Modern Learning Technologies Research Articles

THE PEDAGOGICAL TECHNOLOGY OF MEANS OF PHYSICAL TRAINING OF YOUTH

Physical education is the basis for the formation of health and vitality of young people. The use of modern technologies makes it possible to increase the effectiveness of pedagogical technologies in maintaining students’ interest in physical education classes. In this article, the author examines modern pedagogical technologies in physical education lessons, which help to form ideas about a healthy lifestyle. Special attention is paid to digital tools of the pedagogical process. Modern learning technologies create opportunities for upbringing a well-rounded personality and help to instill in young people the concept of a healthy lifestyle.

Rapid foresight: Information technologies in Physics lessons

Abstract This research, conducted as part of the curriculum in the discipline of Modern Learning Technologies, explores strategies for improving the training of future teachers in response to the dynamic educational landscape. The discipline is an integral component of the educational program designed for students aspiring to become educators. A total of 12 students participated in the study, engaging in a collaborative and iterative process to identify key areas for enhancement in teacher training. The rapid evolution of learning technologies necessitates a proactive approach in preparing future teachers for the challenges and opportunities in the educational landscape. In this study, students enrolled in the educational program for prospective teachers played an active role in the research process. The objective was to leverage the insights and perspectives of these students to identify areas for improvement in teacher training. Twelve students participating in the study were enrolled in the Modern Learning Technologies course. This cohort engaged in a rapid foresight approach, involving activities such as focus group discussions, brainstorming sessions, and collaborative workshops. The methodology aimed to gather diverse opinions on emerging trends in education and technology and to envision potential future scenarios. The findings of the study highlighted key trends in modern learning technologies, including advancements in educational technology, shifts in learning preferences, and evolving classroom dynamics. Students actively contributed to scenario-building exercises, providing valuable input into the skills and competencies they deemed essential for future teachers. The assessment of current teacher training programs revealed areas where adjustments and enhancements were deemed necessary. The active involvement of students in the research process proved to be instrumental in gaining firsthand insights into the needs and expectations of future educators. Collaborative workshops facilitated a co-creation of strategies for improving teacher training programs, ensuring that the enhancements were aligned with the dynamic nature of the educational environment. This research, conducted within the framework of the Modern Learning Technologies course, emphasizes the significance of involving students in the foresight process for enhancing teacher training. The collaborative and iterative nature of the approach ensures that the strategies developed are responsive to the evolving trends and needs in education. As the educational landscape continues to evolve, incorporating student perspectives into teacher training becomes imperative for fostering effective and adaptive educators.

EFFECTIVE USE OF MODERN INTERACTIVE METHODS IN TEACHING ENGLISH

This article highlights several ways to learn English effectively and some of the modern learning technologies in language learning as well. Modern foreign languages are becoming an important component of professional education in society. Such people acquire knowledge first at school, college, lyceum, and then at institutions the main one that helps to learn a foreign language in courses or independently they learn by familiarizing themselves with data sets.

Integrating Hybrid Learning into the Higher Education System: Challenges and Opportunities

Hybrid learning technologies are increasingly being integrated into modern educational practices, eliciting both public concerns about the quality of education and positive feedback regarding the potential of digital learning environments in hybrid classrooms. This learning format acts as a catalyst for enhancing the quality of education and broadening access to educational programs. However, challenges such as student motivation in online settings and teachers’ readiness to use modern learning technologies persist. This research aims to analyze the advantages and disadvantages of hybrid learning. The study employs both theoretical and empirical methods. The theoretical component includes a comprehensive literature review on the topic. The empirical component involves (1) surveying higher education teachers and students about their perceptions of hybrid learning, (2) conducting classes in a hybrid format, and (3) comparing this format with traditional in-person and fully remote learning. The findings reveal that hybrid learning offers distinct advantages, particularly in organizing panel discussions, engaging students who cannot attend in person, and facilitating online programs, minor programs, and employee training. However, these benefits are more pronounced for administrative purposes than for teaching staff, many of whom express skepticism about the long-term effectiveness of hybrid technologies. Identified drawbacks include increased resistance from faculty during the adoption of new technologies, limited access to hybrid learning methodologies and resources, and the need for continuous technical support. Additionally, the study highlights specific challenges in using hybrid classrooms for foreign language instruction, which could be mitigated by increased investment in resolving technical issues.

Online Learning from the Peers in Higher Education

The main reason for the research is to find out what factors affect the student's participation and engagement to peer learning in the university's online course. Today's higher education has a strong foothold in learning theories and pedagogical approaches that focus on collaborative learning, networking and working with peers. Now when digital technology and eLearning platforms have established their place in the infrastructure of educational institutions, we should have the keys to implementing modern education in practice. The hypothesis of the article suggests that we do not yet know how to exploit the capabilities of modern learning technology in a way that students can learn from their colleagues, peers. The practical objective of this article is to create information for planning online courses and organizing weekly tasks. The research data for this paper was drawn up from two different online implementations of the single university course. Students conducted a Moodle-based survey in which they were asked about the pedagogical approach and tools of the course. One aspect of the research is to increase the understanding of the students' opinions of peer activities in an online course. The theoretical background of the research is based on theories of active learning and learning communities. The research data are also reflected in the scientific literature on peer learning and peer assessment. According to the results, students' opinions on peer learning are quite positive. Students are able to appreciate the learning opportunities offered by assignments and activities, which are open and visible to everyone during the course. Most of the students were not interested in peer assessment, but preferred feedback and grade produced by the teacher. Most of the students opposed the small group assignments of the online course. According to the data, students feared that their contribution was considered weak in the eyes of others in the course. The results of this document underline the need for further research into peer learning in higher education. Many strategies that utilize collaborative learning may be useful, but there are still questions about the individual needs, fears and motivation of peer learning. In addition, it would be important to find a way to strengthen mutual trust through online courses.

Optimizing High School English Language Learning: The Impact of Modern Learning Apps and Technology Platforms

The aim of this research is to gain a thorough understanding of how the most recent information technology has affected English language learning in the present, as well as to determine what kinds of platforms and applications are thought to be most useful for helping students improve their command of the language. Additionally, a detailed analysis of the English language learning platform's implementation in Muhammadiyah schools in the Metro will be included in this research. A survey design is used in this study as a quantitative research methodology. The participants in this survey research will be drawn from MTs Muhammadiyah Metro, SMP Muhammadiyah Metro, and SMP Muhammadiyah Ahmad Dahlan, three Muhammadiyah secondary schools located in Metro City. Once the pre-survey is completed, samples will be chosen and the methodology will be decided upon by researchers at the schools and madrasas that have been identified as the research population. The result of the study shows that Female research participants make up the majority (90.09%) of the sample, while male subjects make up just 9.01%), according to the findings of the demographic analysis of the study data. The demographic information provided above indicates that there may be gender biases or trends in the research that could affect the analysis's findings or the dynamics of student participation in the use of technology in the classroom. Moreover, the research focus was at a certain grade level or educational unit stage in high school, as the bulk of research subjects (90.08%) were 17 years old.

Development of environmental projects within the framework of extracurricular physics education using modern learning technologies

The development of environmental projects within the framework of extracurricular physics education using modern teaching technologies is an urgent and promising area of pedagogical activity. The article examines the importance of the environmental component in the educational process and ways to integrate environmental projects into the curriculum. The advantages of using virtual and augmented reality technologies, interactive models and robotics to organize exciting and informative activities are highlighted. Examples of successful practice are given and recommendations are offered to teachers and educational organizations on the implementation of such projects. The purpose of the article is to stimulate discussion and dissemination of experience in the field of environmental education and the practical application of modern educational technologies in teaching physics. The development of environmental projects within the framework of extracurricular physics education using modern teaching technologies is justified by several key factors. Firstly, environmental problems are becoming more acute in the modern world, and it is important to form a responsible attitude towards the environment among students. Environmental projects within the framework of physical education make it possible to draw attention to environmental problems and contribute to the formation of environmental awareness. Secondly, the use of modern technologies such as virtual and augmented reality, interactive models and robotics makes the learning process more exciting and effective. These technologies enable the creation of interactive simulations and experiments that help students better understand physical phenomena and their relationship to the environment. Finally, the development of environmental projects contributes to the development of creative thinking and practical skills of students. Participation in projects allows you to apply theoretical knowledge in practice, which increases their motivation and interest in studying physics.

Problems of digital inclusion in vocational (vocation-technical) education institutions

The content of the article presents an analysis of the problems and trends in the development of modern digital technologies of inclusive education in the field of professional education, taking into account the development of relevant guidelines for customers of educational services. Current problems of digital inclusion in vocational education institutions are considered, namely: high-quality digital Ukrainian-language content that is accessible to various nosologies of education seekers with special educational needs, and the problem of training pedagogical workers in educational institutions to implement the concept of digital inclusion. It was determined that the use of digital technologies means a paradigm shift in approaches to teaching and learning, which is a potential for the transformation of professional education and an opportunity for customers of educational services to succeed in the global economy, ensuring the personalization of the educational process and overcoming the distance between the academic environment and production. At the same time, realizing this potential requires concerted action to address issues such as the digital divide, technology obsolescence, and quality and trust issues. In the context of inclusive educational innovation, digital accessibility is an important aspect of ensuring that all people, including persons with disabilities, have equal access to digital technologies and services. During the study of trends in the development of modern learning technologies in the field of professional and technical education, the staff of the department conducted an analysis of the interaction of inclusive learning technologies and modern digital technologies, focused on understanding how these two elements can interact to create an inclusive educational environment. The ways and possibilities of using digital technologies in the process of inclusive education are determined. The implementation and integration of digital technologies requires significant investment in infrastructure and ongoing support to ensure their sustainability and effectiveness. A successful example of such an infrastructural solution is the single educational-digital ecosystem of the Bilotserk Institute of Continuing Professional Education, which combines the intellectual, scientific, professional, educational, and technological potential of the subjects of the network educational-digital environment, provides for the use of digital, andragogic and interactive technologies in virtual space. The findings of the study indicate that although digital technologies have the potential to significantly improve the quality of vocational education, their successful implementation depends on addressing the associated challenges. It is important to constantly evaluate, study and introduce new initiatives in the field of digital learning and digital inclusion into the educational process, constantly update the educational process through the integration of digital technologies, ensure the appropriate quality of educational programs and resources.

Effective Use of Modern Technologies in Learning in the Educational Process as one of the Factors Affecting Quality (Case-Based Technology)

The research led to the following conclusion. An attempt to use case technology in pedagogic lessons consistently, and even more precisely, in each lesson may turn out to be useless. Firstly, preparation of quality cases for each lesson requires a lot of effort and time. Low-quality notes prepared by a teacher who cannot achieve this in a short time will do more harm than good. Secondly, it is unacceptable to keep students in constant tension during classes. Thirdly, this technology is aimed at researching and solving individual problems (situations). This is ineffective from the point of view of formation of system knowledge and skills on the subject. Finally, the lesson is successful if you purposefully apply different technologies in interaction. Like all other learning technologies, the application of the case method is in the center of attention. Like all other learning technologies, the strengths and weaknesses of the case method are based on conducting special research on the basis of an experiment, creating a new one. a scientific opinion, a different position, a grounded theoretical generalization about this technology, interesting and can lead to the development of useful training models.

ВПРОВАДЖЕННЯ ТЕХНОЛОГІЇ МІКРОНАВЧАННЯ СТУДЕНТІВ-ЕКОНОМІСТІВ ЗА ДОПОМОГОЮ ОНЛАЙН-КУРСІВ

After the outbreak of the pandemic in 2019 and the outbreak of war in the country in 2022, educational institutions at different levels of Ukraine switched to a mixed format of the educational process and were forced to look for modern approaches and technologies for organizing the education of students. This study examines the implementation of microlearning technology using online courses developed on the Moodle platform. Microlearning is a modern learning technology that involves short, intensive training modules focused on the development of specific theoretical knowledge and practical skills. Available online courses, which provide the ability to create and deliver different types of educational content, focus mainly on the formation of necessary knowledge and skills of students, but do not take into account their individual needs and interests in the learning process, and pay little attention to their satisfaction with education in modern conditions. This article investigates the impact of microlearning technology using online courses on students' satisfaction with learning. To determine the level of student satisfaction, an online survey was conducted among 61 students enrolled in the specialty 051 "Economics" programs, which include Business Economics, International Economics, Economic Cybernetics, and Digital Economy, at the National University of Life and Environmental Sciences of Ukraine. All these students were studying using microlearning technology with the use of online courses. As a result, that the level of student satisfaction with learning using this technology is most influenced by such factors as the availability of learning resources, consideration of individual abilities and needs in the online course, opportunities for interaction and communication with the teacher, as well as the format of learning materials and acquired knowledge. Accordingly, these factors should be taken into account when developing online courses and implementing microlearning technologies in the educational process.

Study of the effectiveness of modern learning technologies in preparing future professionals

This study investigates the effectiveness of contemporary learning technologies in equipping prospective professionals with the necessary skills. The objective is to assess how modern teaching tools enhance the preparation of future experts in diverse fields. The methodology involves a comparative analysis between traditional teaching methods and the integration of advanced technologies in educational settings, measuring learning outcomes and student engagement. The findings reveal a significant improvement in students' retention of information, critical thinking abilities, and practical skill acquisition when exposed to modern learning tools. Moreover, the study highlights the importance of adapting teaching practices to align with technological advancements to better prepare future professionals for the evolving demands of the workforce.

PECULIARITIES OF ORGANIZING BLENDED LEARNING IN HIGH SCHOOL MATHEMATICS LESSONS

The article is devoted to the study of the peculiarities of organizing blended learning in high school mathematics lessons. The author characterizes the combination of traditional methods and modern digital technologies in blended learning, which provide students with the opportunity to actively engage in the process of learning. Various aspects of the organization of blended learning in mathematics lessons are formulated. The use of interactive electronic resources to improve students' understanding of mathematical concepts is investigated.The influence of the blended learning approach on students' learning outcomes, their motivation and independence is demonstrated. The role of the teacher as a mediator in blended learning and methods for engaging students in working with digital communications are considered. The importance of blended learning in high school mathematics classes is revealed and tips for the optimal organization of such an educational process are highlighted. The potential challenges associated with the organization of blended learning in high school mathematics lessons are outlined: the need to establish access to digital resources and the Internet, teacher support with information technology, tracking student progress and feedback. The advantages of blended learning are presented: individualization, greater student engagement, more flexible scheduling, etc.Tips for the optimal organization of blended learning in high school mathematics classes are highlighted. The author emphasizes the need to establish access to digital resources and the Internet, as well as to support teachers with information technology. An important aspect is also tracking students' progress and providing feedback to support their learning.In general, the article emphasizes the importance of blended learning in high school mathematics classes and its positive impact on the quality of learning and student development. Integration of digital technologies helps to create a stimulating learning environment, promotes active participation of students in the learning process and develops their knowledge and skills. However, it is important to keep in mind the potential challenges that may arise when organizing blended learning and to provide adequate support for the successful implementation of this educational process.

The effectiveness of a proposed training program in developing digital learning skills among practical education students at Al-Balqa applied university in Jordan

This study aimed to investigate the effectiveness of a proposed training program based on associative communication theory in developing digital learning skills among practical education students at Al-Balqa Applied University in Jordan. It utilized a descriptive and experimental approach with a semiexperimental design on a sample consisting of 100 practical education students at Al-Huson College at Al-Balqa University. They were randomly divided into a control group consisting of 50 students and an experimental group consisting of 50 students. The researchers prepared a proposed training program to develop the digital learning skills of the experimental group, which consisted of 12 training sessions. The digital learning skills test was applied, which consists of 28 questions distributed evenly on four main axes of digital learning, namely, basic skills for digital learning, managing digital learning, using digital learning applications, and applying digital learning in the educational process. The results showed that there were statistically significant differences between the mean scores of the experimental group (18.60) and the control group (10.81) in the post application of the digital learning skills test. The findings were in favor of the experimental group that was trained in the program, which confirms the effectiveness of the training program. Finally, the study recommended the development of training programs to provide practical education students with digital learning skills and to enhance their ability to use and employ modern learning technologies.

EFL Kuwaiti Students' Attitudes Toward Modern Learning Technologies

EFL Kuwaiti Students' Attitudes Toward Modern Learning Technologies

ИСПОЛЬЗОВАНИЕ ИНТЕРАКТИВНОЙ МОДЕЛИ ПРИ ИЗУЧЕНИИ ДИСЦИПЛИНЫ "МАТЕМАТИКА"

The article discusses the use of modern learning technologies in the educational process. The possibility of using interactive digital content to consolidate communication skills in the framework of research, classroom and extracurricular work with students is analyzed.

ОСОБЛИВОСТІ ПРОФЕСІЙНОГО САМОВИЗНАЧЕННЯ МАЙБУТНІХ СОЦІАЛЬНИХ ПРАЦІВНИКІВ В УМОВАХ ЗАКЛАДУ ФАХОВОЇ ПЕРЕДВИЩОЇ ОСВІТИ

The article explores the peculiarities of self-determination of future social workers under the influence of modern transformations in all spheres of life. Educational policy in Ukraine is changing in response to society's demand for improving the quality of vocational pre-university education to ensure the competitiveness of graduates on the labor market, shifting emphasis from training humanitarians and economists to professional training of specialists in the social sphere, taking into account the regional need for specialists of a certain profile. Focusing on the paradigms of the cognitive process, within the framework of which there is a shift in emphasis, the idea of self-determination in the conditions of the institution of professional preliminary higher education is defended. The modern level of extra-primary activities in the conditions of an educational institution of vocational pre-higher education has been clarified. Conditions have been created for determining the criteria, indicators and level of participation of vocational pre-higher education students in extracurricular activities. Special forms and methods of working with students of vocational pre-university education were analyzed and substantiated. Stages of formation and approval of extracurricular activities have been created. The list of necessary conditions for the formation of the system of theoretical knowledge, practical abilities and skills necessary for the effective realization of oneself as an individual in the process of professional training is given in the applicants of vocational education; promoting the development and formation of personal qualities that will contribute to the formation of oneself as a specialist in the social sphere. The purpose of the article was to identify the features of extracurricular work with future social workers, which is aimed at the formation of professional self-development and ensures the effectiveness of the actions of appropriate pedagogical technologies in the conditions of an institution of preliminary higher education. Considerable attention is paid to the problems of extracurricular activities, on the basis of the analysis, the strengths of professional pre-higher education are highlighted, the expediency of using effective methods of extracurricular activities is clarified. Conclusions have been made regarding the need to improve the domestic system of professional pre-higher education, to quickly and adequately respond to constant changes and instability of social life, shifting educational emphasis towards working with students to increase their responsibility for learning outcomes and mastering modern learning technologies. The prospect of further development of the investigated problem is the definition and justification of the necessary pedagogical conditions for improving the quality of extracurricular activities in the environment of a professional college for future social workers in the conditions of globalization. Key words: self-development of personality, future social workers, professional pre-higher education, extracurricular activities.

THE PROBLEM OF DIGITALIZATION OF THE PROCESS OF MANAGING A COMPREHENSIVE SCHOOL IN THE CONTEXT OF NEW PEDAGOGICAL REALITIES

Within the framework of the article entitled "The issue of digitization of the public school management process in the context of new pedagogical realities", we have reached a number of conclusions: rapid penetration of information and digital technologies into all spheres of public life itself requires a digital transformation of the educational system, which should have a systemic and programmatic nature. Today, modern learning technologies, including digital ones, have become an integral part of the management process of all subsystems of the public school, ensuring their technological progress. Modern pedagogical technologies, including digital technology, are among the means of educational process management, the use of which in an educational institution is a top requirement today. Unprecedented use of digital technologies inevitably leads to cardinal changes in the management of the general education school, work with educational information, teacher's functions and methods of class management. Based on the results of our study and the observations made, in the context of digitalization of education, we proposed the technologies, principles, functions and methods of general education school management. Digital technology, which is one of the best mechanisms for the effective implementation of management functions: application, planning, organization, management, control, evaluation, reflection, is used with great efficiency in the school management process. In general, digital technologies are used in the process of managing a comprehensive school, working with educational information, and planning lessons. Principles, functions and methods of managing a general education school, which are undergoing tangible content and functional changes in the course and as a result of digitalization.

DIGITAL LITERACY AND TECHNOLOGIES FOR EDUCATION: PRINCIPLES AND TOOLS

The article considers the relevance of digital literacy and the use of modern learning technologies in educational institutions. Concepts such as digital literacy, digital consumption and digital competence, which allow to determine the role and status of modern universities in the formation of new concepts of higher education, are analyzed; the prerequisites of the decisive factors of the complex implementation of digital literacy in the process of formation of university education are analyzed. The labor market is analyzed in the context of the requirements of the digital economy. Examples of active use of digital technologies in the educational process are given. The teacher's digital literacy is analyzed as a system of basic knowledge, skills and attitudes in the field of everyday use of digital technologies. The proven value of digital technologies in distance learning organizations of educational institutions in quarantine conditions.

Evaluating a novel intervention in undergraduate medicine: an MBBS Curriculum Map

BackgroundFollowing student feedback, a Curriculum Map (CM) was commissioned in 2018 at UCL Medical School (UCLMS). After exploring key requirements of a CM, the second phase focused on building a prototype before its launch. This study evaluates this novel pedagogical intervention following its implementation, from the perspective of its primary users, UCL medical students.MethodsThis multi-method study was conducted two months after the CM’s launch in 2019. Quantitative and qualitative data was gathered via a survey and focus groups across four domains: usefulness, satisfaction, appearance, and content. Reflective Thematic Analysis was used to analyse the qualitative data to build themes.ResultsOne hundred ninety five participants (195/1347, 14%) responded to the survey and two focus groups were held. Higher rates of satisfaction were seen among later years compared to early years students. Five key themes emerged on the CM as a: UCLMS textbook; learning aid for assessments; tool for capturing scientific content; modern learning technology and tool for ‘levelling the playing field’. Key findings suggest that while students welcomed a centralised resource to create transparency, there were clear differences between early and later years students, with the former preferring a more prescriptive approach. Learning was assessment-driven across all years and students highlighted their desire for greater clarity on the importance of curricular content for summative assessments.ConclusionA CM provides a benchmark for medical educators on the undergraduate curriculum, which must be balanced with its limitations; a CM cannot provide an exhaustive syllabus and needs to be supplemented with self-directed learning and clinical preparation for practice.

Multidimensional Parity Algorithms to Escalate the Security of Intelligent Mobile Models in Education

The traditional multiple reserves and resounding costs of increase of the corporal volume can be replaced by a distributed file model of divided data employing algorithms, multidimensional integrity, and resilience to complete losses of the storage facilities. The model's created duplicated data enables you to recover some of the split components' lost functionality. A rapid shift in the appraisal and application of knowledge is also required by increasing information and communication technologies. As a result, modern learning methodologies, approaches, and technologies are being developed. This paper describes how to build an automated instructional and analytical complex using semantic information. It has been established what is needed for such an educational and technological complex. Tools built on a semantic network are represented in formal and structural models. Since it was created using a thorough understanding of the topic, the model is intended to facilitate students' perception of the many educational and technical complexities and to enhance the teacher's work.