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Mykytiuk, S. .
    Seamless Learning Model with Enhanced Web-Quizzing in the Higher Education Setting [Текст] / S. Mykytiuk, T. Moroz, S. Mykytiuk, M. Moroz, O. Dolgusheva // International Journal of Interactive Mobile Technologies. - 2022. - Vol. 16, Iss. 3. - P. 4-19
   Перевод заглавия: Безперервна модель навчання з розширеними веб-перевірками у вищих навчальних закладах

УДК

378.147

РУБ DOI: 10.3991/IJIM.V16I03.27257

Аннотация: The research studied the effectiveness of a three-stage Seamless Learning Model with Enhanced Web-Quizzing based on the intensive use of sets of quizzes created in different web-based quiz generators. The findings revealed that continuous testing using diagnostic, formative, benchmark and summative quizzes, administered at the three stages—familiarisation, formation and assessment, applying such features of seamless learning as learning in various contexts, ubiquitous access to digital learning resources and quizzes, combination of teacher-guided learning, self-directed and collaborative learning, and switching between various learning activities can be an efficient teaching technique in higher education having positive effect on academic performance, motivation, learners’ approaches to studying and course engagement. The testing effect was investigated on the summative tests taken at the end of the three different academic courses. The results showed that online quizzes applied primarily as learning tools with the emphasis on information retrieval and retention resulted in the higher achievements of the experimental group students. The survey conducted with Biggs’s Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) showed the changes in the learners’ motives and approaches to studying revealed in students’ active participation in in-class and out-of-class activities, mastering of the material through understanding rather than mechanical memorizing, the search for additional information and increased attendance. The engagement of the experimental group students in the new quiz-enhanced settings was examined focusing on emotional, skills, participation and performance engagement aspects.

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Lysytska, O. .
    Foreign language teaching modes and adaptive methods in emergency education: Evaluation of first-hand experience [Електронний ресурс] / O. Lysytska, S. Mykytiuk, O. Chastnyk, S. Mykytiuk // Multidisciplinary Science Journal. - 2025. - Vol. 7, iss. 2. - Ст. e2025069. - P. [1-10]. - DOI: https://doi.org/10.31893/multiscience.2025069 . - ISSN 2675-1240
   Перевод заглавия: Режими навчання іноземних мов та адаптивні методи освіти у надзвичайних ситуаціях: оцінка особистого досвіду

УДК

378.147

Аннотация: Turbulent world events require crisis-sensitive education models that can address new challenges and promote productive learning in extraordinary times. The research aimed to analyze the issue of teaching a foreign language to undergraduate students using intervention techniques in online and offline modes. The researchers suggested the following responsive and adaptive strategies: the creation of adaptive online learning platforms, the development of a multimedia resources bank and the careful selection of innovative teaching tools capable of addressing both psychological and educational needs. The work in groups of both formats was studied through discussion and survey from the point of view of teachers' perceptions of positive and negative features, difficulties revealed in the education in emergencies, and the productivity of using specially designed adaptive teaching techniques for coping with them. The findings show that in most aspects teachers have a more positive assessment of 'live' language teaching in comparison with the online format. They indicate such benefits as more coordinated work, a collaborative and engaging environment, controllability, and greater motivation. The most effective tools used for developing vocabulary, listening skills, reading skills, and speaking skills were revealed. The final testing results in both online and offline groups were analyzed to study the effectiveness of the employed intervention methods. The study demonstrates that the rigorous instructional design is of vital importance for education in an emergency. Special attention should be given to specific adaptive and responsive intervention technologies aimed at interaction and communication enhancement as well as psychological support of students, the choice of which can be determined by the distinctive features of different teaching formats.

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