Online Project Research Articles

NONLINEAR LEARNING PATH: A SYSTEMATIC REVIEW

Students benefit from a nonlinear learning path, also known as a nonsequential learning path, because it allows them to control the pace and sequence of their learning. However, the dynamics of a nonlinear learning path, particularly within an open learning environment like MOOCs, remain underexplored. The current study aims to map out various nonlinear learning paths and explore the potential for personalisation within these environments. Guided by the PRISMA 2020 Statement, we conducted a comprehensive review of 3,418 articles from three databases, focusing on 30 that were relevant to nonlinear learning paths in open learning environments. We discovered that a nonlinear learning path in MOOCs involves path selection, cyclical paths, or skipped paths, all influenced by the design of the MOOC learning materials. In classrooms utilizing an open learning environment, a nonlinear learning path is facilitated by activities such as face-to- face or online discussions, self-study materials, student-created content, project mentoring or coaching, peer feedback, and co-learning activities. Additionally, personalisation, tailored by educators or technology, is key to preventing students from becoming disoriented within these open learning environments. Our findings highlight the importance of promoting nonlinear learning paths in both classrooms and MOOCs, developing learning path recommender systems, and creating supportive MOOC learning materials. Future research should explore students’ perceptions of nonlinear learning paths within an open learning environment, particularly focusing on the integration and impact of MOOC learning materials.

Science Communication and Popularization of Science in CS recruitment Tasks

The article analyzes the global practice of using science communication and, in particular, science popularization to recruit volunteers for citizen science projects (CS recruitment). Russians actively participate in global, cross-border online projects. However, local Russian CS projects are less successful. It is shown that the problem of unsatisfactory recruitment is very serious. Science communication and science popularization contribute to recruitment and volunteer retention. Moreover, the role of communication is particularly important in the early stages of a project. The concepts of active and preliminary stages of CS recruitment are introduced to identify the dynamics of volunteer motivation. The experiences considered in the article can be useful for scientific management in Russia.

Dialogic reading in an early childhood education setting: ECEs’ learning in the context of a community of practice model

ABSTRACT The professional development (PD) of early childhood educators (ECEs) is key to childcare quality. The Professional Learning Community (PLC) model has been well-researched in K-12 settings and is found to have advantages over traditional models of PD; thus, it holds promise for educators in other settings such as early childhood education centers. Indeed, there is an increasing call for the implementation of this model in ECE settings. Some research has found that supporting ECEs’ professional learning (PL) through PLC development is a promising approach; nonetheless, PLCs remain under-researched in early childhood contexts, and findings are less conclusive. The current study examined the potential of PLC development for supporting learning about Dialogic Reading (DR) – a topic of interest to ECEs. In the current study, ECEs in one Canadian context participated in an online project in which they concurrently learned about the PLC model and DR. Our research, including ECEs’ written reflections, and video data of the ECE-child storybook reading, yielded novel findings. These findings suggest that ECEs learned to employ the specific techniques of dialogic reading for engaging children and enriching the dialogic interactions during storybook reading, while also learning to enact processes associated with a PLC model. The ECEs attributed several features of the PLC model to deepening their DR learning. These findings and their implications for practice and future research are further considered.

What does it mean to be queer in Wikidata? Practices of gender representation within a transnational online community

Abstract The continuing digitization and datafication that our society is undergoing are having a significant impact on our daily lives, giving rise to new possibilities but also entailing significant risks for people who are discriminated against or marginalized. Queer communities are particularly affected by these processes; therefore, it is crucially relevant to research transnational digital projects that involve them. In the Wikidata Gender Diversity (WiGeDi) project, we are looking at practices of gender representation in the Wikidata knowledge base, a collaborative online project managed by a worldwide community. Working from the idea that gender is a complex social construct, we investigate how the Wikidata community has approached the complex issue of modeling and populating gender data, progressing from a very narrow interpretation of gender as a binary to a representation that is more inclusive of a multiplicity of gender identities.

Bringing the Universe to Every Classroom: The Impact of Digital Technologies on Children's Astronomy Education in Iran

Astronomy education can be a crucial part of Iranian children's education and has the potential to inspire a lifelong passion for science and technology. However, it has been neglected in children's educational systems, particularly among the socioeconomically disadvantaged population. Efforts have been made in the past to improve astronomy education for children in Iran. Still, they were unsuccessful in underprivileged communities due to a lack of facilities and support. In recent years, the internet and digital tools have greatly helped reach a much wider audience and deliver educational content to children who would otherwise have limited access. Kargahe Setare online project was launched in Iran with the goal of using astronomy to inspire a new generation of scientifically literate and curious citizens, regardless of their financial and locative situation. We will explain how we reached out to more than 10000 Iranian children from the big cities to the most deprived villages to promote astronomy. We will discuss how we revised our teaching methods to bring STEM and STEAM activities to the class through online tools and common household objects as educational props. We will show how not only the Covid-19 pandemic did not negatively affect us but how it significantly accelerated the process of gaining public trust in online education. Also, we will discuss how we created a bridge between children, researchers, and the most-known organizations in this field. By sharing our experiences, we aim to demonstrate the potential and outcomes of online education in promoting astronomy and children's development.

The New Mixed Teaching Exploration of Low-Voltage Electrician Training Course under the Background of New Engineering

In the context of New Engineering, the exploration of a novel blended teaching approach for low-voltage electrician training courses aims to address the challenges of modern engineering education by integrating New Engineering concepts and modern teaching technologies to achieve comprehensive innovation in course content and teaching methods. This strategy leverages the advantages of combining online and offline learning to provide a diverse and personalized learning experience, thereby enhancing students' knowledge and practical skills. Online course resources, including interactive courseware, virtual experiments, and simulations, enrich the learning content and increase students' interest and engagement. Offline classes focus on interactivity and practical application through discussions, case studies, and project collaborations, helping students deepen their understanding and apply their knowledge. Flexible scheduling allows students to learn at their own pace, improving learning efficiency and effectiveness. Personalized learning path design, through preliminary surveys and assessments, helps students set individualized learning goals. Utilizing big data analysis and intelligent recommendation algorithms, the system provides the most suitable learning resources. Students can autonomously adjust their learning paths, fostering self-directed learning, while teachers offer targeted guidance and support to ensure the successful completion of learning tasks. Interactive and collaborative learning environments are strengthened through online and offline interaction mechanisms, group collaborative learning, and the use of various interactive tools, enhancing classroom interaction and participation. The establishment of online learning communities promotes resource sharing and experience exchange, creating a positive learning atmosphere. Assessment and feedback employ formative and practical assessments through online tests, assignments, and project work, comprehensively reflecting students' learning progress and outcomes. Multi-dimensional feedback mechanisms and data-driven evaluation provide detailed learning analysis and improvement suggestions for both teachers and students, enhancing teaching effectiveness.

ОСВІТНІЙ ПРОЄКТ «ЦІКАВА НАУКА ОНЛАЙН» ЯК ШЛЯХ КОМПЕНСАЦІЇОСВІТНІХ ВТРАТ В УМОВАХ ВІЙНИ В УКРАЇНІ

The article highlights the experience of implementing educational projects in the conditions of the transformation of education in Ukraine, which was caused by the war. Research conducted by the State Education Quality Service of Ukraine showed that compensation for the loss of study time most often occurs through providing students with educational materials and tasks for independent study. Group and individual consultations, additional training classes are held less frequently. The study notes that it is too difficult to assess how often these measures are implemented, given that most teachers complain of a lack of conditions and opportunities. Research conducted by us in the Ukrainian educational hubs of JRS Romania in Bucharest confirmed the feasibility of creating educational hubs as an effective form of non-formal education aimed at overcoming educational losses caused by martial law. The results of research and the search for possible ways to reduce the level of educational losses determined the need to introduce new forms of educational activity and more appropriate forms of pedagogical education. In the context of the mentioned problems, the training of natural science teachers in higher education institutions should correspond to the realities of life, the social order and be oriented towards the organization of the educational process online. The implementation of educational projects conducted online based on the STEM-oriented approach, as the experience described in the article has shown, is one of the possible ways to overcome existing educational challenges and ensures that the training of future teachers meets the modern demands of the market of educational services. An example of the implementation of the above ideas is the "Interesting Science Online" project. The idea of the project is to combine the efforts of forms, methods and technologies of formal and informal education to compensate for educational losses in emergency situations. The project's online studios were developed by us depending on the value orientations and preferences of the project participants. The studios of scientific rap, scientific TikTok, the studio "Know How" and "Battle of the Worlds" are actively working in the project. All online studios work under the leadership of students - masters of interesting science. Educational products created in the studios are presented during the work of the studios and in social networks on the project pages. The article presents an innovative form of pedagogical education, online university studios, which improve the quality of training future teachers to carry out educational activities online and demonstrate the possibilities of compensating for educational losses in wartime conditions.

Blended pedagogy for computer programming language

In the face of the challenges posed by the COVID-19 pandemic, the hybrid teaching model has garnered significant attention for its combination of the depth of traditional education with the convenience of distance learning. Focusing on the domain of computer programming language instruction, this study innovatively designs a hybrid teaching strategy aimed at fully exploiting the flexibility of its teaching design and the variety of pedagogical approaches. The strategy integrates face-to-face teaching with online autonomous learning, incorporating project-based teaching methodologies and immediate feedback mechanisms to facilitate active student engagement and deep learning. Through a year-long practice in a C++ programming course, encompassing 68 students, the study empirically validates the effectiveness of the hybrid teaching approach. It not only demonstrates remarkable educational outcomes, enhancing the quality of programming instruction and student satisfaction with their learning experience, but also employs Bayesian analysis to delve into the relationship between learning trajectories and students’ sense of self-efficacy. By focusing on key indicators during the learning process, such as the timeliness and quality of online learning, laboratory work, and project assignments, the study then utilizes Bayesian models to directly assess the impact of these learning behavior metrics on students’ perceived self-efficacy. The findings reveal that students with outstanding academic achievements exhibit higher levels of self-efficacy, confirming that academic performance can reasonably reflect teaching effectiveness and provide a quantifiable basis for assessing individual learning progress. Consequently, this research not only contributes a novel strategy to computer programming education practice but also offers a valuable reference for the application of hybrid teaching models in other disciplines. Furthermore, it promotes in-depth contemplation on post-pandemic innovations in teaching modes and issues of educational equity, laying a solid foundation for constructing a more adaptive and inclusive future education system.

Empowering Future Educators: The Influence of Pedagogical Mentoring on Virtual Collaboration

Virtual collaboration is an established pedagogical method in foreign language education, engaging classes in online projects with international partners as a core component of their curricula. This study investigates the crucial role of teachers as pedagogical mentors in virtual collaboration and analyzes the impact of their strategies and techniques on student learning during these online projects. The article begins by proposing a categorization of pedagogical mentoring based on existing literature. It then presents findings from a virtual collaboration project involving initial English teacher education classes in Indonesia, implementing two types of pedagogical mentoring. Through qualitative content analysis, the study identifies the effects of mentoring provided before the collaboration and reveals insights into student learning when their online interactions are incorporated into classroom activities. The article concludes by discussing the limitations and challenges of different pedagogical mentoring approaches in virtual collaboration and offers recommendations for effective pedagogical mentoring in such projects.

Learning Python Programming in Middle School - an Innovative path to Digital Literacy

In today's world, digital literacy plays a key role in preparing young people for future challenges. Learning to program, especially in Python, is becoming an increasingly important part of high school education. This article draws attention to innovative methods and approaches to implementing a Python programming curriculum in secondary schools, considering them as an effective path to developing digital literacy in students. The article discusses the benefits of learning Python, its role in developing programming and logical thinking skills, and offers recommendations for using innovative teaching methods such as online courses, project work, and competitions to achieve digital literacy goals in high school.

Online palliative care education and mentorship in Nepal: Project ECHO - a novel approach to improving knowledge and self-efficacy among interprofessional health-care providers.

Palliative care access in Nepal is severely limited, with few health-care providers having training and skills to pain management and other key aspects of palliative care. Online education suggests an innovation to increase access to training and mentoring, which addresses common learning barriers in low- and middle-income countries. Project ECHO (Extensions for Community Health Care Outcomes) is a model of online education which supports communities of practices (COPs) and mentoring through online teaching and case discussions. The use of online education and Project ECHO in Nepal has not been described or evaluated. An online course, consisting of 14 synchronous weekly palliative care training sessions was designed and delivered, using the Project ECHO format. Course participants included health-care professionals from a variety of disciplines and practice settings in Nepal. The goal of this study was to evaluate the impact of a virtual palliative care training program in Nepal on knowledge and attitudes of participants. Pre- and post-course surveys assessed participants' knowledge, comfort, and attitudes toward palliative care and evaluated program acceptability and barriers to learning. Forty-two clinicians, including nurses (52%) and physicians (48%), participated in program surveys. Participants reported significant improvements in their knowledge and attitudes toward core palliative care domains. Most participants identified the program as a supportive COP, where they were able to share and learn from faculty and other participants. Project ECHO is a model of online education which can successfully be implemented in Nepal, enhancing local palliative care capacity. Bringing together palliative care local and international clinical experts and teachers supports learning for participants through COP. Encouraging active participation from participants and ensuring that teaching addresses availability and practicality of treatments in the local health-care context addresses key barriers of online education. This study describes a model of structured virtual learning program, which can be implemented in settings with limited access to palliative care to increase knowledge and attitudes toward palliative care. The program equips health-care providers to better address serious health-related suffering, improving the quality of life for patients and their caregivers. The program demonstrates a model of training which can be replicated to support health-care providers in rural and remote settings.

Evolving engineering education: online vs. in-person capstone projects compared (EEE-OIPC)

This study examines the effectiveness of online and face-to-face (F2F) instructional methods in Capstone Senior Design (CSD) projects within Electrical Engineering (EE) and Mechanical Engineering (ME). It explores how each mode influences student success and learning outcomes, addressing the need for adaptable teaching strategies in science, technology, engineering, and mathematics (STEM) education. A comprehensive assessment was conducted, which included project evaluations, advisor feedback, and self-peer reviews. This multifaceted approach aimed to gauge the relative efficacy of online versus F2F modalities in supporting educational outcomes. The findings indicated that both online and F2F modalities achieved parity on several metrics. However, F2F settings significantly enhanced teamwork and collaboration among students. In contrast, online environments excelled in advisor evaluations, suggesting effective mentorship despite less consistent teamwork and project execution. The results emphasize the potential benefits of integrating online and traditional pedagogies to improve educational strategies and student learning experiences. The study highlights the importance of developing online instructional strategies that better mimic the collaborative advantages of F2F instruction. It also underscores the need for a holistic approach to curriculum development to prepare STEM students effectively for future challenges.

The Eschucha (Listen) Podcast Project: Psychosocial Innovation for Marginalized Mexican Youth and Young Adults.

The COVID-19 pandemic was a challenging period for young people in Mexico, particularly those already contending with social and structural inequality. In March 2021, the Colectivo Frontera, a research collective based in Mexico City, Mexico, which works on advancing equity and psychosocial wellbeing among marginalized communities, carried out an 8-week, online project to provide psychosocial support and promote resilience for marginalized young people from different locations in Mexico. The project entailed weekly journaling with the Pandemic Journaling Project (PJP), as well as weekly phone sessions with a mental health specialist who provided emotional support (acompañamiento emocional) through practices of active listening. The project culminated in the Escucha (Listen) Podcast for which each youth participant created an episode about their experiences during the pandemic. Many also submitted a photo to accompany their recording; one produced a song. Participant episodes were compiled into a series of five chapters. Each chapter of the podcast centers on a common theme, including reflections on loved ones lost to COVID-19, social fragmentation, gender-based constraints on expressing emotions, and the experiences and perspectives of children. The project provides a compelling example of a low-cost approach to providing support for the mental health and wellbeing of marginalized young people. It also demonstrates the importance of creating projects that help young people make meaningful connections and that leverage their creativity to foster resilience, improve social cohesion, and elevate their perspectives and voices.

Raising pre-service English language teachers’ awareness of sustainable development goals through literary texts

Purpose This study aims to examine the outcome of an online project to inform preservice English language teachers regarding the United Nations’ Sustainable Development Goals (SDGs). Design/methodology/approach A qualitative research method was used to understand participants’ overall knowledge. In total, 30 preservice teachers were selected from a larger pool after considering their grade point averages, sex, university affiliations and geographical backgrounds to ensure a balanced distribution and diversity. Qualitative data were collected through written productions, video recordings and a postproject survey. Findings Findings revealed that preservice teachers deepened their understanding of SDGs and adopted a positive attitude toward SDGs while increasing their pedagogical awareness and knowledge of teaching English in response to SDGs. They also regarded literary texts as a valuable resource for teaching SDGs. Originality/value This study contributes to the literature by demonstrating that literary works are valuable for educating preservice teachers on integrating SDGs. A detailed overview of the project and its outcomes can guide practitioners and teacher educators in integrating SDGs into their education programs and English language teaching.

Rozwijanie uważnych zachowań u studentów przekładoznawstwa. Od praktyki do usposobienia

Contemporary translator education aims to develop professional competences, adaptability to job market dynamics and life-long learning skills by fostering collaborative, situated and self-directed, experiential learning. In recognition of the essentiality of reflection skills for life-long learning, the author examines the possibility of stimulating students’ (cultural) reflection in online (intercultural) projects via guidance on mindful behaviour, as defined by Ritchhart and Perkins and discusses the findings with a view to informing task design which would augment the development of cultural and other components of translator competence.

APPLICATIONAL OF DIGITAL TOOLS AND TECHONOLOGIES IN SOCIAL WORK PRACTICE – EXPERIENCE FROM THE PROJECT” EDUCATIONAL OF THE FUTURE – DISTANCE VOCATIONAL LEARNING AND TRAINING”

Technological innovations significantly affect various spheres of human life and social relations, and this translates into practice and research in social work and social policy. The integration of technology into social work practice opens up new areas of research, as well as the development of new theories to better understand social reality and human interaction with non-human devices. The purpose of the considerations undertaken in the article is to diagnose the possibility of using digital technologies in the professional education of social workers. The application of digital tools and technologies in the practice of social work, including the improvement of professional skills and functional competencies was possible during the implementation of the project "Education of the future – remote distance education and training", in which the partners were the Vocational Training Institute in Warsaw and the Institute of Labor and Social Affairs funded under the EOG Financial Mechanism 2014–2021, Education Program. Feedback received from social workers testing the project's online course indicates that it is an interesting form of self-education, allowing them to improve their professional competence and update their knowledge.

A Mediation Model of the Usability and Intergroup Relation for Online Project Management Community Effectiveness with Microsoft Teams

Effective international project team development and management is a crucial aspect of project management that directly influences the performance and satisfaction of team members. As reductions in travel and physical mobility are prioritized for sustainability efforts, especially after the COVID-19 pandemic, it is of paramount importance to identify and share effective innovative remote, online project management practices. The purpose of this study is to address the scarcity of related research and investigate the impact of Microsoft (MS) Teams usability on team management effectiveness as mediated by intergroup relation. The population of this study includes university personnel that have participated in the Erasmus+ project Benefit, with a sample size of 52 respondents. The data was analyzed using SmartPLS 4.0. The findings revealed that the usability of MS Teams had a direct, positive, and substantial influence on intergroup interactions and team performance. Further intergroup relations have a direct and significant impact on team effectiveness. The findings of the mediation study indicated that the association between MS Teams usability and team effectiveness is partially mediated by intergroup interactions.

ShopWisely - The Ultimate Price Comparer

Abstract: Customers are faced with an abundance of options in the quickly changing world of online shopping and food delivery, which makes it difficult and time-consuming to find the best offers and affordable solutions. ShopWisely has come to light as a trailblazing answer to this problem, providing consumers with a thorough platform for comparing costs from top e-commerce sites like Amazon and Flipkart as well as popular meal delivery services like Zomato and Swiggy. ShopWisely is an online project that makes it easy for people to make educated purchases. It accomplishes this by compiling real-time pricing information from several sources, giving consumers a comprehensive picture of their choices. With an attractive and userfriendly design, the platform's main objective is to expedite the online shopping and meal ordering process, eventually

ONLINE PROJECTS AS A FORM OF SPREADING PEDAGOGICAL BIOGRAPHICAL KNOWLEDGE IN THE CONTEXT OF OPEN SCIENCE

The article deals with the relevant issue of using social media in the context of open science to disseminate the results of scientific research and implement the mission of institutions of social memory – libraries and museums – to preserve, study and popularize the national pedagogical heritage. It has been revealedthat in foreign and Ukrainian historiography there are no special studies on the spread of biographical knowledge in social networks. The online project is considered both as a multifunctional information resource and as a digital tool for educational activities, which, with the help of web technologies, demonstrates specially created open-access content to a wide range of users. For the first time, the paper analyzes the spread of biographical pedagogical knowledge through the development of online projects and their implementation by means of social networks. Biographical online projects of V. O. Sukhomlynskyi State Scientific and Educational Library of the National Academy of Educational Sciences of Ukraine and the Pedagogical Museum of Ukraine are characterized by the following parameters: systematized information in the form of a table (implementation model, name, web resource where the project was implemented, implementation period, hashtag), grouping by type (collective, individual, calendar, thematic), a brief description of the content of each project, a graphic layout of the project. The examples of biographical online projects have been given. The article reveals thetrend of an increase in the number of biographical online projects in the Ukrainian segment of the Facebook social network during 2020–2022, caused by the decolonization of the Ukrainian humanities. 4 proven models for implementing biographical online projects have been proposed for a widespread use: "Online project on Facebook", "Online project on Facebook and Instagram", Online project on Facebook using a web portal/website", Online project on Facebook as a source ofvirtual exhibition on the website". It has been proven that the use of social networks for the dissemination of pedagogical biography in the form of online projects in the educational and scientific space is not only an effective way of providing access to the results of scientific research to a wide audience, but it also contributes to the restoration and preservation of the national memory.

Impact of the COVID-19 pandemic on IT competencies of students

In the current COVID-19 pandemic era, computer skills have become essential for students and academic staff who participate in remote learning or work on online projects, research, and analysis. Due to the need to shift many activities and projects to the virtual world, having computer skills has become critical for effective functioning in the current situation. The aim of the article was to investigate the level of computer competencies of students in the context of the COVID-19 pandemic. The hypothesis was that most respondents have basic computer skills, but they may have varying levels of proficiency in specific computer competencies, such as the use of new software. To achieve this goal, the authors presented empirical research results conducted in February 2021. The study sample included 649 respondents.The research show that the majority of the respondents declared possessing computer competencies such as the use of computers, smartphones/phones, technical internet support, and mobile devices and applications. However, there were some individuals who faced difficulties in operating new software. Therefore, it was recommended to focus on developing computer competencies in the area of new software use through training or courses that will assist those who have difficulty in this area. It is also important to continue monitoring progress and the effectiveness of such actions. This will increase the level of computer competencies in the whole group of respondents, which may contribute to improving work efficiency and increasing job market opportunities. The conducted Pearson correlation allowed us to draw the following conclusions: there are strong positive correlations between all pairs of IT skills, which suggests a mutual relationship.