DEMOCRATIZING POTENTIAL OF DISTANCE EDUCATION
Exam 3. – in Theory of media and communication
E- LEARNING IN A SUSTAINABLE SOCIETY
3. THE PRACTICE PREVALENCE: INTERNATIONAL EXPERIENCE A similar course (module) was implemented for postgraduate education
of an international team within the framework of IRNet project (www.irnet.us.edu.pl) that was carried out during 2018 by a team of international tutors (Figure 4).
80 teachers from 6 European universities (in Poland, the Czech Republic, Slovakia, Portugal, the Netherlands, Spain) and 4 non-European universities (in Australia, Ukraine, Russia) were involved in the learning process. Notably, the first group (30 teachers) were participants of the project who studied simultaneously, that is, their collaboration was moderated by the course tutor and had a planned schedule (similar to the first group of the pilot project that was carried out at Borys Grinchenko Kyiv University). The second group (50 people) consisted of teachers who registered on the MOOC by themselves.
In the Digital Space: Programme Design and Case Implementation 87 As learning on the courses “Development of educational, scientific collaboration and project management of ICT tools” http://e-learning.kubg.edu.ua/course/
view.php?id=2879) and ICT-tools for e-learning (https://el.us.edu.pl/irnet/
course/view.php?id=2) was conducted using the same methodology, the analysis of the participants’ reflection about the quality of postgraduate education by an authorial technique was carried out similarly with the help of Community of Inquiry Survey Instrument. For the degree of variance f = 78 (n=80) critical value of Student t-test tscore= 1.991 (with the level of significance α = 0.05).
F i gure 4. Description of the course on ICT-tools for e-learning (https://el.us.edu.pl/irnet/course/view.php?id=2)
Source: O wn work
The COI model utilization obtained a positive appraisal (Table 2) for the course ICT-tools for e-learning. A statistically significant difference is observed in the case of evaluation of Social Presence factor (p=0.005135, p<0.05) similar to a Ukrainian pilot project (Table 1), which confirms the efficiency of synchronized in time collaboration (reinforces Social Presence) for achieving professionally meaningful result. However, unlike the pilot project there was also a difference in the case of Cognitive Presence factor (p=0.006026, p<0.05) which can be explained by a different level of the teachers’ preparation to learn in the MOOC. The teachers of the second group (registered by themselves on the course) did not check their level of IC competence in advance and did not confirm being informed on the trends and the standards correspondence (Figure 2). In-depth interviews that were conducted with the participants of the course confirmed the assumption and discovered lack of motivation
Olena Kuzminska, Nataliia Morze, Eugenia Smyrnova-Trybulska 88
of the second group, whereas the participants of the project had a strong motivation for learning as it contributed to the project tasks fulfillment and recognition of its participants (Smyrn ova -T r ybul s ka, Mor ze , K uzmi ns ka, 2019).
Tabl e 2.
Results of Self-efficacy СОІ model of international students Factor 1(30) ІІ (50) Student
t-test level (t)
Difference (tscore-t)
Teaching Presence 4.75±0.08 4.63±0.11 0.88 1.111 Social Presence 4.68±0.10 4.23±0.12 2.88 -0.889 Cognitive Presence 4.64±0.09 4.26±0.10 2.82 -0.829
Source: O wn work
The obtained results will be taken into account when planning training in the framework of the following projects. One of these projects is project
―One university - Many possibilities. Integrated programme within the framework of the POWER Programme of Ministry of Science and Higher Education, Poland, intended for academic staff and student communities of the University of Silesia.
One of the tasks and modules of the project is E-LEARNING Training
―Advanced ICT tools and methods for didactic activities: Moodle, Gamification, Digital Storytelling, Project-Based Learning, Inquiry-based learning, Flipped Classroom‖ (20 hours).
CONCLUSIONS
Lifelong learning which is a necessary condition for successful fulfillment of the modern individual in the conditions of a university is implemented through the system of teachers’ postgraduate education. ICT competence is a key one in the system of professional competences of an academic teacher.
Development of ICT competence and skills of the 21st century in the process of postgraduate education is provided on condition that:
An authorial design model of postgraduate education courses system is used;
Using forward-oriented design for courses;
Organizing distant learning by creating a COI researchers community;
In the Digital Space: Programme Design and Case Implementation 89
Monitoring of effectiveness of the utilization of offered approaches under permanent supervision.
Leading characteristics of teachers’ learning success using the offered model rely on their own learning and professional experience, social presence and possibility of collaboration with others.
Positive self-evaluation dynamics of academics of Borys Grinchenko Kyiv University after fulfillment of the electronic course “Development of educational, scientific collaboration and project management of ICT tools”
and after finishing similar module in MOOC ―ICT-tools for e-learning‖
by the international team of teachers demonstrate the effectiveness of the authors’
model and methodology of its fulfilment, and it can be recommended for implementation in teachers’ postgraduate education system of higher education institutions.
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