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Engineering and Educational Technologies. Kremenchuk : KrNU, 2021. Vol. 9. No. 3. 73 p.
Journal homepage:
http://eetecs.kdu.edu.ua

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IMPLEMENTATION OF NEW FORMS AND METHODS OF EDUCATIONAL PROCESS ORGANIZATION AT HIGHER EDUCATION INSTITUTION: HISTORY AND MODERN

Model of realization of personalized learning of students of higher education institution  
Tkachuk H. V.  (download)
[in Ukrainian]

Abstract. In the article, the author considers the organization of personalized learning of students of higher education by designing a pedagogical model of education. Personalized learning improves the educational process, as the student can build their own educational trajectory according to their individual needs, interests, preferences, and abilities. The proposed pedagogical model reveals the structure and content of personalized education of higher education institutions, the central figure of which is the student, his educational needs, interests, and abilities. We have identified the purpose of personalized learning, the principles and main stages that reflect the dynamics of its operation, as well as the pedagogical conditions for effective implementation of the proposed model. We have identified the basic principles of personalized learning. These are the principle of consciousness and activity of the student, accessibility and comprehensibility of the content of education, flexibility and adequacy of the educational process, the principle of consistency and dosage of educational content, social participation of participants in the educational process, control and self-control. The implementation of the model should be carried out in stages. These processes include the processes of initiation, diagnosis, and design, integration, with the latter process occurring cyclically. Pedagogical conditions are the main condition for the effectiveness of personalized learning. In the process of implementing personalized learning, it is advisable to adhere to the normative, socio-psychological, and organizational-pedagogical conditions of the educational process. The development of the model made it possible to identify certain characteristics of personalized learning. In particular, it allows to significantly increase the motivation to learn, to build an individual educational trajectory, to adapt the learning process in accordance with the student's interactions and through the mechanisms of electronic environment systems.

Key words: personalized learning, adaptive learning, learning model, pedagogical conditions, educational environment, university.

References

  1. Baranova, O. V., Artiukh, V.О. (2016), Personalizatsiia navchannia ta novitni tekhnolohii yak vidpovid na hlobalni vyklyky suchasnosti, Nauchnye trudy SWorld, Iss. 45, Т. 5, pp. 28-33. [in Ukrainian]
  2. Demianenko, V.M. (2017), Osvitni servisy personalizovanoho navchannia, Computer at School and at Home, №5, pp.19-22. [in Ukrainian]
  3. Kukharenko, V. M. (2019), Tiutor dystantsiinoho ta zmishanoho navchannia, Kharkiv, Milenium, 307 p. [in Ukrainian]
  4. Medvedieva, M. O. (2010), Doslidzhennia peredumov vprovadzhennia osobystisno oriientovanoho navchannia teoretychnykh osnov informatyky, Bulletin of Luhansk Taras Shevchenko National University, № 1 (188), pp. 173-185. [in Ukrainian]
  5. Osadcha, K., Osadchyi, V., Spirin, O., Kruhlyk, V. (2021), Realizatsiia indyvidualizatsii ta personalizatsii navchannia zasobamy Moodle, Youth & market, №1 (187), pp.38-43. [in Ukrainian]
  6. Yakubov, S. (2016), Personalizovane navchannia v zahalnoosvitnii shkoli: osnovni vyznachennia ta shliakh do vprovadzhennia, Dyrektor shkoly, 9 (117), pp.59-72. [in Ukrainian]
  7. Aeiad, E., Meziane, F. (2019), An adaptable and personalised E-learning system applied to computer science Programmes design, Education and Information Technologies, Iss. 24, pp.1485–1509. DOI: https://doi.org/10.1007/s10639-018-9836-x.
  8. Alamri, H., Lowell, V., Watson, W., Watson, S.L. (2020), Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation, Journal of Research on Technology in Education, 52 (3), pp.322-352. DOI: 10.1080/15391523.2020.1728449.
  9. Atif, Y., Benlamri, R., Berri, J. (2003), Learning Objects Based Framework for Self-Adaptive Learning, Education and Information Technologies, 8, pp. 345–368. DOI: https://doi.org/10.1023/B:EAIT.0000008676.64018.af.
  10. Benhamdi, S., Babouri, A., Chiky, R. (2017), Personalized recommender system for e-Learning environment, Education and Information Technologies, 22, pp.1455–1477. DOI: https://doi.org/10.1007/s10639-016-9504-y.
  11. Bernacki, M. L., Walkington, C. (2018), The role of situational interest in personalized learning, Journal of Educational Psychology, 110(6), pp.864–881. DOI: https://doi.org/10.1037/edu0000250
  12. Bray, B., McClaskey, K. (2015), Make Learning Personal. The What, Who, WOW, Where, and Why, Corwin, 288 р.
  13. Campo, M., Amandi, A., Biset, J.C. (2021), A software architecture perspective about Moodle flexibility for supporting empirical research of teaching theories, Education and Information Technologies, 26, pp.817–842. DOI: https://doi.org/10.1007/s10639-020-10291-4.
  14. DeMink-Carthew, J., Netcoh, S., Farber, K. (2020), Exploring the Potential for Students to Develop Self-Awareness through Personalized Learning, The Journal of Educational Research, 113 (3), pp.165-176. DOI: 10.1080/00220671.2020.1764467.
  15. DeMink-Carthew, J., Olofson, M.W., LeGeros, L., Netcoh, S., Hennessey, S. (2017), An Analysis of Approaches to Goal Setting in Middle Grades Personalized Learning Environments, Research in Middle Level Education Online, 40 (10), pp.1-11. DOI: 10.1080/19404476.2017.1392689.
  16. Drexler, W. (2010), The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy, Australasian Journal of Educational Technology, 26(3). DOI: https://doi.org/10.14742/ajet.1081.
  17. Ellis, G. (2009), Grand challenges for engineering, IEEE Engineering Management Review, 37(1), pp.3-3.
  18. Mintii, I. (2020), Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process, CEUR Workshop Proceedings, pp. 293-305.
  19. Murray, M.C., Pérez, J. (2015), Informing and Performing: A Study Comparing Adaptive Learning to Traditional Learning, Informing Science: The International Journal of an Emerging Transdiscipline, Volume 18, pp. 111-125. DOI: https://doi.org/10.28945/2165.
  20. Osadchyi, V., Krasheninnik, I., Spirin, O., Koniukhov, S., Diuzhykova, T. (2020), Personalized and Adaptive ICT-Enhanced Learning: A Brief Review of Research from 2010 to 2019, CEUR Workshop Proceedings, pp. 547-558.
  21. Puliaieva, A., Kravtsova, L., Zaytseva, T. (2020), Formation of Personalized Learning Path for Foreign Students Based on the MOODLE E-Learning Platform Using SCORM-Package, CEUR Workshop Proceedings, p.839-853.
  22. Troussas, C., Chrysafiadi, K., Virvou, M. (2021), Personalized tutoring through a stereotype student model incorporating a hybrid learning style instrument, Education and Information Technologies, Iss.26. pp. 2295–2307. DOI: https://doi.org/10.1007/s10639-020-10366-2.
  23. Walkington, C., Bernacki, M.L. (2020), Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions, Journal of Research on Technology in Education, Iss. 52 (3), pp. 235-252. DOI: 10.1080/15391523.2020.1747757.

Academic mobility in Slovakia: incoming and outgoing student migration flows  
Klyuchkovych T. (download)
[in Ukrainian]

Abstract. In the article modern situation of academic mobility of students in the Slovak Republic under the conditions of educational internationalization is analyzed. The main conditions and tools of implementing academic mobility in Slovakia are clarified. Academic mobility for all participants of educational process under modern conditions is an important part of higher education internalization. It is defined that implementation of development strategy of international mobility is one of the priority tasks for the national policy in the Slovak Republic. Academic mobility finds systematic support at the Slovak state level. Appropriate conditions have been created for the implementation of academic mobility at the institutional, national and European levels. Along with the benefits, internationalization and mobility poce new challenges for Slovak society. This article looks at three aspects of student mobility flows: incoming mobility, outgoing mobility and mobility balance. There is a problem of imbalance between incoming and outgoing forms of mobility in Slovakia. It is empirically established that Slovakia belongs to the countries with strong flows of initial degree mobility. In the context of Slovakia's European integration, there has been an increase in the number of students participating in academic mobility programs. Factors that stimulate the initial academic mobility of Slovak students are the attractive image of foreign universities, the quality of education and educational services, better employment opportunities, various scholarship programs, lower tuition costs, social support for students and others. Factors such as proximity, language, historical ties, geographical distance, bilateral relationships and political framework conditions are key determinants in selecting a country in which to study. Despite the obvious benefits of international mobility, researchers are increasingly focusing on the problem of "brain drain" and the loss of intellectual potential. Slovakia's problem is that students do not return to their home country after completing their studies abroad. Academic mobility has become one of the channels of migration in Slovakia. In the long term, the potential of the educated and highly qualified population is weakening. This can negatively affect the development of society in economic, cultural, scientific and social aspects. Based on the analysis of the current state of mobility in Slovakia, it is concluded that the country's higher education system is characterized by a significant degree of internationalization.

Key words: Slovakia, higher education, foreign students, educational migration, incoming mobility, outgoing mobility.

References

1.   Zakon Ukrainy «Pro vyshchu osvitu» vid 01.07.2014 r. Vidomosti Verkhovnoi Rady, 2014, 37-38, 2004. URL: https://zakon.rada.gov.ua/laws/show/1556-18#Text (acceded 02.08.2021). [in Ukrainian].

2.   Internatsionalizatsiia vyshchoi osvity v Ukraini: metodychni rekomendatsii / Za red. I. Stepanenko. K.: IVO NAPN Ukrainy, 2016, 158. [in Ukrainian].

3.   Klyuchkovych, T.V. (2017). Intehratsiia systemy vyshchoi pedahohichnoi osvity Slovatskoi Respubliky u yevropeiskyi osvitnii prostir: dys. ... kand. ped. nauk: 13.00.01; Drohobyts. derzh. ped. un-t im. Ivana Franka. Drohobych, 267. [in Ukrainian].

4.   Bahna, M. (2015). Slovenskí absolventi vysokoškolského štúdia v zahraničí: Únik mozgov, alebo otvárajúce sa mobilitné kanály na Slovensku? [Slovak graduates: Brain drain or opening mobility channels in Slovakia]. Working Papers in Sociology, 1, 1–13. URL: http://www.sociologia.sav.sk/cms/uploaded/2179_attach_bahna_brain_drain_PT12015b.pdf (acceded 02.08.2021). [in Slovak].

5.   Communiqué of the Conference of European Ministers Responsible for Higher Education, Leuven and Louvain-la-Neuve. 28-29 April 2009. URL: http://www.ehea.info/Upload/document/ ministerial_declarations/Leuven_Louvain_la_ Neuve_Communique_April_2009_595061.pdf (acceded 02.08.2021).

6.   Dlhodobý zámer vo vzdelávacej, výskumnej, vývojovej a ďalšej tvorivej činnosti pre oblasť vysokých škôl na roky 2016–2021. Ministerstvo školstva, vedy, výskumu a športu Slovenskej republiky. Číslo uznesenia: 507/2016. URL: https://rokovania.gov.sk/RVL/Resolution/16097/2 (acceded 02.08.2021). [in Slovak].

7.   Hall, R., Dráľ, P., Fridrichová, P., Lukáč, S. (2019). Analýza zistení o stave školstva na Slovensku: To dá rozum. Bratislava: MESA10, 1127. [in Slovak].

8.   Lipovská, H., Fischer, J. (2015). Brain Drain – Brain Gain: Slovak Students at Czech Universities. Journal in Efficiency and Responsibility in Education and Science, 8 (3), 54–59. https://doi.org/10.7160/eriesj.2015.080301.

9.   Mobility for better learning. Mobility strategy 2020 for the European Higher Education Area (EHEA). 2012. Bucharest, 2012. URL: http://www.ehea.info/media.ehea.info/file/2012_Bucharest/39/2/2012_EHEA_Mobility_Strategy_606392.pdf (acceded 02.08.2021).

10.  Nagyová, А. Mobility vysokoškolských študentov v kontexte skvalitňovania vzdelávacieho systému vysokého školstva. Národný projekt „Vysoké školy ako motory rozvoja vedomostnej spoločnosti“, 13. URL: https://vysokoskolacidopraxe.cvtisr.sk/files/nagyova_mobility.pdf (acceded 02.08.2021). [in Slovak].

11.  OECD. Education at a Glance 2020: OECD Indicators. Paris: OECD Publishing, 473.

12.  Programové vyhlásenie vlády Slovenskej republiky na obdobie rokov 2020–2024. URL: https://rokovania.gov.sk/RVL/Material/24756/1 (acceded 02.08.2021). [in Slovak].

13.  Rome Ministerial Communue. 19 November 2020. URL: http://www.ehea.info/Upload/Rome_Ministerial_Communique.pdf (acceded 02.08.2021).

14.  Silles, M., Abbott, A. (2016). Determinants of International Student Migration. The World Economy. 2016, 39(5), 621–635. http://dx.doi.org/10.1111/twec.12319

15.  Centrum vedecko-technických informácií SR. URL: https://www.cvtisr.sk/ (acceded 02.08.2021) [in Slovak].

16.  Teichler, U. (2015). Academic Mobility and Migration: What We Know and What We Do Not Know. European Review, 23(1), 6–37. https://doi.org/10.1017/S1062798714000787

17.  Teichler, U. (2009). Internationalisation of Higher Education: European Experiences. Asia Pacific Education Review, 10(1), 93–106. https://doi.org/10.1007/s12564-009-9002-7

18.  The European Higher Education Area in 2020: Bologna Process Implementation Report. Luxembourg: Publications Office of the European Union, 2020, 201.

19.  The Migrant Integration Policy Index. URL: https://www.mipex.eu/slovakia (acceded 02.08.2021).

MODERN TRENDS OF PROFESSIONAL EDUCATION DEVELOPMENT

Modern Regularities and Principles of Foreign Language Education of Future Specialists in International Relations in the Process of Professional Training  
Vasylyshyna N.  (download)
[in Ukrainian]

Abstract. The relevance of this study is that in Ukraine, foreign language education acquires a special status, which is argued by the fact that language creates an effective basis for international and intercultural understanding. However, the problem of implementing intercultural foreign language education in higher education institutions needs further comprehensive analysis and solution. This is evidenced by the analysis of the state of intercultural foreign language education in the works of national and foreign scholars, which demonstrated the numerous views and scientific achievements on the successful implementation of foreign language education in Ukraine. The study of foreign languages in higher education institutions of Ukraine is an indisputable positive feature of curricula, based on the recognition that the study of languages along with significant practical, educational, educational and developmental potential is a necessary condition for the education of modern specialists in international relations. On the other hand, today it is an urgent need in terms of the chosen socio-economic vector of development of our state, as the implementation of the concept of "learning languages during life" is impossible without careful study of languages by future experts in international relations. The study allows us to identify the leading patterns and principles of foreign language education in the European Higher Education Area. In the course of the research it was found out that foreign language education of specialists in international relations is based on regularities and general didactic principles that reflect the main approaches to the organization of education, namely: developmental and educational nature of education; scientificity; regularity and consistency; accessibility; connection of theory with practice; individualization. The research concluded that an open European educational space highlights significant prospects, while requiring efforts to remove barriers and upgrade foreign language teaching and learning systems in higher education. The formation of a single European cultural and economic space actualizes the creation of parameters of "europeanness" of modern Ukrainian science, culture and education.

Key words: foreign language education, patterns, principles, training, specialists in international relations.

References

1. Antonyuk, N. M. (2009). Vivchennya іnozemnix mov v kontekstі gumanіstichnoї osvіti. Vіsnik Akademії advokaturi Ukraїni, №1, C. 228–233. [in Ukrainian]

2. Bezkorovajna, O.V. (2012). Aktual`nі aspekti komunіkativnoї kompetenczії studentіv VNZ. Naukovі zapiski [Naczіonal`nogo unіversitetu "Ostroz`ka akademіya"]. Ser.: Fіlologіchna, 25, 142–145. [in Ukrainian]

3. Іgnatyuk, O. A. (2011). Osoblivostі pіdgotovki suchasnix faxіvczіv u sistemі vishhoї profesіjnoї osvіti SShA. Teorіya і praktika upravlіnnya soczіal`nimi sistemami, 1, 55–64. [in Ukrainian]

4. Іshhenko, O. B. (2009). Vivchennya anglіjs`koї movi v umovax vstupu Ukraїni u єvropejs`kij osvіtnіj prostіr. Vіsnik L`vіvs`kogo unіversitetu, 25, 353–357 [in Ukrainian].

5. Nіkolaєva, Zh.V. (2004). Navchannya іnozemnix mov u VNZ u kontekstі Zagal`noєvropejs`kix Rekomendaczіj z movnoї osvіti. Naukovі praczі. Pedagogіchnі nauki, 29, 127–130/ [in Ukrainian]

6. Polikarpova, Yu. O. (2004). Tradytsii ta innovatsii u vykladanni inozemnykh mov v umovakh intehratsii Ukrainy do svitovoi spilnoty. URL: http://www.academia.edu/2079153/ (accessed 10.08.2021). [in Ukrainian]

7. Rudnytska, T. H. (2008). Innovatsiini metody navchannia inozemnykh mov u vyshchii shkoli v konteksti humanistychnoi spriamovanosti navchalnoho protsesu. Humanizm ta osvita. URL: http://conf.vntu.edu.ua/humed/2008/txt/Rudnizka.php (accessed 10.08.2021). [in Ukrainian]

8. Common European framework of reference for languages: learning, teaching, assessment. Language Policy Unit, Strasbourg. URL: https://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf (accessed 10.08.2021).

9. Moodie, G. (2002). Identifying Vocational Education and Training. Journal of Vocational Education and Training. Vol. 54. № 2. P. 266-249.

10. Common European framework of reference for languages: learning, teaching, assessment. Language Policy Unit, Strasbourg. URL: https://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf (accessed 10.08.2021).

11. Douglas, H. (2007). Teaching Principles, An Interactive Approach to Language Pedagogy, 569.

12. Harasim, L., Hiltz, S., Tells L., Turoff M. (1995). Learning Networks: a Field Guide to Teaching and Learning on line. MIT Press, Cambridge MA, 145.

13. Humboldt, W. (1985). Language and cultural philosophy. Progress, Moscow, 450.

14. Henning, J. (2008). The Art of Discussion-Based Teaching: Opening Up Conversation in the Classroom. Routledge, New York, 56-78.

15. Hughes, R. (2011) Teaching and Researching: Speaking (Applied Linguistics in Action). Pearson Education Limited., 197.

16. Littlewood, W. (1991). Communicative Language Teaching. CUP, Cambridge, 34-56.

17. Moodie, G. (2002) Identifying Vocational Education and Training. Journal of Vocational Education and Training, 54(2), 266-289.

18. Vasylyshyna, N. (2014). English in Context. PRINT LINE, Kyiv, 196.

19. Yıldırım, A. (2001). A Qualitative Assessment of the Curriculum Development Process at Secondary Vocational Schools in Turkey. Journal of Career and Technical Education, 1, 57-59.

20. Zagonari, E. (2009). Balancing tourism education and training: International Journal of Hospitality Management. International Journal of Hospitality Management, 28, 2-9.

INNOVATIONS IN USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES AT EDUCATION

Development of a methodology for assessing the effectiveness of higher education institutions departments  
Shevchenko I. , Semenova A., Istomina N., Sharonova N.  (download)
[in Ukrainian]

Abstract. As a result of reviewing the scientific literature, studying the legal framework, analysis of socio-economic conditions, modern practice of higher education institutions management, a contradiction was found between the high requirements for free economic management and the lack of criteria for evaluating its effectiveness on the basis of innovative technologies. This contradiction can be resolved by developing appropriate models and methods for evaluating the work effectiveness of higher education institutions. In this case, the method should be based on the results of the basic structural unit of the institution of higher education, meaning the department. The purpose of the work is to increase the informativeness of assessing the effectiveness for departments of higher education institutions by determining comprehensive performance indicators through the methodology of public funding distribution. The methodology is based on the principles of financing higher education institutions introduced by the Cabinet of Ministers of Ukraine. In order to create a methodology for assessing the quality of a higher education institution functioning, a set of criteria for assessing the education quality in higher education institution, the quality of scientific and international activities and financial activities were considered. The developed methodology allows to determining complex performance indicators through the method of public funding distribution, which operates with the following data: indicator of the estimated contingent of higher education; indicators of average competitive scores of entrants to study at the bachelor's and master's levels of education; an indicator of the scale of a higher education institution activity; indicators of personnel of scientific and pedagogical workers; indicator of a money amount from scientific works; students-winners indicators of a student scientific works competitions and Olympiads; an indicator of the publications number and citations according to the scientometric databases Scopus and Web of Science, meaning the international recognition for employees of higher education institutions. The formed methodology can be used by the administration of a higher education institution to calculate possible funding for the next year, determine the amount of funding for its departments, and so on.

Key words: institutions of higher education, public funding, efficiency, evaluation of departments.

References

1.  Yelnykova, H. V. (1999). Naukovi osnovy rozvytku upravlinnia zahalnoiu serednoiu osvitoiu v rehioni [Scientific bases of development of management of general secondary education in the region]. DAKKO, 303. [in Ukrainian]

2.  Kremen, V. H. (2003). Osvita i nauka Ukrainy: shliakhy modernizatsii (fakty, rozdumy, perspektyvy) [Education and science of Ukraine: ways of modernization (facts, reflections, prospects)]. Hramota, Kyiv, 216. [in Ukrainian]

3.  Danylenko, L. I. (2007). Menedzhment innovatsii v osviti [Innovation management in education]. Shk. svit, Kyiv, 120. [in Ukrainian]

4.  Maslov, V. I. (2007). Naukovi osnovy ta funktsii protsesu upravlinnia zahalnoosvitnimy navchalnymy zakladamy [Scientific bases and functions of the process of management of general educational institutions]. Aston, 150. [in Ukrainian]

5.  Pikelna, V. S. (2004). Upravlinnia vyshchoiu shkoloiu [Higher school management]. Osnova, 112. [in Ukrainian]

6.  Vashchenko, L. L. (2018). O vybore namenklatury pokazatelei kachestva sredstv yzmerenyi metodom optymyzatsyi [About the choice of the nomenclature of indicators of quality of means of measurements by a method of optimizations]. Aston, 123. [in Russian]

7.  Lukina, T. O. (2006). Derzhavne upravlinnia yakistiu zahalnoi serednoi osvity v Ukraini [State quality management of general secondary education in Ukraine]. PRYP UKRAINY, 270. [in Ukrainian]

8.  Sorochan, T. M. (2005). Rozvytok profesionalizmu upravlinskoi diialnosti kerivnykiv zahalnoosvitnikh navchalnykh zakladiv u systemi pisliadyplomnoi pedahohichnoi osvity [Development of professionalism of managerial activity of heads of general educational institutions in the system of postgraduate pedagogical education]. Luhansk 478, 435. [in Ukrainian]

9.  Nikolaienko, S. M. (2006). Stratehiia rozvytku osvity Ukrainy: pochatok KhKhI stolittia [Strategy for the development of education in Ukraine: the beginning of the XXI century]. Znannia, 253. [in Ukrainian]

10.       Sydorov, V. P. (2016). Osnovy nauchnykh yssledovanyi [Fundamentals of scientific research]. Dyrekt-Medya:, 167s. [in Russian]

11.       Potashnyk, M. M. (2000). Upravlenye kachestvom obrazovanyia: Praktyko-oryentyrovannaia monohrafyia y metodycheskoe posobye [Education quality management: Practical-oriented monograph and methodical manual]. Pedahohycheskoe obshchestvo Rossyy, 448.  [in Russian]

12.       Ostroverkhova, N. Ye. (2012). Upravlinnia profesiino-tekhnichnym navchalnym zakladom na zasadakh innovatsiinykh tekhnolohii [Management of a vocational school on the basis of innovative technologies].  Kyiv, 285. [in Ukrainian]

13.       Sazonenko, H. S. (2015). Upravlinnia osvitoiu [Education management]. Kyiv:, 185 s. [in Ukrainian]

14.       Konarzhevskyi, Yu. A. (1986). Pedahohycheskyi analyz uchebno-vospytatelnoho protsessa y upravlenye shkoloi [Pedagogical analysis of the educational process and school management]. Pedahoh:, 144 s. [in Russian]

15.       Saaty, T. L. (2015). Pryniatye reshenyi pry zavysymostiakh y obratnykh sviaziakh. Analytycheskye sety [Decision making with dependencies and feedback. Analytical networks]. Lenand, 360. [in Russian]

16.       Kurylo, V. S. (1999). Modeliuvannia systemy kryteriiv otsinky rozvytku osvity v rehioni [Modeling of the system of criteria for assessing the development of education in the region]. Lviv, 139. [in Ukrainian]

17.       Nyzkov, A. A. (1980). O kryteryiakh otsenky znanyi, umenyi y navыkov studentov. Problemy vysshei shkoly [About the criteria for assessing the knowledge, skills and abilities of students. Problems of high school]. Moscow, 341. [in Russian]

18.       Dzheffry, D. U. (2003). Reliatsyonnye bazy dannykh ot A do Ya [Relational databases from A to Z.]. Nauka:, 143 s. [in Russian]

19.       Koterov, D. A. (2005). Tekhnolohiia rozrobky prohramnykh produktiv [Software development technology]. Symvol – Plius, 1120. [in Ukrainian]

20.       Reznykov, B. A. (1990). Systemnyi analyz y metody systemotekhnyky. Chast 1. Metodolohyia systemnыkh yssledovanyi. Modelyrovanye slozhnыkh system: monohrafiia [System analysis and methods of systems engineering. Part 1. System research methodology. Modeling of complex systems: a monograph]. SSSR, 522. [in Russian]

PSYCHOLOGICAL PROBLEMS AT MODERN EDUCATION

Impact of higher music education on coping with stress during COVID-19  
Nalyvaiko О. , Lykhoshvai K.  (download)
[in English]

Abstract. The article is dedicated to the study if students with special musical education have any benefits of stress coping over students of other specialties during the pandemic. The main purpose is to study the attitude of student musicians to overcome stressful situations caused by COVID-19 in the learning process. Research objectives include: current state of music education in the context of forced quarantine distance learning; the impact of forced quarantine distance learning on stress among students of music and non-music specialties; the analysis of stress coping skills and the impact of music education on them; recommendations for improving the psychological and pedagogical interaction of the participants in the educational process.  The study involved 160 respondents, 80 of them are music students and 80 students of other specialties that do not belong to the study of musical art. To collect information and data, the study participants were asked to fill out a Google form. The results of the study show that online learning is very time-consuming and that losing a satisfactory work-life balance is stressful. But students became more organized in managing their activities. Internet platforms have proven useful for sharing materials, communicating, sharing information and content, and keeping track of all work done. Thus, there is a tendency towards easier tolerance of stress by musicians, although our study showed that with a slight margin of 80.6%, people without musical education consider themselves happier by 82%. This is also confirmed by the fact that non-musicians are more optimistic about their future according to the results obtained on the Beck's Hopelessness Scale, where 2 units are for musicians and 1 for non-musicians. These results indicate that hopelessness has not been identified and students are optimistic about their future. In the context of stress coping recommendations for students are provided. In conclusion, based on the information gained and own experience there is a variety of ways to obtain benefits from both online and offline learning forms for both musicians and non-musicians.

Key words: stress, forced distance learning, COVID-19, education, higher education, coping with stress.

References

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