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TEACHING PERCEPTION CHANGE IN UKRAINE: BEFORE AND DURING THE PANDEMIC

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Τίτλος: TEACHING PERCEPTION CHANGE IN UKRAINE: BEFORE AND DURING THE PANDEMIC
Συγγραφείς: OLIINYK, O., DYMCHENKO, O., DEREVIANKO, I., BEVZ, N.
Πηγή: Витоки педагогічної майстерності; № 30 (2022); 136-144
ТHE SOURCES OF PEDAGOGICAL SKILLS; No. 30 (2022); 136-144
Στοιχεία εκδότη: Poltava V.G.Korolenko National Pedagogical University, 2022.
Έτος έκδοσης: 2022
Θεματικοί όροι: the Pandemic, пандемія, 9. Industry and infrastructure, 4. Education, online teaching, online learning, 05 social sciences, навчання онлайн, educational technology, освітня технологія, онлайн-освіта, online education, 13. Climate action, онлайн навчання, 10. No inequality, 0503 education
Περιγραφή: The COVID19-Pandemic has forced educators to transform their lessons into online versions in a short period of time. This study compares teachers’ and students’ perceptions regarding their online teaching and learning practices prior to the obligatory transition to remote mode and their evaluations after experiencing online teaching for a year. With fast changes taking places in recent times and online education taking centerstage, the primary objective of this study is to find out the outcomes of these changes, with respect to effectiveness, teaching style and pedagogy. This study is exploratory in nature. Using a structured questionnaire completed responses were received and analyzed using the available research tools. Two surveys with a three-year gap were completed by 251 Ukrainian teachers and students. Results demonstrated a significant change in the perception regarding resolutions to implement technology in their education in a post-corona era. In this regard, the implementation of the mixed mode seems to be the most popular choice. Findings of this study provide implications for the better interaction possibilities between teachers and students as well as between students themselves, as well as experienced positive and negative aspects of online teaching. Future research should focus on constructing and testing educational design principles for effective adopting online technology in educational practices.
Τύπος εγγράφου: Article
Περιγραφή αρχείου: application/pdf
ISSN: 2616-6623
2075-146X
DOI: 10.33989/2075-146x.2022.30.270663
Σύνδεσμος πρόσβασης: http://sources.pnpu.edu.ua/article/view/270663
Αριθμός Καταχώρησης: edsair.doi.dedup.....680e4f1a2deafef72af9a54df9ed2917
Βάση Δεδομένων: OpenAIRE
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  Data: TEACHING PERCEPTION CHANGE IN UKRAINE: BEFORE AND DURING THE PANDEMIC
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  Data: Витоки педагогічної майстерності; № 30 (2022); 136-144<br />ТHE SOURCES OF PEDAGOGICAL SKILLS; No. 30 (2022); 136-144
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  Data: The COVID19-Pandemic has forced educators to transform their lessons into online versions in a short period of time. This study compares teachers’ and students’ perceptions regarding their online teaching and learning practices prior to the obligatory transition to remote mode and their evaluations after experiencing online teaching for a year. With fast changes taking places in recent times and online education taking centerstage, the primary objective of this study is to find out the outcomes of these changes, with respect to effectiveness, teaching style and pedagogy. This study is exploratory in nature. Using a structured questionnaire completed responses were received and analyzed using the available research tools. Two surveys with a three-year gap were completed by 251 Ukrainian teachers and students. Results demonstrated a significant change in the perception regarding resolutions to implement technology in their education in a post-corona era. In this regard, the implementation of the mixed mode seems to be the most popular choice. Findings of this study provide implications for the better interaction possibilities between teachers and students as well as between students themselves, as well as experienced positive and negative aspects of online teaching. Future research should focus on constructing and testing educational design principles for effective adopting online technology in educational practices.
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      – SubjectFull: the Pandemic
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