Revista
de la
Universidad
del Zulia
Fundada en 1947
por el Dr. Jesús Enrique Lossada
NÚMERO ESPECIAL
DEPÓSITO LEGAL ZU2020000153
Esta publicación científica en formato digital
es continuidad de la revista impresa
ISSN 0041-8811
E-ISSN 2665-0428
Ciencias
de la
Educación
Año 12 N° 35
Noviembre - 2021
Tercera Época
Maracaibo-Venezuela
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Use of interactive methods of collaboration between educational
process participants in the conditions of distance learning
Larysa V. Zdanevych*
Alla I. Chagovets**
Ivan O. Stepanets***
Milena I. Yaroslavtseva****
Svitlana V. Pyekharyeva*****
ABSTRACT
The purpose of the article was to study three groups of factors of perception of the introduction of
interactive methods of distance education in the educational environment of Higher Education
Institutions. The research used general scientific research methods, questionnaire methods, methods for
integrated assessment, mathematical methods of data processing: calculation of consolidated
characteristics of motivation, sign test. The study revealed a low level of student knowledge about
distance education technologies and, by contrast, a high level of student interest in mastering interactive
distance education methods. The article detects the influence of the educational environment of the HEIs
in the formation of the disposition of the students to use interactive technologies of distance education.
The article considers properties of interactive methods such as mobility, openness, accessibility and the
use of interactive distance learning technologies. The article aims to study the peculiarities of the
students' attitude towards the introduction of interactive distance learning technologies in the
educational process. Other research perspectives are in the creation of a system for monitoring the
preparation of students for the implementation of innovative technologies in relation to the constant
development of scientific and technological progress.
KEYWORDS: methods; distance learning; technologies; education; effectiveness.
* Professor of Department of Pre-School Pedagogy, Psychology and Professional Methods, Faculty of pre-school
education and psychology, department of pre-school pedagogy, psychology and professional methods, Khmelnytskyi
Humanitarian-Pedagogical Academy, Khmelnytskyi, Ukraine. ORCID: https://orcid.org/0000-0001-8387-2143. E-mail:
larysazdanevych@gmail.com
**Professor of Department of theory and methods of preschool education, Faculty of Preschool and Special Education
and History, Municipal Establishment «Kharkiv Humanitarian Pedagogical Academy» of Kharkiv Regional Council,
Kharkiv, Ukraine. ORCID: https://orcid.org/0000-0003-0680-3165. E-mail: chagovalla54@gmail.com.
***Professor of Department of theory and methods of preschool education, Faculty of Preschool and Special Education
and History, Municipal Establishment «Kharkiv Humanitarian Pedagogical Academy» of Kharkiv Regional Council,
Kharkiv, Ukraine. ORCID: https://orcid.org/0000-0003-0680-3165. E-mail: chagovalla54@gmail.com.
****Candidate of Pedagogical Sciences, Vice-Rector on the scientific and pedagogical work of Department of Pedagogy,
Psychology, Primary education and Educational management, Psychological and Pedagogical Faculty, T Municipal
Establishment «Kharkiv Humanitarian Pedagogical Academy» of Kharkiv Regional Council, Kharkiv, Ukraine. ORCID:
https://orcid.org/0000-0003-0600-4398. E-mail: io.stepanets26@gmail.com
*****Candidate of Pedagogical Sciences, Associate Professor of Department of theory and methods of pre-school
education, Faculty of pre-school and special education and history, Municipal Establishment «Kharkiv Humanitarian-
Pedagogical Academy» оf Kharkiv Regional Council, Kharkiv, Ukraine. ORCID: https://orcid.org/0000-0001-7465-0653.
E-mail: mylenaigorivna56@gmail.com
Recibido: 31/08/2021 Aceptado: 22/10/2021
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Uso de métodos interactivos de colaboración entre los
participantes del proceso educativo en las condiciones del
aprendizaje a distancia
RESUMEN
El propósito del artículo consistió en estudiar tres grupos de factores de percepción de la
introducción de métodos interactivos de educación a distancia en el entorno educativo de las
Instituciones de Educación Superior. La investigación utilizó métodos de investigación
científica general, métodos de cuestionario, métodos para la evaluación integrada, métodos
matemáticos de procesamiento de datos: cálculo de las características consolidadas de la
motivación, prueba de signos. El estudio reveló un bajo nivel de conocimiento de los
estudiantes sobre las tecnologías de educación a distancia y, por el contrario, un alto nivel de
interés de los estudiantes en dominar los métodos interactivos de educación a distancia. El
artículo detecta la influencia del entorno educativo de las IES en la formación de la
disposición de los estudiantes para utilizar tecnologías interactivas de educación a distancia.
El artículo considera propiedades de los métodos interactivos como la movilidad, la apertura,
la accesibilidad y el uso de tecnologías interactivas de aprendizaje a distancia. El artículo
tiene como objetivo estudiar las peculiaridades de la actitud de los estudiantes ante la
introducción de tecnologías interactivas de aprendizaje a distancia en el proceso educativo.
Otras perspectivas de investigación están en la creación de un sistema de seguimiento de la
preparación de los estudiantes para la implementación de tecnologías innovadoras en
relación con el desarrollo constante del progreso científico y tecnológico.
PALABRAS CLAVE: métodos; educación a distancia; tecnologías; educación; efectividad.
Introduction
In today’s information society, it is impossible to utilize man’s creative potential in
science, culture, industry, business, and other spheres of life without mastering interactive
technologies and the ability to use computer facilities. The concept of “active methods and
forms of learning” – a group of pedagogical technologies that help to reach high level of
students’ activity, has long been used in the teaching practice.
Recently, the term “interactive learning”, which is directly related to the introduction
of distance learning methods, has become widespread. The use of interactive technologies is
one of the most effective ways to increase motivation and individualization, develop creative
abilities and produce a favourable emotional atmosphere. Moreover, it allows to move from
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an explanatory-illustrated way of teaching to activity orientated one, in which a student
participates actively, what contributes to responsible acquisition of new knowledge.
Creation and development of information society involves the widespread use of
interactive technologies in education, which is determined by a few factors. Firstly,
introduction of interactive technologies significantly accelerates the transfer of knowledge,
technological and social experience of mankind not only from generation to generation, but
also from one person to another. Secondly, modern interactive technologies, improving the
quality of education, allow people to adapt to the environment and to social changes more
successfully and quickly. Thirdly, active introduction of interactive technologies in
education is an important factor in creating an educational system that would meet the
requirements of information society and the process of reforming traditional educational
system.
The purpose of the introduction of interactive technologies is to create a single
information space of the educational organization, a system in which all participants of the
educational process are involved and connected at the information level: administration,
teachers, students and their parents. This goal can be achieved by using distance learning
methods.
Despite the broad coverage of the research topic, the issues of the effectiveness of the
acquisition of professional competencies by the participants of the educational process while
using interactive methods of interaction remain unexplored. Thus, the purpose of the study
is to identify the effectiveness of usage of interactive teaching methods in distance education.
The specified goal involves implementation of the following tasks:
1. Investigation of the potential of introduction of IDLT into HEI.
2. Analysis of students’ readiness for introduction of IDLT in HEI.
3. Exploring the influence of the educational environment of HEI on the students’
readiness to implement IDLT in HEI.
1. Literature Review
Let us consider the concept of “interactive” and its derivatives. The term “interactive”
means the moment of interaction or being in the mode of conversation, dialogue with
something (for example, a computer) or someone (a person) (Irvine et.al, 2013). In other
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words, “interactive” means “dialogical” or the one that interacts between a person and the
media (interactive television, interactive survey) (Francescucci & Rohani, 2019). The term
“interactivity” was borrowed from the Latin word “interactio”, deriving from “inter” –
“mutual information exchange with the information environment” (Rodríguez-Rodríguez et.
al, 2020).
Interactive learning is a special form of cognitive activity, when the learning process
is organized in such a way that almost all students are involved in the process of cognition
(Soomro et. al, 2017).
Education involves a set of acquired knowledge, skills, abilities, system of values,
experience and competencies of a certain volume and complexity for the purpose of
intellectual, spiritual, moral, creative, physical and (or) professional development of a person
(International Telecommunications Union, 2017).
Interactive learning is dialogical learning, based on the interaction of students with
the teachers, learning environment and educational environment (Heitin, 2017). In the
process of studying, students carry out joint activities, everyone contributes to the work,
there is an exchange of experience, knowledge and skills, so the learning is based on the
students’ life experience (Awadhiya et. al, 2014). Thereat learning takes place in a friendly
atmosphere and with mutual support.
Interactive methods of education establish the following goals:
1. Development and enrichment of socio-personal experience through the involvement
of students into interpersonal interaction.
2. Creation of conditions in which students willingly and independently gain the
missing knowledge from various sources, learn to use them for solving cognitive and practical
problems, develop research skills and systematic thinking.
3. Creating comfortable learning conditions under which the student feels his/her
success and intellectual ability, which makes the whole learning process productive and
effective (Setiawan, 2020; Ribble, 2017).
The interactive form of distance learning allows the teacher to find an individual
approach to every student, to build subject-subject relationship between the teachers and
their students. Interactive methods are based on teaching how to act, as with the help of
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actions a person better remembers and learns what he/she does with his/her hands, gains
invaluable experience through increased pedagogical interaction (Cook & Dupras, 2004).
IDLT are based on reproduction (imitation), model representation in learning, and can
be divided into simulative and non-simulative ones. Simulative IDLT are based on simulative
or simulative-gaming modelling of real phenomena, i.e. reproduction of the real processes in
a learning environment to various levels of adequacy. Construction of models and
organization of work with them allow to reflect in the educational process various kinds of
professional context and to form professional experience in the conditions of quasi-
professional activity.
Non-simulative IDLT do not require construction of models of the studied
phenomenon, process or activity, but the activation is achieved here through the selection of
problematic educational content, specially organized classes and usage of technical means of
conducting them, as well as ensuring dialogical interaction between a teacher and a student.
Since interactive learning technologies are based on the principles of interaction,
students’ activity, building on the group experience, obligatory reflection, it is necessary to
create an environment of educational communication, characterized by openness, constant
interaction, equality of arguments of all participants, accumulation of general knowledge,
allowability of mutual evaluation and control. The significance of interactive technologies
cannot be overestimated, as they are aimed at personality development, as well as the
development of teachers and students, the improvement of academic management.
A number of domestic and foreign researchers have studied the peculiarities of the
organization of the interactive distance learning. Gewin (2020) in his article covered the
issue of transferring the educational process to the Internet in connection with the COVID-
19 pandemic. Cook and Dupras (2004) were the pioneers of developing practical principles
for the implementation of interactive distance learning. Altinay et al. (2021) consider the
importance of interactive forms of learning in the formation of essential skills and
competencies. Dawn (2017) discusses the use of online, blended and technologically
advanced learning. Esterhuyse and Scholtz (2015) dwell on the problems of implementing
distance learning in developing countries. Miglani and Awadhiya (2017) see into the
peculiarities of mobile learning in the work of open universities. Arthur-Nyarko et al. (2020)
consider the students’ readiness to implement interactive forms of learning. Fowler (2019) in
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his doctoral dissertation explores the impact of synchronous orientation of an online course
on students’ exhaustion. Tzafilkou et al. (2021) review the development and validation of the
scale of students’ attitudes to distance learning (RLAS) in higher education. Liu et.al (2021)
envisage the interactive study of multimedia and virtual technologies in artistic education.
2. Methods
For this study, the following diagnostic tools (research methods) were used:
– study and analysis of modern psychological-pedagogical and scientific-pedagogical
literature, normative legal and organizational documents, reference literature on the research
topic;
– lesson observation of students’ educational activities;
– questioning and interviewing the students;
– testing the students;
– analysis of the obtained results using the methods of mathematical statistics.
The experimental work took place in three stages.
The study used questionnaires for psychological and pedagogical research (Seredenko,
2010) with a high level of reliability of the results. The survey method requires respondents
to comply with a number of ethical requirements, namely independent answer to all
questions honestly and impartially. Ethical criteria such as the honesty of the respondents,
professional responsibility, competence, social responsibility, inviolability of personal
boundaries and respect are put forward for the research.
Experimental work at the first – indicative – stage of the experiment (2020-2021)
included:
– studying of the distance education system in HEI;
– analysis of the formation of information-educational environment through the
introduction of distance learning in the educational process of HEI; learning from the
experience of application of IDLT in various HEI; determining the level of students’ readiness
to use IDLT.
Experimental work at the second – formative – stage of the experiment (2021)
included:
– setting up the Program of experimental work;
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– introduction of pedagogical conditions for the preparation of students for the use of
IDLT;
– carrying out control over the course of the pedagogical experiment with the help of
questionnaires;
– analysis and processing of the results, obtained during the experiment;
– summarizing the results of the pedagogical experiment.
Experimental work at the third – final – stage of the experiment (2021) included:
systematization and generalization of the results of experimental work, formulation of the
findings of the study. The given plan corresponds to quantitative research methods and
consists in polling and studying the opinion of the specified number of respondents.
Objectives:
The purpose of the study is to test the hypothesis that the introduction of interactive
methods contributes to the effective formation of the HEI students’ readiness to use IDLT.
Sample:
Experimental work on the formation of the HEI students’ readiness to use IDLT was
conducted on the basis of the National Pedagogical Dragomanov University (Kyiv, Ukraine).
192 students of all faculties and university-wide departments were selected to take part in
the research by means of a remote questionnaire, made in Google Forms.
Methods:
The method of expert assessment was used for comprehensive assessment of the level
of HEI students’ readiness to use IDLT, namely the motives for using distance learning
technologies, as well as professional knowledge, skills and abilities of using IDLT. The
following quantitative indicators were used in the study: 1 point – low level, 2 points –
average level, 3 points – high level. The mechanism of expert assessment of indicators of
students’ readiness for the application of IDLT by levels is presented in Table 1.
Consolidated characteristics of motivational, cognitive and technological components
by indicators and levels in percentage terms were calculated by the following formula:
(Σ_(i=1)^n K_i)/(n*192)*100%;
Where K is the number of answers to each question, i is the number of questions, n is
the quantity of questions, 192 is the total number of respondents (university teachers, who
participated in the experiment).
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Table 1. The mechanism of expert assessment of students’ readiness for the application of
IDLT by levels.
Indices
The level of points for each
indicator
Average
level
High level
Motivational component
Willingness to participate in the formation of
information and educational environment of HEI.
2
3
Willingness to introduce new information and
communication technologies in the educational
process.
2
3
Interest in creating and using new forms of learning
and their integration with other forms of learning.
2
3
Willingness to use the opportunities of the
information educational environment of HEI.
2
3
Endeavours to participate in various innovative
competitions and research papers, conferences,
seminars
2
3
Cognitive component
Knowledge of methods, techniques and tools required
for the application of IDLT.
2
3
Understanding of the role and importance of using
IDLT.
2
3
Knowledge of the main objectives of the introduction
of IDLT in the educational process of HEI.
2
3
Knowledge of types and basic systems of distance
learning, their main advantages and disadvantages.
2
3
Knowledge of the main advantages and disadvantages
of different distance learning systems.
2
3
Technological component
The ability to work in the distance learning system.
2
3
The ability to use the basic capabilities and techniques
of distance learning.
2
3
The ability to use the basic capabilities and techniques
of the distance learning system to visualize the
training material.
2
3
The ability to use the basic capabilities and techniques
of the distance learning system to assess and control
knowledge.
2
3
The ability to use the basic capabilities and techniques
of the distance learning system to ensure
communication between different participants of the
educational process.
2
3
Source: Setiawan (2020)
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Let us assume that the accidental variable X characterizes the state of the level of
students’ readiness to use IDLT in the considered collection of objects at the fundamental
measurement of this property (input control), the accidental variable Y characterizes the
state of the same property in the same collection of objects at the second measurement
(output control). There are two series of observations:
x1, x2 ,......, xi,......, xN;
y1, y2 ,......, yi,......, yN,
over the accidental variables X and Y obtained by considering two dependent samples.
Based on them, N pairs of the form (xi, yi) were compiled, where xi, yi are the results of
double measurement of the same indicator in the same object (respondent).
The elements of each pair xi, yi are compared in size, and the pair is assigned to a sign
“+” if xi <yi, a sign “-”, if xi <yi, and “0” if xi = yi. According to the results of the study, the laws
of distribution of accidental variables X and Y are the same. Then the equality is fulfilled as
follows:
P (xi < yi) = P (xi > yi);
for all pairs (xi, yi), which means that the probability that the fundamental
measurement (xi) in the pair (xi, yi) is lower than the second measurement (yi) is equal to
the probability that the fundamental measurement in the pair is higher than the second
measurement, for all n pairs.
The validity of this equality can be verified by a sign test. Thus, the null hypothesis will
look like:
H0: P (xi < yi) = P (xi > yi);
for all i. When using the sign test as an alternative hypothesis, the following hypothesis
is selected:
H1 : P (xi < yi) ≠ P (xi > yi)
for all i. Thus, in this study, during the analysis of the results of experimental work the
following null hypothesis H0 can be tested: the level of readiness of most students to use
IDLT has not changed after the implementation of pedagogical conditions, but at the
alternative H1 the readiness of most students to use IDLT has been formed after the
implementation of pedagogical conditions.
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In the case when yi tends to exceed the value of xi, the hypothesis H0 should be tested
P (xi < yi) ≤ p (xi > yi) – at the alternative H1: P (xi < yi) > p (xi > yi).
H0 deviates at the level of test significance α, if the experimental value is t> n - tα, where
the value of n – tα is the coefficient.
Instruments
The survey was conducted using Google Forms and the mathematical package of
statistical data processing Statistica 6.1.
3. Results
The total score by all indicators of the components of the HEI students’ readiness to use
IDLT varies from 19 to 57 points. The choice of intervals in determining the level limits for all
indicators in this study was determined using the method of Creswell (2014), according to
which the activity will be mastered after the correct execution of 70 or more percent of the
tasks. High and low levels are determined by 25% deviation of the assessment from the
average in the range of estimates.
To assess the level of students’ readiness to use IDLT, control was carried out, which
reflects the formedness of motivational, cognitive, and technological components of students’
readiness to use IDLT. The following correspondence of the selected answer and the levels
was used: “no” – low level, “not sure” – average level, “yes” – high level. Based on the received
results we constructed the diagram reflecting the formedness of a motivational component
by various indicators (Fig. 1).
According to the obtained data, it is possible to acknowledge high readiness of students
to implement IDLT. A significant part of students (over 60%) feel the need to acquire
competencies in distance education which, in general, allows us to state high degree of
students’ motivation to implement IDLT.
In order to check the level of formedness of the cognitive component of students’
readiness to use IDLT, we conducted a study of respondents’ self-assessment of their
knowledge of application of IDLT with the following correspondence of the selected score
and levels: 1 point – low level (I do not know at all), 2 points – medium level (I have some
idea), 3 points – high level (I know perfectly). Based on the obtained results, we constructed
a diagram reflecting the cognitive component formedness by indicators (Fig. 2).
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Figure 1. Motivational component of students’ readiness to use IDLT
Source: Sugiyono (2018)
Figure 2. The results of monitoring of the cognitive component formedness of students’
readiness to use IDLT
Source: Sugiyono (2018)
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Are you interested
in implementing
interactive
distance education
technologies?
Are you interested
in selecting
individual
educational
courses?
Are you interested
in gaining new
knowledge about
interactive
technologies?
Do you need to
acquire
competencies in
distance
education?
Yes
Not Sure
No
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
Do you know any
factors that make
it impossible to
use interactive
technologies?
Are you familiar
with the
interactive
distance learning
technologies?
Do you know the
purpose of
introducing
interactive
learning
technologies?
Do you
understand the
role of introducing
interactive
technologies in
the distance
learning system?
I know perfectly
I have some idea
I don't know at all
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Analysing the results of the student survey, it was concluded that many students still
lack awareness of the tasks, goals, forms and means of IDLT. Undoubtedly, the HEI activities
should be aimed at improving the level of students’ awareness and their comprehensive
integration into the world of modern educational technologies.
To check the level of technological component formedness of HEI students’ readiness
to use IDLT, we conducted a study of respondents’ self-assessment of their abilities and
practical skills of distance learning technologies taking the following correspondence of the
selected answers and levels: “no” – low level, “I cannot give an unambiguous answer” –
medium level, “yes” – high level. On the basis of the obtained results, we constructed a
diagram reflecting the technological component formedness by various indicators.
Figure 3. Results of the monitoring of technological component formedness of
students’ readiness for the application of IDLT
Source: Sugiyono (2018)
We found out low level of students’ awareness of means and methods of distance
education used in their HEI. At the same time, a small number of students 0078 (15%) dare
to assess the distance education system itself, which in turn indicates a high degree of
students’ ignorance of the introduction of IDLT in their HEI.
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Is academic
performance rating
organized in your HEI
with the help of
interactive
technologies?
Are you able to assess
the quality of distance
education?
Do you know how to
work with the distance
education system of
your HEI?
Yes
I can't give an answer
No
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The results of monitoring the levels of all considered components of students’
readiness to use IDLT are shown in the diagram (Fig. 4).
Figure 4. The results of the formedness of components of students' readiness to use IDLT
Source: Sugiyono (2018)
Consolidated average absolute and relative indicators of the formedness of
motivational, cognitive and technological components by levels are shown in Table 2.
Table 2. The levels of formedness of components of students’ readiness for the
application of IDLT
Components, levels
Low
Average
High
Abs.
Rel.
Abs.
Rel.
Abs.
Rel.
Motivational
18
9,5%
83
43,4%
90
47,1%
Cognitive
128
66,8%
59
30,8%
5
2,4%
Technological
167
86,9%
24
12,5%
1
0,6%
Source: Sugiyono (2018)
Although 47.1% of students have a high level of the motivational component
formedness, in general, most of the experimental group is not ready to use IDLT judging by
the set of indicators of all three components (motivational, cognitive, technological ones).
Nonparametric mathematical statistical methods were used to test the statistical
hypothesis of experimental research data. Experimental work is aimed at identifying the
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Motivational Cognitive Technological
Low
Average
High
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effectiveness of pedagogical tools by comparing the achievements or properties of the same
group of respondents in different periods of time (groups of dependent samples) or different
groups of respondents (independent samples).
For each criterion we adopted the following structure: the type of experimental data
to which we apply the criterion; the nature (discrete or continuous) of the studied property;
measurement scale of the results of the experiment.
The sign test was used for the data analysis, as it is intended for comparison of states
of some property at members of two dependent samples based on the measurements made
on a scale not lower than the order scale.
To apply the sign test, the following requirements must be met:
1) random samples;
2) dependent samples;
3) pairs of properties under investigation are mutually independent;
4) the studied property of objects is distributed continuously in both sets of samples;
5) the measurement scale must not be lower than the order scale.
In this study, an experiment was conducted to test the effectiveness of pedagogical
conditions as a means of forming students’ readiness to use IDLT.
To test the hypothesis of the study, 20 respondents were randomly selected out of 192
respondents. The results of input and output control of respondents represent measurements
on the ordinal scale (3-point scale: low level – 1point, average level – 2 points, high level – 3
points) (Table 3).
The value T (test statistics), equal to the number of positive differences between the
results of input and output control, is calculated using a one-sided sign test based on
observations to test hypotheses. According to the Table, T = 18.
Of the 20 data pairs in two cases, the difference is zero, therefore, only 18 (20-2 = 18)
data pairs will be used in the calculations. Thus, in the calculations, n = 18.
To determine the critical statistics values of the criterion n - tα, the table of critical
statistics values of the sign test is used, since n ≤ 100. For the test significance level α = 0.05
when n = 18, the value of n - tα = 13. Therefore, we will have the following inequality:
T > n – tα (18 > 13).
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Thus, the null hypothesis is rejected at the level of α = 0.05 and an alternative
hypothesis is accepted: the readiness of most students to use IDLT is formed after the
implementation of pedagogical conditions.
The received analysis of the results of experimental work has shown, that pedagogical
conditions, implemented in practice, provide effective formation of students’ readiness for
the application of IDLT.
Table 3. The results of input and output control of a random sample of the
experimental group
Result types /
respondent
Input control
Output control
Distinctive sign
1
1
3
+
2
1
3
+
3
1
3
+
4
1
3
+
5
2
3
+
6
1
3
+
7
2
3
+
8
2
3
+
9
1
3
+
10
1
3
+
11
1
3
+
12
2
2
0
13
1
3
+
14
1
3
+
15
1
2
+
16
1
3
+
17
2
3
+
18
2
3
+
19
1
3
+
20
2
2
+
Source: Sugiyono (2018)
4. Discussion
The study revealed low level of Ukrainian students’ awareness of IDLT compared to
foreign students. Rodríguez-Rodríguez et. al, (2020) and Arthur-Nyarko et al. (2020) in their
research provide evidence of better awareness of the issue. The level of integration of the
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latest educational technologies into the educational process of foreign countries, as
evidenced by the research of Hamdan et al. (2021), is also higher.
The article identifies the potential of IDLT for students, which consists in the
possibility of creating an innovative information and educational environment (which is
considered in the dissertation of Fowler (2019)); mobility, openness, accessibility,
interactivity of learning with the use of distance learning technologies; attracting more
students from other regions; opportunities to compile an individual educational trajectory
for students; economic efficiency of distance learning; visualization of educational
information; application of hypertext structure of educational resources; opportunities for
inclusive education; reducing the teaching load of university teachers. These findings are
consistent with the studies by Miglani and Awadhiya (2017) which also identified the
potential for the introduction of IDLT.
IDLT are used in order to optimize the educational process, as well as interest in
continuing education and self-education in the fields of information and communication
technologies; knowledge, abilities and practical skills necessary for educational activities
with the use of hardware and software, information and methodological resources of distance
learning, including automated learning systems and automated knowledge control systems,
which was also mentioned by Sushchenko et al. (2019) in their study. Students’ readiness for
changes in learning technology is also considered by Cook and Dupras (2004), who
emphasise the need for comprehensive application of educational innovations in the
formation of a modern educational environment.
In the article the students’ readiness to use IDLT is considered based on the fact that
its structure contains the following components: motivational (reflects motives, content,
goals), cognitive (includes knowledge and concepts that allow effective use of IDLT in their
professional activities) and technological (a set of practical skills required to carry out
activities using IDLT). Each of the above-mentioned components includes success criteria of
the formedness of students’ readiness to use IDLT (high, average, low). Altinay et al. (2021)
also examine students’ readiness for the introduction of IDLT.
The study did not reveal the impact of interactive distance technologies on increasing
motivation, which contradicts the data of the study Onofrei and Ferry (2020), which noted
an increase in student motivation when using distance learning technologies. However,
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research has shown the important role of the use of remote technologies in creating a new
information society, which confirms the study (Hamdan et al., 2021).
Theoretically, as in the research work by (Gewin, 2020), we found out pedagogical
conditions of preparing students for the use of IDLT: gradual improvement of students’
readiness to use distance learning technologies; creation of an information and educational
environment in HEI, which can realize the possibilities of distance learning technologies.
The article does not cover the full range of problems of students’ preparation for the
use of IDLT in connection with the constant technical and technological development of
information and communication technologies, which suggests the emergence of new trends
in the use of distance learning in education. The same idea was suggested in the study by
(Dawn, 2017).
The main limitations of the study are the remote method of data acquisition. This
method does not allow to control the personal participation and integrity of the respondent.
Future research should be aimed at covering a larger number of respondents, comparing data
obtained from several free economic zones. Also in further research it is necessary to consider
each interactive method separately. The theoretical materials considered in the article can be
used in the training of future specialists in the organization of higher education. The obtained
practical data can be used in designing the infrastructure of the distance education system in
the Free Economic Zone in order to take into account the needs of students.
Conclusion
The article is a timely and relevant study due to the active development of information
and communication technologies, including distance learning technologies, and their
introduction into the educational process of HEI of Ukraine. However, the problem of
forming the student’s readiness to use IDLT in terms of unformed methodological approaches
to its formation has not been studied sufficiently. The potential of IDLT in HEI lays in
creating an innovative information and educational environment; mobility, openness,
accessibility, the use of interactive distance learning technologies; attracting more students
from other regions; opportunities to compile an individual educational trajectory for
students; economic efficiency of distance learning; visualization of educational information;
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application of the hypertext structure of educational resources; opportunities for inclusive
education; reducing the teaching load of university teachers.
The obtained results can serve as base for diagnosing the level of formedness of HEI
students’ basic IT competence. During the processing of the results of diagnosing the basic
level of IT competence formedness, it was found that the level of 41 students is insufficient.
Thus, the analysis of the results of the article showed that the theoretically identified and
practically implemented pedagogical conditions provide effective formation of the readiness
of most students to the use of IDLT. In the future, there is a need to develop effective methods
for monitoring and correcting students’ ability to use interactive methods of distance
education to improve the level of their interpersonal communication in the educational
environment of HEI.
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