=Paper=
{{Paper
|id=Vol-2879/paper13
|storemode=property
|title=Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic
|pdfUrl=https://ceur-ws.org/Vol-2879/paper13.pdf
|volume=Vol-2879
|authors=Halina I. Falfushynska,Bogdan B. Buyak,Hryhorii V. Tereshchuk,Grygoriy M. Torbin,Mykhailo M. Kasianchuk
}}
==Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic==
https://ceur-ws.org/Vol-2879/paper13.pdf
Strengthening of e-learning at the leading Ukrainian
pedagogical universities in the time of COVID-19
pandemic
Halina I. Falfushynska1 , Bogdan B. Buyak1 , Hryhorii V. Tereshchuk1 ,
Grygoriy M. Torbin2 and Mykhailo M. Kasianchuk3
1
Ternopil Volodymyr Hnatiuk National Pedagogical University, 2 M. Kryvonosa Str., Ternopil, 46027, Ukraine
2
National Pedagogical Dragomanov University, 9 Pyrohova Str., Kyiv, 02000, Ukraine
3
West Ukrainian National University, 11 Lvivska Str., Ternopil, Ukraine, 46009, Ukraine
Abstract
Distance education has become the mandatory component of higher education establishments all over
the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render
valuable knowledge and provide safe educational experience for students. The present study aimed
to explore the student’s and academic staff’s attitude towards e-learning and the most complicated
challenges regarding online learning and distance education. Our findings disclosed that the online
learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among
the students and academic staff in Ukraine in time of the lockdown period and beyond. Based on the
Principal Component Analysis data processing we can conclude that students’ satisfaction and positive
e-learning perception are in a good correlation with quality of e-learning resources and set of apps
which are used while e-learning and distance education. Also, education style, methods, and manner
predict willingness of students to self-study. The self-motivation, time-management, lack of practice,
digital alienation, positive attitude towards ICT, and instruction strategy belong to the most important
challenges of COVID-19 lockdown based on the students and academic staff interviews. Online learning
on daily purpose should be used in the favor of strengthening of classical higher education rather than
replacing the former. Blended education is the best alternative to face-to-face education, because the
communication with mentor in a live environmental even virtual should have ushered the learners to
complete online learning and improve its results.
Keywords
E-learning, blended education, COVID lockdown, Moodle, Zoom, educational platform
1. Introduction
The novel disease COVID-19 caused by severe acute respiratory syndrome coronavirus 2
(SARS-CoV-2) has originated from Wuhan (China) and is heavily spreading worldwide [1].
According to report of CSSE at Johns Hopkins University, as of 13 September 2020, more than
28.7 million cases have been reported in more than 188 countries and territories, resulting in
CTE 2020: 8th Workshop on Cloud Technologies in Education, December 18, 2020, Kryvyi Rih, Ukraine
" falfushynska@tnpu.edu.ua (H. I. Falfushynska); Buyak.Bogdan@tnpu.edu.uaa (B. B. Buyak);
g.tereschuk@tnpu.edu.ua (H. V. Tereshchuk); torbin7@gmail.com (G. M. Torbin); kasuanchuk@ukr.net
(M. M. Kasianchuk)
© 2020 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
Proceedings
http://ceur-ws.org
ISSN 1613-0073
CEUR Workshop Proceedings (CEUR-WS.org)
261
more than 920,000 deaths. Unfortunately, Ukraine is dealing with worse scenario of COVID-19
spreading than other European countries and takes 47-th place in the world due to new cases of
COVID-19 per 100,000 people ([2]). The consequences of a pandemic include not only negative
impact on physical health, but also mental health disorders [3], disturbance of economy [4, 5, 6]
and some dimensions of education system [7, 8]. Almost 120 countries have stopped face-to-face
learning and shifted to e-learning [9, 10]. All of these countries including Ukraine came out the
policy of “learning never stops”, which encourage higher education establishments efforts to
provide safe remote learning on daily basis.
The specificity of teaching in modern universities in COVID-19 era determines the urgent
demand for active implementation of distance learning along with traditional face-to-face and
its combination with tradition type of education, developing special learning techniques in
terms of learning methods and tools of both traditional and distance education [11, 12]. Distance
education servers to gain students’ knowledge and the academic staff skills and proficiency
using ICT independently from external factors [13, 14]. The important feature of e-learning and
distance education is the active involvement of students into educational process [15, 16, 17, 18].
They become active collaborators instead of passive learners, when teacher plays the role of
guide and even advisor rather that instructor. On the present work we analyzed the perception,
benefits and challenges of e-learning. Also, we would like to share some of the successful
cases of e-learning and distance education at the leading Ukrainian Pedagogical Universities
implemented during total lockdown of Universities while COVID19 pandemic.
2. Methodology
Online adapted surveys in terms of Google Form were carried out at Ternopil Volodymyr
Hnatiuk National Pedagogical University (TNPU) and at the National Pedagogical Dragomanov
University (NPU). The statistical representative sample included students from both Universities
enrolled in online courses in different scientific fields, among them biology, maths, pedagogy,
psychology, physics, history, English language, physical rehabilitation and IT. Following the
margin of error at 3.7%, confidence interval at 95% and total number of students, the sample
size was determined as 450. We gathered the opinions of students from TNPU and NPU who
have enrolled to different majors. A majority (63%/37%) of surveyed students were women
and represented young generation (19-22 years old). The online courses were available on the
Moodle platform. Also, Zoom, Google Meet, Hangout, BigBlueButton and Cisco were used to
support and enrich proposed courses. Students were welcomed to fill in the questionnaire that
had prepared using Google Form in the mid and at the end of learning a subject. It was accessible
via link in the Moodle and in the students Viber groups and Telegram channels for two weeks.
The questionnaire contained several blocks of questions namely demographics (age, gender,
nationality), peculiarities of education process (faculty, mode of study and enrollment, major area
of study), experience with ICT tools and educational platforms, perceptions of the e-learning,
perceptions of courses (content, deep sense of meaning, structure, clarity etc), perceptions of
the tutor, and challenges and problematic points faced by students in e-learning (Adaptability
Struggle, Technical Issues, Computer Literacy, Time Management and Self-Motivation).
We have also conducted survey of academic staff related to key points of success, effective
262
ways of monitoring students’ engagement and learning, and challenges they faced in e-learning
and distance education (Adaptability Struggle, Technical Issues, Computer and Media Literacy,
Time Management and Self-Motivation).
Data were tested for the normality and homogeneity of variances using Kolmogorov-Smirnov
and Levine test, respectively. For the data deviating from normality or homogeneity of variances,
Box-Cox or log10 transformation was used. If the transformations did not result in normal
distribution, non-parametric tests were used. The effects of analyzed predictors on student
success in distance education and e-learning were tested by ANOVA/MANOVA and multiple
regression analysis. The Pearson correlation test was used to find out association and linkage
between studied parameters. All statistical calculations were performed with Statistica v. 12.0
and Excel 2019 for Windows. Differences were considered significant if the probability of Type
I error was less than 0.05.
3. Results
A total of 450 persons admitted for the enquiry. The perception of e-learning, tutor and courses
are shown in the table 1. We observed that the most of surveyed students had positive perception
towards e-learning and they were basically satisfied with e-learning and distance education
(table 1). Zoom, Moodle, Google Meet, BigBlueButton and Cisco have been pertaining to the
most popular educational platform among the students and academic staff of TNPU and NPU
since the beginning of the COVID-19 lockdown period and beyond. Also, almost of them
expected that in near future the e-learning would take the dominant place in the education
market due to possibility of students self-regulation and clear and coherent structure of the
learning material in online learning, as well as rapid penetration of ICT in teaching strategies.
Importantly, that the present research also underlined the students’ appreciation of the e-
courses presented in Moodle which had the third largest market share of institutions in the
world (17.1%) [19]. E-learning at TNPU, as the example of Ukrainian pedagogical universities,
was implemented more than ten years ago on Moodle platform. Now TNPU-Moodle counts
1863 courses in different subjects and for different majors. When a course creates, we follow
several quality standards namely informative content, structure environment, communication
and availability, cooperation and interactivity, student assessment, flexibility, functionality
technical support, faculty qualifications in terms of using novel teaching and learning technology,
reports and recommendations for course improvement, vision and institutional leadership, and
resource allocation due to recommendation of Swedish National Agency of higher education
[13]. As the result, our students positively assessed the user-friendly interface, structure of the
material and courses designed, the learning management system, convenience and wide range
of communication facilities, including Zoom integrated in Moodle. It allows conducting live
online classes, web-conferencing, webinars, video chats, live meetings and business meetings,
even voting.
Over half of those surveyed reported that e-learning highly supports instructor accessibility,
allows to receive fast feedback. While e-learning fast and flexible creation of a minute counsel
with peers and instructor/mentor is also possible. It means that e-learning allows students to
stick together, exchange knowledge and innovative ideas with peers during quarantine, and
263
Table 1
Overall perception of pedagogical universities students on the implementation of e-learning/distance
education
Responses M %
Positive/Higher than of- 320 71
fline learning
e-learning perception and attractiveness
Negative/Lower than of- 130 29
fline learning
Yes 342 76
future belongs to e-learning
No 108 24
Yes 293 65
e-learning should combine with face-to-face education
No 157 35
EL/DE meet my personal 311 69
learning needs
students’ satisfaction with e-learning and distance education
I wouldn’t like to recom- 139 31
mend EL/DE to others
university courses should combine with non-formal edu- Yes 378 84
cation No 72 16
quality of teacher-student interaction (Student involve- High 279 62
ment, Practice feedback) Low 171 38
quality of e-learning/distance education (Accuracy, In- High 293 65
tegrity, Completeness, Course management) Low 157 35
overall quality of courses available in Moodle (content, Satisfied 315 70
deep sense of meaning, clarity skills, etc Inadequate 135 30
overcome communication crisis. Many students now prefer to contact their instructors via
Viber chat or email rather than during office hours.
Strong evidences of positive impact of informal education as a component of University
courses was found when our students intensively attended free-off-charge online courses
provided by Coursera for Campus for delivering modern world-class job-relevant and multi-
disciplinary education. At the beginning of the COVID-19 lockdown Universities all over the
world in the favor of Coursera obtained the possibility to enhance their core curricula, offer
supplemental learning to students, and deliver lifelong learning to their faculty and staff. More
than 11 500 lessons taken and more than 1600 courses were successfully finished by TNPU
learners and 14324 and 1894 by NPU learners correspondingly. Coursera for Campus helps our
students not only enrich their knowledge with up-to-date information, but also allow to gain
their language skills.
Besides there are a lot of preferences and benefits of e-learning and distance education, many
students and staff face numerous challenges and pain points while teaching and studying online
(figure 1). Except the most common complicated points presented on the figure 1, some of them
namely “Maintaining high academic quality standards”, “Synchronous class activities”, and
“Insufficient free content and/or materials for virtual courses” were recognized by respondents
264
as mid-risk issues (~35-40%).
Figure 1: Challenges that students and academic staff faced as participants of e-learning/distance
education.
We have applied Principal Component Analysis (PCA) to determine relationship between
signs of e-learning perception and which determinants pose the most important influence to the
student’s decision to study online. The PCA identified two principal components (PC) with the
eigenvalues >2 which explained 62.15 % of the variation in the data set (figure 2). The first PC
had high positive loadings (>0.6) of the e-learning perception, students’ satisfaction, e-learning
resources completeness, e-learning material accuracy, practice feedback, and Future belongs to
e-learning. The present group of parameters should be recognized as the “Future belongs to
e-learning”. The PC2 had a high positive loading of students’ self-motivation to study and high
negative loadings of the educational methods and styles.
Based on the PCA results we can conclude that students’ satisfaction and positive e-learning
perception are in a good correlation with quality of e-learning resources and set of apps which
are used while e-learning and distance education. Also, education style, methods, and manner
predict willingness of students to self-study.
To analyze the effects of specialty and maturity of students on their e-learning perception
we processed data using discriminant analysis (figure 3). The current approach found that
online learning perception and satisfaction don’t depend significantly from their specialty
(𝐹28,76 = 0.94, 𝑝<0.56) or even year of study (𝐹28,76 = 0.48, 𝑝 < 0.98). Nevertheless we didn’t
observe significant difference between groups of interest, there is a clear trend that students of
natural science and technical divisions responded in a different manner than liberal art students
(Mahalanobis square distance = 2.4/2.2 versus 1.3 for difference between natural science and
technical majors). It is interesting to note that students of first year study, Bachelor degree
programs had a little bit different point of view than elder students (Mahalanobis square distance
for IB compare to IVB and IM = 0.9 and 1.6).
4. Discussion
Nowadays, e-learning is becoming more-and-more popular. The latest survey conducted in
the US proved that US companies with “comprehensive training programs” have 218% higher
revenue per employee and 24% higher profit margins. IBM saved approximately $200 million
265
Figure 2: Principal component analysis of the results of the survey of students from Ternopil Volodymyr
Hnatiuk National Pedagogical University and National Dragomanov Pedagogical University regarding
e-learning perception and putative challenges. Factor loading is highly significant when more/less then
+/-0.6. ELP – e-learning perception, ELF – Future belongs to e-learning, BE – e-learning should combine
with face-to-face education, SS – Students’ satisfaction, SI – Students’ involvement, PF – Practice
feedback, Ac – e-learning material accuracy, Cn – e-learning resources completeness, CM – Course
management, CS – Course meaningful, EM – Educational methods and styles, Ua - Understandability,
SfM – Self motivation, EP – English language proficiency.
after switching to e-learning. There is the expectation that the US e-learning market will grow
by $12.81 billion between 2020 and 2024 [20].
E-learning is able to open new horizons for both educators and learners and offers a very
effective way to conduct classes using electronic devices through educational videos [21],
simulators [22], virtual laboratories [23], and virtual discussing. In this way distance education
offers a new paradigm for teachers in which dynamic learning-centered courses rather than
traditional ones with standard mode “lecturing – followed by testing” can be developed. As an
option, students can build a team concept map collaboratively via Zoom or Google Meet and
enhance their communicational and analytical skills simultaneously. Also, Think-Aloud-Pair-
Problem Solving or Send-a-Problem mode can be used to gain students’ thinking competencies.
The conducted surveyed proved positive perception towards e-learning in students enrolled to
study at Ukrainian pedagogical universities. In general, our results are in line with recently
reported in literature. In particular, among 175 students, who are currently pursuing their
undergraduate degrees in different colleges and universities in India, around 76% of the students
are in favor of e-learning [24]. Indonesia students also perceived the e-learning web-based
module to be useful in improving their understanding, independence, self-discipline, motivation
to learn, and interactions with each other and with the teacher [25]. Nearly all participants
of a secondary US history e-learning course maintained a belief that e-learning was best used
266
Figure 3: Graphical representation of discriminant analysis of the results of the survey of students from
Ternopil Volodymyr Hnatiuk National Pedagogical University and National Dragomanov Pedagogical
University regarding e-learning perception and putative challenges depends on the specialty (A) and
year of study (B). IB – first year study, Bachelor degree, IVB – fourth year study, Bachelor degree, IM –
first year study, Master degree
for information transmission and rote memorization rather than active or social learning [26].
According to Statista around 30% of students in the USA stated they had taken an online
course in the 2018 and this number was dramatically increasing while COVID-19 lockdown
[27, 28]. Indeed, positive perception on using e-learning technologies in future teachers is
highly important not only for themselves, but for children will be taught. We are living in the
modern world which is being shaped by rapid technological change and future teacher has to
be ready to equip and prepare children for this brave digital world.
On the other hand, it has been recently shown that 77.4% students from Pakistan medical
college showed negative perception about e-learning, out of which 86% students felt e-learning
has little impact on their learning. Majority of the students preferred face-to-face teaching over
e-teaching. Following survey results authors came out with conclusion that the students are not
yet ready for e-learning [29]. Obviously, it can be connected to specificity of medical education
regarding its practical orientation. In our case the response of students had enrolled to study
at Natural Science and Technical majors resembled above mentioned. Medical ones regarding
lack of practice. Due to that they formed their own cluster when processed by Discriminant
Analysis (figure 3) and the practical feedback pertains to the most prominent parameters which
predict the perception of e-learning and distance education (figure 2). It means e-learning can
be used for all majors, but has to be tightly adapted to educational needs. The building and
implementation of simulation apps and virtual laboratories should be helpful [30].
The PCA shows us that the e-learning perception, students satisfaction, e-learning resources
completeness, e-learning material accuracy, practice feedback, and Future belongs to e-learning
create their own cluster, because correlate with each other. Our finding broadly supports the
statements of other research in the area linking students satisfaction. As an example, Granada
University students satisfaction with e-learning was predicted by the course plan, contents
and the system of evaluation. Moreover, the content was the most powerful determinant
267
in the multiple regression model (coefficient = 0.9, 𝑝 <0.001), then followed by interaction
(coefficient = 0.531, 𝑝 <0.001) and technical issues (coefficient = 0.471, 𝑝 <0.001) [31]. Alqurashi
also found that earner-content interaction was the strongest and most significant predictor of
Temple University students’ satisfaction with e-learning [32]. Indeed, the content of e-courses
has to stimulate their interest for the course and help students to relate their personal experience
to new knowledge.
Another important finding of the PCA is that self-motivation of students is in a negative
relation to educational methods and styles (figure 2). This statement corroborates the results
of the previous work and postulates of the self-determination theory. The learning style of
students from University of Shahrekord (Iran) significantly correlated with motivation for
higher education in general (𝑟 = 0.69, 𝑝 < 0.001), but no information about self-motivation to
study was presented there [33]. Self-study-oriented and autonomy-supportive Faculty initiate
in their students intrinsic motivation, inquisitiveness, and the desire to solve logic problems
and overcome practical challenges. The goal-orientated education and extrinsic motivation are
also very helpful to catalyze students self-motivation to study.
Based on the response of our students “Future belongs to e-learning” should be recognized as
the vision of youth of upcoming changes in the educational system. Substantially, e-Learning
and distance education have capabilities to mobilize the educational, cultural, and economical
communities in favor of accelerate systemic changes towards professional, intelligent and
knowledge-based society. E-learning is much more accessible and in some aspects is more
profound than physical learning. All studying materials are available online and you can access
them as many times as you want. Moreover, technological performance in the era of e-learning
and distance education together with novel challenges can push us towards some uncommon,
but very interesting and useful practice. For example, during the COVID-19 lock-down TNPU in
the tight cooperation with PreCarpathian National University have launched authorial between-
university educational online platform “TerPEdu” for lectures which is based on the Cisco
Webex. More than 2400 students from both partner universities attended lectures in different
disciplines. Most of them gave positive feedback and emphasized on the interactivity of the
presented platform when compared with well-known counterparts including EdEra, Coursera,
Alison etc and the possibility to realize mobility in the frame of “internationalization at home”.
At the moment we are working on expanding partner network in Ukraine and beyond. We
expect that we will involve “visiting professors” from partner universities from Germany and
Poland by the end of 2020. We are on the way with Chinese courses for TNPU Students cordially
provided by partner Shenyang Pedagogical University. Also, we are going to organize online
summer school in the same way due to recommendations of the THEA-Ukraine DAAD Project.
Take into account different factors that should affect educational outcomes, our results and
previous research findings [34] we can conclude that, on-line learning on daily purpose should be
used in the favor of strengthening of classical higher education rather than replacing the former.
The statement keeps in line with the point of view of the European University Association. The
blended learning pretends to be the most useful scheme in that case. It combines the in-person
and online components in suitable ratio depends on the baseline level and needs of learners and
capability of teachers. Blended learning builds both a community of inquiry and a platform for
free and interactive dialogue [35]. Also, blended learning allows to deliver learning material
through both synchronous and asynchronous modes and break up it into smaller chunks [36].
268
This educational mode should be very useful for learners to process, understand, and keep in
mind materials better than in standardized face-to-face ones. In accordance with the present
results, numerous last students surveys all over the world proved that blended learning has to
be widely promoted at the universities due to reduction of negative attitudes of learners toward
digital instruments [37] and as the upcoming educational mainstream.
Nowadays, students’ expectations are shifting rapidly from passive learning in class with
a teacher as a main owner of information to blended education or even distance education
which characterized by flexible schedule and fully accessible materials through online mode
in gadgets. In other words, modern education mode allows students to learn at their comfort
and requirement. In this context, education process is pretended to be strongly associated with
digital and mobile paced. Meanwhile Universities and learners have faced due to that one of
some challenges namely robust internet connection with the high band. And Ukraine was
not alone in that way. A lot of surveys from different countries have denominated unsatisfied
internet connection at the top of the pain list around distance education [12]. In particular,
they emphasized that good internet connectivity is urgently needed to avoid buffering and
lagging of the live stream, but e-learning is even worse in rural areas compared to urban due
to lack of infrastructure that online courses require, and thus fail to attend with their virtual
classes [24]. However, we have successfully overcame low-speed internet connection in students
from rural area or even unexpected internet outage and conducted classes. Furthermore, we
have successfully assessed students (including art students) via Zoom and Moodle at the end
of courses in terms of final examination. Also, all Master and Bachelor thesis defense were
conducted via Zoom, including foreign students from Greece and Slovakia. It was the very first
attempt pushed by COVID-19 lockdown, but very valuable.
E-learning and distance education demands the educators and learners to be technology-
friendly which is not the case always. “Digital alienation” and “Positive attitude towards
e-learning” were chosen by academic staff as one of the most stressful points of e-learning
(figure 1). Nevertheless technology has brought a little alleviation for the teachers so-called
“Digital Divide”, they recognized this as a challenge, but not as a benefit. Moreover, it is indeed
not only in Ukraine, but over the world. In particular, 41% of US teachers stated the lack of
ICT skills and knowledge was the biggest barrier to increasing the use of educational tech in
their classrooms [38]. Stieler-Hunt and Jones concluded that whilst negative teacher attitudes
towards the use of digital tools in the classroom persist, their potential impact in the classroom
will not be fully realized [39]. This is especially true for elder generation of instructors and the
average age of academic staff at Ukrainian universities varies between 50-55. To attenuate these
painful points, we have proposed for TNPU’s Faculty some training courses devoted to the most
useful online platforms (Zoom, Google Meet, BigBlueButton), workshops about suitable tools
for preparation of video lectures and virtual programs, and hotline via Viber channel where
every person is allowed to obtain useful tips and advises due to e-learning. They were carried
out by center of distance education of TNPU and recognized as very helpful.
Another challenge faced both by students and academic staff (figure 1) is that limited English
language proficiency. Language skills are urgently needed for successful handling of ICT,
acquisition new information, finding partners and creation of consortia in terms of realization
of educational/research projects and searching better job opportunities. We have been tackling
present challenge by way of implementation of English language courses for both students and
269
academic staff and initiation bridging programs for life-science and technical master students
that includes English proficiency. Also, we have launched the University call for the best
bridging programs and now our Faculty are on their way of the course preparation for contest.
The next very important challenge is related to the theoretical meaning of e-learning and
distance education. The distance education focuses predominantly on the theoretical imparting
of the subjects when applied majors require practical classes and considerable hands-on skills.
In last decades some investigations pointed that students tend to prefer real practical experimen-
tation to computer simulations even though the latter cover similar ground [40]. Moreover, it
was proved that personal interaction with equipment leading to the accumulation of knowledge
and skills required in a practice-oriented profession [40]. Due to that we have been doing all
our best to discover virtual programs and apps which should be very helpful for students who
copes with practical issues in technical and natural sciences.
5. Conclusions
The COVID-19 pandemic have complex, unpredictable, and long-term implications for educa-
tion and research that must be anticipated now. Remote e-learning solution can mitigate the
immediate disruption caused by COVID-19 and establish novel approaches to develop more
open and flexible education systems for the future. Nevertheless there were some challenges
regarding e-learning, the most of surveyed students admitted to study at Ukrainian pedagogical
universities had positive perception towards e-learning and they were basically satisfied with
e-learning and distance education. Higher education e-learning marks very essential for both
students and academic staff and universities have to make eager efforts for discovering the
optimal way for reaching best learning outcomes. E-learning on daily purpose should be devel-
oped in parallel with the blended education which is a valuable concept to provide students
with opportunities for autonomous learning and a decentralized transfer of knowledge in line
with face-to-face communication. We have to strengthen the cooperation between Ukrainian
universities and their abroad partners in the field of digital education regarding to reciprocation
of educational protocols, virtual apps, as well as Faculty exchange in the framework of “Visiting
Professor” institution.
Acknowledgments
We are grateful for DAAD for THEA-Ukraine and the opportunity to be involved in the project
and Coursera for Campus for free access to e-courses while COVID-19 pandemic. Also, we
appreciate our partners from Precarpathian National University.
References
[1] S. Semerikov, S. Chukharev, S. Sakhno, A. Striuk, V. Osadchyi, V. Solovieva, T. Vakaliuk,
P. Nechypurenko, O. Bondarenko, H. Danylchuk, Our sustainable coronavirus future, E3S
Web of Conferences 166 (2020) 00001. doi:10.1051/e3sconf/202016600001.
[2] WHO/Europe | Ukraine, 2021. URL: https://www.euro.who.int/en/countries/ukraine.
270
[3] M. Velykodna, Psychoanalysis during the COVID-19 pandemic: Several reflections on
countertransference, Psychodynamic Practice 27 (2021) 10–28. doi:10.1080/14753634.
2020.1863251.
[4] A. Bielinskyi, I. Khvostina, A. Mamanazarov, A. Matviychuk, S. Semerikov, O. Serdyuk,
V. Solovieva, V. Soloviev, Predictors of oil shocks. Econophysical approach in environmental
science, IOP Conference Series: Earth and Environmental Science 628 (2021) 012019.
doi:10.1088/1755-1315/628/1/012019.
[5] S. Semerikov, H. Kucherova, V. Los, D. Ocheretin, Neural network analytics and forecasting
the country’s business climate in conditions of the coronavirus disease (COVID-19), CEUR
Workshop Proceedings 2845 (2021) 22–32. URL: http://ceur-ws.org/Vol-2845/Paper_3.pdf.
[6] V. N. Soloviev, A. O. Bielinskyi, N. A. Kharadzjan, Coverage of the coronavirus pandemic
through entropy measures, CEUR Workshop Proceedings 2832 (2020) 24–42. URL: http:
//ceur-ws.org/Vol-2832/paper02.pdf.
[7] O. Burov, A. Kiv, S. Semerikov, A. Striuk, M. Striuk, L. Kolgatina, I. Oliinyk, AREdu
2020 - How augmented reality helps during the coronavirus pandemic, CEUR Workshop
Proceedings 2731 (2020) 1–46.
[8] V. Tkachuk, Y. Yechkalo, S. Semerikov, M. Kislova, Y. Hladyr, Using Mobile ICT for On-
line Learning During COVID-19 Lockdown, in: A. Bollin, V. Ermolayev, H. C. Mayr,
M. Nikitchenko, A. Spivakovsky, M. Tkachuk, V. Yakovyna, G. Zholtkevych (Eds.), Informa-
tion and Communication Technologies in Education, Research, and Industrial Applications,
Springer International Publishing, Cham, 2021, pp. 46–67.
[9] K. Polhun, T. Kramarenko, M. Maloivan, A. Tomilina, Shift from blended learn-
ing to distance one during the lockdown period using Moodle: test control of stu-
dents’ academic achievement and analysis of its results, Journal of Physics: Confer-
ence Series 1840 (2021) 012053. URL: https://doi.org/10.1088/1742-6596/1840/1/012053.
doi:10.1088/1742-6596/1840/1/012053.
[10] K. C. Nagaraju, K. Madhavi, J. N. Murthy, Research on efficacy of webinars organized for
faculty during lockdown of COVID-19, CEUR Workshop Proceedings (2020, in press).
[11] T. Chen, L. Peng, X. Yin, J. Rong, J. Yang, G. Cong, Analysis of user satisfaction with online
education platforms in China during the COVId-19 pandemic, Healthcare 8 (2020). URL:
https://www.mdpi.com/2227-9032/8/3/200. doi:10.3390/healthcare8030200.
[12] S. Dhawan, Online learning: A panacea in the time of COVID-19 crisis, Journal of Educa-
tional Technology Systems 49 (2020) 5–22. URL: https://doi.org/10.1177/0047239520934018.
doi:10.1177/0047239520934018.
[13] H. Falfushynska, A. Klos-Witkowska, B. Buyak, G. Tereshchuk, U. Iatsykovska, P. Falat,
R. Szklarczyk, The development of distance learning in Ukrainian liberal arts institutions
based on EU experience, in: 2019 10th IEEE International Conference on Intelligent Data
Acquisition and Advanced Computing Systems: Technology and Applications (IDAACS),
volume 1, 2019, pp. 24–27. doi:10.1109/IDAACS.2019.8924293.
[14] J. Rosak-Szyrocka, P. Wojciechowski, E-learning as an effective educational space in
Poland: the benefits and disadvantages of studying using Moodle, Journal of Achievements
in Materials and Manufacturing Engineering 73 (2015) 237–246. URL: http://jamme.acmsse.
h2.pl/vol73_2/73226.pdf.
[15] K. Vlasenko, O. Chumak, V. Achkan, I. Lovianova, O. Kondratyeva, Personal e-learning
271
environment of a mathematics teacher, Universal Journal of Educational Research 8 (2020)
3527–3535. doi:10.13189/ujer.2020.080828.
[16] S. Shokaliuk, Y. Bohunenko, I. Lovianova, M. Shyshkina, Technologies of distance learning
for programming basics on the principles of integrated development of key competences,
CEUR Workshop Proceedings 2643 (2020) 548–562.
[17] M. Syvyi, O. Mazbayev, O. Varakuta, N. Panteleeva, O. Bondarenko, Distance learning as
innovation technology of school geographical education, CEUR Workshop Proceedings
2731 (2020) 369–382.
[18] D. Y. Bobyliev, E. V. Vihrova, Problems and prospects of distance learning in teaching
fundamental subjects to future mathematics teachers, Journal of Physics: Conference
Series 1840 (2021) 012002. URL: https://doi.org/10.1088/1742-6596/1840/1/012002. doi:10.
1088/1742-6596/1840/1/012002.
[19] EdTech, 8th Annual LMS Data Update, 2020. URL: https://edutechnica.com/tag/moodle/.
[20] B. Chernev, 27 Astonishing E-learning Statistics for 2021, 2021. URL: https://techjury.net/
blog/elearning-statistics/.
[21] O. Chorna, V. Hamaniuk, A. Uchitel, Use of YouTube on lessons of practical course of
German language as the first and second language at the pedagogical university, CEUR
Workshop Proceedings 2433 (2019) 294–307.
[22] O. Lavrentieva, I. Arkhypov, O. Kuchma, A. Uchitel, Use of simulators together with virtual
and augmented reality in the system of welders’ vocational training: Past, present, and
future, CEUR Workshop Proceedings 2547 (2020) 201–216.
[23] P. Nechypurenko, T. Selivanova, M. Chernova, Using the cloud-oriented virtual chemical
laboratory VLab in teaching the solution of experimental problems in chemistry of 9th
grade students, CEUR Workshop Proceedings 2393 (2019) 968–983. 15th International
Conference on ICT in Education, Research and Industrial Applications. Integration, Harmo-
nization and Knowledge Transfer, ICTERI 2019 ; Conference Date: 12 June 2019 Through
15 June 2019.
[24] R. Radha, K. Mahalakshmi, V. Sathish Kumar, A. Saravanakumar, E-learning during
lockdown of Covid-19 pandemic: A global perspective, International Journal of Control and
Automation 13 (2020) 1088–1099. URL: http://sersc.org/journals/index.php/IJCA/article/
view/26035.
[25] L. Vitoria, M. Mislinawati, N. Nurmasyitah, Students’ perceptions on the implementation of
e-learning: Helpful or unhelpful?, Journal of Physics: Conference Series 1088 (2018) 012058.
URL: https://doi.org/10.1088/1742-6596/1088/1/012058. doi:10.1088/1742-6596/1088/
1/012058.
[26] W. Journell, Perceptions of e-learning in secondary education: A viable alternative to class-
room instruction or a way to bypass engaged learning?, Educational Media International
47 (2010) 69–81. URL: https://www.learntechlib.org/p/107121.
[27] E-learning and digital education, 2020. URL: https://www.statista.com/study/17598/
e-learning-and-digital-education-statista-dossier/.
[28] E. Duffin, E-learning and digital education - Statistics & Facts, 2020. URL: https://www.
statista.com/topics/3115/e-learning-and-digital-education/.
[29] S. Abbasi, T. Ayoob, A. Malik, S. Memon, Perceptions of students regarding E-learning
during COVID-19 at a private medical college, Pakistan Journal of Medical Sciences 36
272
(2020). URL: https://www.pjms.org.pk/index.php/pjms/article/view/2766. doi:10.12669/
pjms.36.COVID19-S4.2766.
[30] A. Kiv, O. Merzlykin, Y. Modlo, P. Nechypurenko, I. Topolova, The overview of software
for computer simulations in profile physics learning, CEUR Workshop Proceedings 2433
(2019) 352–362.
[31] Óscar Martín-Rodríguez, J. C. Fernández-Molina, M. Ángel Montero-Alonso, F. González-
Gómez, The main components of satisfaction with e-learning, Technology, Pedagogy
and Education 24 (2015) 267–277. URL: https://doi.org/10.1080/1475939X.2014.888370.
doi:10.1080/1475939X.2014.888370.
[32] E. Alqurashi, Predicting student satisfaction and perceived learning within online learn-
ing environments, Distance Education 40 (2019) 133–148. URL: https://doi.org/10.1080/
01587919.2018.1553562. doi:10.1080/01587919.2018.1553562.
[33] Z. Ghaedi, B. Jam, Relationship between learning styles and motivation for higher education
in EFL students, Theory and Practice in Language Studies 4 (2014) 1232–1237. URL: https:
//www.academypublication.com/issues/past/tpls/vol04/06/19.pdf. doi:10.4304/tpls.4.
6.1232-1237.
[34] M. Paechter, B. Maier, Online or face-to-face? Students’ experiences and preferences in
e-learning, The Internet and Higher Education 13 (2010) 292–297. doi:0.1016/j.iheduc.
2010.09.004, special Issue on Web 2.0.
[35] A. A. Okaz, Integrating blended learning in higher education, Procedia - Social and
Behavioral Sciences 186 (2015) 600–603. doi:10.1016/j.sbspro.2015.04.086, the
Proceedings of 5th World Conference on Learning, Teaching and Educational Leadership.
[36] O. Bondarenko, S. Mantulenko, A. Pikilnyak, Google Classroom as a tool of support
of blended learning for geography students, CEUR Workshop Proceedings 2257 (2018)
182–191.
[37] I. Lazar, G. Panisoara, I. Panisoara, PLoS ONE 15 (2020) e0235957. doi:10.1371/journal.
pone.0235957.
[38] Statista, Which things do you feel represent the biggest barriers to increasing the use
of educational technology inside the classroom?, 2021. URL: https://www.statista.com/
statistics/658558/us-barriers-to-classroom-ed-tech-implementation/.
[39] C. J. Stieler-Hunt, C. M. Jones, Feeling alienated – teachers using immersive digital
games in classrooms, Technology, Pedagogy and Education 26 (2017) 457–470. URL: https:
//doi.org/10.1080/1475939X.2017.1334227. doi:10.1080/1475939X.2017.1334227.
[40] S. Mackay, D. Fisher, Practical Online Learning and Laboratories, for Engineering, Science
and Technology, IDC Technologies Pty Ltd, 2013.
273