Revista Românească pentru Educaţie Multidimensională
ISSN: 2066-7329 | e-ISSN: 2067-9270
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2020, Volume 12, Issue 1 Sup. 2, pages: 173-179 | https://doi.org/10.18662/rrem/12.1sup2/261
Abstract: The worldwide spread of COVID-19 pandemic poses
How to Teach new challenges to higher education, in general, and to pedagogical
Pedagogy Courses education in particular. The transition to distance education can
minimize the impact of the pandemic on the teacher training
Online at University system. The purpose of the article is defining approaches to
teaching online pedagogy courses at the university. Didactic effect
in COVID-19 was determined of the complex use of Moodle and Prometheus
Pandemic: Search online platforms, Zoom webinar software, mobile learning
technologies and various web servers for teachers in the course of
for Answers online teaching of pedagogical disciplines to future teachers. The
results of the study indicate their flexibility, multidimensionality
Olena TERENKO¹, Olena and ability to provide interactive learning. It has been found that
OGIENKO2 an important condition for the effectiveness of distance learning in
quarantine is the provision of educational and information support
1 Associate professor, Phd, A.S. Makarenko for teachers and students. Most of the students positively accepted
Sumy State Pedagogical University, Sumy, the proposed methodology, and the teachers noted an increase in
Ukraine,
[email protected]2 Professor, Dr., A.S. Makarenko Sumy
students’ motivation for learning and their cognitive activity. The
results of the study indicate the appropriateness of using the
State Pedagogical University, Sumy,
Ukraine,
[email protected] selected platforms and tools in teaching online pedagogy courses
at university.
Keywords: pandemic; distance learning; teacher training; university;
pedagogical disciplines; online learning platforms and tools; mobile
learning; interactivity.
How to cite: Terenko, O., & Ogienko, O. (2020). How to
Teach Pedagogy Courses Online at University in COVID-19
Pandemic: Search for Answers. Revista Romaneasca pentru
Educatie Multidimensionala, 12(1Sup2), 173-179.
https://doi.org/10.18662/rrem/12.1sup1/261
How to Teach Pedagogy Courses Online at University in COVID-19 Pandemic: …
Olena TERENKO et al.
Introduction
COVID-19 has forced the whole world to wake up in a different
reality. COVID-19 at the same time has become an educational challenge
and a catalyst for finding new approaches and innovative solutions to the
organization of the learning process. The transition to distance education,
the use of e-learning and mobile learning technologies, various virtual
learning platforms can minimize the impact of the pandemic on the
education system, in general, and pedagogical education in particular. The
problem of distance education has long been in focus of many scientists, and
is an international problem. Iwai (2020), for example, stresses the need and
urgency to use distance learning at universities in the conditions of the
COVID-19 pandemic. Goh and Sandars (2019) argue that education is
increasingly becoming a digital world with a range of new technologies that
are transforming and challenging pedagogical activities. Kearney and Maher
(2019) focus on the expediency of using mobile devices in teacher training
and professional development. Raffaghelli et al. (2016) present a systematic
review of the literature on digital scholarship. Martin et al. (2019) developed
a conceptual framework focused on online course design, assessment and
facilitation. Trust (2017) and Ogienko (2016) emphasize that in teacher
training, the use of technology enables learning through creation and
problem-solving, develop creativity, and critical thinking. The analysis of the
scientific literature has shown that the problem of using distance education
in teacher training in the context of the COVID-19 pandemic has not been
the subject of recent research.
The purpose of the article is to identify approaches to online
teaching of courses in pedagogy at university in conditions of COVID-19
pandemic.
Our article is based on the research of the authors on the complex
use of Moodle and Prometheus online platforms, Zoom webinar software,
mobile learning technologies and various web servers for online teaching of
pedagogy courses at university.
Materials and methods
In our study, we used mixed research design which involves
quantitative and qualitative methods. The research was carried out at A.S.
Makarenko Sumy State Pedagogical University (Sumy, Ukraine) (January –
March 2020). Permission to conduct the study was granted by the decision
of the Academic Council of the university. The study participants were 2nd
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year students of the Faculty of Philology and the Faculty of Natural Sciences
(78 students in total) who studied pedagogical courses (“Pedagogy”,
“Innovative technologies in education”) under quarantine. The ethical basis
for involving students in the experiment was their voluntary consent.
At the beginning of the study, a survey was conducted among the
university staff (university administration (12 persons), teachers of
pedagogical disciplines (35 persons)) by means of an online questionnaire
with the use of Google Forms app. The questions of the survey were related
to their attitudes and readiness to conduct the entire training process at
university online: availability of web resource management software,
interaction tools, facilities, training programs, learning materials, teachers’ IT
competencies, teachers’ motivation, students’ motivation. We also
interviewed 78 students with the help of an online questionnaire using
Google Forms. The questions related to their attitudes and readiness for
distance learning, motivation and interest in distance learning, potential
difficulties, readiness for independent learning, and level of information
culture.
The main criteria for the selection of online platforms and tools for
the study of pedagogical disciplines were their accessibility, ease of use,
provision of audiovisual contact.
The basis for the transition to distance learning of pedagogical
disciplines was the electronic learning environment of the university on the
basis of Moodle platform which contained all the necessary educational
materials for students.
Since the profession of the teacher belongs to the socio-economic
type of work, where communication that accompanies the pedagogical
activity becomes a professional factor, and the pedagogical activity is realized
through pedagogical action (Ogienko, 2016, p. 85), the verbal
communication becomes decisive in the process of teacher training. In view
of this, we used the Zoom webinar software for conducting webinars and
discussions to provide audiovisual contact with future teachers.
An important addition to our work was the use of mobile learning
technology (m-learning) which we view as a new educational paradigm for
SMART education and the basis for creation of new learning environment
where students can access learning materials at any time and place and which
makes the learning process inclusive and motivating to learning (Kearney &
Maher, 2019).
In order to optimize the educational process, enhance students’
activity, increase their motivation to study, we used web services to create
interactive tasks and feedback, particularly, LearningApps web service – for
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How to Teach Pedagogy Courses Online at University in COVID-19 Pandemic: …
Olena TERENKO et al.
designing tutorials in pedagogical disciplines, creating an individual profile of
each student and combining their accounts into a teacher’s own account;
Formativ web – for monitoring students’ work online and providing
feedback; Kahoot Web Service – for creating online quizzes, tests and
surveys. The use of Prometheus platform gave students an opportunity to
choose a cycle of “Modern Teacher Education” courses which include
“Introducing Innovation in Schools”, “Design Thinking in School” courses
and others. We discussed the video lectures, performed the tasks and
realized communication in the forums and at the webinars of the
“Innovative technologies in education” course.
In order to identify problems that students encountered while
studying with the use of our methodology, we conducted a survey of
students by means of an online questionnaire with the use of Google Forms
app. The questions of the questionnaire were related to the comfort of use
of the online platforms and tools chosen by us, volume of the learning
materials, students’ interest, their motivation and difficulties in learning.
Results and discussion
The results of the survey at the beginning of the study showed that
almost all respondents expressed their concern and uncertainty about the
new challenge – complete transition of the university to distance learning
mode (91%). The teaching staff was concerned about the lack of well-
designed web-based curriculum resources (41%), web-based resource
management software (59%), distance learning and learning management
tools (48%), proper level of IT competence of teachers (33%), learning
materials (29%), students’ motivation (69%). Students noted the difficulties
related to visual impairments (6%), unstable internet access (21%), self-study
skills (31%), lack of “live” communication (47%). However, in spite of the
existing difficulties, all respondents (100%) agreed that the transfer to a
distance learning mode is the only correct solution in the quarantine
conditions and expressed their readiness to overcome the existing
difficulties. Such survey results have led to creation of methodological
guidelines for teachers of the pedagogical departments regarding the
development of curricula and placing them on the university’s educational
portal; conducting webinars for teachers with the use of online platforms;
providing each e-learning course with an explanation for students regarding
course designs and organization of learning under quarantine.
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The results of the study showed that the transition to distance
learning of future teachers was promoted by the pre-created e-learning
environment of the university based on Moodle.
The transition of teacher training to online mode requires
consideration of the fact that the essential feature of the students’ future
pedagogical activity is constant verbal communication with the participants
of the pedagogical process. Therefore, the criterion of interactivity in the
choice of online platforms and resources for the study of pedagogical
disciplines was of primary importance. We believe that the Zoom webinar
software system is a good choice when studying pedagogical courses because
it provides audiovisual contact for learners. For example, we used Zoom for
seminars, which gave students an opportunity to engage in discussions, view
educational content on their smartphones. Students noted that in such mode
of instruction they were more motivated to study, and felt no discomfort.
At the same time, the use of mobile learning has allowed to
fundamentally change two main components of the pedagogical process:
access to learning tools and forms of implementation of the educational
interaction. Its use in the study of pedagogical disciplines made it possible to
ensure the interaction between the teacher and the student; control the
students’ performance in the remote mode; create virtual groups for
operational interaction between students; increase students’ motivation
through the use of familiar electronic devices and virtual environments.
We have found that the value of using web services for teachers is in
that they help to increase students’ activity and motivation, create interactive
tasks, and provide feedback.
Analysis of answers of students involved in the study of pedagogical
disciplines by our method showed that the majority of them were satisfied
with the outcomes of learning (87%), 13% of the students indicated that
they were partially satisfied and would like to see more video lectures and
presentations. When asked “What problems did you experience while
studying the course?” the majority of students answered: technical (43%), in
particular, inconveniences in accessing the application, transmitting
information; methodical (29%), in particular, the information was not always
presented clearly, there was not enough “live” communication. 27% of
respondents did not experience any problems. On the one hand, these
indicators testify to the appropriateness of further use of these online
platforms and tools and, on the other hand, – to the need of focusing on
those online tools that provide interactive teaching of pedagogical
disciplines.
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Olena TERENKO et al.
We have shared our experience of organizing teacher training in
quarantine conditions, but at the same time we understand that the choice of
online resources for teaching pedagogical disciplines is a debatable question
and cannot be answered unanimously because it requires the consideration
of both objective and subjective factors.
Conclusion
Our study shows that teacher training in the COVID-19 pandemic is
an international problem. Its solution requires the unification of the
education community, the study and analysis of educational experiences
around the world. Today, support and understanding are more important
than ever. In view of the difficulties faced by teachers and students in
condition of the pandemic, we shared our experiences of and reflections on
the choice of distance learning technologies and Internet resources that
allowed us to avoid interruption of the learning process at university in these
unusual crisis conditions.
As our experience shows, it is advisable to study the pedagogical
disciplines at university with the combined use of the online Moodle and
Prometheus platforms, Zoom webinar software, mobile learning
technologies and various web servers for teacher. This provides flexibility,
multidimensionality and interactive mode of learning. We emphasize that an
important condition for the effectiveness of distance learning in quarantine
is the provision of educational and information support for teachers and
students regarding the features of online instruction. It should be noted that
the majority of students had positive attitudes to the proposed methods of
studying pedagogical subjects online, and the teachers noted the increase in
students’ motivation for learning and their cognitive activity.
We hope that our approach to online teaching of pedagogy courses
at university will be of use to the international education community. We
would also like to point out that the transition to online teacher training
requires empathy, understanding, and active communication between all
participants of the learning process. Both teachers and students are now
adapting to new conditions and must be patient with each other. It is a big
challenge and we admire how actively all concerned are involved in these
changes and learning together.
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