The use of modern technologies to enhance the quality of teaching at higher education institutions
Keywords:
digital technologies, comprehensive training, educational materials, level of knowledge.
Abstract
Currently, state-of-the-art technologies contribute to the development of the educational process, which entails the search for new approaches to providing information. The purpose of the study is to identify the effectiveness of using modern technologies to enhance the learning performance in higher education institutions. Attaining the said goal became possible due to calculating the variation coefficient of, the obtained level of knowledge, the Student coefficient as well as the direct standardization method. It was found that the greatest advantage of using modern technologies is the possibility of combining distance and in-class learning. However, the disadvantage is the difficulty of identifying the relevant technologies according to the training program. The elaborated mechanisms for ensuring the learning process were implemented with the help of Blackboard, CourseCraft, Trello, EdApp, Scheduler Maker software. It was established that among students who studied pedagogy and primary school methods (group 1), a high level of knowledge was attained with 71%. Students of group 2, who studied English, achieved a high level with 65% of students. The practical implications of the study lie in the improvement of the learning process at higher education institutions drawing on the use of modern technologies. Prospects for research may be related to comparing the effectiveness of programs used to provide learning with a traditional learning approach.
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References
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Zhang, R., Zou, D., Cheng, G., & Xie, H. (2022). Implementing technology-enhanced collaborative writing in second and foreign language learning: A review of practices, technology and challenges. Education and Information Technologies, 27(6), 8041-8069. https://doi.org/10.1007/s10639-022-10941-9
Adi Badiozaman, I. F., Segar, A. R., & Iah, D. (2022a). Examining faculty's online teaching competence during crisis: One semester on. Journal of Applied Research in Higher Education, 14(2), 541-555. https://doi.org/10.1108/JARHE-11-2020-0381
Al-Ansi, A. M. (2022). Investigating characteristics of learning environments during the COVID-19 pandemic: A systematic review. Canadian Journal of Learning and Technology, 48(1) https://doi.org/10.21432/cjlt28051
Alibraheim, E. A., Hassan, H. F., & Soliman, M. W. (2022). Impact of a digital repository on producing e-courses for mathematics teachers. International Journal of Learning, Teaching and Educational Research, 21(9), 174-196. https://doi.org/10.26803/ijlter.21.9.10
Al-Rahmi, A. M., Al-Rahmi, W. M., Alturki, U., Aldraiweesh, A., Almutairy, S., & Al-Adwan, A. S. (2022). Acceptance of mobile technologies and M-learning by university students: An empirical investigation in higher education. Education and Information Technologies, 27(6), 7805-7826. https://doi.org/10.1007/s10639-022-10934-8
Al-Rahmi, A. M., Shamsuddin, A., Wahab, E., Al-Rahmi, W. M., Alismaiel, O. A., & Crawford, J. (2022a). Social media usage and acceptance in higher education: A structural equation model. Frontiers in Education, 7, 964456. https://doi.org/10.3389/feduc.2022.964456
Cheah, Y. H., Chai, C. S., & Toh, Y. (2019). Traversing the context of professional learning communities: Development and implementation of technological pedagogical content knowledge of a primary science teacher. Research in Science and Technological Education, 37(2), 147-167. https://doi.org/10.1080/02635143.2018.1504765
Cheah, Y. H., Oliveri, A. R., & Hughes, J. E. (2023). Unpacking K-12 teachers’ technology-supported, equitable practices: A mixed-methods systematic review. Teaching and Teacher Education, 125, 103984. https://doi.org/10.1016/j.tate.2022.103984
Chen, X., Zhang, R., Zou, D., Cheng, G., Xie, H., & Wang, F. L. (2022). Online learning research in the era of COVID-19: Bibliometric analysis and topic modeling. Proceedings of the 2022 IEEE International Conference on Behavioural and Social Computing, BESC 2022, https://doi.org/10.1109/BESC57393.2022.9994896
Cho, V., Mansfield, K. C., & Claughton, J. (2020). The past and future technology in classroom management and school discipline: A systematic review. Teaching and Teacher Education, 90, 103037. https://doi.org/10.1016/j.tate.2020.103037
Correa Cruz, L., López de Parra, L., Rojas Bahamón, M. J., & Arbeláez Campillo, D. (2017). Normatividad y estrategias de formación de profesores en tecnologías de la información y comunicación. Academia Y Virtualidad, 10(1). https://doi.org/10.18359/ravi.2199
Dahri, N. A., Vighio, M. S., Al-Rahmi, W. M., & Alismaiel, O. A. (2022). Usability evaluation of mobile app for the sustainable professional development of teachers. International Journal of Interactive Mobile Technologies, 16(16), 4-30. https://doi.org/10.3991/ijim.v16i16.32015
Dahri, N. A., Vighio, M. S., Bather, J. D., & Arain, A. A. (2021). Factors influencing the acceptance of mobile collaborative learning for the continuous professional development of teachers. Sustainability (Switzerland), 13(23), 13222. https://doi.org/10.3390/su132313222
Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking Skills and Creativity, 47, 101229. https://doi.org/10.1016/j.tsc.2022.101229
Diz-Otero, M., Portela-Pino, I., Domínguez-Lloria, S., & Pino-Juste, M. (2023). Digital competence in secondary education teachers during the COVID-19-derived pandemic: Comparative analysis. Education and Training, 65(2), 181-192. https://doi.org/10.1108/ET-01-2022-0001
Fursykova, T., Habelko, O., & Chernii, V. (2022). The development of digital competence of future teachers in the process of distance learning. International Journal of Emerging Technologies in Learning, 17(10), 85-98. https://doi.org/10.3991/ijet.v17i10.28973
Habelko, O., Bozhko, N., Gavrysh, I., Khltobina, O., & Necheporuk, Y. (2022). Characteristics of the influence of digital technologies on the system of learning a foreign language. Information Systems Engineering, 27(5), 835-841. https://doi.org/10.18280/isi.270518
Howard, S. K., Tondeur, J., Ma, J., & Yang, J. (2021). What to teach? strategies for developing digital competency in preservice teacher training. Computers and Education, 165, 104149. https://doi.org/10.1016/j.compedu.2021.104149
Ihnatova, O., Zhovnych, O., & Drobakha, L. (2022). The effectiveness of blended learning in english teacher training. Journal of Teaching English for Specific and Academic Purposes, 10(3), 377-388. https://doi.org/10.22190/JTESAP2203377I
Lyailya, I., Nurziya, R., Dariya, T., Saule, Z., Assel, K., & Bulbul, M. (2021). Formation of future teachers professional competence on the bases of modern technologies. Review of International Geographical Education Online, 11(5), 439-449. https://doi.org/10.48047/rigeo.11.05.45
Lousã, E. P., & Lousã, M. D. (2023). Effect of technological and digital learning resources on students' soft skills within remote learning: The mediating role of perceived efficacy. International Journal of Training and Development, 27(1), 1-17. https://doi.org/10.1111/ijtd.12280
Lyailya, I., Amangeldy, K., Bakirova, L., Seidaliyeva, G., Gulnara, A., & Erzhan, E. (2022). Enhancement of scientific research function of future teachers in modern education system. Cypriot Journal of Educational Sciences, 17(3), 741-751. https://doi.org/10.18844/cjes.v17i3.6936
Meirovitz, T., Russak, S., & Zur, A. (2022). English as a foreign language teachers’ perceptions regarding their pedagogical-technological knowledge and its implementation in distance learning during COVID-19. Heliyon, 8(4), e09175. https://doi.org/10.1016/j.heliyon.2022.e09175
National Research Ethics Committee. (2016). Guidelines for Research Ethics in Science and Technology. Retrieved from https://acortar.link/63VU62
Suelves, D. M., Méndez, V. G., & Mas, J. A. R. (2022). Analysis of digital competence in future teachers through a mixed design. Revista De Educación a Distancia, 22(70), 523071. https://doi.org/10.6018/red.523071
Záhorec, J., Hašková, A., & Brečka, P. (2022). Example of gamification supporting elimination of shortcomings in pupils’ learning achievements. Lecture Notes in Networks and Systems, 2022, 390, 361-372. https://doi.org/10.1007/978-3-030-93907-6_39
Záhorec, J., Hašková, A., & Munk, M. (2021). Self-reflection of digital literacy of primary and secondary school teachers: Case study of slovakia. European Journal of Contemporary Education, 10(2), 496-508. Doi: 10.13187/ejced.2021.2.496
Zhang, R., Zou, D., Cheng, G., & Xie, H. (2022). Implementing technology-enhanced collaborative writing in second and foreign language learning: A review of practices, technology and challenges. Education and Information Technologies, 27(6), 8041-8069. https://doi.org/10.1007/s10639-022-10941-9
Published
2023-08-30
How to Cite
Romanyuk, S., Maftyn, L., Iliichuk, L., Vasylyk, M., & Tarangul, L. (2023). The use of modern technologies to enhance the quality of teaching at higher education institutions. Amazonia Investiga, 12(68), 224-235. https://doi.org/10.34069/AI/2023.68.08.21
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