Keywords
How to Cite
Abstract
The purpose of the article is to identify and compare the views of students of biological specialties regarding the organization of distance learning in difficult conditions (Covid-19 pandemic, martial law in Ukraine). Research methods are: theoretical (analysis and synthesis, comparison, generalization, etc.) with the aim of highlighting the use of distance learning in higher education, formulating the conclusions of the conducted research, etc.; empirical (electronic survey, pedagogical observation) - to develop questionnaire questions, identify students' views; mathematical - for processing the obtained results using the computer program IBM SPSS Statistics 23.
Research results: the calculation of the t-test (p≤0.05) for independent samples indicates the absence of a statistically significant difference in the case of comparing all groups of respondents/students: biological faculty/university for each survey year (2020-2022); biology faculty groups for adjacent survey years (2020-2021; 2021-2022) on the following indicators: satisfaction with distance learning (quality of Internet connection at home, quality of own technical support); use of Moodle e-learning before quarantine-2020; ease of registration in the Moodle system. Statistically significant differences of the t-test (p≤0.05) for certain groups of respondents are due to the following reasons in the use of Moodle (2020-2022): compared to the university, the faculty of biology has a significantly higher percentage of disciplines in Moodle, and biology students also show higher rates of willingness to learn in Moodle.
Re-testing helps improve student learning outcomes in Moodle. We showed the example of two academic disciplines (2022) the following: the average score for the best attempts increases compared to the first ones, namely: for bachelor and master students by almost 16% and 14% in the case of the training test, 4% and more than 3% in the modular control test.
References
Гасинець Я. С., Староста В. І. Засоби дистанційного навчання для студентів біологічних спеціальностей під час пандемії COVID-19. Наукові записки Вінницького державного педагогічного університету імені Михайла Коцюбинського. Серія: Теорія та методика навчання природничих наук. 2021. № 1. С.19-33. doi: https://doi.org/10.31652/2786-5754-2021-1-19-33. URL: https://intranet.vspu.edu.ua/naturalscience/ (дата звернення: 20.02. 2023).
Гончаренко С. У. Український педагогічний словник. К.: Либідь, 1997. 376 с.
Дабіжук Т., Блажко О. Індивідуальне навчально-дослідне завдання як форма організації самостійної роботи студентів в умовах кредитно-модульної системи навчання. Рідна школа. 2008. № 3-4. С. 37-39.
Староста В.І. Moodle до, під час і після пандемії Covid-19: використання студентами бакалаврату та магістратури. Електронне наукове фахове видання «Відкрите освітнє е-середовище сучасного університету». 2021. Вип. 10. С. 216-230. doi: https://doi.org/10.28925/2414-0325.2021.1018. URL: https://openedu.kubg.edu.ua/journal/index.php/openedu/article/view/368 (дата звернення: 23.02.2023).
Староста В.І. Повторне комп‘ютерно орієнтоване тестування результатів навчання студентів та аспірантів в Moodle. Науковий вісник Ужгородського національного університету. Серія: Педагогіка. Соціальна робота. 2021. Вип. 1(48). С. 391-395. doi: https://doi.org/10.24144/2524-0609.2021.48.391-395. URL: http://visnyk-ped.uzhnu.edu.ua/article/view/235134) (дата звернення: 20.02.2023).
Acar A., & Kayaoglu M.N. MOODLE as a Potential Tool for Language Education under the Shadow of COVID-19. Eurasian Journal of Educational Research. 2020. Issue 90. P. 67-82. doi: https://doi.org/10.14689/ejer.2020.90.4. URL: https://www.webofscience.com/wos/woscc/summary/de269169-3e7b-4aab-a934-37e02e29c06b-781cb887/relevance/1 (accessed on 20.02.2023).
Al-Fraihat D., Joy M., Masa'deh R., & Sinclair J. Evaluating E-learning systems success: An empirical study. Computers in human behavior. 2020. Vol. 102. PP. 67-86. doi: https://doi.org/10.1016/j.chb.2019.08.004. URL: https://www.sciencedirect.com/science/article/abs/pii/S0747563219302912?Via %3Dihub (accessed on 20.02.2023).
Angriani P., & Nurcahyo H. The influence of moodle-based e-learningon self-directed learning of senior high school students. AIP ConferenceProceedings 2120, 060007 (2019). doi: https://doi.org/10. 1063/1.5115707. URL: https://aip.scitation.org/doi/citedby/10.1063/1.5115707 (accessed on 20.02.2023).
Cole J., & Foster H. Using MOODLE: Teaching with the Popular Open Source Course Management System (2nd ed.). Sebastopol, California: O‘Reilly, 2007. 266 p. URL: https://issuu.com/tparks/docs/moodle (accessed on 20.02.2023).
Eom S. The effects of the use of mobile devices on the E-learning process and perceived learning outcomes in university online education. E-learning and digital media. 2023. Vol. 20. Issue 1. PP. 80-101. doi: https://doi.org/10.1177/20427530221107775. URL: https://www.webofscience.com/wos/woscc/full- record/WOS:000905534100004 (accessed on 20.02.2023).
Ke F.F., & Kwak D. Constructs of student-centered online learning on learning satisfaction of a diverse online student body: a structural equation modeling approach. Journal of educational computing research. 2013. Vol. 48. Issue: 1. PP. 97-122. doi: https://doi.org/10.2190/EC.48.1. URL: https://www. webofscience.com/wos/woscc/full-record/WOS:000318255400005 (accessed on 20.02.2023).
van Rensburg E.S.J. Effective online teaching and learning practices for undergraduate health sciences students: An integrative review. International Journal of Africa Nursing Sciences. 2018. Vol. 9. PP. 73-80. DOI: https://doi.org/10.1016/j.ijans.2018.08.004. URL: https://www.sciencedirect.com/science/ article/pii/S2214139118300398 (accessed on 20.02.2023).
Rosinska O., Horbenko H., & Zhuravska O. Reseaching the aspects of interaction between educators and students in the distance learning system. Journal of Information Technologies in Education (ITE). 2021. no. 45. Mar. 2021. PP. 45-59. doi: https://doi.org/10.14308/ite000731 URL: http://www.ite.kspu.edu/index.php/ite/article/view/817 (accessed on 23.02.2023).
Soubra L., Al-Ghouti M. A., Abu-Dieyeh M., Crovella S., & Abou-Saleh H. Impacts on Student Learning and Skills and Implementation Challenges of Two Student-Centered Learning Methods Applied in Online Education. Sustainability. 2022. Vol. 14. Issue 15. Article Number: 9625. DOI: 10.3390/su14159625. URL: https://www.webofscience.com/wos/woscc/full-record/WOS:000839153300001 (accessed on 20.02.2023).
Tian M., & Lu G.S. Online learning satisfaction and its associated factors among international students in China. Frontiers in psychology. 2022. Vol. 13. Article N 916449. DOI: https://doi.org/10.3389/fpsyg.2022.916449. URL: https://www.webofscience.com/wos/woscc/full- record/WOS:000837123400001 (accessed on 20.02.2023).
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2023 Ярослава Гасинець, Володимир Староста, Марина Кривцова