=Paper=
{{Paper
|id=Vol-2643/paper02
|storemode=property
|title=The methodology of development of information and communication competence in teachers of the military education system applying the distance form of learning
|pdfUrl=https://ceur-ws.org/Vol-2643/paper02.pdf
|volume=Vol-2643
|authors=Vasyl V. Yahupov,Vladyslav Yu. Kyva,Vladimir I. Zaselskiy
}}
==The methodology of development of information and communication competence in teachers of the military education system applying the distance form of learning==
https://ceur-ws.org/Vol-2643/paper02.pdf
71
The methodology of development of information and
communication competence in teachers of the military
education system applying the distance form of learning
Vasyl V. Yahupov1[0000-0002-8956-3170], Vladyslav Yu. Kyva1[0000-0002-6689-7530]
and Vladimir I. Zaselskiy2[0000-0002-7517-5433]
1 National Defense University of Ukraine named after Ivan Cherniakhovskyi,
28 Povitroflotsky Ave., Kyiv, 03049, Ukraine
2 State University of Economics and Technology,
5 Stepana Tilhy Str., Kryvyi Rih, 50006, Ukraine
{yagupow1957, kyvavlad30101991, zaselskiy52}@gmail.com
Abstract. The paper theoretically substantiates the methodology of development
of information and communication competence (ICC) in teachers of the military
education system applying the distance form of learning. Scientific approaches
to the concepts of “methodology” have been analyzed and the author’s vision of
“the methodology of development of ICC in the military education teachers” has
been suggested. In particular, they determine the methodological approaches to
the methodology of its development, as well as its main stages, purpose, tasks,
content, methods, types of training sessions, tools and organizational forms of
learning.
Keywords: a teacher of the military education system, development, the
methodology of development, distance learning, stages, tools of distance
learning, information and communication competence.
1 Research problem
Currently, all aspects of the social production, including the system of domestic
vocational education are significantly influenced by factors of the information society,
especially information and communication technologies (ICT), which create rather
favorable conditions for providing citizens with a wide range of educational services.
One may positively ascertain that they have substantially improved the modern
education system at all levels, as well as the military education system itself, which
provides vocational training for specialists of the Armed Forces of Ukraine.
In the information society, network educational data centers and modern ICTs can
contribute to significant improvement of the military and professional training of
specialists, including teachers. Firstly, the ability of teachers to use them
comprehensively in accordance with the educational and military-professional needs of
cadets (trainees) is of particular importance. In this regard, it should be emphasized that
their information and communication training must meet the requirements of the
___________________
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
72
information society, on the one hand, and of the military sphere, which widely uses the
most up-to-date information technologies, on the other.
Secondly, the development and improvement of ICC by cadets (trainees) at higher
military educational establishments (HMES) should be dynamic and sustainable as
information technologies are updated and improved systematically and rapidly,
especially in the military field. In this regard, teachers need to constantly improve their
professional and pedagogical competence in line with the changes taking place in the
information society and in the Armed Forces of Ukraine [11].
Thus, having analyzed the pedagogical practice in the military education system and
having generalized and systematized scientific sources for the research of ICC in
teachers, clarified its structure and content, we became convinced of the need to create
a methodology for its development in teachers of the military education system
applying the distance form of learning.
2 Analysis of recent research papers and publications
The analysis of scientific sources and thesis papers devoted to ICC of different
specialists shows that the scientific researchers are conducted in the following
problematic areas: interpretation of ICC (Anusca Ferarri [5], Mercè Gisbert [6], Isabel
Gutiérrez Porlán [7], Rune J. Krumsvik [10], Virginia Larraz Rada [12], Yevhenii O.
Modlo [14], Mykhailo V. Moiseienko [15]) and its formation (Yevhenii O. Modlo [13],
Dirk Schneckenberg [16]) and development (Svitlana M. Amelina [1], Albert A.
Azaryan [17], Olga V. Bondarenko [9], F. Xavier Carrera Farrán [4], Rostyslav O.
Tarasenko, Olga G. Yaroshenko [22]).
However, the problem of creating a methodology for the development of ICC in
teachers of the military education system remains unaddressed.
The purpose of the present article is to substantiate the author’s methodology for
the development of ICC in teachers of the military education system applying the
distance form of learning.
3 Results of the study
Nowadays, in the conditions of development of the modern military education system
in Ukraine, results of pedagogical science research, which should substantiate the
educational process in HMES in the information society, develop innovative
technologies and methods of professional training of military specialists, including with
application of ICT, are of particular importance. One of the topical and promising areas
of pedagogical research in both theoretical and practical aspects is the development of
a comprehensive author’s methodology for the development of ICC teachers of the
military education system applying the distance form of learning, which should keep
up with the requirements of today, and take into account all modern trends in military
science and practice development, including the informational area.
In particular, the Decree of the Ministry of Defense of Ukraine dated December 21,
2015 No. 744 “On Approval of the Concept of Distance Learning in the Armed Forces
73
of Ukraine” identifies the main directions of development of one of the main
organizational forms of training in the Armed Forces of Ukraine – the distance form of
learning, which emphasizes the importance and relevance of our scientific task of
creating methods of ICC development in teachers applying the distance form of
learning.
Thus, the Great Interpretive Dictionary of the Ukrainian Language defines the
concept of “methodology” as “the doctrine of teaching methods of a certain science,
subject” [1, p. 664], and according to Vasyl V. Yahupov, the methodology is “specific
forms and means of using methods, through which the deeper knowledge of various
pedagogical problems and their solution is realized” [21, p. 357].
We adhere to the opinion of Semen U. Honcharenko, who interprets the notion of
“learning subject methodology” as “a branch of pedagogical science that examines the
patterns of learning of a particular subject. The content of the methodology as a partial
didactics includes: establishing the cognitive and educational value of a given subject
and its place in the educational system; defining the tasks of learning the subject and
its content; elaboration, according to the tasks and content of training, of methods,
methodical tools and organizational forms of training” [8, p. 206].
Therefore, the methodology in pedagogy is a purposefully substantiated methodical
system of teaching and learning methods, types of lessons, methodical tools and
techniques, tools of training and education, forms of organization of learning and
educational activities, aimed at solving specific pedagogical tasks of educational,
developmental or other nature, perfection of certain personal, subjective, mental,
professional and other qualities, formations and manifestations of students.
Taking into account results of the analysis on interpretations of the concept of
“methodology” in pedagogy, we can conclude that the methodology of ICC
development in teachers of the military education system is a set of purpose, hierarchy
of goals and objectives, content, forms of learning organization, teaching methods,
types of lessons and teaching tools, which are applied and implemented methodically,
systematically and consistently at the main stages of its development. It should be based
on leading methodological approaches – systematic, competent, informational, subject-
activity and contextual [11, pp. 10-16].
It relies on modern methodological approaches, which are conceptual grounds for
defining the purpose, objectives, principles, content, teaching methods, types of
lessons, tools and organizational forms of learning for the development of their
competence, i.e. the main components of the methodology, which are creatively applied
in the three stages of development of the ICC in teachers of the military education
system.
The purpose of the methodology is to develop ICC in teachers of the military
education system, which is achieved by realizing the main and partial goals of its
development.
In accordance with the stated purpose, the main tasks for ICC development in
teachers are determined in accordance with the leading provisions of modern
methodological approaches, in particular:
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─ development of the value-motivational component (values of pedagogical activity
using ICT; motivation for ICC development);
─ development of the intellectual component (the knowledge of: ICT theory;
theoretical foundations of analysis and decision-making in the military sphere;
technology of processes (phenomena) modeling in the teaching of general and
military-specialized subjects; theoretical provisions of the cyber security in the use
of ICC in their teaching; modern software and hardware; software development
technologies according to the methodology of teaching specific discipline);
─ development of the praxeological component (these are the following abilities: to
use ICT effectively in pedagogical activity; to systematically develop and apply
modern hardware and software in the process of teaching general and military-
specialized disciplines and to identify their cyber vulnerability);
─ development of the informational and technological component (these are the
following abilities: to use ICT systematically and contextually in pedagogical
activity; to synthesize various software tools for improving the effectiveness of
teaching of specific educational disciplines; to develop information software tools
for their teaching);
─ development of the subject component (pedagogical subjectivity of a teacher in the
information society; the ability to objectively self-evaluate as the subject of
pedagogical activity within the framework of official functions of the teacher of
specific general and military-specialized disciplines).
For their development, it is advisable to adhere to the pedagogical principles of training
at a higher military school [19, p. 230] taking into account creatively the principles of
distance learning. In particular, the following principles of study at a higher military
school shall be applied:
─ scientific training implies that all facts, knowledge, provisions and laws that are
taught must be scientifically sound and in line with the modern developments of
science and technology in general and the military sphere, in particular;
─ systematic and sequential training means the systematic and consistent presentation
of educational material and systematic work of cadets (trainees) with it; depending
on the content and the specific discipline, the specifics goals, the teacher shall use a
certain system of lessons, guiding cadets (trainees) from simple reproduction to
independent creative activities with the studied material, including the direct
modeling of specific military and professional situations using ICT;
─ accessibility of training implies adherence to the following rules: from simple – to
complex, from known – to unknown, from close – to distant, as well as taking into
account the level of development of teachers, cadets (trainees), their individual
characteristics; it requires the determination of time and labor costs, the level of
mental and physical strain of students;
─ the link between training and modern military practice is based on the objective links
between science and military field, modern military theory and practice;
─ awareness and activity in learning – it defines the subjective role and position of both
the teachers and cadets (trainees) in the educational process; it requires awareness
and self-stimulation of their pedagogical and educational activity and purposeful
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management of it; formation of a positive attitude in cadets (trainees) towards a
military specialty, an interest in educational material, close connection of training
with military practice and its use in field, challenges of training, differentiated
approach, use of modern information technologies and tools;
─ visibility in training promotes conscious and holistic visual perception of educational
information by teachers, cadets (trainees), its comprehension and assimilation,
educates observation, attentiveness and develops practical thinking;
─ sound knowledge and formation of practical skills and abilities – involves the
repetition of the learning material by students by sections and structural parts, its
memorization in combination with the learned, highlighting the repetition of main
ideas, the use of various methods, organizational forms of learning and types of
lessons;
─ individualization of training allows each cadet (trainee) to master creatively and at
an individual pace the educational material in the conditions of joint educational
activity, taking into account the level of their own intellectual and military-
professional development, individual cognitive and practical needs, interests,
motivation activity, will and capacity;
─ emotional component of the learning – involves the influence of the teacher on
formation in cadets (trainees) of emotional and volitional sphere as a military
professional, which directly activates their educational and cognitive activity, and
prevents the emergence of negative impacts, by the way of logical, lively teaching
of interesting examples, using various visual aids etc.
At the same time, it is necessary to creatively adhere to the pedagogical requirements
and rules of specific principles of distance education (Valerii Yu. Bykov) [2]. These
include:
─ interactivity (involves the teacher’s dialogue with a student);
─ adaptability (provides the individual pace of the educational activity of cadets
(trainees), provides for their own choice of the course, time for its study, term of
consultations and examinations and tests, periodicity and intensity of their
educational activity);
─ humanity (consists in directing the educational process to an individual, creating the
most favorable and comfortable conditions of study; mastering the military
profession through the manifestation of creative individuality, civic, moral and
intellectual qualities and their purposeful creative systematic development, which
would provide cadets (trainees) with secure and comfortable conditions for
professional education);
─ priority of the pedagogical approach (the modeling of educational process provides
for purposeful designing of distance learning taking into account the contingent of
students, substantiation of specific concepts of formation, development and
improvement of certain phenomena, creation of didactic models of those
phenomena);
─ pedagogical feasibility of application of modern information technologies (requires
pedagogical evaluation of the effectiveness of each stage of the distance learning;
76
not only the ICT implementation, but the corresponding content of training courses
and educational services should be brought to front);
─ the choice of the educational content (the content of education must meet, on the one
hand, the regulatory requirements of the State Educational Standard and the labor
market, and on the other hand – the specific requirements of a student, and in our
case, teachers and cadets (trainees) of the military education system);
─ ensuring the protection of information circulating in the technological system of
distance learning (involves the introduction of organizational and technical means
of safe and confidential storage, transmission and use of various data and
information in the educational process);
─ adherence to the reference level of education (requires a certain amount of
knowledge, skills, competences in both teachers and cadets (trainees));
─ correspondence of information technologies to the goals, content and methods of
training (adequacy of information training technologies to models of distance
learning in the military education system);
─ flexibility and mobility (creation of information networks, databases and banks of
knowledge and data for distance learning in the military education system, which
allows adjusting, supplementing and improving the educational program;
preservation of information invariant education);
─ correspondence of distance learning to the existing organizational forms of
education (projected distance learning would give the required social, economic and
educational effect, provided that the created and implemented information
technologies do not become a foreign element in the traditional education system,
but will be naturally integrated into it);
─ cost effectiveness (involves rational use of financial and material resources, financial
and technological calculation of the effectiveness of advanced training in the military
education system by distance learning).
Learning methods and types of training used in the methodology. The distance
education, line the full-time one, uses both traditional and active teaching methods [20].
For example, the following traditional teaching methods are:
─ oral teaching of the educational material, which is divided into verbal-informative,
verbal-heuristic, verbal-problematic, and verbal-research. It includes different types
of stories, explanations, narrations, lectures;
─ discussion of the studied material is divided into verbal-informational, verbal-
heuristic, verbal-problematic, and verbal-research. It includes different types of
conversations, seminars, discussions, brainstorming, intellectual briefings, situation
analysis etc.;
─ demonstration is divided into visual-informative, visual-practical, visual-heuristic,
visual-problematic and visual-research. It includes presentation, illustrations,
observations in the form of personal display to subordinates of some techniques and
actions, demonstration of actions of individual soldiers, troops and units, display of
natural and imaginative means of visualization, demonstration of films, etc.;
─ practical methods are divided into practical-reproductive, practical-heuristic and
practical-research (problematic). These include practical classes, group exercises,
77
laboratory work, lessons, maintenance of military equipment and weapons,
command and control training, firing, driving military vehicles and more. For
example, the main types of training at HMES that train officers for communication
units and troops are tactical training and drill instruction, partial and comprehensive
training, tactical and special training, command and staff training, training of troops.
Accordingly, the methods of ICC development in teachers must be tailored to the
special and general military disciplines;
─ self-work is divided into all types of training applied in the above methods – verbal,
visual, practical-information. It includes: work with printed sources; independent
study of machinery; self-training; independent viewing of films, TV shows; work
with information sources and the Internet, etc.;
─ the methods of control and self-control in training include: individual control
interview; questioning; written; testing; quests; machine control; self-control; exam;
credit and more.
The combination of different teaching methods and types of training in the process of
development of ICC in teachers of the military education system facilitates the
development of subject actions, the development of actions inherent in their
pedagogical activity through the means of ICT. The development of their ICC is not
possible without the pedagogically balanced use of various types of training. It is also
advisable to use all traditional types of training in their distance learning process. A
compulsory methodological requirement is their adaptation to the ICT system and its
application, taking into account the educational needs and capabilities of military
education teachers.
Tools. In the technique it is advisable to use all the means used in the educational
process, including ICT: computer-based educational systems in the conventional and
multimedia versions; laboratory remote workshops; simulators; electronic libraries
with remote access; didactic materials based on expert systems of educational purpose;
didactic materials based on geo-information systems, etc.
The material basis is also profoundly changing in the development of teachers’ ICC.
It is an important component of the material support of the educational process in the
conditions of distance learning, which is inextricably linked with the content and
methodological systems of training of different educational disciplines in distance
training courses for teachers of the military education system.
Forms of training organization are forms of organization and realization of the
educational process at distance upgrade training courses for teachers, participants of
which carry out educational interaction principally and mainly remotely (at a distance
that does not involve direct educational interaction of participants when the participants
are beyond the territory of possible direct educational interaction and when their
personal presence in certain educational premises of the educational establishment is
not obligatory in the course of training) [3].
The process of interaction of distance learning participants is usually synchronous
(remote contact with the teacher, in real time) and asynchronous (contactless mode of
interaction with the teacher).
78
Thus, the pedagogical practice of professional development by distance learning for
teachers may creatively adapt and use the following well-known types of teaching:
lectures; seminars; laboratory work; tests; credits; exams; consultations; self-work, etc.
However, they must be adapted to distance learning in both the contact and contactless
phases. It is most appropriate to use active learning methods that can be implemented
through the use of computer networks, audio-video and another telecommunication
tools, including directly and necessarily the Internet (see Table 1).
Table 1. Teaching methods and types of lessons for the development of ICC in teachers
applying the distance form of learning.
Method, technique, Type of a
Stage Goal Tasks
way lesson
all kinds
to develop and enrich questioning, testing,
The value- development of the of training
the values and stimulation,
motivational value-motivational in the high
motivation of ICC conversation, discussion
stage component of ICC military
development etc.
school
independent work with
to develop theoretical educational materials,
development of
and practical educational
intellectual, all kinds
knowledge of the use conversation,
The praxeological, of training
of ICT in pedagogical educational discussion,
development information- in the high
activity, practical method of exercises,
stage technological, military
skills and ability to method of oral control,
subjective school
apply them in their self-control, method of
components of ICC
activities written (test) knowledge
control
to implement
successfully the completing the ICC
previous stages of the development in method of written (test)
methodology of ICC teachers of the control of knowledge, practical
The final development; to military education practical skills, and
stage perform the system; determining capacities and abilities control
pedagogical the levels of ICC of applying ICT in the lessons
evaluation of the ICC development in pedagogical activity
development levels of teachers
teachers
Accordingly, the use of ICT tools in the process of development of ICC in teachers
within the distance learning framework affects all the system components of its
methodology, which allows setting and solving much more complex and applied
pedagogical problems and situations in the process of its development, improving their
creative intellectual and practical potential, critical and at the same time pedagogical
thinking, independence in acquiring knowledge, working with various sources of
educational information.
In the framework of our research, all the above elements of the ICC development
methodology are prioritized in value-motivational, developmental and final stages,
each having specific tasks and providing for specific educational results in accordance
with the purpose of research and hierarchy of formulated goals for professional
79
development of teachers in the distance form of learning. It is advisable to implement
through the distance learning course for teachers “Information and Communication
Technologies in the Scientific and Pedagogical Activity of Teachers” (108 hours, term
– 2 weeks).
The value-motivational stage is aimed at the development and enrichment, first, of
the ICC development values by solving the following tasks: development of a positive
attitude of teachers to ICT and their systematic application in the pedagogical activity;
enrichment of axiological sphere of their consciousness and awareness of ICT, their
nature among the categorical concepts of the universe, transformation of their essential
characteristics in the conditions of the information society development: value
orientations regarding their pedagogical existence in the information society as a
subject of professional activity; promotion of awareness of the value aspects of ICT and
identification of the practical application thereof in the pedagogical activity.
Second, by improving the motivation for the ICT development through solving the
following tasks: development of a motivational attitude of teachers to pedagogical
activity, which includes mastering the guidelines for the systematic use of ICT in the
pedagogical activity; development of their desire to enrich their own information and
communication potential as a subject of the pedagogical activity.
Accordingly, teachers should be aware of the value-motivational aspect of the ICT
use in the pedagogical activity, be clear about where they can and shall apply them
purposefully and systematically, and understand the benefits of their ICC developing
for as a teacher in the information society and the military education.
The developmental stage is aimed at fostering theoretical and practical knowledge
about the ICT use in the pedagogical process, practical skills and abilities for their
creative application in the pedagogical activity. In particular, the focus is on
development of the ability to search and analyze information, its synthesis and
comparison, abstraction, generalization and concretization through ICT, taking into
account the specifics of teaching military and specialty disciplines. Particular attention
should be paid to development of flexibility and criticality of practical military and
professional thinking, development of a set of abilities to work with hardware and
software and its systematic and creative use in the pedagogical activity; the proactive
nature of practical application of ICT to design and model quasi-professional situations
in military activity.
The final stage supposes that the successful implementation of the previous stages
of the ICC methodology would promote the development of all its components;
teachers are able and willing to use ICT in the pedagogical activity. Accordingly, to
confirm this hypothesis, it is necessary to diagnose its development, which will allow
evaluating the effectiveness of the proposed method.
4 Conclusions and prospects of future research
Therefore, the ICC development in teachers of the military education system is a
pressing scientific and pedagogical problem, which involves the use of appropriate
specialized methods for development. The created methodology for the ICC
development for teachers of the military education system in distance learning can be
successfully implemented upon implementation of the specialized course “Information
80
and Communication Technologies in Scientific and Pedagogical Activity”.
Accordingly, a consistent study of the topics of the distance course using ICT is a
necessary pedagogical condition for the effectiveness of the implemented methodology
for the ICC development in teachers of the military education system.
Prospective directions for further research: experimental testing of the ICT
development methodology for military education teachers in retraining and advanced
training courses in the distance form of learning.
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