TRANSFORMATION OF EDUCATIONAL PROCESS IN COVID-19 PANDEMIC: A CASE OF IGOR SIKORSKY KYIV POLYTECHNIC INSTITUTE

Authors

DOI:

https://doi.org/10.20535/2410-8286.237575

Keywords:

higher education; educational process; learning outcomes; distance learning; diagnostic tools; education technologies

Abstract

The rapid spread of the SARS-CoV-2 coronavirus has led to the global COVID-19 pandemic and a lockdown was introduced in Ukraine in March 2020. This forced universities to urgently transform the traditional system of organisation of the educational process and transfer to distance learning. This study aims to evaluate the distance learning system organised by a technical university in COVID-19 lockdowns from the perspective of the students as the main stakeholders of education. The method of the survey as the most widely used research method of sociological research was used to collect and analyse the data obtained. In this context, a number of surveys involving from 2,721 to 9,000 students of technical and humanitarian specialities were conducted to evaluate the level of their satisfaction with the distance learning system. The results of the study showed that the transformations introduced in the organisation and realisation of the learning process were on the whole positively estimated by students, which means that the elements of distance learning should remain after the end of the lockdown restrictions. However, more research is needed to evaluate the diagnostic tools for preventing academic dishonesty.

 

Author Biographies

Anatolii Melnychenko, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”,

Vice Rector for Academic Affairs

Tetiana Zheliaskova, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”,

Deputy Head of Department 

References

Anderman, E.M. & Won, S. (2019). Academic Cheating in Disliked Classes. Ethics & Behavior, 29 (1), 1-22. https://doi.org/10.1080/10508422.2017.1373648

Areshonkov, V. (2020). Tsyfrovizatsiya vyshchoyi osvity: vyklyky ta vidpovidi. Visnyk Natsionalʹnoyi akademiyi pedahohichnykh nauk Ukrayiny [Digitalization of higher education: challenges and answers]. Bulletin of the National Academy of Pedagogical Sciences of Ukraine, 2(2). https://doi.org/10.37472/2707-305X-2020-2-2-13-2

Bao, W. (2020) COVID-19 and online teaching in higher education: A case study of Peking University. Hum Behav & Emerg Tech., 1-3. https://doi.org/10.1002/hbe2.191

Bonfield, Ch.A., Salter, M., Longmuir, A., Benson, M. & Adachi, Ch. (2020). Transformation or evolution?: Education 4.0, teaching and learning in the digital age. Higher Education Pedagogies, 5(1), 223-246. https://doi.org/10.1080/23752696.2020.1816847

Brammer, S., & Clark, T. (2020). COVID‐19 and Management Education: Reflections on Challenges, Opportunities, and Potential Futures. British Journal of Management, 31(3), 453-456. https://doi.org/10.1111/1467-8551.12425

Can Aksu, Z. (2020). Distance Education in COVID-19 Pandemic: Insights from Turkish Students. Research Methods in Social Sciences Final Report, Istanbul, 11 June-21 June 2020

Daanen, H., & Facer, K. (2007). 2020 and beyond: Future scenarios for education in the age of new technologies. Futurelab. Retrieved from http://archive.futurelab.org.uk/resources/publicationsreports-articles/opening-education-reports/Opening-Education-Report663

Dombrovska, S.О. (2020). Vyshcha osvita v umovakh pandemiyi: suchasni vyklyky orhanizatsiyi osvitnʹoho protsesu [Education Reform іn Ukraine]. Information аnd Analytical Support: Book of Abstracts of the II International Scientific and Practical Conference (pp. 216-218). Kyiv, Ukraine: SSI «Institute of Educational Analytics». https://iea.gov.ua/wp-content/uploads/2020/11/Zbirnik-tez-dopovidej-konferentsiyi_Reforma-osviti-v-Ukrayini-2020.pdf

Ellahi, R.M., Ali Khan, M.U., & Shah, A. (2019). Redesigning curriculum in line with Industry 4.0. Procedia Computer Science, 151, 699–708. https://doi.org/10.1016/j.procs.2019.04.093

Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020). Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students. Journal of Information Technology Education: Research, 19, 731-753. https://doi.org/10.28945/4628

Gürler, C., Uslu, T.& Daştan, İ. (2020). Evaluation of Distance Learning from Student Perspective in Covid-19 Pandemic. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 24 (4), 1895-1904. Retrieved from https://dergipark.org.tr/tr/download/article-file/1291751

Hew, K.F. (2014). Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. BJET, 47 (2). https://doi.org/10.1111/bjet.12235

Hussin, A.A. (2018). Education 4.0 made simple: Ideas for teaching. International Journal of Education and Literacy Studies, 6(3), 92–98. http://dx.doi.org/10.7575/aiac.ijels.v.6n.3p.92

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distributed Learning, 9(3), 3. https://doi.org/10.19173/irrodl.v9i3.523

Lavrynenko, L. (2020). Osvita v realʹnosti sʹohodennya – dystantsiyne navchannya [Education in today's reality - distance learning]. In Proceedings of the International Center for Science and Research (pp.25-28). https://doi.org/10.36074/10.04.2020.v1.01

Lukianenko, V., & Vadaska, S. (2020). Evaluating the Efficiency of Online English Course for First-Year Engineering Students. Revista Romaneasca Pentru Educatie Multidimensionala, 12(2Sup1), 62-69. https://doi.org/10.18662/rrem/12.2Sup1/290

Lytovchenko, I., & Voronina, H. (2020). MOOC as Remote ESP Learning Tool at University in Quarantine: Focus on Students’ Attitudes. Revista Romaneasca pentru Educatie Multidimensionala, 12(2)(Sup1), 70-76. https://doi.org/10.18662/rrem/12.2Sup1/291

Malyovanyi. Y.I. (2020). Dystantsiyne navchannya: Realiyi i perspektyvy [Distance learning: Realities and prospects]. Bulletin of the National Academy of Pedagogical Sciences of Ukraine, 2(1). https://doi.org/10.37472/2707-305X-2020-2-1-10-1

Mizyuk, V. (2019). Blended learning as a modern educational technology for integrating the learning process in education institutions. Naukovyy visnyk Mykolayivsʹkoho natsionalʹnoho universytetu imeni V. O. Sukhomlynsʹkoho. Pedahohichni nauky, 66(3), 172-177. https://doi.org/10.33310/2518-7813-2019-66-3-172-177

Mukan, N., & Lavrysh, Y. (2020). Video Conferencing Integration: Challenges and Opportunities at Universities. Revista Romaneasca Pentru Educatie Multidimensionala, 12(1Sup2), 108-114. https://doi.org/10.18662/rrem/12.1sup2/253

Naciri, A., Baba, M. A., Achbani, A., & Kharbach, A. (2020). Mobile Learning in Higher Education: Unavoidable Alternative during COVID-19. Aquademia, 4(1), ep20016. https://doi.org/10.29333/aquademia/8227

Nenko, Y., Кybalna, N., & Snisarenko, Y. (2020). The COVID-19 Distance Learning: Insight from Ukrainian students. Revista Brasileira de Educação Do Campo, 5, e8925. https://doi.org/10.20873/uft.rbec.e8925

Owusu-Fordjour, C., Koomson, C. K., Hanson, D. (2020) The Impact Of Covid-19 On Learning - The Perspective Of The Ghanaian Student. European Journal of Education Studies, 7 (3), 88-100. http://dx.doi.org/10.46827/ejes.v0i0.3000

Phil Hill (2020). State of Higher Ed LMS Market for US and Canada: Mid-Year 2020 Edition. https://philonedtech.com/state-of-higher-ed-lms-market-for-us-and-canada-mid-year-2020-edition

Picón, M.L. (2020). Is e-learning possible? Foro educacional, n°34, 2020, 11-34. https://doi.org/10.29344/07180772.34.2357

Pokhrel, S., Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8 (1), 133-141. https://doi.org/10.1177/2347631120983481

Rashid, S., & Yadav, S. S. (2020). Impact of Covid-19 Pandemic on Higher Education and Research. Indian Journal of Human Development, 14(2), 340–343. https://doi.org/10.1177/0973703020946700

Shandra, N., Yuzik, O., & Zlenko, N. (2021). Zmishane navchannya u zakladakh vyshchoyi osvity: vyznachennya, rivni ta katehoriyi [Blended learning in higher education institutions: definitions, levels and categories]. Grail of Science, 1, 360-364. https://doi.org/10.36074/grail-of-science.19.02.2021.075

Smith, K., Gamlem, S.M., Sandal, A.K., & Engelsen, K.S. (2016). Educating for the future: A conceptual framework of responsive pedagogy. Cogent Education, 3(1), 1227021. https://doi.org/10.1080/2331186X.2016.1227021

Soter, M. (2020). Using zoom in Ukrainian technical higher education institutions. In Modern approaches to the introduction of science into practice. Abstracts of X International Scientific and Practical Conference (pp. 100-101). San Francisco, USA. http://isg-konf.com

Stukalo, N., Simakhova, A. (2020). COVID-19 Impact on Ukrainian Higher Education. Universal Journal of Educational Research 8(8), 3673-3678. https://doi.org/10.13189/ujer.2020.080846

Toquero, C. M. (2020). Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4), em0063. https://doi.org/10.29333/pr/7947

Watermeyer, R., Crick, T., Knight, C. & Goodall, J. (2021). COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration. Higher Education, 81, 623-641. https://doi.org/10.1007/s10734-020-00561-y

Zhu, T. (2020). Empirical Research on the Application of Online Teaching in Chinese Colleges and Universities Under the Situation of Novel Coronavirus Pneumonia Prevention and Control. International Journal of Emerging Technologies in Learning (iJET), 15 (11), 119-136. https://doi.org/10.3991/ijet.v15i11.13935

Downloads

Published

2021-07-31

How to Cite

Melnychenko, A. ., & Zheliaskova, T. . (2021). TRANSFORMATION OF EDUCATIONAL PROCESS IN COVID-19 PANDEMIC: A CASE OF IGOR SIKORSKY KYIV POLYTECHNIC INSTITUTE. Advanced Education, 8(18), 4–10. https://doi.org/10.20535/2410-8286.237575

Issue

Section

ARTICLES