDIVIDUAL EDUCATIONAL TRAJECTORY AS AN INTEGRAL COMPONENT OF CONTINUOUS PROFESSIONAL DEVELOPMENT","authors":"I.P. Mazur, Nataliia Hasiuk, M. Drohomyretska, Ivan Popovych, Volodymyr Radchuk","doi":"10.20535/2410-8286.295529","DOIUrl":"https://doi.org/10.20535/2410-8286.295529","url":null,"abstract":"The system of continuous professional development of doctors in Ukraine needs detailed analysis and comprehensive dynamic monitoring to become a process that includes the possibility of a doctor’s professional growth. The research aims to monitor approaches to the continuous professional development of dentists for the formation and improvement of professional competence skills by highlighting the role of individual educational trajectory based on the priority of work formats with professional information, methods of familiarization with it and its receiving. 2216 respondents took part in the research, filling out a questionnaire during scientific and practical events of professional schools for dentists in online mode in March 2023, which included questions on the definition and objectification of forms, formats, ways of implementing continuous professional development and the vision of approaches to acquiring new knowledge and skills. The data obtained was processed using the StatSoft Inc licence program. Analytical research methods and structural-logical analysis were applied. According to the survey results, an individual's educational trajectory should include attending lectures, professional seminars, working with scientific and practical publications. The main quality requirement for publications is their good illustration of clinical cases and algorithms for working with patients. The analysis results of the rating parameters of professional dental journals declare the request of the dental community to improve the quality of material content, visual design and a possible change in positioning.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141121","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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