Information Technologies and Learning Tools https://journal.iitta.gov.ua/index.php/itlt <table> <tbody> <tr> <td width="35%"> <div><img src="https://journal.iitta.gov.ua/public/site/images/redaktor_itzn/83-en-4ba61adde9c4b5d99f47050583579cca.jpg" alt="" width="730" height="1024" /></div> </td> <td> </td> <td> <p>"Information Technologies and Learning Tools" is a bimonthly peer-reviewed e-journal in educational sphere, published full-text articles online with immediate open-access.</p> <p>The Ministry of Education and Science of Ukraine has conferred a <a href="http://nfv.ukrintei.ua/view/5b1926367847426a63191914">category "A"</a> to the electronic professional edition in the field of knowledge 01 Education/Pedagogy in specialties - 011, 012, 013, 014, 015, 016, 017, as well as 12 Information Technologies, in specialty 126 (Order of the Ministry of Education and Science of Ukraine №1412, December 18, 2018).<br /><br /><strong>Subjects:</strong> ICT in teaching and learning, ICT in educational researches, ICT in management of education, computer-oriented learning tools. <br /><strong>Subject area:</strong> educational technology (social sciences) </p> <p><strong>Manuscript languages:</strong> Ukrainian, English<br /><strong>Publication frequency:</strong> 6 issues a year<br /><strong>Founded:</strong> 2006</p> </td> </tr> </tbody> </table> <div><strong>Founders:</strong> <a href="https://iitlt.gov.ua/eng/index.php">Institute of Information Technologies and Learning Tools</a>; <a href="http://umo.edu.ua/en">SIHE “University of Educational Management”</a>; <a href="http://en.imzo.gov.ua/">Institute of Education Content Modernization</a><br /><strong>Ratings:</strong> the 1st place in the rating "<a href="https://scholar.google.com.ua/citations?view_op=top_venues&amp;hl=uk&amp;vq=uk">Top publications - Ukrainian</a>" (Google Scholar)</div> Institute for Digitalisation of Education of NAES of Ukraine en-US Information Technologies and Learning Tools 2076-8184 <p>Authors who publish in this journal agree to the following terms:</p> <ol> <li class="show">Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions.</li> <li class="show">The copyright commencement date complies the publication date of the issue, where the article is included in.</li> </ol> <h3>Content Licensing</h3> <ol> <li class="show">Authors grant the journal a right of the first publication of the work under a <a href="http://creativecommons.org/licenses/by-nc-sa/4.0/">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0)</a> that allows others freely to read, download, copy and print submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.</li> <li class="show">Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.</li> </ol> <h3>Deposit Policy</h3> <ol> <li class="show">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) during the editorial process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see this journal’s registered deposit policy at Sherpa/Romeo directory).</li> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> <li class="show">Post-print (post-refereeing manuscript version) and publisher's PDF-version self-archiving is allowed.</li> <li class="show">Archiving the pre-print (pre-refereeing manuscript version) not allowed.</li> </ol> EXPERIENCE OF IMPLEMENTATING INSITUTIONAL POLICICIES ON OPEN SCIENCE IN EUROPEAN UNIVERSITIES https://journal.iitta.gov.ua/index.php/itlt/article/view/4945 <p>In the conditions of the war of the Russian Federation against Ukraine and the postwar period, the urgency of improving the quality of research for economic recovery and state building is growing. Improving research by improving the exchange, transfer and access to scientific knowledge through knowledge transfer and open innovation is ensured by the implementation of the Open Science concept.</p> <p>To determine the guidelines for the development and implementation of Open Science in domestic universities, the author's definition of "Open Science" is proposed, the experience of leading European universities (University of Cambridge, University of Oxford, Imperial College London) and the results of a survey conducted by the European University Association is analyzed. An analysis of the experience of leading European universities has shown that the main areas of implementation of Open Science policy are open access, open data, research data management and dissemination. The results of a survey of representatives of 272 European universities on the implementation of Open Science showed that openness of research is an important part of institutional priorities, policies and practices. The most relevant factors contributing to the transition to Open Science, the respondents are identified the following: the presence of national policy / recommendations on Open Science; taking into account the observance of the principles of Open Science in the requirements for research funding; availability of EU policy / recommendations on Open Science. Obstacles that hinder universities from implementing Open Science policy include the following: lack of incentives to promote Open Science policy; problems of legal support; financial problems. The conducted SWOT-analysis allowed to identify the strengths and weaknesses, risks and opportunities for the implementation of Open Science policy in European universities. Recommendations for the implementation of Open Science policy in universities are offered.</p> Iryna I. Drach Svitlana H. Lytvynova Olena M. Slobodianiuk Copyright (c) 2022 Ірина Іванівна Драч, Світлана Григорівна Литвинова, Олена Михайлівна Слободянюк https://creativecommons.org/licenses/by-nc-sa/4.0 2022-09-29 2022-09-29 90 4 173 190 10.33407/itlt.v90i4.4945 USE OF A VIRTUAL ASSISTANT IN PREPARING ELDERLY PEOPLE TO OVERCOME LONELINESS https://journal.iitta.gov.ua/index.php/itlt/article/view/4923 <p>The problem of loneliness in old age is updated, its causes are highlighted, including the loss of a spouse, relatives and friends. Statistical data on the negative impact of loneliness on the physiological and psychological changes of the personality are provided. After labor activity is over, a person has the right for a decent life, but neither their own children nor the state currently pay the necessary attention to the majority of elderly people.</p> <p>The results of the study of the ideas of the elderly about the "ideal model of old age" in Poland and Ukraine are analyzed and the 4 most typical ones are selected - living with children; accommodation in specialized institutions; independent living and combined model. The assumption is substantiated that the desire for independent living and independence may be the reason for the increase in the number of elderly people who experience loneliness.</p> <p>The insufficient level of solving the problem of loneliness in old age is noted and the search for innovative solutions based on the combination of modern psychological directions of helping the elderly and the latest technical achievements using artificial intelligence is suggested. Attention is focused on the fact that in the process of developing modern technical means aimed at helping the elderly, it is mandatory to observe ethical and psychological principles, the list of which is proposed to be supplemented. In particular, it is emphasized that it is important not to adapt a person to the requirements of electronics, but to teach electronic devices to "communicate" in human language and in a way that is convenient for people. Also, technical means should be available to different age categories of users equally, including the elderly.</p> <p>In the context of adult education, the preparation of elderly people to use personal electronic assistants - virtual assistants to overcome loneliness - is gaining relevance. The results of the discussion aimed at developing the readiness of the elderly to use electronic devices based on artificial intelligence are given. The needs of elderly people are highlighted, which should be taken into account when developing personal virtual assistants, including basic life and health needs, social and communicative needs, as well as needs for cognition, development and self-realization of the personality.</p> <p>It is concluded that training elderly people to use personal electronic assistants is an important component of modern adult education and an essential step for the psychological support of a large part of elderly citizens who have the right for a full life and self-realization in society.</p> Eduard O. Pomytkin Liubov V. Pomytkina Copyright (c) 2022 Едуард Олександрович Помиткін, Любов Віталіївна Помиткіна https://creativecommons.org/licenses/by-nc-sa/4.0 2022-09-29 2022-09-29 90 4 191 203 10.33407/itlt.v90i4.4923 THE CURRENT STATE OF THE USE OF DIGITAL TOOLS FOR ORGANIZATION OF DISTANCE LEARNING IN GENERAL SECONDARY EDUCATION INSTITUTIONS: 2022 RESULTS https://journal.iitta.gov.ua/index.php/itlt/article/view/5036 <p>The article highlights the current state of the use of digital tools for the organization of distance learning of students in general secondary education institutions in Ukraine based on an online survey of teaching staff conducted in the period from January 25 to February 25, 2022 by the Institute of Digitalization of Education of the National Academy of Educational Sciences of Ukraine. The Ukrainian education system, like the educational systems of other countries, faced challenges related to the need to intensively conduct distance learning in educational institutions in connection with quarantine measures in the languages of the COVID-19 pandemic. 54,254 people of various categories of educators took part in the survey, including teachers of general secondary education institutions, methodologists of the post-graduate education system, school psychologists and heads of secondary education institutions. The main questions of the questionnaire, which were divided into three blocks, related to the organization of distance learning in practice and the state of readiness of educators to use digital tools for the preparation and conducting of educational activities by teachers of special educational institutions, as well as the determination of their needs and educational resources, electronic learning tools that are used the most by demand. The novelty of the survey is based on the selection and use during the survey of teacher digital competence categories that are consistent with the international framework of digital competence of citizens, in particular the Digital Competence Framework DigComp 2.0 and 2.1, developed by the European community. Summarized data on the results of self-assessment by pedagogical workers of their digital competence are presented. The results of online surveys of teachers in 2020, 2021 and 2022 were compared and the dynamics of teachers' use of digital tools for distance learning was highlighted. Conclusions are provided that will contribute to the practical use of survey results by education management bodies, institutions and institutions for teacher training, general secondary education institutions, scientific institutions and other interested parties in organizing the necessary measures, the implementation of which will contribute to the successful use of ICT and the implementation of distance learning. The purpose of the article is to present the results of an online survey of teachers and other pedagogical workers to all interested parties for practical use in the organization of distance learning in schools.</p> Valeriy Yu. Bykov Oksana V. Ovcharuk Iryna V. Ivaniuk Olga P. Pinchuk Victoria O. Galperina Copyright (c) 2022 Валерій Юхимович Биков, Оксана Василівна Овчарук, Ірина Володимирівна Іванюк, Ольга Павлівна Пінчук, Вікторія Олегівна Гальпєріна https://creativecommons.org/licenses/by-nc-sa/4.0 2022-09-29 2022-09-29 90 4 1 18 10.33407/itlt.v90i4.5036 CRITERIA AND INDICATORS FOR THE SELECTION OF A DIGITAL PLATFORM FOR E-LEARNING AT THE SECONDARY SCHOOL https://journal.iitta.gov.ua/index.php/itlt/article/view/5010 <p>This article is devoted to one of the urgent problems of today - the organization of the functioning of a general secondary education institution in emergency conditions (martial law, the COVID-19 pandemic). In particular, it concerns the selection of a digital learning management platform (LMS) for the implementation of electronic distance learning. Based on the analysis of scientific research and publications, available digital tools of educational interaction, the criteria and indicators for the selection of the necessary software by the educational institution are substantiated and described. In particular, the following criteria should be used to evaluate LMS: technological, operational, functional. Relevant indicators are the type of LMS (according to the model of the organization of activities - server or cloud), scalability and elasticity, integration with third-party applications, security and privacy, software updates; LMS specialization (taking into account the specifics of the activity of which type of educational institution the software tool was developed), available user groups, their maximum number, payment for use, interface language, limitation of the volume of file storage or downloadable files, availability of technical support and reference materials; the number of available functionalities and the quality of their implementation by the developer of the software tool. The importance of the proposed criteria and indicators was confirmed using the method of expert evaluation and relevant calculations using methods of mathematical statistics (Pearson's criterion), as well as the functions of the Microsoft Office Excel application (CHISQ.TEST). Further studies of the specified problem may relate to the refinement of the LMS evaluation algorithm based on justified criteria and relevant indicators for selecting the most effective software tool for the implementation of electronic distance learning by teaching staff of a general secondary education institution.</p> Viktor V. Oliynyk Petro P. Hrabovskyi Oleksandr A. Konoval Copyright (c) 2022 Віктор Васильович Олійник, Петро Петрович Грабовський, Олександр Андрійович Коновал https://creativecommons.org/licenses/by-nc-sa/4.0 2022-09-29 2022-09-29 90 4 19 31 10.33407/itlt.v90i4.5010 THE TEACHER'S ELECTRONIC CARTOGRAPHIC ONLINE PLATFORM AS A MODERN TOOL AND RESOURCE FOR STUDYING GEOGRAPHY https://journal.iitta.gov.ua/index.php/itlt/article/view/5025 <p>This article examines the use of information and communication technologies in teaching and learning geography. The realities of modern educational process in Ukraine, in particular distance learning and military events, force Ukrainian teachers to look for opportunities for remote interaction between teachers and students. Taking into account that teachers are increasingly turning to the electronic form of providing educational material to students, an example of the application of an innovative approach to the study of geography, namely the use of WEB-mapping capabilities, is given. Attention is focused on the use of a new type of a learning tool to help all participants of the educational process − an online platform for studying geography and history. In order to provide students with high-quality electronic content in a cartographic form, it is proposed to create a so-called “Teacher’s Electronic Cartographic Online Platform”. The staff of the State Research and Production Enterprise “Cartography”, on the resources of which the “Teacher’s Electronic Cartographic Online Platform” functions, managed to initiate the process of its creation and lay the foundations for the functioning of these types of electronic educational resources. The teacher’s cartographic online platform is presented as a set of modern electronic educational cartographic guides, posters and interactive maps. The presented online platform was approved, tested and received numerous subscribers in the time of the global pandemic and war. The purpose of this publication is a detailed analysis of the content and description of the principles of functioning of the teacher’s electronic cartographic online platform, a study of its advantages over traditional manuals in organizing and conducting geography education. Pedagogical possibilities and methods of studying geography based on the presented online platform are revealed. The general features of the design of electronic materials in such platform are described. This publication also visualizes the interface of the online platform being created and gives an example of designing interactive maps in it. Prospects for the development of the teacher's electronic cartographic online platform and filling it with new content are given.</p> Vitalii I. Ostroukh Viktoriia B. Lepetiuk Copyright (c) 2022 Віталій Іванович Остроух, Вікторія Борисівна Лепетюк https://creativecommons.org/licenses/by-nc-sa/4.0 2022-09-29 2022-09-29 90 4 32 45 10.33407/itlt.v90i4.5025 CHECKING DIGITAL COMPETENCE FORMATION OF FOREIGN LANGUAGE FUTURE TEACHERS USING GAME SIMULATORS https://journal.iitta.gov.ua/index.php/itlt/article/view/4816 <p>The article substantiates the need for the formation of digital competence of future teachers of foreign languages (here and thereafter - teachers) as an important component of their professional competence. Taking into account the theoretical works of domestic and foreign scientists on the problem under study and the peculiarities of training teachers for professional activities in the context of the requirements of the New Ukrainian school, the concept of "digital competence of future teachers of a foreign language" is specified, its main structural components (motivational, content, operational) activity and personal-reflexive) are defined. Among the means, providing the formation of digital competence of teachers, the game simulators, considered in the context of obtaining professional experience, skills, and abilities. To determine the level of formation of digital competence of teachers, criteria (motivational, cognitive, operational-activational, reflexive-corrective) and indicators were developed, by which the levels of its formation (low, average, sufficient, high) were determined. To increase the level of formation of digital competence of teachers, game simulators, expedient for use in the process of their professional and pedagogical training, the content of the disciplines "Methods of teaching a foreign language in secondary school", "Innovative approaches to teaching foreign languages in high school", "Modern approaches to teaching foreign languages" was selected; forms, methods and ways of using game simulators in training teachers were developed and introduced. Based on the analysis of the results of the pedagogical experiment, the difference in the levels of formation of digital competence of teachers using game simulators in the experimental and control groups was proved, which confirms the effectiveness of formation of digital competence of teachers by game simulators.</p> Tetiana A. Vakaliuk Olha O. Osova Oksana A. Chernysh Olha І. Bashkir Copyright (c) 2022 Тетяна Анатоліївна Вакалюк, Ольга Олексіївна Осова, Оксана Андріївна Черниш, Ольга Іванівна Башкір https://creativecommons.org/licenses/by-nc-sa/4.0 2022-09-29 2022-09-29 90 4 57 75 10.33407/itlt.v90i4.4816 ONLINE LANGUAGE TEACHING AND EVALUATION OF ENGINEERING STUDENTS https://journal.iitta.gov.ua/index.php/itlt/article/view/4937 <p>The research aimed to point out the effective use of ICT in foreign language teaching and learning by engineers. The problem with the evaluation of students during their studies or at the end of the academic year arose when the Technical University of Košice was forced to switch to a distance form of education. The experiment took place in the winter semester of 2021/2022 within the compulsory English Language in Technical Practice course. Mixed methods were used to compare the results of e-tests within the four study programmes - Automotive Production Technologies, Computer-Aided Manufacturing Technologies, Industrial Management and Intelligent Technologies in Industry. The research employed both qualitative and quantitative approaches. The research design involved collecting data using online tests completed by students and sent to the teacher. A quantitative method was conducted to evaluate the students’ online tests. The qualitative research method allowed for the analysis and interpretation of data from the experimental testing. Based on the results of the study, it was concluded that different types of Moodle tasks can be successfully applied to e-testing as part of English course assessment at the university level. The study aimed to determine the level of language skills of the 80 first-year engineering students at the Faculty of Manufacturing Technologies in Prešov Technical University of Košice who participated in the experiment. The university-wide learning management system, the Moodle platform, was used during the study and in the final online tests. The results of the e-tests revealed the level of language skills, and teachers were able to identify the weaknesses and strengths in teaching professional study material. The hypothesis concerning language skills was confirmed. The best evaluation was achieved by 43 students (53.8%) in reading professional texts with understanding, and only 21 students (26.3%) were successful in grammar. It was emphasized that reading comprehension is an integral and inseparable part of the teaching process at the Technical University. The correct understanding of the professional text has a huge benefit and significance in their practice and future professions.</p> Marta Gluchmanová Copyright (c) 2022 Марта Глухманова https://creativecommons.org/licenses/by-nc-sa/4.0 2022-09-29 2022-09-29 90 4 76 88 10.33407/itlt.v90i4.4937 "ENGINEERING AND COMPUTER GRAPHICS" COURSE FOR STUDENTS OF TECHNICAL UNIVERSITIES https://journal.iitta.gov.ua/index.php/itlt/article/view/4738 <p>The article describes the structure and specific features of the «Engineering and Computer Graphics» innovative course developed to optimize the teaching of engineering and graphic disciplines at the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. The course includes a series of video lectures, teaching materials, options for study tasks and examples of their completion in CAD AutoCAD. The course still keeps in itself the key components of the education and methodology complex of teaching engineering and graphic subjects at universities in traditional education. When creating an innovative course, the content was updated and the method of teaching the subject was changed. So much more time is spent on three-dimensional modeling, and the production of design documentation is already performed on the basis of built models of objects. In addition, the content of the course was supplemented by the section «Parameterization». The study of the educational material of the section allows students to develop significantly new professional skills and abilities such as the experience to use indirect parameterization of sectioning of parts to model their three-dimensional images; ability to create electronic libraries of drawings of homogeneous components, etc. Such is the use of parameterization saves the time spent to prepare the electronic design documentation and allows more opportunities for additional control of its quality.The process of performing educational tasks is as close as possible to what is happening in modern production. The article has the examples of how students completed the study tasks dedicated to specific topics of the course.</p> <p>Cloud-oriented technologies were used for easy access to educational material. Links to the course resources are posted on the distance learning platform "Sikorsky" NTUU "KPI".</p> <p>As an experiment, the course has been introduced into the study process at some faculties of the university. The obtained result of using the innovative course in education testifies to increase of quality of training against growth of a role and increase of motivation of independent educational and cognitive activity of students.</p> Tetiana V. Gnitetska Galyna O. Gnitetska Copyright (c) 2022 Тетяна Віталіївна Гнітецька, Тетяна Віталіївна Гнітецька https://creativecommons.org/licenses/by-nc-sa/4.0 2022-09-29 2022-09-29 90 4 89 101 10.33407/itlt.v90i4.4738 INDEPENDENT WORK USING CLOUD-BASED TECHNOLOGIES AS A MEANS OF DEVELOPING THE DIGITAL COMPETENCE OF MASTERS OF PHYSICS https://journal.iitta.gov.ua/index.php/itlt/article/view/4919 <p>In the context of global challenges and unforeseen circumstances facing the Educational System, distance learning is becoming widely used and the weight and role of active independent educational and cognitive activity of students as an important condition for the formation of professional competence is growing. The article examines the problem of improving the organization of independent work of Masters of Physics, organized by cloud-oriented technologies, as a factor in the development of self-educational and digital competencies of Higher Education applicants.</p> <p>Based on a review of a wide range of sources that highlight general approaches to the design and functioning of the Educational Environment in the context of informatization, it was found out that one of the most effective tools for organizing independent work of students today is the means of cloud-oriented technologies based on cloud computing.</p> <p>The main directions of using cloud-oriented technologies in the process of independent work of Masters of Physics are defined: managing educational and cognitive activities, ensuring communication between subjects and organizing joint work, planning the educational process, continuous monitoring of learning results for higher education applicants, creating, editing, storing and presenting Educational materials, using cloud-based digital laboratories and services for processing experimental results.</p> <p>Examples of using such cloud-based tools to support students' independent work are described, such as applications of the cloud-oriented Microsoft Office 365 software package, a cloud service for creating diagrams of various types Gliffy, a virtual online laboratory PhET Interactive Simulations, systems for modeling Wolfram Mathematica Online, Multisim Live.</p> <p>The level of formation of skills of Masters of Physics to use cloud-oriented technologies to solve educational and scientific problems, create didactic support for the Educational Process in Physics is experimentally studied. Ways to improve them in the process of independent work as a means of developing the digital competence of Masters of Physics are proposed.</p> Mykola V. Holovko Serhii Yu. Kryzhanovskyi Viktor M. Matsyuk Copyright (c) 2022 Микола Васильович Головко, Сергій Юрійович Крижановський, Віктор Михайлович Мацюк https://creativecommons.org/licenses/by-nc-sa/4.0 2022-09-29 2022-09-29 90 4 102 117 10.33407/itlt.v90i4.4919 CORRELATES OF LEARNING SATISFACTION AND LEARNING ENGAGEMENT IN ONLINE DISTANCE EDUCATION https://journal.iitta.gov.ua/index.php/itlt/article/view/4920 <p>Student nurses’ perceived learning satisfaction and learning engagement are related to experiences and expectations of the courses’ implementation and students’ commitment. Due to the sudden shift to online distance learning caused by the COVID-19 pandemic, it is challenging for Higher Education Institutions (HEIs) to deliver quality instruction and achieved satisfaction of learning and engagement. This study was designed to appraise the correlation between apparent learning satisfaction and student nurses' learning engagement and to determine the aspects that were related to learning satisfaction and engagement in the implementation of Related Learning Experiences (RLE) of the nursing courses. This addresses many gaps in the literature regarding online distance learning during the COVID-19 pandemic and provides HEIs that can lead to increased student satisfaction and engagement with online distance learning (ODL). This study was a descriptive-correlational research design. A total of 133 students completed the two sets of online questionnaires: the Satisfaction of online learning (SOL) and the online student engagement scale (OSE). Pearson’s correlations were utilized to look at the association between perceived learning satisfaction and learning engagement. A logistic regression model was employed to sightsee the associations of age, gender, year level, internet connectivity experience, and apparent learning satisfaction with higher learning engagement. The findings in the correlation among the OSE scores and mean perceived learning satisfaction was 0.36 (moderate degree of significance). Fifty-one students (38%) were classified as highly engaged (cut-off of ³ 3.5 for the OSE mean score). The mean perceived learning satisfaction score was insignificant between highly engaged and not highly engaged students. The logistic regression model presented that a better internet connectivity experience and apparent learning satisfaction were associated with an increase in the probability of higher learning commitment. The outcomes imply that perceived learning satisfaction and internet connectivity forecast learning commitment among student nurses in virtual learning.</p> France Allan M. Cavite Dave E. Marcial Copyright (c) 2022 Франція Аллан М. Кавіт, Дейв Е. Марсіаль https://creativecommons.org/licenses/by-nc-sa/4.0 2022-09-29 2022-09-29 90 4 118 135 10.33407/itlt.v90i4.4920 CONCEPTUAL FOUNDATIONS AND CONTENT OF THE INFORMATION-RESOURCE SUBSYSTEM OF THE INFORMATION-EDUCATIONAL ENVIRONMENT FOR LANGUAGE TRAINING OF FOREIGN STUDENTS OF THE TECHNICAL UNIVERSITY https://journal.iitta.gov.ua/index.php/itlt/article/view/4943 <p>The work is devoted to studying the concept and structure of the information-resource subsystem of the information-educational environment (IEE) for foreign students studying in a non-native language, using innovative teaching methods and information and communication technologies. The study's relevance is due to the lack of scientific and methodological justification and description of the information and resource subsystem of the information and educational environment for teaching foreign students in a non-native language. The aim of the work is to substantiate and determine the conceptual basis and content of the information resource subsystem IEE for foreign students, to identify the best tools, methods and forms of implementation of the information resource subsystem IEE, to analyze their effectiveness. The relationships and functional characteristics of the components of the information and resource subsystem of the IEE, the role of the information and resource subsystem of the IEE, and the application of information technology in the educational and adaptive process to acquire foreign students' language, subject speech, professional, informational and social competencies. The general didactic requirements to the content, structure, and technical support of IEE e-educational resources in the language training system of foreign citizens are also considered. The role and directions of using IEE's information and resource subsystem in the educational process in the academic unit, the classification of software and methodological support, general didactic requirements for the content, structure, and technical support of electronic educational resources in IEE are considered, as well as given preliminary analysis of the effectiveness of their implementation in the educational and adaptation process.</p> Andrii O. Savieliev Maksym V. Kunitsyn Galyna Ye. Prisovska Yevhen Z. Kolesnichenko Copyright (c) 2022 Андрій Олександрович Савєльєв, Максим Володимирович Куніцин, Галина Євгенівна Прісовська, Євгеній Зіновійович Колесніченко https://creativecommons.org/licenses/by-nc-sa/4.0 2022-09-29 2022-09-29 90 4 136 148 10.33407/itlt.v90i4.4943 TO ERR IS HUMAN: COMPARING HUMAN AND AUTOMATED CORRECTIVE FEEDBACK https://journal.iitta.gov.ua/index.php/itlt/article/view/4980 <p>The importance of Corrective Feedback (CF) to language learners has been a controversial topic for a long time. While some studies recognised CF's importance for accurate language use, others considered it deterrent to the meaningful acquisition of a second language. Recently, modern types of corrective feedback that utilise the vast advance in IT and Artificial Intelligence (AI) have emerged. This advancement has opened new investigation areas. Up to now, researchers have acknowledged the role of Automated Written Evaluation (AWE) in enhancing students’ writing and motivating them. Other studies have focused on students’ and teachers’ perceptions of such tools. However, the particular variance between this type of CF and the traditional one is still an area to explore. Accordingly, the present study aimed to compare CF provided by teachers to that offered by a well-known writing assistant Grammarly. The descriptive design was used to analyse the CF instances provided by five college professors to the Grammarly suggestions on a corpus of 115 texts, 23700 words, written by college students. The descriptive statistics method was adopted to summarise the findings. The study's main results indicated no significant difference in the number of errors detected by the two techniques. However, human raters outperformed Grammarly in detecting grammatical errors and were more accurate in identifying structure-related mistakes. On the other hand, Grammarly was found more effective in detecting errors related to spelling and punctuation. These findings imply using focused CF to exploit both methods. Teachers can implement their regular CF approach to develop structural aspects of language. Further, they can encourage students to adopt sophisticated writing assistants to develop their writing mechanics. To account for the potential limitations of the current study, further research that employs a larger sample size and is conducted on longitudinal and experimental bases is required.</p> Abdulaziz Sanosi Copyright (c) 2022 Абдулазіз Саносі https://creativecommons.org/licenses/by-nc-sa/4.0 2022-09-29 2022-09-29 90 4 149 161 10.33407/itlt.v90i4.4980 STEM PROJECT AS A MEANS OF LEARNING MODELING FOR PRE-SERVICE MATHEMATICS AND COMPUTER SCIENCE TEACHERS https://journal.iitta.gov.ua/index.php/itlt/article/view/4946 <p>Modern science operates with various methods, among which modeling is one of the most popular. The development of information technology allows the study of analogues (models) with the most significant characteristics of the real object. Modeling activities have been considered as useful teaching method in STEM education. Cloud services (like GeoGebra) are effective means for STEM education. The paper features a methodology of forming modeling skills based on STEM projects, which is grounded on modeling interesting curves of Analytic Geometry course. The content of the methodology is a course in Computer Modeling, which includes a module "STEM education and modeling". The module idea is based on the formation of skills required to model interesting curves (ellipse, hyperbola, parabola, conchoid of Nicomedes, limaçon of Pascal, strophoid, cissoid of Diocles, lemniscate of Bernoulli, Cassini oval, cycloidal curves, folium of Descartes, witch of Agnesi, logarithmic spiral). The methodology provides 4 steps (Step 1 – the teacher offers an example of a STEM project, which is discussed in class and solved by the teacher using GeoGebra; Step 2 – students are divided into groups of 3-4 people; Step 3 – the teacher offers a short STEM project (7-10 days), in which students model the curve; Step 4 – students offer their own STEM project (15-20 days), the solution of which is based on the modeling of an interesting curve). To test the effectiveness of the developed methodology, a pedagogical experiment was organized (2019-2021), which was joined by Master's students majoring in "Secondary Education (Mathematics)" and "Secondary Education (Computer Science)". Makarenko Sumy State Pedagogical University (Ukraine) was the experimental base. The effectiveness of the proposed methodology is proved by the sign test at the significant level of 0.05.</p> Olena V. Semenikhina Marina G. Drushlyak Inna V. Shishenko Copyright (c) 2022 Олена Володимирівна Семеніхіна, Марина Григорівна Друшляк, Інна Володимирівна Шишенко https://creativecommons.org/licenses/by-nc-sa/4.0 2022-09-29 2022-09-29 90 4 46 56 10.33407/itlt.v90i4.4946 PROFESSIONAL DEVELOPMENT OF ACADEMIC STAFF BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES: THE UKRAINIAN EXPERINCE https://journal.iitta.gov.ua/index.php/itlt/article/view/4882 <p>The article explores the issue of professional development and academic staff readiness for implementing innovations. Japanese higher education is well-known for its academic excellence, internationalization, and progressivity. Among several its unbiased advantages there is innovative encouragement, entrepreneurial culture of higher education institutions, collegiate professional support. All these issues are the matter of interest for the Ukrainian education system. The article examines focal points: recent innovation trends in higher education globally, academic staff readiness for implementing innovations in two education systems. It was found that the readiness of scientific and pedagogical staff to introduce key innovations in higher education is built on the basis of specific components of professional competence. In particular, such components focus on the organized acquisition of additional knowledge and skills of professional implementation, aimed at the professional development of specialists in the information society.This concept is related to the desire and the ability of the teaching staff to acquire additional professional knowledge and skills to meet the demand of modern education. This is especially urgent under uncertain socio-economic circumstances, particularly, in Ukraine where teaching is not considered an attractive career to choose. The paper seeks to examine the level of university staff readiness for implementing innovations in Ukraine by means of information and communication technologies. The analysis of university staff readiness to implement innovations was carried out on the base of a remote survey. All the participants attended at least two training programs (advanced training courses, seminars, workshops) in years prior to the survey. The analysis showed the evident need of research and teaching staff to improve their own information and communication competence, and also the need to refer to the modern information and communication technologies. It was found that the use of the information and communication technologies in the educational process of higher education is a favorable factor in the development of readiness of research and teaching staff to implement educational innovations in their own professional activities. In future research, it is recommended improving Ukrainian experience for professional development of academic staff in the dimension of information and communication technologies adapted for different levels of educational management.</p> Nelly G. Nychkalo Nataliia P. Muranova Olena S. Voliarska Valeriya V. Kudina Copyright (c) 2022 Неля Григорівна Ничкало, Наталія Петрівна Муранова, Олена Станіславівна Волярска, Валерія Василівна Кудіна https://creativecommons.org/licenses/by-nc-sa/4.0 2022-09-29 2022-09-29 90 4 162 172 10.33407/itlt.v90i4.4882