Different Forms Of Education Research Articles

INDICATORS OF PERSONAL MATURITY OF FULL-TIME AND PART-TIME STUDENTS

This article presents the results of a study on the indicators of personal maturity of full-time and part-time students. Personal maturity is a complex psychological construct, thanks to which an individual is able to control his/her life activity as a whole. This is a dynamic phenomenon that develops under the influence of not only external but also internal factors. The study revealed differences not only in the general level of personal maturity of students of different forms of education, but also in its individual indicators, such as assertiveness and modality of socio-perceptual attitudes. The obtained diagnostic data can be used in the work of a psychologist with students on issues of personal maturity.

FOREIGN LANGUAGE TRAINING OF FUTURE TEACHERS AT PAVLO TYCHYNA UMAN STATE PEDAGOGICAL UNIVERSITY

The article presents an analysis of the state of foreign language training of future teachers in particular the Faculty of Primary Education at Pavlo Tychyna Uman State Pedagogical University and outlines the prospects for the development of the English-speaking environment at the university. It has been established that the foreign language training of participants in the educational process at USPU complies with the current documents of the international, national and local levels; it continues throughout the training at all educational levels using practice-oriented, interactive and specific teaching methods. It has been studied that the activation of students is facilitated by a combination of different forms of education, the use of digitalization of education and the personal example of the teacher in improving foreign language proficiency through international internships, teaching in English in foreign universities, etc. It has been proved that the experience of organizing international and internal academic mobility confirms the need for high-quality foreign language training, while at the same time making it possible to improve the level of foreign language proficiency; the advantageous features of the university in foreign language training are foreign language courses, recognition of the results of non-formal/informal education for foreign language training disciplines, development and teaching of professional disciplines in English, holding guest lectures, thematic meetings, club classes in English, etc., creating conditions for academic mobility of students and academic staff, project activities, access to English-language research platforms and world libraries, educational resources, as well as involvement of stakeholders, including employers, to increase the motivation of students to learn foreign languages and professional disciplines in English. Based on the analysis of the results of the survey of students and teachers, it was established that they understand the importance of the conditions created at the university for foreign language training, as well as the role of the individual in mastering foreign languages, which contributes to the development and self-improvement of the individual, and the disclosure of his or her reserve capabilities and creative potential, the formation of a socially active and independent personality in the context of intercultural interaction.

Online or in-person learning? The impact of the course mode on the outcomes of studying accounting at the academic level

Purpose: The main goal of this paper is to verify how the way classes are conducted impacts the grades of students in accounting subjects at the university level. Methodology/approach: The study was conducted over six academic years, divided into three two-year research sub-periods (PRE-COVID, COVID-19, and POST-COVID). In these periods, traditional (in-person) and distance (online) forms of studying were observed. Differences in the grades of students in the individual sub-periods were calculated using the Kruskal-Wallis test and a post hoc test (Dunn's test with Sidak's correction). Findings: Based on 851 student grades, significant statistical differences were noted. Moreover, after performing the post hoc test, these differences were significant in relation to the sub-periods (PRE-COVID & COVID-19 and COVID-19 & POST-COVID), which were characterized by different forms of education. Research limitations/implications: This research allows us to indicate the impact of the way classes in accounting were conducted. The research results may constitute the basis for making decisions regarding the development of accounting programs and forms of studying at universities. A limitation of the study is the lack of comparison of grades obtained by students of other economic faculties in the country. Originality/value: The research on the impact of the form of studying on grades in accounting subjects in Polish higher education significantly contributes to filling the research gap regarding the studying of economic subjects, particularly accounting.

На пути к успеху: мотивация и ресурсы саморегуляции как предикторы академической успешности студентов

<p>Currently, the higher education system is constantly changing: the education of increasing number of students is becoming associated with the use of distance technologies, which is why it is so important to identify motivational factors that have a potential impact on the academic success of students of different forms of education. The sample of the study consisted of 114 students of different forms of education (74 extramural students with the use of E-Learning and Distance Educational Technologies and 40 full-time students). Two indicators were used to measure academic achievements: the average score for all previous examination sessions and the self-appraisal of learning scale of the questionnaire by T.V. Kornilova et al. The Academic Motivation Scale (AMS) was used to study the motivational-semantic component, the Brief Self-Control Scale and the Style of self-regulation of behavior – SSRB 2020 questionnaire were used to study the motivational-regulatory component. The Explanatory Style of Successes and Failures (ESSF) technique and the General Self-Efficacy Scale by R. Schwarzer and M. Yerusalem, adapted by V.G. Romek, were used to study the cognitive-motivational component, the persistence and perseverance scale (Grit) was used to study the integrative component. The results showed that if strong internal motivation prevails, it sufficiently determines academic success, but if motivation is lacking or is external, other components, namely self-regulation resources and the style of explaining successes and failures in achievement activities, help to increase academic success. At the same time, the influence of the form of education was not revealed.</p>

The Dynamics of Caring for the Education of Internally Displaced School-Age Children: Teaching During a Crisis in the Mayo Tsanaga Department

Objective: The aim of this article is to examine the changes made by stakeholders in the provision of education for internally displaced school-age children during periods of crisis in the Department of Mayo Tsanaga. Method: Data was collected using development anthropology techniques from basic education authorities responsible for the education of displaced school-age children, implementing partners, parents or families of IDPs, pupils and informants likely to provide relevant information on this target group in the department of Mayo Tsanaga. The data was collected during the writing of our PhD thesis in Anthropology. Documentary research was also carried out. A total of 20 in-depth interviews were conducted in the locality of Zamai and surrounding villages with a split between urban and rural areas over a period from 15 November 2021 to the present day. Results: It has been shown that controlling the numbers of these displaced persons is a prerequisite for better planning and better integration into the education sector. The different forms of education will not eliminate the risk of conflict between individuals or groups of individuals, but they will enable people to know how to manage them and prevent them from degenerating into armed conflict, civil war or even genocide. Discussion: The particularity of this article is that, as well as being situated between forced displacement, terrorism and formal education, it takes a holistic look at the measures taken by stakeholders to encourage or compel parents to contribute to their children's education despite the hostilities, insecurity and armed conflicts that have arisen. Conclusion: The IDPs who are the subject of this study come from surrounding villages and Districts, with different cultures and differing apprehensions about formal education for their children.

«Каждому молодому труженику – среднее образование»: всеобуч в сельской Якутии 1960–1980-х гг.

The present article hinges primarily on the research of quantitative and qualitative characteristics of human resources of rural Yakutia in the Soviet period. The regional experience in implementing the policy of introduc-ing secondary universal education in rural areas is considered. Republican measures to involve working youth in a flexible educational system through educational and advisory centers, part-time and evening schools are highlighted. Difficulties in providing universal schooling for rural schoolchildren and lagging behind the materi-al and technical base of educational institutions in small and remote settlements are pointed out. According to the study, in the period of 1960–1980s, the network of rural schools of different forms of education expanded in the republic and the number of secondary school students increased. Thanks to targeted campaigns, a real breakthrough in the education system occurred, and the level of general education of rural youth and agricul-tural workers in general was raised.

HIGHER EDUCATION IN UKRAINE UNDER MARTIAL LAW: CHALLENGES AND WAYS OF RECOVERY

The article discusses the challenging situation in higher education in Ukraine caused by the war and destruction resulting from the actions of the Russian Federation. The estimated educational losses exceed USD 9 billion. More than 6 million people, including students and educators, were forced to leave the country. Those who remained report a deterioration in their psychological state, which negatively affects the learning and teaching process. The article analyses data on the number of scientific, research, and teaching staff, revealing a clear and rapid decline. It also includes a comparative analysis of the number of higher education institutions and students in different forms of education. To address these issues, comprehensive reforms are necessary to restore and improve education, resume research activities, and provide psychological support to educators and students. Only by following this approach can Ukraine overcome the consequences of the armed conflict and achieve sustainable development in the future.

The role of executive function abilities in interleaved vs. blocked learning of science concepts.

This study investigated the relative efficacy of interleaved versus blocked instruction and the role of executive function in governing learning from these instructional sequences. Eighth grade students learned about three rock concepts (igneous, sedimentary, metamorphic) and their attributes (origin, texture, composition). Consistent with prior studies and as predicted by current theoretical accounts, students who received interleaved instruction showed better memory (i.e., accuracy on true-false questions) when tested 2 weeks later, whereas those who received blocked instruction showed better memory when tested on the same day as instruction. Also consistent with prior studies and theoretical accounts, the blocked group showed greater transfer when tested after a retention interval, although this advantage was not significant. Critically, and as predicted, the shifting and inhibition executive function abilities were more predictive of learning from interleaved vs. blocked instruction. These findings lay the groundwork for future studies investigating the role of executive function in learning from different forms of instruction.

Айтрекинг-исследование трудностей обучения детей с нарушением слуха

<p>The article analyzes the specifics of the organization of the perceptual activity of preschoolers with and without hearing impairment with different forms of instruction in the learning process. A comparative study of a sample of children aged 4-6 years was carried out: typically developing and with sensorineural hearing loss after cochlear implantation. During the experiment, the combinations of verbal and non-verbal instructions were varied. During the training task, eye movements were recorded by a Pupil Labs mobile tracker in the form of glasses. When changing the forms of instructions in 4 series of the experiment, it was found that a measure of reducing visual attention in the learning process in children with hearing impairment is changes in the periods of fixations when they are focused on the regions targeted for the learning task (such as a form for completing the task, a sample, an adult's face) . In children with hearing impairment, during the learning process, a transformation of perceptual processes was recorded depending on the form of the instruction: whether fixation on non-target stimuli decreases, fixation occurs faster or slower, whether the cognitive complexity of information decreases, whether fixation will be longer in target areas, whether there is constant attention and shared attention with an adult. It is shown how a different form of instruction allows you to restructure the perception of a child with hearing impairment, focusing attention on the elements relevant to the task. Differences in the change in the perceptual activity of typically developing preschoolers and preschoolers with hearing impairment were analyzed with different forms of instruction. It was found that the movement of the eyes of children with hearing impairment, unlike their peers, can be characterized by a significant reduction in orienting perceptual actions. The most effective for children with hearing impairment is the simultaneous use of multimodal means of explaining instructions or separately non-verbal forms of instructions (showing an action or a sample). For typically developing children, non-verbal forms of instruction without verbal accompaniment are not as effective.</p>

Preferable academic work forms of medical students in the era of digitalization

The article presents the sociological study results on the preferred forms of medical students’ academic work in the era of digitalization. The study was carried out among students of the Volga Research Medical University using an online survey. The study purpose is to identify the attitude of various typological groups of medical students to various forms and methods of scientific and methodological support of the educational process, including the use of digital technologies. The work showed that behind the variety of medical students’ attitudes on the effectiveness of different forms of education, there is a willingness of young people to move away from traditional methods of obtaining professional knowledge and skills, and they clearly have a complex request for new forms of teaching, including using the Internet and electronic resources. The assessment of various forms and teaching methods has noticeable differences depending on the affiliation of students to various faculties. The article analyzes the students’ assessments of the various forms’ effectiveness of education using multidimensional data analysis, which made it possible to identify four types of student attitudes: 1) orientation to online learning; 2) live contact with the teacher; 3) electronic library; 4) work with summaries of educational materials. Each of these types contains its own set of preferred and rejected items

Promoting future teachers’ evidence-informed reasoning scripts: Effects of different forms of instruction after problem-solving

Pre-service teachers face difficulties when dealing with problem situations in the classroom if their evidence-informed reasoning script (EIRS) is not adequately developed. An EIRS might be promoted by demonstrating how to implement evidence-informed reasoning after a problem-solving activity on an authentic case. However, it is unclear what form of instruction is appropriate to promote pre-service teachers in the development of an EIRS. The present 2×3-factorial experimental intervention study investigated how different forms of instruction on functional procedures (example-free vs. example-based) and on dysfunctional procedures (without vs. example-free vs. example-based) affect the development of an EIRS. N = 384 pre-service teachers worked on a written case vignette of a problem situation in a problem-solving phase, in which the crucial steps of the EIRS were prompted externally. In the subsequent instruction phase, the participants compared their own solution with an example-free or example-based instruction on functional procedures, which was either supplemented by an example-free or example-based instruction on typical dysfunctional procedures or not at all. The participants’ learning success (declarative EIRS; near and far transfer problem-solving performance) and error awareness were assessed. The results revealed that the example-based instruction on functional procedures led to a higher learning success than the example-free instruction. Both forms of instruction on dysfunctional procedures improved learning success compared to learning without one. During learning, error awareness was higher for learners who worked with an example-free instruction on dysfunctional procedures. In order to promote the development of an EIRS in pre-service teachers, it is promising to provide instruction after problem-solving that presents a functional example of evidence-informed reasoning for the given problem and that also points out typical dysfunctional approaches to solving the problem. The results highlight the importance of selecting appropriate scaffolds in case-based learning approaches that aim to develop cognitive schemata. The mechanisms that explain when and why instructions on dysfunctional procedures work need to be further explored.

A regenerative decolonization perspective on ESD from Latin America

ABSTRACT This paper provides a Latin American perspective on ESD, with a focus on transformative and participatory learning in community contexts. With a long history of critical pedagogies, Latin America provides a fertile ground for exploring alternative forms of education as a means to address deep-rooted challenges in western traditional strands of education. We start by providing an overview of pertinent educational currents present in Latin America, then ground these perspectives in two case studies carried out by the authors – one from Colombia, the other from Brazil – which explore grassroots initiatives in community settings that utilise different forms of education and learning. We then propose an integrative model to foster alternative educational approaches that might lead to decolonial and regenerative praxis, finishing with a discussion on how Latin American-rooted regenerative decolonisation perspective and praxis can inform global ESD discourses.

FEATURES OF TEACHER’S ASSISTANT WORK DURING DISTANCE EDUCATION

The article clarifies the importance of organizing high-quality distance learning. The pandemic has already forced all educators to adapt and adjust their work to remote mode. However, the war in Ukraine brought new challenges – the destruction of schools, forcibly relocated students and teachers who study and work in new schools throughout Ukraine and beyond, “dropping out” of the educational process of individual children and entire classes due to air raids, combat actions and other causes connected with war. Now, more than ever, it is important to organize high-quality distance learning, especially for children with special needs, for whom the learning process is even more difficult. Since these children have limited opportunities to quickly react and process information from the environment, it is important to introduce supportive steps into the educational process that will help minimize the effects of psychological trauma. Specialists who work with this category of children participate in the development of various content to support them using different forms of education (face-to-face, remote, mixed). They also help parents of children with special educational needs who need support and assistance with consultations and advice. Therefore, with the introduction of distance learning, the specifics of a teacher’s assistant’s work have changed somewhat. Theoretical provisions regarding the inclusive education of children with special needs are presented in the works of domestic and foreign scientists (V. Zasenko, E. Danilavichiute, A. Kolupaeva, L. Savchuk, T. Sak, O. Taranchenko, D. Deppeler, T. Lorman, D. McGee-Richmond, D. Harvey, etc.). In particular, the specifics of psychological and pedagogical support are considered, it is emphasized that the organization of the educational process in classes where students with special needs study has its own characteristics (forms, methods, involvement of various specialists, parents, etc.). Therefore, in the conditions of a comprehensive educational institution with inclusive education, one of the essential points is the creation of additional necessary conditions, provision of support and accompaniment for children of this category at the present time.

РАЗВИТИЕ СИСТЕМЫ ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ НА ЖЕЛЕЗНОДОРОЖНОМ ТРАНСПОРТЕ КРАСНОЯРСКОГО КРАЯ ВО ВТОРОЙ ПОЛОВИНЕ ХХ ВЕКА

Realization of large-scale projects for the industrial development of Siberia was impossible without appropriate transport infrastructure, as well as the training of personnel with the necessary qualifications. The distinguishing feature of this period was that the call for the need to build large industrial facilities in Siberia was answered by the people mostly of young age: Komsomol members and youth accounted for over 70% of the total number of builders. As a rule, they did not have the necessary building specialties, so the training of young workers was carried out on the station. During this period, a multi-level training system was formed on the railways in Siberia. One of the main principles of personnel policy on the road was the continuity of training. So, for the training of workers, at large depots and at junction stations, preparatory courses were created. The article discusses the features of training for the railway industry in Siberia in the second half of the twentieth century. The author comes to the conclusion that the created system of educational institutions was multi-stage, provided for different forms of education, which made it possible to provide the railway with the necessary personnel. Teachers played an important role in forming the education system, many of whom were awarded the Honorary Railway Worker and the honors students of public education symbols. The author considers the history of the development of educational institutions of the railway industry of the Krasnoyarsk Territory, provides information on the number of graduates for certain periods. The development of the material and technical base of educational institutions continued in the 1980s and 1990s, when new educational buildings were built and classrooms were equipped with new equipment.

The void: COVID-19 restrictions and junior doctor education opportunities

Background In the setting of the COVID-19 pandemic, the modes of hospital service delivery, education, training, and the context surrounding them has undergone enormous change and disruptions. Objective This study aimed to understand the ‘lived-experience’ of junior doctors in relation to their education, training, and professional development during the pandemic. Methods A qualitative study based on thematic and cohort narrative analysis. 20 junior doctors who trained at an Australian tertiary paediatric hospital during the time of COVID-19 restrictions were interviewed. Based on a phenomenological approach, the interviews examined junior doctors’ experiences in relation to medical education, adaptive education styles and the value attributed by participants to different forms of education provided to them. Results Four overarching themes were identified regarding trainee perceptions of the impact of COVID-19 restrictions on learning opportunities, both positive and negative. These were: ‘The void’ – learning expectations junior doctors felt were missed, education affordances, peers and networks, and professional identity. Conclusion The pace with which educators have adapted to new teaching modes should be harnessed to incite equally novel curriculum evolution, smart investment in clinical moments, reconnect learning communities and create robust virtual learning environments.

Designing and Delivering Effective Online Instruction, How to Engage the Adult Learner

Access to different forms of education has become more prevalent in recent years. Online learning design requires innovative pedagogical practices. Dr. Bloomberg provides strategies for online course design, student engagement, andpedagogical methodology.

АЙТРЕКИНГ ИССЛЕДОВАНИЯ ИСПОЛЬЗОВАНИЯ РАЗНЫХ ФОРМ ИНСТРУКЦИИ В ОБУЧЕНИИ ДЕТЕЙ С НАРУШЕНИЕМ СЛУХА

Background. It is analyzed how the method of eye movement registration can be used to study the learning processes of children with hearing impairment. On the basis of oculomotor activity data, diffi culties are identifi ed that impede the learning of children with hearing impairment, which contributes to the discovery of eff ective ways of learning. A separate research issue is the search for the eff ective use of diff erent forms of instruction. Objective. Eye-tracking study of learning diffi culties with diff erent forms of instruction (as diff erent forms of multimodal means of establishing joint attention). Sample. Th e study sample consisted of 15 preschool children with hearing impairment (sensoneural hearing loss, class H90 according to ICD-11), eight girls, seven boys, mean age 5.4±0.8. Methods. A task was used in the form of a correction test to fi ll in the fi gures (according to the Pieron-Ruser method). To understand diff erent forms of instruction in 4 series of the experiment, the combination of the speech form and the use of action in explaining the rule for fi lling in the fi gures varied. Th e main method is the method of eye movement registration using the PLabs portable tracker-the eye tracker. Results. Th e most important criterion for the eff ectiveness of diff erent forms of instruction is the time from the beginning of the presentation of the instruction to the fi rst fi xation on the target object and the duration of attention delay in non-target areas. With multimodal instruction, longer fi xations are observed in relevant areas and short fi xations in irrelevant areas, fi xations are more oft en and faster in relevant areas. With the transition to independent analysis, tasks at the beginning of fi xation in relevant and irrelevant areas become reduced in time and quantity, and then begin to take on an increasingly long character. Conclusion. A diff erent form of instruction allows you to restructure the perception of a child with a hearing impairment, focusing attention on the elements that are relevant to the task. Th e most eff ective is the simultaneous use of multimodal means of explaining instructions to attract and regulate attention.

Changes in the psychological well-being of schoolchildren with mental retardation studying in different forms of education during the transition to the secondary level

Changes in the psychological well-being of schoolchildren with mental retardation studying in different forms of education during the transition to the secondary level

VR Education Support System—A Case Study of Digital Circuits Design

Areas of experience allow for the acquisition and consolidation of both existing knowledge and skills. These are significant factors in the training of staff members for companies in the Industry 4.0 area. One of the currently available modern tools used in the teaching process is virtual reality (VR) technology. This technology, due to its high level of immersion and involvement of the different senses, and the need to focus on the performed activities, allows one to develop skills in solving various tasks and problems. The extended VR environment enables the creation of diverse teaching scenarios adapted to the needs of industry. This paper presents the possibility of building training scenarios in the field of digital techniques. The software solution, developed and presented by the authors, uses elements of computer game mechanics and is designed to familiarize students with the idea of digital circuits, their construction, logical implementation and application. This paper also presents a comparison of the features of different forms of education used in teaching digital techniques, as well as a comparison of these forms, from the point of view of the student and his/her perceptions.

Influence of Educational Methods on Bowel Preparation for Coloncopy: Systematic Literature Review

Background. To review and evaluate the influence of bowel preparation educational methods for colonoscopy used in world practice. Research material and methods. Scientific publications have been searched in PubMed, Cochrane Libraly, Google Scholar and SpringerLink databases since 2011 January 1 until 2020 May 10. The following keywords were used in the search: improving bowel preparation, cleansing, colonoscopy, education, enhanced, method, instruction, intervention, comparison, validated bowel preparation scale, adult participants. The specified inclusion and exclusion criteria were used in the selection of articles, and a detailed analysis of educational methods was performed. Results. This systematic review includes 21 articles, which assesses the various ways in which patients are educated before colonoscopy. The publications are divided into 3 groups: (1) patients in the study group educated in some way are compared with those in the control group who received standard instructions; (2) all patients received standard instructions, and the patients in the study group were additionally educated in some way and compared with the control group; (3) all patients received standard instructions, and patients in the study groups (there was more than one study group) were additionally educated in some way and the study groups were compared with each other. The main comparative results of the used bowel preparation for colonoscopy educational methods are presented. Conclusion. It is necessary to objectively (quantitatively, using standardized scales) evaluate the effectiveness of emerging patient bowel preparation before colonoscopy educational methods, to standardize patient training (education) protocols, so that it is possible to properly compare different forms of education.