PL EN


2021 | 12 | 1 | 322-334
Article title

Online studying instructional measures at the International Relations Department of the National University of Ostroh Academy

Content
Title variants
Languages of publication
EN
Abstracts
EN
Aim. The paper’s aim is to present some current specific online studying instructional measures at the International Relations Department of the National University of Ostroh Academy in Ukraine.Methods. The study is devoted to the observation of some theoretical and methodological aspects of the peculiarities of online studying measures at the International Relations Department. The theoretical and comparative methods of analysing the peculiarities of online studying have been taken into account. In order to summarise the currentonline studying experiences at the International Relations Department, some specific instructional measures for both students and teachers are presented, for example: how to handle the lack of interaction, master self-learning, promote self-regulation strategies and become more strategic thinkers.. The necessity of studying the above-mentionedaspects has been caused by their impact on students’ learning activity, especially in the times of COVID-19 pandemic.Results and conclusions. The focal point of this research is to provide an insight into the background of online studying peculiarities through the prism of Ukrainian teachers and students. The analysis is focused on online studying of foreign languages, as well as the possible online teaching methods of professional disciplines (History of International Relations; Foreign Policy of the Countries of Asia, Africa, and Latin America; International Conflicts; Current Problems of International Relations in the Middle East) at the International Relations Department. What is more, the authors outline how to help students deal with the lack of interaction, master self-learning, promote self-regulation strategies and become more strategic thinkers. The authors also highlight possible challenges for the faculty and suggest ways to overcome those difficulties. Moreover, some major prerequisites of students’ self-regulatory online learning are described. Contribution. The results of the study are instrumental in mastering the peculiarities of online studying through the prism of learning at the International Relations Department of the National University of Ostroh Academy (Ukraine). The findings of this study may be considered important and contribute to future research.
Year
Volume
12
Issue
1
Pages
322-334
Physical description
Dates
published
2021-06-17
Contributors
  • International Relations Department, National University of Ostroh Academy Seminarska Str. 2, Ostroh, Rivne Region, 35800, Ukraine
  • Department of Psychology and Pedagogy, National University of Ostroh Academy Seminarska Street 2, Ostroh, Rivne Region, 35800, Ukraine
  • Department of Psychology and Pedagogy, National University of Ostroh Academy Seminarska street 2, Ostroh, Rivne Region, 35800, Ukraine
  • Department of Psychology and Pedagogy, National University of Ostroh Academy Seminarska street 2, Ostroh, Rivne Region, 35800, Ukraine
  • Department of Psychology and Pedagogy, National University of Ostroh Academy Seminarska street 2, Ostroh, Rivne Region, 35800, Ukraine
References
  • Anderton, B. (2006). Using the online course to promote self-regulated learning strategies in pre-service teachers. Journal of Interactive Online Learning, 5(2), 156-177.
  • Balashov, E., Handzilevska, H., Shturkhetskyy, S., Kostiuchenko, O., & Shulyk, R. (2020). Barriers and Resources for Journalists’ Life Success. Journal of Education Culture and Society, 11(1), 174-185. https://doi.org/10.15503/jecs2020.1.174.185.
  • Bao, W. (2020) COVID-19 and online teaching in higher education: A case study of Peking University. Hum Behav & Emerg Tech, 2, 113-115. doi:10.1002/hbe2.191.
  • Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31, 445-457.
  • Brown, J. C., & Park, H. S. (2016). Longitudinal student research competency: Comparing online and traditional face-to-face learning platforms. Advances in Social Work, 17(1), 44-58. doi:10.18060/20870.
  • Carrier, C. (1984). Do learners make good choices? Instructor Innovator, 29(2), 15-17.
  • Ertmer, P. A., & Newby, T. J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science.
  • Gilbert, B. (2015). Online learning revealing the benefits and challenges. Education Masters.
  • Jansen, R. S., Leeuwen, A. V., Janssen, J., Kester, L., & Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education, 9, pp. 6–27. doi:10.1007/s12528-016-9125-x.
  • Mahdavi, M. (2014). An overview: Metacognition in education. International Journal of Multidisciplinary and Current Research, 2, 529-535.
  • Nguyen, T. (2015). The effectiveness of online learning: beyond no significant difference and future horizons. MERLOT Journal of Online Learning and Teaching, 11(2), 309-319.
  • Nilson, L. B. (2013). Self-regulated learning & Questions that self-regulated learners ask themselves. Retrieved from: http://ccwt.wceruw.org/documents/Self-RegLearn-Handout.pdf
  • Pai, K. (2013). Assessing Online versus face-to-face learning. Proceedings, Global Conference on Business & Finance, 8(2), 350.
  • Schraw, G., & Dennison, R. G. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460–475.
  • Summers, J., Waigandt, A., & Whittaker, T. (2005). A comparison of student achievement and satisfaction in an online versus a traditional face-to-face statistics class. Innovative Higher Education, 29(3), 233-250. doi:10.1007/s10755-005-1938-x
  • Tanner, K. D. (2012). Promoting student metacognition. CBE – Life Sciences Education, 11, 113–120. doi:10.1187/cbe.12-03-0033
  • Williamson, G. (2015). Self-regulated learning: An overview of metacognition, motivation, and behavior. Journal of Initial Teacher Inquiry, 1, 25-27.
  • Yang, Y. C. (1993). The effects of self-regulatory skills and type of instructional control on learning from computer-based instruction. International Journal of Instructional Media, 2, 225-241.
  • You, J. W. & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77, 125-133. doi:10.1016/j.compedu.2014.04.018.
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.ojs-doi-10_15503_jecs2021_1_322_334
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.