Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.0
3.0
Journals
Education Sciences
Special Issues
Digital Learning and Teaching during the Pandemic: From Theory to...
share announcement

Special Issue "Digital Learning and Teaching during the Pandemic: From Theory to Practice"

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (30 May 2023) | Viewed by 21458

Special Issue Editors

Dr. Victoria Lobatyuk

E-Mail Website
Guest Editor
Institute of Humanities, Peter the Great St. Petersburg Polytechnic University, St. Petersburg, Russia
Interests: academic dishonesty; e-learning; motivation for learning; course design; student’s behavior; student performance; blended learning
Dr. Elena S. Klochkova

E-Mail Website
Guest Editor
Institute of Humanities, Peter the Great St. Petersburg Polytechnic University, St. Petersburg, Russia
Interests: language education; second language acquisition; English for specific purposes; academic writing; strategies for teaching academic writing; cross-cultural communication
Special Issues, Collections and Topics in MDPI journals
Dr. Anna V. Rubtsova

E-Mail Website
Guest Editor
Institute of Humanities, Peter the Great St. Petersburg Polytechnic University, St. Petersburg, Russia
Interests: intercultural communication; language education; e-learning; English for specific purposes; productive learning; digital linguistics

Special Issue Information

Dear Colleagues,

The rapid spread of the novel coronavirus COVID-19 has changed every aspect of life, including education. When COVID-19 became a pandemic, many countries began to implement various measures of social distancing. Universities were forced to close their campuses for fairly long periods with significantly limited face-to-face classes. These unprecedented events provided researchers with a large amount of material to study concerning how educators and students respond to emergency situations and overcome barriers to gaining education.

The purpose of this Special Issue is to report on empirical and theoretical work regarding the use of digital learning and teaching during the pandemic. We are not only interested in articles that report primary data, but also papers based on the analysis of secondary data and systematic reviews of published research.

The following is a brief list of topics of interest for this Special Issue:

  • Higher education and e-learning during the COVID-19 pandemic;
  • Development of digital educational literacy in the context of a global pandemic;
  • The effectiveness of e-learning in higher education during a pandemic;
  • Experience of emergency transition to e-learning during a pandemic.

Dr. Victoria Lobatyuk
Dr. Elena S. Klochkova
Dr. Anna V. Rubtsova
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • digital learning
  • COVID-19
  • e-learning
  • blended learning
  • distance education
  • methodology of e-learning
  • innovation in e-learning
  • educational comparative studies
  • pandemic

Published Papers (19 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

Jump to: Other

get_app
Article
Parent Chats in Education System: During and after the Pandemic Outbreak
by
Daria Bylieva
,
Victoria Lobatyuk
and
Maxim Novikov
Educ. Sci. 2023, 13(8), 778; https://doi.org/10.3390/educsci13080778 - 31 Jul 2023
Viewed by 417
Abstract
Digital technology has significantly changed the face of education by, among other things, creating many communication channels between the participants in the process. This study reveals the role of parent chat rooms in supporting the learning process. The pandemic experience has shown that [...] Read more.
Digital technology has significantly changed the face of education by, among other things, creating many communication channels between the participants in the process. This study reveals the role of parent chat rooms in supporting the learning process. The pandemic experience has shown that parent chat rooms can serve a controlling and regulatory function, noting problems and inconsistencies in the learning system. The chats contain background routine messages related to informing and “events”, that is, messages of bewilderment, resistance, elation, and other emotional reactions. A total of 143 chats were analyzed, and 326 communication events were identified. During the regular period, the basic topics, including chat rules and regulations (22%), homework (20%), school activities and holidays (24%), and behavioral problems (24%), were evenly distributed, while during the distance learning period, the assignment problems (36%) and technical problems (28%) came to the fore. In the traditional offline period, parents are not direct participants in the educational process, so the information in the chats sometimes comes in a one-sided or distorted form; however, parental activity can serve to improve the educational system and monitor the processes taking place. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
►▼ Show Figures

Figure 1

get_app
Article
Promoting Positive Emotions during the Emergency Remote Teaching of English for Academic Purposes: The Unexpected Role of the Constructionist Approach
by
Lucas Kohnke
and
Dennis Foung
Educ. Sci. 2023, 13(8), 765; https://doi.org/10.3390/educsci13080765 - 26 Jul 2023
Viewed by 392
Abstract
Despite the significant research on the effectiveness and challenges of emergency remote teaching (ERT) during the global COVID-19 pandemic, few studies have focused on the systematic facilitation of positive emotions by classroom teachers. This study aimed to identify the strategies that teachers of [...] Read more.
Despite the significant research on the effectiveness and challenges of emergency remote teaching (ERT) during the global COVID-19 pandemic, few studies have focused on the systematic facilitation of positive emotions by classroom teachers. This study aimed to identify the strategies that teachers of English for Academic Purposes (EAP) used during the ERT period, by interviewing 18 university English teachers in Hong Kong. Our results suggest that one traditional learning theory, the constructionist approach, played an unexpectedly important role in facilitating positive student emotions, as well as encouraging learning. Cognitively demanding tasks helped divert students’ attention away from the negative emotions they faced and towards their learning. Interactions also played an essential role in helping students learn and in reducing negative emotions. These results shed light on the significance of positive emotions in an online or ERT environment, with significant implications for university teachers who want their teaching to systematically promote positive emotions. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
►▼ Show Figures

Figure 1

get_app
Article
A COVID-19 Shift to Online Learning: A Comparison of Student Outcomes and Engagement for the Bacterial Unknown Identification Project
by
Ashwana Devi Fricker
,
Kayla Perri
and
Maha Abdelhaseib
Educ. Sci. 2023, 13(7), 702; https://doi.org/10.3390/educsci13070702 - 11 Jul 2023
Viewed by 506
Abstract
Many microbiology classes include a bacterial unknown identification project (BUIP), in which students identify an unknown microorganism. The COVID-19 pandemic forced a change in instructional methods from an in-person to an online version of this project. Our aim was to determine how the [...] Read more.
Many microbiology classes include a bacterial unknown identification project (BUIP), in which students identify an unknown microorganism. The COVID-19 pandemic forced a change in instructional methods from an in-person to an online version of this project. Our aim was to determine how the shift in learning from in person to online impacted three aspects of student engagement: student satisfaction, as measured by the withdrawal rate from the course; student enthusiasm, evaluated by student self-efficacy; and student learning, determined using non-point-based questions. To address the effectiveness of these modified versions of the BUIP, approximately five hundred students completed multiple-choice and Likert-style surveys before and after the project across two semesters: the semesters immediately prior to and during the initial phase of the COVID-19 pandemic. We found that while each semester reflected increases in perceived engagement with the material (p < 0.05), overall, students reported feeling comfortable with the process of unknown identification irrespective of the semester. Surprisingly, learned information, as measured by pre- minus post-survey scores, was equal across semesters. Additionally, we observed fewer course withdrawals during the semester in which the project transitioned online. These data shed light on how the curriculum during the transition to online learning led to equivalent student learning but greater student engagement, and therefore points to the importance of comparing shifts in a curriculum within one course. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
►▼ Show Figures

Figure 1

get_app
Article
Collaborative Learning in Teaching Culture Studies to Further Training Program Students
by
Anna Rubtsova
,
Olga Zheleznyakova
,
Natalia Anosova
and
Alexandra Dashkina
Educ. Sci. 2023, 13(7), 642; https://doi.org/10.3390/educsci13070642 - 23 Jun 2023
Viewed by 578
Abstract
Today, educational practices are modified in accordance with the demands of the industrial and economic environment. Further training programs have become an important part of university students learning. This article investigates strategies of collaborative learning and their effectiveness in improving learning outcomes. The [...] Read more.
Today, educational practices are modified in accordance with the demands of the industrial and economic environment. Further training programs have become an important part of university students learning. This article investigates strategies of collaborative learning and their effectiveness in improving learning outcomes. The authors prove that various forms of co-operative work such as problem-based learning, peer teaching and small group discussions are effective in training university students within further training programs in Special Translation. The study participants were students of the “Special Translation and Editing of Technical, Economic and Media Texts” further training program. The experiment was conducted within the module referred to as “The Translation of Culture Specific Realities”. The authors highlight the importance of comprehending cultural issues apart from extensive knowledge of translation techniques for specialists in translation, since intercultural misunderstanding can be a major obstacle in the way of effective communication. The conducted survey also revealed the importance of collaborative learning in increasing the motivation of the students to develop intercultural competencies and master communication strategies. Today, students are much more inquisitive than they were in the past because they are familiar with resources that make the learning process more interesting. Applying strategies of collaborative learning when students are working co-operatively in pairs or groups can significantly improve learning outcomes and boost motivation. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
get_app
Article
Impact of the COVID-19 Pandemic on Liberal Arts Education: An Empirical Study in Hong Kong
by
Qingyun Li
,
Youliang Zhang
,
Kam Wing Cheung
,
Zhongyang Zhang
and
King Sun Lam
Educ. Sci. 2023, 13(7), 636; https://doi.org/10.3390/educsci13070636 - 22 Jun 2023
Viewed by 581
Abstract
The COVID-19 pandemic has instigated considerable unprecedented challenges to tertiary education in the aftermath of the mass shutdown of universities across Hong Kong since early 2020. Accordingly, shifting the traditional modalities to the online model has been opted for as the only reasonable [...] Read more.
The COVID-19 pandemic has instigated considerable unprecedented challenges to tertiary education in the aftermath of the mass shutdown of universities across Hong Kong since early 2020. Accordingly, shifting the traditional modalities to the online model has been opted for as the only reasonable alternative in the breakout period. It is, then, essential for educators to perceive the extent to which students’ learning attainments and experiences have been negatively impacted by these educational changes in the post-pandemic era. With the aim of examining the abrupt changes which the freshmen students’ e-learning experiences and their learning environment have undergone before and after the pandemic, the present quantitative study was conducted at a Liberal Arts Institution in Hong Kong, whose data was collected via the web-based questionnaire FYSLES, or “first-year student learning experience survey”. Quantitative analysis of responses indicated that students’ impressions and experience of liberal arts education, and students’ personalities and skills development, presented a U-shaped trend during the COVID-19 pandemic. The underlying rationale of this study is addressed to higher education policymakers to orient and add value to their safety measures, pertinent recommendations, as well as in context strategies that could be established in view of the pandemic’s detrimental effects. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
►▼ Show Figures

Figure 1

get_app
Article
Instructional Framework for Emergency Remote Teaching in Higher Education
by
Anna Rubtsova
,
Natalia Semenova
,
Nora Kats
and
Olga Zheleznyakova
Educ. Sci. 2023, 13(6), 613; https://doi.org/10.3390/educsci13060613 - 15 Jun 2023
Cited by 1 | Viewed by 646
Abstract
The COVID-19 crisis has considerably changed the educational landscape and resulted in a scientific debate on the efficacy and prospects of online education. Recent research is focused on analyzing the psychological and instructional difficulties faced by both educators and learners during emergency remote [...] Read more.
The COVID-19 crisis has considerably changed the educational landscape and resulted in a scientific debate on the efficacy and prospects of online education. Recent research is focused on analyzing the psychological and instructional difficulties faced by both educators and learners during emergency remote teaching (ERT). However, a limited number of studies tends to present a holistic instructional framework that could benefit educators in situations of a similar educational crisis. This study aims at identifying psychological and pedagogical implications for instructional framework design in situations of abrupt transition to online learning. Employing a qualitative approach, this study is based on the dataset collected from 152 students obtaining bachelor’s and master’s degrees in social sciences. This dataset was analyzed and interpreted by means of descriptive statistics. The findings helped to identify students’ perceptions of ERT, core difficulties, and preferences which underlay the conceptualization of the instructional framework adjustable for ERT. The presented instructional considerations could contribute to the effective design of technology-assisted courses in the context of higher education. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
►▼ Show Figures

Figure 1

get_app
Article
Emotions of University Professors and Students in Times of Pandemic: An Analysis from the Perspective of Resilience in Chilean Higher Education
by
Enrique Riquelme
,
Verónica Villarroel
,
Ricardo García
,
Carlos Pérez
and
Gerardo Fuentes
Educ. Sci. 2023, 13(6), 561; https://doi.org/10.3390/educsci13060561 - 30 May 2023
Viewed by 811
Abstract
COVID-19 forced a change in the usual face-to-face teaching–learning process to remote modalities in a matter of weeks. An abrupt change, within the context of uncertainty surrounding the pandemic, significantly increased the stress experienced by professors, students, and their families. Black screens were [...] Read more.
COVID-19 forced a change in the usual face-to-face teaching–learning process to remote modalities in a matter of weeks. An abrupt change, within the context of uncertainty surrounding the pandemic, significantly increased the stress experienced by professors, students, and their families. Black screens were also a sign of anxiety in the face of new emergency didactic interaction. It has been documented that emotions influence learning; however, few studies have analyzed learning during a pandemic from a resilience approach. The perceptions of the teaching–learning process of 654 professors and 1540 students from 34 Chilean universities were analyzed. Emotions experienced in remote education during the pandemic were studied in relation to professor empathy, respect in the virtual classroom, student/professor technological resources, didactic strategies, student participation, group work, tutoring, perception of learning, assessment, and perception of demand. The results show a direct relationship between professor and student positive emotions and the quality of perceived pedagogical practice and interaction. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
get_app
Article
Structuring the Post-COVID-19 Process of Digital Transformation of Engineering Education in the Russian Federation
by
Irina Shestakova
and
Vladimir Morgunov
Educ. Sci. 2023, 13(2), 135; https://doi.org/10.3390/educsci13020135 - 28 Jan 2023
Cited by 4 | Viewed by 1152
Abstract
The temporality of the socio-technological transformations of industry 4.0 has exacerbated the problem of introducing and using digital technologies in the educational process. The development in this area is due to the presence of unique global challenges, the availability of digital devices, and [...] Read more.
The temporality of the socio-technological transformations of industry 4.0 has exacerbated the problem of introducing and using digital technologies in the educational process. The development in this area is due to the presence of unique global challenges, the availability of digital devices, and the experience of distance learning due to the COVID-19 pandemic. As part of the work, a statistical study was conducted aimed at establishing the average level of proficiency in the basic skills of independent search for information on the Internet. A classification of digital solutions is formulated, and an attempt is made to synthesize criteria for the successful integration of digital solutions into the educational process, the following groups are distinguished: organizational, auxiliary, structural, and specialized. Independent searching for information is considered an element of the educational process, which changes almost uncontrollably, unlike other solutions in the field of digitalization of education. The process of digitalization is presented as a set of four elements, the successful implementation of which will allow the effective implementation of digital technologies in the educational process. An element of digital infrastructure is highlighted; an element of organization, an element of integrating teachers into a new digital educational environment, and a student element. It is concluded that it is necessary to introduce courses of additional competencies dedicated to working with information; the idea of integrating master’s students into research aimed at solving modern global challenges with the help of digital technologies is proposed. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
►▼ Show Figures

Figure 1

get_app
Article
The Effectiveness of an Online Language Course during the COVID-19 Pandemic: Students’ Perceptions and Hard Evidence
by
Irina O. Shcherbakova
,
Svetlana N. Kucherenko
and
Natalia B. Smolskaia
Educ. Sci. 2023, 13(2), 124; https://doi.org/10.3390/educsci13020124 - 25 Jan 2023
Viewed by 1108
Abstract
The aim of this study is to analyse the delivery of an online English language course taught at the Admiral Makarov State University of Maritime and Inland Shipping during the COVID-19 pandemic with the ultimate purpose of identifying those features which could be [...] Read more.
The aim of this study is to analyse the delivery of an online English language course taught at the Admiral Makarov State University of Maritime and Inland Shipping during the COVID-19 pandemic with the ultimate purpose of identifying those features which could be applied to a prospective blended English as a foreign language (EFL) course in the future. The rationale behind this research is a necessity to redesign the existing language education programme at the University which is outdated and far from being digital. By applying the Mashaw model of evaluating the effectiveness of an online course, the authors analyse the results of the survey carried out among a focus group of 22 students from the radio engineering department of the Admiral Makarov State University of Maritime and Inland Shipping. In the end, the authors identify the points for further consideration in the process of developing a prospective blended EFL course. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
►▼ Show Figures

Figure 1

get_app
Article
Translanguaging in English Language Teaching: Perceptions of Teachers and Students
by
Natalia Vasilievna Chicherina
and
Svetlana Yurievna Strelkova
Educ. Sci. 2023, 13(1), 86; https://doi.org/10.3390/educsci13010086 - 13 Jan 2023
Cited by 1 | Viewed by 2645
Abstract
The wide spread of English as the dominant language in higher education around the world due to the processes of globalization and internationalization, opposed to the emerging trend for ‘nationalism’ or ‘de-globalization’, has recently led to new interest in the role of languages [...] Read more.
The wide spread of English as the dominant language in higher education around the world due to the processes of globalization and internationalization, opposed to the emerging trend for ‘nationalism’ or ‘de-globalization’, has recently led to new interest in the role of languages other than English in teaching and learning processes. This article investigates the beliefs and attitudes of Russian university students and teachers concerning the value of English language teaching and the language of instruction in ELT to explore their perceptions of ELT in a Russian monolingual university. The participants of this study were 581 students and teachers of two Russian universities. The research questions were approached from a quantitative perspective with the analysis of data obtained from a questionnaire. The main statistically significant findings include the following: the value of ELT, supported by English-medium instruction is high for all groups of respondents; translanguaging practices in ELT with the minimized use of Russian as the mother tongue are a top priority both for the students and the teachers; additional language learning experience makes students more committed to more intensive language studies and increases their confidence in their ability to study non-language subjects in English. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
get_app
Article
Instructional Design of an Integrative Online Business English Course for Master’s Students of a Technical University
by
Ekaterina Varlakova
,
Elena Bugreeva
,
Anna Maevskaya
and
Yulia Borisova
Educ. Sci. 2023, 13(1), 41; https://doi.org/10.3390/educsci13010041 - 30 Dec 2022
Cited by 1 | Viewed by 1201
Abstract
The article deals with the instructional design of an integrative Business English course for master’s students of a technical university (a case study of the Saint Petersburg Mining University) for blended and/or flexible learning. The main goal is to design a course that [...] Read more.
The article deals with the instructional design of an integrative Business English course for master’s students of a technical university (a case study of the Saint Petersburg Mining University) for blended and/or flexible learning. The main goal is to design a course that can be used as a full-fledged online course in asynchronous learning and is at the same time adjustable to the existing offline Business English course. The research uses methods such as observation, focus groups, surveying, empirical research and analytical and descriptive methods. The authors see a solution in a special instructional design based on the integration of traditional teaching approaches in offline learning, information technology and elements of infotainment and edutainment. The article presents the results of the target audience analysis and the needs analysis, outlines the structure of the course, specifies approaches to enhance motivation in master’s students and presents an integrative system of assessment and evaluation of the learners’ knowledge and skills. The key features of the instructional design of the Business English course suggested include exposure to professional scenarios, learners’ reflection, multiple instruments encouraging learners’ cognitive activity and performance and an opportunity to apply their knowledge to actual performance rather than summative assessment. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
►▼ Show Figures

Figure 1

get_app
Article
An Assessment of the Impact of Distance Learning on Pupils’ Performance
by
Vaidas Gaidelys
,
Rūta Čiutienė
and
Gintautas Cibulskas
Educ. Sci. 2023, 13(1), 3; https://doi.org/10.3390/educsci13010003 - 20 Dec 2022
Cited by 1 | Viewed by 1051
Abstract
Distance education has influenced the organization of education at the level of systems and schools, the change in the specificity of teachers’ activities, the change in pupils’ learning, and, undoubtedly, the attainment of learning outcomes. The aim of this study is to determine [...] Read more.
Distance education has influenced the organization of education at the level of systems and schools, the change in the specificity of teachers’ activities, the change in pupils’ learning, and, undoubtedly, the attainment of learning outcomes. The aim of this study is to determine what factors have affected pupils’ learning outcomes in the course of distance learning during the COVID-19 pandemic, from the perspective of pupils, pupils’ parents, and teachers. A quantitative study was conducted in order to reveal the impact of distance learning. The positive and negative aspects of distance education became clear. As regards the negative consequences of distance teaching/learning, the results of the study showed that in the teachers’ opinion, the pupils’ learning outcomes generally deteriorated. The positive factors of distance learning influencing the learning process and thus learning outcomes were a comfortable environment, the possibility to use a variety of learning aids available at home, and the possibility to view the lesson records at a time convenient for pupils. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
►▼ Show Figures

Figure 1

get_app
Article
Content Aspects of Professional Training of a Specialist in the Development of Individual Educational Trajectories
by
Antonina Andreeva
,
Svetlana Kalmykova
and
Irina Shoshmina
Educ. Sci. 2022, 12(12), 852; https://doi.org/10.3390/educsci12120852 - 23 Nov 2022
Viewed by 746
Abstract
This article lists the prerequisites for the emergence of new interdisciplinary professions at the intersection of pedagogy, information and communication technologies. A new promising profession of a developer of individual educational trajectories is given, described in the “Atlas of New Professions 3.0”, developed [...] Read more.
This article lists the prerequisites for the emergence of new interdisciplinary professions at the intersection of pedagogy, information and communication technologies. A new promising profession of a developer of individual educational trajectories is given, described in the “Atlas of New Professions 3.0”, developed under the auspices of the Agency for Strategic Initiatives. As conceived by the authors, this is a professional who creates a route for training new specialists from courses offered by educational institutions, including those available online, as well as simulators, simulators, internships, etc., and develops an educational track based on them, considering the psychotype, abilities and goals individual person. Since a brief description of this profession in the Atlas does not give a complete picture of its content, for the purposes of understanding the meaningful aspect of the professional training of such specialists in a multidisciplinary university, a description of the methodological basis of the developer of individual educational trajectories is given. The authors of this article describe the principle of operation of the constructor, developed at SPbPU and allowing the selection of the content of professional training of the developer of individual educational trajectories in a multidisciplinary university. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
►▼ Show Figures

Figure 1

get_app
Article
Distance Training of Pragmatic Competence of Law Students via Legal Cases in an English for Specific Purposes Course
by
Nadezhda Almazova
and
Oksana Sheredekina
Educ. Sci. 2022, 12(11), 819; https://doi.org/10.3390/educsci12110819 - 16 Nov 2022
Viewed by 837
Abstract
The priority of the competence approach aimed at developing professional competency of higher education students reflects the labour market need for graduates with the skills required by their speciality and relevant to the interrelated disciplines. In the case of law students, such skills [...] Read more.
The priority of the competence approach aimed at developing professional competency of higher education students reflects the labour market need for graduates with the skills required by their speciality and relevant to the interrelated disciplines. In the case of law students, such skills include awareness of both domestic and foreign legal systems, as well as full communicative competence in the foreign language they are going to use. A key component of foreign language communicative competence is pragmatic competence—that is, knowledge about how a foreign language is used appropriately in a legal context. The research conducted contributes to the issue of pragmatic competence training by means of a practice-oriented method—that is, the case method. The significance of the case method is determined by the twofold goal of developing pragmatic competence via pseudo-real legal situations that provide students with legal knowledge, as well as stimulate them to be effective communicators in the legal sphere. The study took place at SPbPU and involved 120 s-year law students. The experiment conducted was aimed at comparing the case method and traditional methods used for teaching Legal English, particularly the first legal advice strategy—a component of pragmatic competence. A specific feature of the experiment was that it was organized in the form of distance learning. To collect and analyse the data of the study, a qualitative and a quantitative method were applied. The results of the study showed a high efficiency of the case method for fostering pragmatic competence in an ESP course for law students in comparison with traditional methods, which were not very efficient. Besides, the experiment showed that an on-line format may be an adequate methodological means of effectively achieving the goal in a foreign language training for professional needs in a course with a time limit. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
get_app
Article
Case Technology in Teaching Professional Foreign Communication to Law Students: Comparative Analysis of Distance and Face-to-Face Learning
by
Oksana Sheredekina
,
Irina Karpovich
,
Larisa Voronova
and
Tatyana Krepkaia
Educ. Sci. 2022, 12(10), 645; https://doi.org/10.3390/educsci12100645 - 23 Sep 2022
Viewed by 1357
Abstract
Foreign language speaking skills need much practice in order to be improved, which is why it is essential to use different teaching techniques to instruct students effectively. The multiplicity and multitasking of the foreign language teaching process requires the introduction of technology that [...] Read more.
Foreign language speaking skills need much practice in order to be improved, which is why it is essential to use different teaching techniques to instruct students effectively. The multiplicity and multitasking of the foreign language teaching process requires the introduction of technology that ensures consistently effective results of professional foreign language learning, i.e., case technology in the algorithmized educational process. The conducted research contributes to the issue of case technology implementation—the algorithm of professional task solutions, aimed at improving students’ English-speaking skills—in teaching professional legal English. The aim of the study is to investigate the effectiveness of case technology in the improvement of ESP speaking skills in the course of distance and face-to-face learning. Comparative analysis of the distance and face-to-face format of case technology implementation in teaching professional foreign communication to law students was carried out in the course of the two-semester study conducted at SPbPU (N 120) in the period from January 2020 to July 2021. Mixed qualitative and quantitative methods were applied to collect and analyse data for the study. The results of the study showed that, for such assessment criteria as task completion, discourse competence and meaningfulness, the use of case technology in a face-to-face format was more effective than the one carried out on-line. As it can have some pedagogical implications on the improvement of English-speaking skills while teaching professional legal English at university, additional effort should be taken to ensure the effectiveness of case technology in the course of distance learning. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
►▼ Show Figures

Figure 1

get_app
Article
Interactive Mobile Home Tasks vs. Individual Home Tasks in University Foreign Language Education at the Upper-Intermediate Level
by
Elena Borzova
and
Maria Shemanaeva
Educ. Sci. 2022, 12(10), 639; https://doi.org/10.3390/educsci12100639 - 22 Sep 2022
Cited by 1 | Viewed by 1091
Abstract
Homework, being an indispensable part of learning, needs special planning and modification in line with the latest educational development. In this view, we assume that mobile devices can provide ample opportunities for students to interact and collaborate with their group-mates to enhance learning [...] Read more.
Homework, being an indispensable part of learning, needs special planning and modification in line with the latest educational development. In this view, we assume that mobile devices can provide ample opportunities for students to interact and collaborate with their group-mates to enhance learning outcomes in university foreign language education. Interactive mobile homework assignments combined with individual ones can noticeably improve these outcomes from different perspectives. They engage students in communicative foreign language usage, encouraging both receptive and productive speech acts, student-to-student cooperation in learning through communication, peer-teaching, and pooling resources which promote the amplification of the learning environment through content and language sharing. On the other hand, interactive mobile homework assignments also have certain risks that may decrease the quality of learning, such as possible error exchange, a superficial approach, a switch to use of native language, and chatting, etc. Nevertheless, interactive mobile homework assignments keep students on the task for a longer period of time because they require each student’s pre-task preparation, longer oral exchanges during the “while phase” and post-task individual summary, therefore providing more practice. The study described in the article highlights the characteristics of the interactive mobile homework tasks, suggests a list of homework task types, both individual and interactive, and compares the results of their practical application in university foreign language education. The authors attempt to identify a trend in their contribution to the learning outcomes achieved by the students while completing their homework, either interactively or individually. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
►▼ Show Figures

Figure 1

get_app
Article
Technologies for Teaching Mathematics in a Multilingual Digital Environment
by
Galina Dubinina
,
Larisa Konnova
and
Irina Stepanyan
Educ. Sci. 2022, 12(9), 590; https://doi.org/10.3390/educsci12090590 - 29 Aug 2022
Cited by 2 | Viewed by 1198
Abstract
The article considers the expansion of digital technologies and their impact on training modern specialists. The increase in the volume of information, students’ requests for interdisciplinary practice-oriented training, and the involuntary transition to online learning during the COVID-19 pandemic encouraged changes in the [...] Read more.
The article considers the expansion of digital technologies and their impact on training modern specialists. The increase in the volume of information, students’ requests for interdisciplinary practice-oriented training, and the involuntary transition to online learning during the COVID-19 pandemic encouraged changes in the ways educational information is presented. The multilingual approach, enhanced by digitalization, also contributes to these transformations. The purpose of this study is to develop a methodology aimed at improving the perception and understanding of mathematics. The experience of combining digital training in mathematics, multilingual technologies and scaffolding is considered. Scaffolding is implemented in a digital environment and is extended by the reverse scaffolding approach, when the educational material first appears without prompts, and then the prompts are given from complex to simple. Based on the idea of presenting information in various ways, a test was created on the Moodle LMS platform. The surveys showed that the current generation of students prefers educational information based on visualization and supporting symbolic signs. When presenting new material and generating training tests, the teacher should refer to inter-subject multilingualism, reinforcing it with a professional context. Digital implementation of scaffolding proved to be especially in demand during the transition to online learning. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
►▼ Show Figures

Figure 1

get_app
Article
Digital Monitoring of Students’ Soft Skills Development as an Interactive Method of Foreign Language Learning
by
Olesya Dmitrievna Medvedeva
,
Anna Vladimirovna Rubtsova
,
Anastasia Vladimirovna Vilkova
and
Varvara Vladimirovna Ischenko
Educ. Sci. 2022, 12(8), 506; https://doi.org/10.3390/educsci12080506 - 24 Jul 2022
Cited by 4 | Viewed by 2571
Abstract
Nowadays, the curriculum of higher education is mainly based on hard skills development, although soft skills are of critical importance for successful academic and professional performance. Consequently, the purpose of the article is to describe the possible methods of mastering the second-year students’ [...] Read more.
Nowadays, the curriculum of higher education is mainly based on hard skills development, although soft skills are of critical importance for successful academic and professional performance. Consequently, the purpose of the article is to describe the possible methods of mastering the second-year students’ soft skills within the scope of a foreign language course, using interactive methods. The aim of the research was to elaborate on three types of interactive problem-based tasks and assessment criteria which allow us to monitor the progress of soft skills such as problem solving, teamwork, leadership, time management and technology skills, and analytical and creative thinking. Both tasks and criteria were uploaded onto an online educational platform. The case study method, which was considered to be the main monitoring tool, turned out to be effective in the pedagogical experiment where the students collaborated both online and offline. The experiment demonstrated a positive trend in students’ soft skills improvement alongside their foreign language communication skills. Moreover, statistical analyses showed the effectiveness of the system created to master soft skills. The proposed system for digital monitoring of soft skills development can be useful for teaching personnel who want to make the educational process more interactive and productive for advancing students’ soft skills. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
►▼ Show Figures

Figure 1

Other

Jump to: Research

get_app
Systematic Review
Educational System Resilience during the COVID-19 Pandemic—Review and Perspective
by
Noof AlQashouti
,
Mohammed Yaqot
,
Robert E. Franzoi
and
Brenno C. Menezes
Educ. Sci. 2023, 13(9), 902; https://doi.org/10.3390/educsci13090902 - 06 Sep 2023
Viewed by 448
Abstract
The COVID-19 pandemic has disrupted the educational system worldwide because of the restrictions imposed in response to the pandemic for the purpose of impeding the fast spread of the virus. Educational institutions and people around the world worked intensively to create contingency plans [...] Read more.
The COVID-19 pandemic has disrupted the educational system worldwide because of the restrictions imposed in response to the pandemic for the purpose of impeding the fast spread of the virus. Educational institutions and people around the world worked intensively to create contingency plans that ensured the quality and continuity of the educational system. The ability to cope with the new changes in the educational environment varied since it depended on the available technologies and level of social restrictions, among other factors. This paper aims to investigate the literature on the educational system during the pandemic, with a particular emphasis on (1) the challenges faced by students and educators during the learning process, (2) the strategies used to overcome such challenges, and (3) the roles of educational institutions and parents. Two databases were selected in this review: Scopus and Web of Science. There were five stages in the identification, screening, and assessment of the eligibility of papers, whereby 87papers were selected to be analyzed. Opportunities to ensure the continuity and quality of learning are highlighted, and a framework is derived from the literature to achieve enhanced and more resilient online educational systems. By including multiple educational levels, potential research gaps can be identified, highlighting the need for further investigation and exploration in specific educational domains—e.g., addressing behavioral, procedural, and technological challenges requires a thorough examination to achieve optimal solutions and implement reforms. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-19
Back to TopTop