MASSIVE OPEN ONLINE COURSES AS A MEANS OF BORDER GUARDS’ PROFESSIONAL COMPETENCE DEVELOPMENT

Keywords: massive open online courses (MOOCs), mobile learning, distance education, border guards, foreign communication skills

Abstract

Massive open online courses (MOOCs) have attracted a great deal of interest in recent years as a modern learning technology. This paper examines the issue of developing professional competencies in further training of border guards through MOOCs. Mobile learning, distance education, use of the information technologies have been differentiated. The preparation for life-long learning is especially important for border guards due to the rapid development of the information technology. Further education helps them counter threats to national security, conflicts and non-standard situations at the border crossing points, and new methods violators use to forge documents, to smuggle goods and to cross the state border. The use of MOOCs for advanced training in the State Border Guard Service of Ukraine has been analyzed. The purpose of the article is to analyze the application of MOOCs for developing professional competencies of border guards. Each MOOC is aimed at developing the Integral competence, General competencies and Professional (special) competencies of border guard officers. The ability to communicate in English is one of the special competencies of border guards, and it is essential for effective protection of the state border. The peculiarities of development of MOOC “Conducting the second line check at border crossing points” for training of border guards who serve in the border guard units and want to be promoted to higher positions have been investigated. The experiment was carried out at the Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine and involved 276 border guards. The analysis of the results of the developed distance course testified its effectiveness. The generalization of feedback from the participants in this course also indicated an increase in the motivation of border guards to develop personal professional skills, especially for communication in a foreign language. The results of the study have been further discussed and the practical suggestions for MOOC developers have been outlined.

Author Biographies

Olha V. Lemeshko, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine

PhD of Pedagogical Sciences, Senior Instructor of English Language Department

Olena V. Yankovets, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine

Senior Instructor of the German Language Department

Volodymyr V. Lemeshko, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine

PhD in Military Sciences, Head of the Military Art Department

Andrii V. Yankovets, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine

PhD of Pedagogical Sciences, Associate Professor of English language Department

Iryna O. Basaraba, Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine

Instructor of English Language Department

References

Bloshchynskyi, I. (2017). Usage of Anki specialized program application during future Border Guard officers’ independent foreign language professional training for passing state examination. Information Technologies and Learning Tools, 2016, Vol 58, No 2. URL: https://journal.iitta.gov.ua/index.php/itlt/article/view/1605. (Accessed on03/07/2018) (in Ukrainian)

Bauman, Z. (2001). The individualized society. Cambridge: Polity Press. (in English)

Spirin, O. & Kovalchuk, V. (2011). Criteria of external evaluation of the quality of information and communication technologies of teaching. Scientific journal, Vol. 16. (in Ukrainian)

Burov, O. (2016). Life-Long Learning: Individual Abilities versus Environment and Means.URL: http://ceur-ws.org/Vol-1614/paper_86.pdf. (Accessed on 11/11/2018) (in English)

Woodill, G. (2011). The mobile learning edge: Tools and technologies for developing your teams. New York: McGraw-Hill Professional. (in English)

Jones, A., Scanlon E. &Clough, G. (2013). Mobile learning: Two case studies of supporting inquiry learning in informal and semiformal settings.Computers & Education, Vol 61, pp. 21–32. (in English)

Lam, J., Yau, J. &Cheung, S. (2010). A review of mobile learning in the mobile age. Hybrid Learning, pp. 306–315. (in English)

Milrad, M., Wong, L.-H., Sharples, M., Hwang, G.-J., Looi, C.-K. & Ogata, H. (2013). Seamless learning: An international perspective on next-generation technology-enhanced learning. In Berge, Z. L. & Muilenburg, L. Y. (Eds.), Handbook of mobile learning, New York: Routledge, pp. 95–108. (in English)

Hwang, G. &Chang, H. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, Vol 56(4), pp.1023–1031. (in English)

Alraimi, K., Zo, H. & Ciganek, A. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, Vol 80, p. 28–38. DOI:10.1016/j.compedu.2014.08.006. (in English)

Karnouskos, S. (2017). Massive open online courses (MOOCs) as an enabler for competent and innovation in industry. Computers in Industry, Vol 91, p. 1–10. DOI: 10.1016/j.compind.2017.05.001. (in English)

Jordan, K. (2015). Massive Open Online Course Completion Rates Revisited: Assessment, Length and Attrition. International Review of Research in Open and Distributed Learning, Vol 16, No 3, pp. 341-358. (in English)

LeBar, M. (2014). MOOCs – Completion is not important. Forbes. URL: http://www.forbes.com/sites/ccap/2014/09/16/moocs-finishing-is-not-theimportant-part/.(Accessed on 12/10/2018) (in English)

Bartoletti, R. (2016). Learning through Design: MOOC Development as a Method for Exploring Teaching Methods. Current Issues in Emerging eLearning, Vol. 3, Issue 1. URL: http://scholarworks.umb.edu/cgi/viewcontent.cgi?article=1025&context=ciee. (Accessed on 10/10/2018) (in English)

Robinson, C., Gehlbach, H. & Hulleman, C. (2016). Forecasting student achievement in MOOCs with natural language processing. URL: https://www.researchgate.net/publication/301591270_Forecasting_student_achievement_in_MOOCs_with_natural_language_processing.(Accessed on 12/10/2018) (in English)

Kanwar, A. (2014). Developments in distance and online learning. URL: http://oasis.col.org/handle/11599/1031.(Accessed on 10/10/2018) (in English)

Bartolomeo, J. (2015). The Discourse Among Community College Faculty Regarding the Integration of Massive Open Online Courses. URL: http://pqdtopen.proquest.com/pubnum/3687817.html.(Accessed on 05/09/2018) (in English)

Hurevych, R. & Kademiia, M. (2004). Information-telecommunications technologies in educational process and scientific researches. Learning Guide [for students of pedagogical higher educational establishments and students of institutes of postgraduate education], Vinytsia: DOV “Vinytsia”, 365 p. (in Ukrainian)

Mashtaler, А. (2013). Distance education as a mean of further professional training of border guard officers. Collection of research papers of the National Academy of the State Border Guard Service of Ukraine, No 4(69), Series: Pedagogical and Psychological sciences, pp.151-159. (in Ukrainian)

Kremen, V. (2003). Distance education – advanced way to solve modern problems of professional education development. Collection of Distance Education Academy, No 1, pp. 4–11. (in Ukrainian)

Morris, N. (2014). How digital technologies, blended learning and MOOCs will impact the future of higher education, Lisbon, Portugal, pp. 401-404 URL: http://files.eric.ed.gov/fulltext/ED557272.pdf. (Accessed on 10/10/2018) (in English)

Published
2020-02-24
Section
ICT and learning tools in the sphere of post-graduate education