Use Of Interactive Tools Research Articles

Online teaching and Learning post-Covid: An Analysis of LMS Usage and Student Outcomes Following the Pandemic

In 2020, the global higher education sector plunged into online teaching and learning within a very short timeframe with the onset of the Covid-19 pandemic. The Sri Lankan state higher education system was no exception. While the initial readiness of both students and teachers for this switch varied or, in many cases, was low, online instruction was the predominant form of teaching and learning for most of the subsequent two years. The Sri Lankan university sector resumed face-to-face teaching for undergraduates in mid-2022 but aspects of online teaching and learning remain, providing a valuable opportunity to take stock of the experiences gathered during the pandemic. This study aims to use data on undergraduate courses offered both during and after the pandemic period at the Faculty of Business in the University of Moratuwa in order to identify online teaching practices that persisted beyond the COVID-19 period and relate student interactions with these activities with academic outcomes. The dataset spans 473 students in five cohorts across six undergraduate courses and includes Moodle (the LMS used by the university) logs, data on academic outcomes, and features of the online course pages. The student level data for the selected courses are augmented with interviews with the corresponding lecturers to gain further insights into why certain learning activities were considered successful and others not. By doing so, the paper aims to identify effective learning tools and best practices that arose during the unplanned transition to online teaching from both lecturer and student perspectives. The results show that there is a continuity in the tools between the online mode during the pandemic and the post-pandemic return to face-to-face teaching with tools such as quizzes, assignment submissions, and videos/lecture recordings used noticeably more than in the pre-Covid period. The use of interactive tools increase the student engagement with the course Moodle pages, which in turn are positively associated with learning outcomes. The paper thus highlights some positive consequences of the pandemic period on education in terms of enhancing the adoption of digital tools for learning among both staff and students.

Free tools for crystallographic symmetry handling and visualization.

Online courses and innovative teaching methods have triggered a trend in education, where the integration of multimedia, online resources and interactive tools is reshaping the view of both virtual and traditional classrooms. The use of interactive tools extends beyond the boundaries of the physical classroom, offering students the flexibility to access materials at their own speed and convenience and enhancing their learning experience. In the field of crystallography, there are a wide variety of free online resources such as web pages, interactive applets, databases and programs that can be implemented in fundamental crystallography courses for different academic levels and curricula. This paper discusses a variety of resources that can be helpful for crystallographic symmetry handling and visualization, discussing four specific resources in detail: the Bilbao Crystallographic Server, the Cambridge Structural Database, VESTA and Jmol. The utility of these resources is explained and shown by several illustrative examples.

Efektivitas Model Pembelajaran Generatif: Pemahaman dan Keterlibatan Siswa dalam Pembelajaran Matematika

Enhancing the quality of mathematics education requires innovative and interactive teaching approaches. Generative Learning Model offers a framework that allows students to actively participate in the learning process, potentially improving their understanding of mathematical concepts. This research aims to conduct a systematic analysis of existing literature on the use of Generative Learning Model in mathematics education, focusing on effective strategies for developing interactive and effective learning tools. The research methodology involves developing a review protocol, conducting a comprehensive literature search through databases such as Google Scholar, and selecting studies using the PRISMA flowchart. The results of the analysis show that the Generative Learning Model can significantly improve mathematical concept understanding and student engagement. Effective strategies in developing learning tools based on the Generative Learning Model include the use of interactive tools and contextual approaches in teaching. The conclusions of this research confirm that the use of the Generative Learning Model contributes positively to the interactivity and effectiveness of mathematics learning, and provides recommendations for further research and practical application in educational contexts.

A Qualitative Study of Preschool Children's Perspectives on an Oral Health Promotion Program in New South Wales, Australia.

In Australia, dental caries are observed in almost half of children starting school. Oral health promotion programs are being implemented in early childhood education and care (ECEC) settings to promote oral health. This study examined children's perceptions of one such program, the Bright Smiles Bright Futures (BSBF) program in ECEC settings in New South Wales, Australia. Data were collected using focus group discussions from 15 children aged 3-5 years, transcribed verbatim, and analysed through inductive thematic analysis. Three themes were identified as follows: (i) oral health knowledge of children, (ii) oral hygiene practices routine and skills development, and (iii) evaluation of the oral health promotion kit and opportunities for improvement. Children's perspectives highlight the BSBF program's success in communicating key messages to promote oral health. The integration of family-centric approaches, acknowledgement of children's preferences, and the use of interactive tools collectively enhance the overall effectiveness of the oral health promotion program.

The Use of Interactive Teaching Tools in the Kazakh Language Lessons of Primary Classes

Today, the goal of the school is not only to give new knowledge, values and personal meanings, but also to reveal the abilities of growing younger students. The interest in interactive methods and tools stems from the need to improve modern practice. Interactive teaching methods provide solutions to educational problems. The issue of the introduction and further use of electronic resources in the educational process is one of the most important in modern conditions. The article discusses the main aspects of the use of electronic educational resources in Kazakh language lessons in primary school. The analysis of the readiness of future primary school teachers to use active means in the educational process is carried out. The general theoretical and methodological basis of the research problem: the scientific works on the use of interactive tools in the educational process are considered, the specifics of interactive methods and the theoretical significance of the research are revealed-pedagogical conditions for the use of interactive learning tools in the development of speech skills of younger schoolchildren. At the same time, in order to teach the subject «Kazakh language» in primary school, based on the results of the pedagogical practice of future primary school teachers in secondary school, the identification of the main contradictions between the new requirements for the development of students' speech skills and the insufficiently studied possibilities of using interactive learning tools in Kazakh language lessons in the practical implementation of these requirements is stated. In a comparative analysis of the results of the study, it was found that with the help of interactive learning tools, the positive dynamics of the presented tasks was noted, the data on the results of the research stages are represented by diagrams, figures.

Formation of the foreign language competence of future physical education teachers when working with digital didactic flash cards

The problem and the aim of the study. Modernization of higher education opens up new prospects for the use of electronic resources in ensuring the quality of foreign language education. The use of interactive tools (simulators, flash cards, virtual boards) meets the requirements for training programs of physical education teachers and the challenges of the international sports movement. The purpose of the work is to study the possibilities of using digital flash cards in training future physical education teachers to develop their foreign language communicative competence. Research methods. The study involved 54 first- and second-year students of Vyatka State University (Faculty of Pedagogy and Psychology) (Russian Federation). Training program: 44.03.01 Pedagogical education, Physical education and sports (bachelor's degree level). The Quizlet online platform was used to work with digital flash cards. The test contains questions grouped into the blocks “Digital educational technologies” and “Foreign language in communication (physical education and sports)”. For statistical processing of data, the Pearson's chi-squared test was used. Results. The system of working with flash cards in foreign language professional communication of physical education teachers is described: studying the functionality, working with ready-made sets of cards, automating and improving lexical units, developing thematic sets. A special feature of the program is the adaptation of its content to the specifics of the field of study. In independent work and online collaboration, students of the experimental group used Flashcards, Speller, Scatter, Quizlet Live modes. Statistically significant differences in the qualitative changes that occurred in the level of foreign language training were determined (χ2 = 8.179; p < 0.05). In conclusion, the possibilities of including flash cards in the training of physical education teachers are formulated: competition and receiving positive emotions; resources for self-development, etc. Difficulties are also highlighted: low initial level of language qualification and digital skills; different motivation; dependence of the learning process on sports specialization.

VIEWS ON PROFESSIONAL DEVELOPMENT ISSUES FROM THE PERSPECTIVE OF ESL TEACHERS

It is indeed true that, teachers are the most important elements of education who constantly need professional development (PD) activities, targeted to improve their pedagogical and teaching practice. Considering this, many educational systems worldwide have paid special attention to designing courses by which the quality of teaching and learning increases considerably. This paper presents a comprehensive examination of English as a Second Language (ESL) teachers' perceptions regarding professional development (PD). With the dual objectives of understanding teachers' recognition of PD necessity and gauging their willingness to engage in PD activities, the study identifies key motivations, effective PD practices, and prevalent challenges. The research employs a survey-based approach, targeting teachers with varying teaching experience, genders, and levels of professional satisfaction. The data gathered from the survey was processed and analyzed through descriptive statistics and Likert scale was employed for outcome assessments on some survey questions. . The results obtained, when compared with the results of other scholars, involved in the relevant investigation, coincided considerably, although some inconsistencies were observed. The findings reveal that a vast majority of ESL teachers appreciate the value of PD and demonstrate a strong willingness to participate in activities aimed at enhancing their teaching effectiveness and English competency. However, the study also highlights significant barriers such as time constraints due to heavy workload and the need for better access to high-quality PD resources. Most teachers associate their PD involvement directly with positive student outcomes, reflecting a clear link between teacher development and student academic achievements. The research uncovers a pronounced interest in the use of interactive tools in education among ESL practitioners, collaborative learning with AI, lesson planning, and feedback provision. Lastly, the paper delves into the factors impacting motivation for PD and underscores the importance of knowledge sharing and an adequate reward system to foster a thriving PD environment for ESL teachers.

ЕФЕКТИВНІСТЬ ВИКОРИСТАННЯ ІНТЕРАКТИВНИХ ІНСТРУМЕНТІВ КОМУНІКАЦІЇ ТА CRM-СИСТЕМ В ЦИФРОВОМУ МАРКЕТИНГОВОМУ СЕРЕДОВИЩІ

The article explores the topic of the effectiveness of using interactive communication tools and CRM systems in the modern digital marketing environment. The analysis is based on examining current trends in digital marketing and defining the role of various interactive tools in engaging with the audience. The article investigates the impact of different interactive tools such as social media, webinars, online surveys, messengers, on creating effective communication and engaging the target audience. Special attention is given to the use of CRM systems for collecting and processing customer data, enabling the personalization of marketing strategies and increasing customer satisfaction. In the modern digital marketing landscape, the relevance of using interactive communication tools and CRM systems becomes particularly significant. With increasing competition and rapidly changing consumer preferences, businesses must seek effective ways to attract and retain the attention of their target audience. Interactive tools such as social media, webinars, and messengers provide a unique opportunity to engage with users, making communication more personal and compelling. The growing importance of using CRM systems arises from the need for effective management of customer data in the digital environment. Collecting and analyzing information about consumers enables businesses to personalize their marketing strategies and also maintain and improve customer relationships. All these aspects become key factors in enterprises' pursuit of achieving effectiveness in digital marketing and ensuring a high level of customer satisfaction. Overall, considering the rapid advancement of technology and changes in consumer behavior, the use of interactive communication tools and CRM systems in the digital marketing environment becomes a necessity for businesses aiming to remain competitive and successfully adapt to changes. The positive aspects and challenges associated with the use of these tools in the context of digital marketing are thoroughly analyzed. The article also provides specific practical recommendations and strategies to optimize the use of interactive tools and CRM systems for achieving maximum efficiency. With a scientific approach and practical orientation, the research presented in this article can be valuable for marketers, business development managers, and professionals responsible for brand strategies, seeking to enhance their digital marketing approaches and strengthen customer relationships through interactive tools and CRM systems.

The formation of foreign language competence of future teachers when working with flash cards

Problem statement . The modernization of higher education is a good ground for the use of electronic resources in ensuring accessibility, continuity and quality of teaching foreign languages. The use of interactive tools (simulators, flash cards, virtual whiteboards) meets the requirements to educational training programs for students of pedagogical directions and the challenges of modern society. A flash card is a card with a word, a concept, an image on one side and a translation on the other. The study aimed at substantiating the effectiveness of the use of flash cards for the formation of foreign language competence of future teachers. Methodology . Theoretical and methodological analysis and generalization were used to determine trends in the development of language education, the inclusion of informatization tools in foreign language activities and professional communication. The online platform Quizlet was chosen to work with ready-made flash cards and to create new thematic sets in digital format. The questions for the control work grouped into two blocks “Digital educational technologies” (50 points) and “Foreign language in professional communication” (50 points) were compiled. The study involved 54 students from Vyatka State University (the direction of 44.03.05 “Pedagogical education”, with two training profiles, bachelor's degree level). Pearson's chi-squared criterion was applied at the stage of statistical processing of the results. Results . The system of working with flash cards in the foreign language professional communication of future teachers is described: the study of the Quizlet functionality, working with ready-made sets of cards, automating and improving lexical units, developing their own thematic sets. In the course of independent work and network collaboration the students of the experimental group used Flashcards, Speller, Scatter, Quizlet Live modes. Statistically significant differences in the qualitative changes that occurred in the level of formation of foreign language competence were determined. Conclusion. The use of flash cards in the preparation of students of pedagogical specialties has a significant didactic potential for the development of their foreign language competence: the effect of immersion, competitiveness and obtaining positive emotions; resources for independent language learning in extracurricular time; overcoming the language barrier in the virtual gaming environment of information interaction. However, there are some drawbacks: monotony of forms for tests, lack of opportunity to practice pronunciation, partial support of operating modes in the mobile version.

Engagement of nonprofit organizations' followers on Instagram

AbstractThis study analyzes the variables associated with followers' reactions to the Instagram posts of nonprofit organizations (NPOs). We analyzed all the 980 posts published by 58 Spanish nongovernmental development organizations on their Instagram feeds for 5 weeks. The results show that follower engagement, in terms of likes and comments, is associated with organizational characteristics of the NPOs (government grants, internationalization, religiosity), their use of social media (experience on other social media platforms, Instagram activity), and the content of the posts (engagement hierarchy classification, visual content, originality of content, use of interactive tools). For NPOs, these results indicate the importance of being aware of their own characteristics and the need to promote other aspects that they can control (the use of social media and the content they incorporate in their posts) to achieve greater levels of engagement.

Internal Medicine Resident Perspectives on Format of Didactics during the COVID-19 Pandemic

Background: The COVID-19 pandemic necessitated the virtualization of medical education. While there is increasing guidance available on the various methods and strategies for this online pivoting, there is limited data about the learners’ perspective. The easement of social distancing restrictions has necessitated innovative delivery of education in hybrid formats (a mix of in-person and virtual). Methods: An anonymous voluntary survey was distributed to all internal medicine (IM) residents at an academic medical center assessing resident perspectives on the transition from in-person didactics (IPD) prior to March 2020 to virtual didactics (VD) prompted by COVID-19 related limitations from March 2020-June 2022. This was followed by an evolution to a hybrid format didactics (HD) in July 2022 after social distancing guidelines were lifted. In January 2023, a follow-up survey was distributed to all IM residents to assess perspectives of VD as compared to HD. The surveys assessed trainee impact on education, quality of content and interaction with the speaker, use of interactive tools, content accessibility, technical difficulties, and comparison to prior formats (IPD). Results: 45 PGY-1s (interns) and PGY2-4s (senior residents) responded to the June 2021 survey (comparing IPD and VD; 30.8% response rate) and 30 interns and senior residents responded to the January 2023 survey (comparing HD to both previous formats; 18.3% response rate). Most interns were dissatisfied with the quality of educational content, with only 35% (9 out of 26) rating it as high or very high quality in 2021, and a similar rating in the January 2023 survey (7 out of 20). Interns also reported subpar interaction with speakers, with 19% (5 out of 26) rating it as high or very high quality in 2021, and 35% (7 out of 20) in 2023. Senior residents had similar views on content quality, with 45% (8 out of 18) giving it a high or very high rating in 2021, and a lower rating of 20% (2 out of 10) in 2023. They also reported suboptimal speaker interaction, with 28% (5 out of 18) in 2021 and 20% (2 out of 10) in 2023 rating it as high or very high quality. Despite the ease of use and accessibility of digital platforms, with over 70% of both interns and senior residents in both 2021 and 2023 surveys expressing satisfaction, a notable 54% (14 out of 26) of interns indicated an interest in returning to in-person didactics post-pandemic, compared to 25% (4 out of 16) of senior residents. Conclusions: Our single center study demonstrated dissatisfaction in IM residents across various domains of virtual as well as hybrid format didactics despite reported ease of access. As innovations in delivery of resident education continue to occur, an ongoing assessment of the impact on learner satisfaction and knowledge acquisition is advised to ensure effective delivery.

Exploring Moroccan English Teachers' Perception towards the Use of Interactive Tools in Teaching English as a Foreign Language on the Development of Critical Thinking Skills in Young Students: The Case of Extra-curricular Activities

Recently, the Moroccan government has launched innovative projects in the field of national education. The Kingdom of Morocco has decided to reform the education sector by placing more value on teaching English as a foreign language (EFL). This new emphasis directly aligns with the success the country has achieved in research and scientific innovation, with several achievements in production challenges, particularly in the automotive sector and aerospace maintenance. To meet the demands of the current market, parents have started showing interest in developing their children's language skills from a young age to prepare them for these new globalization challenges. In this context, several language centers have emerged to cater to this need, even though English is currently taught at both public and private educational institutions. In light of the aforementioned advancements, the objective of this article is to examine the effectiveness of using interactive tools in the teaching of English as a foreign language as part of extra-curricular activities (ECAs) on the enhancement of critical thinking (CT) abilities of young learners. The focus will specifically be on how these interactive approaches contribute to the development of critical thinking skills among the younger generation. As part of this study, the researcher gathered information from a sample size of 40 Moroccan English teachers, males and females, teaching English as a foreign language who work in extra-curricular activities (ECAs) in different regions of Morocco. A questionnaire with open-ended and rating questions was used to collect their experiences and opinions regarding the impact of interactive tools in teaching English as a foreign language on the critical thinking of young students. The study used a mixed-method approach to analyze both qualitative and quantitative data, which permits to triangulate the findings and provides a holistic view and depth and breathe to the study, enabling to gain a comprehensive understanding of teachers’ perceptions towards using interactive tools on the enhancement of young learners aged (5 to 10 years). The statistical findings of the study showed that interactive tools contribute to the development of critical thinking skills among students. The results obtained from the analysis of teacher responses will provide valuable insights to assess the effectiveness of using interactive tools as pedagogical approaches and their impact on students’ critical thinking skills.

Application of the Importance Performance Analysis Method and Customer Satisfaction Index Methods to the Quality of Distance Learning Services for Students during the Covid 19 Pandemic

This study discusses the analysis of satisfaction levels on distanced learning or PJJ of the student at Universitas Kristen Indonesia during the Covid-19 pandemic. The problem investigated are whether the expectation of UKI students meet service and its level of satisfaction. The research was carried out in the even semester of 2020/2021. The research method used is quantitative method with a survey approach through questionnaire distribution. Furthermore, the data were analyzed by the Importance Performance Analysis method (IPA) and Customer Satisfaction Index (CSI). IPA Matrix described the most meaningful attributes of students in the PJJ process, which is mapped in 4 quadrants of all variables that have impacts on quality PJJ services, and CSI are used to determine the overall student satisfaction level with the approach which considers the importance of the attributes measured during the Covid-19 pandemic. Based on the results of the analysis using IPA, it was known that the attributes which is the main priority in quadrant A are speed of access to the PJJ learning platform, fair assessment by the lecturer, the consistency in giving lectures well, reliability in managing class, use the PJJ platform, pay attention to the student, and understand the student’s difficulties during PJJ. For quadrant B, attributes that need to be maintained are the use of interactive tools for PJJ, easy access and connection of the PJJ platform, lecturers teaching in accordance to their field, lecturers answer student’s questions, lecturers master the material being taught, lecturers updating learning materials following the current conditions, encourages and motivates students to do the best learning in the PJJ process. Attribute on quadrant C, the low priority attribute are lecturers are able to adapt from conventional learning to PJJ, lecturers respond quickly and efficiently handle student needs and complaints, how lecturers answering student’s questions and comments, lecturers use variative learning platforms, lecturers put the long-term interest in their students to stay focus in PJJ. For quadrant D, an overrated attribute is the proactivity of lecturers in providing the information about PJJ to students. For CSI the attributes, the amount of learning carried out by UKI lecturers is 72.61%. It is still in the CSI range (between 0.66 - 0.80) which means that UKI students feel satisfied with the PJJ which was carried out during the Covid-19 pandemic.

Fellow-led didactics in a hematology/oncology fellowship program.

11026 Background: The pandemic in 2020 made us used to virtual learning, but as we recover from the pandemic, we are forced to rethink how we deliver education to trainees in medicine. The pandemic has led to a significantly decreased attention span and face to face interactions, in addition to an increased screen time. In our program, this led to us noting a lower engagement in the fellowship didactics as we recovered from the pandemic. This forced us to rethink how the Oregon Health & Science University (OHSU) hematology and oncology fellowship delivers educational content. After interviewing all stakeholders, we moved to an in-person fellow led didactic approach, under the mentorship of a faculty expert who helps trainees design content and is present for discussion. The rationale behind this approach was to boost peer-to-peer learning, supply relevant content and increase engagement. The fellows and faculty were provided guidelines about length of talk, presentation of data and use of interactive tools. Methods: After 6 months of introducing fellow led didactics, we surveyed all fellows and select faculty who were mentors on more than one occasion about their opinion. A survey link was sent to all 12 fellows and 18 faculty members who regularly took part in fellowship didactics. Results: All 12 fellows responded to the survey. On a Likert scale of 1-5, they scored improvement in knowledge at 4.58 (0.64) and rated both the content and presenter at 4.25 (0.43). A third felt that this way of delivering didactics was a lot better and the rest felt it was a little better. On the negative side, they felt that they were spending more time preparing content (40% spent 7-9 hours a month) but were optimistic about lesser commitment next year as we bank the PowerPoint presentations. Nine of the 18 (50%) invited faculty responded to the survey, and on a scale of 1-5, they rated their improvement of knowledge as 4.44 (0.68). They scored the content and presenter at 4.44 (0.5) and 4.56 (0.68) respectively. 88.9% felt that the didactics were either a little or a lot better, and 11.1% felt them to be the same. On average, they spent less time on the content than they did if they were presenting. Conclusions: Overall, both faculty and fellows felt that this method of delivering didactics in a hematology oncology fellowship program was more effective. The fellows felt that they needed to put in extra hours for preparation, but this will probably go down as they build on earlier presentations.

Using interactive activities as a way to personalize Chemistry classes in remote education

Due to the health crisis imposed by the new coronavirus, it has become necessary to adapt the teaching methodologies, making the student’s teaching and learning process even more challenging. In this context, the objective of this work is to introduce interactive activities as a way to personalize the teaching of chemistry during the period of remote classes. To this end, the digital platforms Wordwall and Google Forms were used. It was observed that with the use of didactic and interactive tools, freely available on the internet, it became possible to give na innovative character to exercises with the creation of quizzes and games during the remote classroom moments. The use of interactive tools in remote classes has enabled a better diagnosis of the student’s knowledge. These respective tools are capable of replicating graphics that not only bring correct or wrong answers, but that make it possible to analyze the level of knowledge of the classes about the studied content, thus inducing corrective measures to be taken by the teachers.  &nbsp

Pedagogical conditions of the formation of communicative skills of future philologists

In the context of Ukraine's rapid integration into European economic, political, cultural, and educational structures. The availability of a sufficient level of communication skills is of major importance, as is being on par with professional competence. The study used a range of research methods: analysis, systematization of psychological and pedagogical sources, and generalization of effective pedagogical conditions for the development of future philologists' communicative skills. The study particularly highlights the dominant pedagogical conditions for the formation of future philologists' communicative skills, which are as follows: incorporating a personality-oriented approach in the educational process, principally in the organization of communicative activities for philology students; forming aspect of the positive motivation of future specialists aimed at active self-study; the use of a set of thematic materials of linguistic and sociocultural orientation implies strict compliance with the latest relevant and modern scientific developments; the use of interactive tools in professional communication through the introduction of contextual communication technology techniques; ensuring a psychological climate at lectures, practical classes, and during extracurricular activities for all participants in the educational process. The obtained results of the study will be used to substantiate the methodology of pedagogical conditions for the formation of future philologists' communicative skills as prospects for further research.

USING INTERACTIVE PRESENTATIONS IN TEACHING MATH

Today we all know that young people are interested in computers, and the skills of playing computer games began to form at a certain level. What is needed now is a simple learning technology that is accessible to the student and provides in-depth knowledge. It is known that most schoolchildren are very passionate about working with a computer. They are more interested in interacting with a computer than with a teacher. Therefore, the use of information and communication technologies in the school is widespread. The use of computer technology, interactive whiteboards in modern lessons improves the level of education. This article discusses the possibility of using interactive tools in teaching mathematics, the analysis of experimental work on the use of interactive tools in mathematics lessons, the implementation of gaming technology with its help.

Quality Assurance of the ‘MRCPsych Course’ in Wales

AimsThe ‘MRCPsych Course’ (Membership of the Royal College of Psychiatrists) is provided to all core trainees in psychiatry in Wales by the School of Psychiatry, Health Education and Improvement Wales (HEIW), now delivered online since the start of the COVID-19 pandemic. The aims of the HEIW MRCPsych course are: to prepare core trainees for the MRCPsych exams and to set a ‘robust platform’ for speciality training at the higher level in psychiatry. We undertook a quality assurance of the 2020/21 academic year to see how content and delivery of the course were serving these aims and make recommendations for improvement.MethodsOver the course of one academic year we triangulated trainee feedback, lecturer feedback and peer review. Trainee and trainer feedback forms were sent out following every session. We developed standards and criteria for peer review and reviewed 10% of sessions. We conducted focus groups with trainees using mentimeter to structure a real time, anonymous interaction with parallel verbal and written discussions using a virtual meeting.ResultsTrainee feedback forms were received for 31 lectures from an average of 11 trainees per session. 14 Lecturer feedback forms were received, and 48 trainees attended the two focus groups. 15 hours of teaching underwent peer review.ConclusionLecture content was universally accurate and up to date and all teachers were fluent and engaging, with almost all incorporating research data, guidelines and inspiration for further learning.Several lecturer feedback forms requested a curriculum be provided. Some trainees requested a more exam focused approach with more MCQs.Trainees found online sessions more accessible and convenient. The major downside being that they no longer get to know each other and feel very anonymous, which makes peer support and interaction more difficult.Interactive engagement was the lowest scored domain overall. Interaction seemed to work best when done as a continuous process from the start and when a variety of techniques were engaged. Trainee's suggestions for increasing interactivity included quizzes, polls, breakout rooms, use of interactive tools, and a general encouragement of cameras and microphones on and active discussion throughout the session.Speakers had no problems using the technology to deliver an online session, this triangulated with their high confidence and high satisfaction reported by lectures with HEIW practical support. Trainees reported a high satisfaction with the quality of teaching on the course.Our conclusions have informed changes which are currently being implemented and tested.

Digital-методики у навчанні іноземної мови: впровадження зарубіжного досвіду в практику вітчизняних ЗВО

The article examines the features of modern digital-methods used in foreign language teaching in higher education institutions of foreign countries with the possibility of implementing such methods in foreign language teaching of students in domestic higher education institutions. Research allows us to note that in the process of learning a foreign language in higher education institutions in today's conditions modern digital methods are being used, which facilitates the process of teaching educational material to students. Modern digital methods of teaching foreign languages to students are reaching a significantly new level, as it is influenced by the digitalization of educational services, which shows that student learning cannot be effective without the use of interactive tools in the educational process. It is worth noting that, despite the fact that higher education institutions are actively implementing digital methods in the process of learning foreign languages, traditional teaching methods should not be abandoned and also actively used. Practice shows that an important role in the organization of educational and cognitive activities of students in learning a foreign language is played by interactive technology "Learning Management System", which offers students to use such free platforms as ClassDojo and Edmodo. In the educational process, the Google Classroom platform is also used, which allows students to receive learning materials by downloading them from a local or cloud drive. On the basis of the Municipal Establishment “Kharkiv Humanitarian Pedagogical Academy” of Kharkiv Regional Council, Uzhhorod National University and Vasyl Stus Donetsk National University, foreign language teaching is conducted using modern information and communication and interactive technologies, namely teachers use such online platforms like Zoom and Google-classroom, digital tools Skype and Viber. According to the changes in the characteristics of foreign language teaching demonstrated by foreign higher education institutions, Ukrainian higher education institutions should also learn from their experience, constantly researching how modern digital methods of foreign language teaching are changing under the influence of digitalization of education.

Teaching Practices in Secondary Schools’ Online Learning during Pandemic Times

The COVID 19 pandemic challenges the economy as well as education. Teachers have to be creative and innovative in their strategies as they migrate from face-to-face to online. Practices need to be adaptive to a situation where the students become anxious and stressful because of the sudden shift. This study investigated practices in teaching online classes. Descriptive and inferential statistics like MANOVA, ANOVA and LSD Post Hoc Test were used to analyze the responses from 159 respondents. Results showed that teachers used emotionally-related teaching practices such as mindfulness of the learners’ feelings and responses, positive attitude towards the learners, availability of the teachers when students needed help, and provision of avenues for student consultation. These teaching practices significantly differ in terms of the school. Practices in the use of interactive tools, games, physical exercises at certain times during online learning, cracking jokes and using humor during online classes had also significantly vary for each school. Teaching practices during the pandemic times solely depend on the capability of the school, teachers’ knowledge on technology, and maturity and experiences of teachers. Keywords: Online Learning, Teaching Practices, Pandemic, Secondary Schools DOI: 10.7176/JEP/12-36-03 Publication date: December 31 st 2021