=Paper=
{{Paper
|id=Vol-2105/10000417
|storemode=property
|title=ICT Using in Integrated Teaching Management Core Courses in a
Foreign Language
|pdfUrl=https://ceur-ws.org/Vol-2105/10000417.pdf
|volume=Vol-2105
|authors=Olga Yudina,Iryna Shavkun,Yana Dybchynska,Liudmyla Bukharina
|dblpUrl=https://dblp.org/rec/conf/icteri/YudinaSDB18
}}
==ICT Using in Integrated Teaching Management Core Courses in a
Foreign Language==
https://ceur-ws.org/Vol-2105/10000417.pdf
ICT Using in Integrated Teaching Management Core
Courses in a Foreign Language
Olga Yudina1[0000-0001-5400-7695], Iryna Shavkun1[0000-0003-2227-9754],
Yana Dybchynska1[0000-0002-0992-7326], Liudmyla Bukharina1[0000-0002-7173-6619]
1 Zaporizhzhya National University, Zaporizhzhya, Ukraine
olga_judina@ukr.net, shavkun@znu.edu.ua,
yanasd73@gmail.com, bukharina@znu.edu.ua
Abstract. The paper deals with the practical importance of using ICT in educa-
tion which is difficult to overestimate. The research studies the process of inte-
grated teaching management core courses in English using ICT with the pur-
pose of developing the technology of integrated building of professional and
foreign language competences using ICT. The authors analyze the ways of the
effective ICT use in the integrated teaching the courses “Corporate Social Re-
sponsibility” (in English) and “English for professional purposes” and statisti-
cally prove their effectiveness.
The developed integrated model using ICT has proved the synergy effect al-
lowing the effective acquisition of professional information on the one hand and
the development of both professional and foreign language skills on the other
hand, what ensures building the professional competence as a whole. The re-
sults of the experiment can be used in developing of the recommendations as to
using ICT in the integrated teaching of core courses and foreign language to fu-
ture managers.
Keywords: Information and Communication Technology, Integrated Learning,
Integrated Teaching Model, Professional Competence, Foreign Language
Communicative Competence.
1 Introduction
The tendency of scholars raising interest in the problem of implementation of Infor-
mation and Communication Technology (ICT) in education process is observed in
Ukraine under the development of information society and the modernization of the
system of higher education. The solution to this problem is the system of integrated
teaching of core courses and a foreign language using ICT at the lessons and for inde-
pendent work.
The requirements of the modern education to build the multiple personality de-
mands the rationalization of the process of both professional and language teaching
future managers on the basis of innovative efficient educational technologies stipulat-
ed by the contemporary requirements and real conditions of the higher school.
The authors of modern researches have investigated different aspects of the prob-
lem of ICT implementation in education. Communicative and speech characteristics
of informational media of communication were studied by V. Dronov [1], M. Yevdo-
kimova [2], S. Zenkina [3], T. Koval [4], O. Pankratova [5], I. Rozina [6], H. Selevko
[7], T. Lawrence [8], P. Wallece [9], M. Warschauer[10] and others. The didactic
characteristics of ICT have been considered by T. Mooij [11], E. Polat [12], M.
Biechele [13], and others. The problems of adult learners and technology based learn-
ing have been touched upon in the works of L. J. Ausburn [14], S. K. Bajt [15], M.
Johnson [16], and others. J. Lo Bianko [17] considered different aspects of using ICT
in literacy learning and case studies have been considered. The Ukrainian researchers
Yu. Bryta [18], Ya. Dyachkova [18], N. Mayer [18], Ya. Krapchatova [18], V. Cher-
nysh [18] have studied the perspectives of ICT using for building the foreign language
communicative competence in different types of speech activity.
Equally important it is to consider the negative factors accompanying integrated
teaching using ICT. B. El Mansour and D. M. Mupinga [19] note rigid schedule (as
opposed to the on-line courses) and technical problems among the most frequently
mentioned by students. J. Nworie and N. Haughton [20] consider the list of unantici-
pated effects including “technology-supported cheating opportunities; communica-
tions-related distractions from emails, instant messaging, computer games, web surf-
ing, and other "personal projects;" lack of engagement with the instructional setting
caused by the substitution of classroom experiences with pre-recorded and down-
loadable class materials from various sources”. E. Zhu, M. Kaplan [21] P. Demian, J.
Morrice [22] touch upon the negative influence of ICT on teaching process.
The analysis of the researches conducted in this field, the regulations and teaching
materials, as well as observations of the teaching process in the higher school have
allowed to define a number or contradictions:
between the requirements of the society to the quality of professional education in
management, the needs of higher educational institutions in scientifically and
methodologically grounded materials for the efficient educational process using
ICT on the one hand and the lack of the developed materials for teaching core
courses and foreign language on the other hand;
between the new requirements of educational programs to build competences with-
in the amount of ECTS and few classroom hours for every.
The topicality of our research is grounded on the urgency of resolving the above men-
tioned contradictions and the need in investigations dedicated to the implementation
of ICT based integrated learning into the management degree program.
The practical importance of using ICT in education is providing autonomy, mobi-
lizing of learning abilities of students, creating conditions for individual learning and
developing of active position in learning activity. Using ICT in teaching subjects in
English opens new methodological perspectives of developing degree and subject
programs for future managers.
The object of the study is the process of integrated teaching professional subjects
in English using ICT to future managers. The subject of the study is the technology of
integrated building of professional and foreign language communicative competences
using ICT.
The aim is the analysis of the effective ICT use in the integrated teaching the
courses “Corporate Social Responsibility” (in English) and “English for professional
purposes”.
The following theoretical and empiric methods have been used in the research: crit-
ical analysis of resources, current programs, education regulations, manuals; method
of observation, questioning of students and professors to reveal their attitude to differ-
ent aspects of ICT using in higher school; simulation method to develop the education
model within the standard amount of ECTS credits; education experiment and statisti-
cal processing of data, obtained in the experiment to check the effectiveness of ICT
using in education.
2 Organization of Educational Environment Using ICT
The development of the education process at higher school in the information society
is connected with using of virtual environment [18]. According to M. Nimatulayev
[23] the advantage of education organization using ICT environment is the opportuni-
ty to perform the approach based on individual activity, namely creating the condi-
tions for self-learning and personalization of the learning process of every student. I.
Rozina [6] states that learning using ICT environment is the brand new paradigm
based on the functional effectiveness of ICT and built on the e-learning culture com-
prising the positions of an e-learner and an e-teacher
Following the opinion of S. Zenkina [3] we consider the ICT environment as a
complex of electronic methods of teaching and communicating using of which allows
performing the gradual learning activity that builds both professional and foreign
language competences of a student. V. Dronov [1] believes that the modern ICT envi-
ronment is to meet the requirements of students, to be able to adapt to different educa-
tional situations and to possess the corresponding content and structure. That is why
we have generalized the experience and implemented the following modern infor-
mation and communication technologies:
Information education technologies (search engines, educational Internet portals
and services Web 2.0, education webinars, electronic manuals, computer educa-
tional programs, audiovisual and multimedia materials, etc);
The Internet oriented teaching technologies (education programs, presented in the
Internet, on-line tests, on-line courses, LMS Moodle);
Activity oriented technologies (projects, group work facilitation, professional busi-
ness game, problem solving, etc);
Case technology based on using the cases in audiovisual and multimedia sources in
independent study;
The foreign language integrated learning technology (creation of content and in-
formation interdisciplinary connections to build the foreign language competence,
the technology of integrated building of professional and language competences,
etc).
Special attention in the process of organization of independent learning should be
paid to web technology / the Internet technology, especially different communication
opportunities such as
synchronous communication - Internet Relay Chat (IRC), ICQ, Skype, Viber;
asynchronous communication – email, messaging;
multimedia technologies – communication using visual, sound and video files.
The effective education process presupposed the organization of the control provided
by teachers and the opportunity for students to get regular consultations, to exchange
information, to communicate and to jointly perform different projects.
The Internet social services have proved their expediency as they have completely
changed the education process by its personalization and practice orientation. The
scholars determine the following important for education purposes characteristics of
the Internet services as personalization, cooperation of users, web interaction, infor-
mation accumulation and content modification [18]. The following services can be
implemented in education process: Blog, Social networking, Wiki, Bookmarks, Web-
quest, Podcast, Twitter, Skype, Google Docs, Google Maps, You Tube, Conversa-
tional arenas, etc.
The system of distance learning is supported by different LMSs. ATutor, Dokeos,
ILIAS, Moodle are among the most effective since they provide the open access to
their services [18]. There are some other platforms that are widely used: Acollab,
Claroline, Colloquia, Ganesha, LAMS, Sakai. LMSs allow students self-control, indi-
vidual communication, combination of traditional and computer learning tools. In
general they positively affect building professional foreign language competence in
the process of independent work.
3 The Proposed Model of Integrated Learning Using ICT
The proposed model of integrated teaching professional courses in English using ICT
was created on the basis of major course “Corporate Social Responsibility” (taught in
English) and the course “English for professional purposes” for the second year stu-
dents of specialty 073 “Management” of Zaporizhzhya National University consider-
ing the following amount of credits and classroom hours: the course Corporate Social
Responsibility – total hours 150 (5 ECTS credits), classroom hours – 48, the course
English for Professional Purposes – total hours 90 (3 ECTS credits), classroom hours
– 32.
While developing the model the authors came to the conclusion that two variants
(A and B) can be implemented depending on different ICT used in integrated teaching
the professional courses and the foreign language.
The courses in our experiment are part of the curriculum of bachelor degree pro-
gram in management. The main goal of the experiment was to determine the level of
influence of ICT on the quality of learning.
Variability of the experiment is presented through two variants: A and B models of
integrated teaching using ICT. Invariables of the experiment are the groups (EG1,
EG2, EG3, EG4) composition: number of participants (13 students in each group) and
their knowledge level; program content and study material; the control content before
and after the experiment; time and duration of the experimental learning; criteria of
checking of professional and foreign language competences in all groups; teachers in
each group.
Our investigation was held in the third semester of two consecutive academic years
(2016-2017, 2017-2018). The total amount of students, that took part in the experi-
ment – 52 students. The questionnaire that was held among the students revealed
some of the strongest stimuli (from the students’ point of view) for the development
and implementation of ICT into the learning process. Having prioritized these stimuli
we obtained the following list:
1. Building of professional independence.
2. Wider opportunities to successfully finish the course.
3. Development of competitiveness.
4. Academic mobility.
5. Knowledge acquisition.
6. Adaptation of new forms of activity.
7. Changing of communication mode between the subjects of the process.
Table 1. A and B variant of the integrated teaching model using ICT.
Course Information communication technologies
Podcasts, multimedia resources
On-line consultations, chats,
Facilitation, professionally
Information education re-
Project technology, web-
oriented business games
Special on-line courses,
Electronic manuals
On-line control tasks
Case technology
LMS Moodle
webinars
sources
quests
Viber
Variant A
Corporate Social + + + + + + + + + +
Responsibility (in
English)
English for profes- + + + + + + + +
sional purposes
Variant B
Corporate Social + + + + + +
Responsibility (in
English)
English for profes- + + + + + +
sional purposes
The learning management system (LMS) Moodle has been used as the platform for
implementing the ICT into the courses programs. The choice of LMS is predeter-
mined by the following opportunities that are of paramount importance for our re-
search: joint activity of all subjects of the learning process; development of different
types of control tasks; design of different types of tasks; using different languages;
holding on-line seminars; organization of the forum and others.
The programs of the courses “Corporate Social Responsibility” and “English for
professional purposes” have been developed within the same structural chart provid-
ing the opportunity to integrate two courses into one system. Such structure gives the
opportunity to educators to regulate the learning process in defining the goal, plan-
ning, performing, evaluating, and correcting. The design of the courses programs
presupposes the following main sections each including the ICT:
Section 1 – introduction and preliminary acquaintance with the subject;
Section 2 – theoretical knowledge and practical tasks to facilitate learning process;
Section 3 – knowledge control;
Section 4 – referral system.
Section 1 - introduction and preliminary acquaintance with the subject. The tasks to
be solved within this section are the following: to motivate the students to take the
course, to awake their interest in the content of the subject as well as the form of its
presentation; to get student ready for the independent use of multimedia manuals and
the Internet resources. The main elements of this block are the course presentation
and the course program. The courses presentations include information education and
multimedia resources.
Section 2 – theoretical knowledge and practical tasks to facilitate learning process.
The tasks to be solved within this section are the following: the opportunity to change
the content of the course, the form and order of its presentation depending on the level
of students’ knowledge, their personal and psychological peculiarities of acquiring
information; the provision of effective personalized dialogue among all participants of
learning process.
The main element of this section is electronic manual. We have already developed
and put into use the electronic manual for the course “Corporate Social Responsibil-
ity”. The main characteristics of this manual are the following: didactic fullness of the
presented content; division into topics, material presentation compactness; multimedia
applications, interactive fragments; practical tasks on every topic; questions (tests) for
self-control on every topic; questions (tests) for final control or self-control; referral
system, prompts; opportunity to use the manual off-line. The electronic manual for
“English for professional purposes” is being developed. For the purpose of the exper-
iment we used the texts on the topics relevant to the course “Corporate Social Re-
sponsibility” (e.g. stakeholders’ analysis, social capital, sustainability, etc.) and de-
fined the language material to develop the foreign language competence. Certain ex-
ercises and tasks based on this language material are presented in Moodle. The course
program stipulates the study of the case on Corporate Social Responsibility (a team
project for independent work that is to be presented in the form of PPT presentation
with the elements of discussion encouragement through the use of different facilita-
tion techniques). As part of their individual work the students are supposed to register
for an on-line relevant course in English.
The next element of the section is lectures for the course “Corporate Social Re-
sponsibility”. Since we use the integrated learning system the content of the lectures
is presented in Ukrainian and English in the form of PPT presentations. The lecture
notes allow students to preliminary get acquainted with the problem to be discussed at
the lecture as well as to obtain the knowledge necessary to occupy the proactive posi-
tion and to hold the efficient dialogue at the lecture. It is worth to note that presenting
the lecture notes in English pursues several goals. It promotes building the skill of
using the English language as an instrument of information search; gets the students
with different level of English ready to listen to the lectures in the English language;
promotes building communicative competence of students.
Bilingualism in lecture notes receives its logical development during seminars and
round tables. All the seminars tasks are of search character. Students are offered to
find the solutions for practical tasks, to study the experience of different companies,
to analyze the corporate reports on sustainability and social responsibility, presented
on the websites of companies. The English language segment of the Internet opens
wider opportunities in terms of obtaining information, especially in such novel for
Ukraine field as Corporate Social Responsibility.
Section 3 – knowledge control. The tasks to be solved within this section are the
following: to reveal knowledge initial level; to detect individual abilities of
knowledge acquisition; to individualize the learning and control processes, what inev-
itable increases the quality; to efficiently manage the learning process.
The following bar charts demonstrate mean success indicators (blue bars – before
the experiment, red bars – after the experiment) in all groups participating in the ex-
periment presented as the percentage of the fulfilled tasks.
The main difference of the knowledge control procedure using ICT is the opportunity
of the well-timed development of the necessary measures of correcting the learning
process to increase its quality. The following are the advantages of the knowledge
control using ICT:
1. The main characteristic is making more time available for the teacher. This time
can be spent on individual work with students, the definition of a particular ap-
proach to every student based on the fulfilled tasks (a placement test “English for
professional purposes” or an essay “Corporate social responsibility”).
2. The students survey revealed the priority characteristic of the control using ICT be-
ing the elimination of the subjective factors and the creation of equal conditions for
all participants of the process.
3. Both professors and students noted the increase of individualization in learning
process. Students have the opportunity to choose the most suitable method of
knowledge acquisition and the most convenient way of control tasks fulfilment.
They can repeat the study and control procedures several times if necessary what
promotes the development of the individual work skills.
4. The student is able to obtain the prompt information about the knowledge acquisi-
tion results fulfilling self-check tasks. This characteristic is very important both for
professors and students providing the opportunity to timely correct the learning
process and obtain the necessary results.
5. One of the most important advantages is the improvement of psychological situa-
tion due to availability of information from different sources during learning and
control processes, the opportunity to fulfil the tasks in convenient time and com-
fortable settings, the fulfilment of team projects.
The main element of the control is testing. It is worth mentioning that the traditional
control procedure can provide only the statement “passed - failed”, while the proce-
dure of the computer testing presupposes additional acquisition of the content due to
provision of several attempts and the system of prompts included in every test.
Section 4 – referral system. The tasks to be solved within this section are the fol-
lowing: facilitation of the content acquisition; increase of interest in the subject;
building students’ information culture; opportunity to join the world information
community.
This section comprises the glossary, the list of recommended literature, the list of
the websites providing on-line courses and the list of useful Internet sources. The
glossary includes the main terms to facilitate the acquisition of the content. The main
criteria for including the source into the recommended list is professionalism and
simplicity in rendering information, building search and research skills, development
of the interest in the subject. One more element of the referral system is the naviga-
tion system developed in the electronic manual.
4 The Verification of the Effectiveness of Using ICT in
Education
The analysis of the results of control before the experiment showed that the level of
professional and foreign language competences was inadequate (EG1 – 67,9%, EG2 –
67,7%, EG3 – 68,1%, EG4 – 67,0%). The results of the control after the experiment
proved that the students of all four groups achieved and excelled the minimum
enough level of competences (EG1 – 90,3%, EG2 – 89,9%, EG3 – 88,2%, EG4 –
87,6%).
The following bar charts demonstrate mean success indicators in all groups
participating in the experiment presented as the percentage of the fulfilled tasks.
Mean success indicators
before the experiment after the experiment
90,3 89,9 88,2 87,6
67,9 67,7 68,1 67
EG1 EG2 EG3 EG4
Fig. 1. Professional foreign language communicative competence before and after the experi-
ment.
Integrated teaching core course “Corporate Social Responsibility” in English using
ICT caused higher level of competence in all experimental groups, what proved the
general effectiveness of the proposed model. Though the competence level coeffi-
cients are higher in EG1 and EG2 (90,3% and 89,9%)which were taught using variant
A. This fact has brought us to the conclusion that variant A is more effective.
The data were processed using the methods of statistical analysis. The results of the
competences levels were united and the average quality results for EG1, EG2 (x̅) and
for EG3, EG4 (y̅) were calculated: x̅=67,8, y̅=67,5 before the experiment and x̅= 90,1,
y̅=87,9 after the experiment.
The sample estimates of the tests results allowed defining the level of professional
and foreign language competences before and after the experiment. We admitted that
the mean indexes of the competences levels are distributed according to the normal
law.
Using the experiment data the sample mean values and the sample values of dis-
persion were determined as following:
before the experiment
x̅ ≈ 67,8, y̅ ≈ 67,5 (1)
𝑆𝑥2 ≈85,12 𝑆𝑦2 ≈ 58,24 (2)
after the experiment
x̅ ≈ 90,1, y̅ ≈ 87,9 (3)
𝑆𝑥2 ≈ 41,11 𝑆𝑦2 ≈67,5 (4)
To compare expectation values M[X], M[Y] the t-distribution with several degrees of
freedom k = nx + ny - 2 [20] was used.
For the confidence probability p = 0,95 the critical value from the table of Stu-
dent’s t-distribution is t50;0,05 = 2,00 [24].
The calculated value before the experiment t ≈ 0,11 was lower than the critical ta-
ble value |t|t50;0,05 (|3,2|>2,00). Since the calculated value t exceeds
the critical table value we can conclude that the experimental teaching of the students
of experimental groups on the basis of integrated model using ICT has influenced the
expected level of professional and foreign language competences.
Using F-test to check the hypothesis about the equality of dispersions of random
variables X and Y allowed the confirmation of the fact that the different initial level
of professional and foreign language competences before the experiment changed
greatly after the experiment, since the dispersion of the results decreased.
The table of F-distribution 𝐹(𝛼,𝑘1 ,𝑘2) for the level of significance α=0,05 and the
degrees of freedom k1=k2=n-1=26-1=25 is equal to F(0,05;25;25) =1,96 [24]. The calcu-
67,5
lated value 𝐹 = ≈ 1,3 for EG3 and EG4 do not exceed the table F F(0,05;25;25) (2,07>1,96), the hypothesis about the equality of dispersions
is withdrawn, that is the dispersion level changed greatly.
The use of F-test allowed the confirmation of the fact that after the experiment the
level of dispersion of the results of building the professional and foreign language
communicative competences among the students of experimental groups has signifi-
cantly decreased. This fact proves the stable competence level and consequently sup-
ports the statement about positive influence of the developed model of teaching using
ICT. The dispersion of the random variables X and Y prove that the results in groups
EG1 and EG2 (taught according to variant A) are better compared to the results of
groups EG3 and EG 4 (taught according to variant B).
The analysis and comparison with results of contemporary researches in the field
of integrated learning using ICT and the own teaching experience at higher education
institution prove the necessity of interactivity of the teaching process to provide
communicative interrelation of all participants, self-control and self-correction. The
second important characteristic of teaching disciplines in English using ICT is their
technical characteristics and didactic opportunities for lectures, seminars, practical
classes and individual work. Using ICT in teaching subjects in English opens new
methodological perspectives of developing degree and subject programs for future
managers.
The answers of the students to the open-ended questions revealed some negative
factors that could decrease the efficiency of teaching process. Some students consider
the instructions delivered in Moodle insufficient and require more personal instruc-
tions. Other students feel that using of the Internet during classes distracts them from
the topic of the class. The ambiguous opinions provided by the students requires fur-
ther interpretation and more profound research that can become the grounds for the
development of teaching techniques based on using ICT.
5 Conclusion
The research attempted in a comprehensive way to solve the problem of the rationali-
zation of the process of both professional and language teaching of future managers
on the basis of innovative efficient educational technologies stipulated by the contem-
porary requirements and real conditions of the higher school education.
The solution of the practical tasks of the contemporary education with the increas-
ing role of individual work the authors connect with implementation of ICT at the
lessons and for independent work, development of new principles, strategies and
methods of teaching within the framework of integrated learning. These novelties can
be applied when teaching professional subjects and foreign language and will provide
effective learning process aimed at acquiring the necessary competencies.
The research has allowed generalizing the experience of implementation of con-
temporary innovative technologies in the integrated teaching of the core courses and
foreign languages. The use of ICT in didactic materials provides great opportunities
for all participants of the education process, consequently leading to quality im-
provement. The developed integrated model of the course programs “Corporate Social
Responsibility” and “English for Professional Purposes” using ICT has proved the
synergy effect allowing the effective acquisition of professional information on the
one hand and the development of both professional and foreign language skills on the
other hand, what ensures building the professional competence as a whole. The effec-
tiveness of the model was experimentally proved after the processing of statistical
data obtained in the course of the experiment. The results of the experiment can be
used in developing of the recommendations as to using ICT in integrated teaching of
core courses and foreign language to future managers.
Considering the overall positive result of our experience we believe that negative
factors are to be given a profound research and thorough analysis. In general efficient
ICT using requires great efforts of the faculty in avoiding the negative factors.
Use of ICT in the learning process should be rational and carefully designed de-
pending on the type of lesson (lectures, seminars, practical classes or individual
work), the specifics of the discipline, the goals and objectives of the teaching. Being
not comprehensive, the conducted research outlines the perspectives of further inves-
tigating the crucial aspects of the organization of teaching using ICT.
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