АНАЛИЗ ОТЕЧЕСТВЕННЫХ И ЗАРУБЕЖНЫХ ПОДХОДОВ К ПОСТРОЕНИЮ ПЕРЕДОВЫХ ОБРАЗОВАТЕЛЬНЫХ ПРАКТИК В ЭЛЕКТРОННОЙ СЕТЕВОЙ СРЕДЕ

The adoption of e-learning in public higher education institutions has become essential, driven by technological advancements and the global pandemic (COVID-19). This research article examines student-related factors that influences e-learning adoption in the institutions of higher learning, with special reference to the Masinde Muliro University of Science and Technology. A correlational research design, framed within the Unified Theory of Technology Adoption, was employed. Further, logistic regression analysis was conducted on data from 322 fourthyear students across 10 faculties. Findings reveal that mature students, aged 31-35 and above, were 56% and 12% more likely to adopt e-Learning than younger students. Male students were twice as likely to adopt e-Learning as their female counterparts, while students from the School of Computer and Information were twice as likely to adopt it compared to those from the School of Education. Practical implications include promoting peer-to-peer tutoring and fostering a positive attitude toward e-learning. These findings offer valuable insights for enhancing the uptake of e-Learning, providing institutions with knowledge to support student engagement and inform policy development.

Predicting newcomer integration in online learning communities: Automated dialog assessment in blogger communities

Practical vocational education needs to lay stress on the integration of theoretical knowledge of common courses such as PE and other cultural courses with the professional knowledge of various high vocational courses. However, existing studies on practical vocational education emphasize more on theoretical research, while the practical and empirical research is slightly insufficient. For this reason, this paper attempts to analyze the feasibility of practical vocational education in higher education institutions. At first, the paper analyzed the influencing factors of the effect of practical vocational education on vocational college students, and adopted Partial Least Squares (PLS) regression to explain the independent variable and 17 dependent variables of the said effect and the relationship between each evaluation index and the corresponding evaluation criterion. Then, to verify the feasibility of practical vocational education in regional higher education institutions, this paper employed an optimized Back Propagation Neural Network (BPNN) to predict the effect of practical vocational education on vocational college students. At last, the experimental results proved the effectiveness of the constructed model and gave the conclusion of feasibility analysis.

Transformative Learning in Healthcare and Helping Professions Education: Building Resilient Professional Identities is a co-edited book (Carter, Boden, and Peno) with invited chapters from educators who share our passion for learning in healthcare and the helping professions. The purpose of the book is to introduce professional learners (students, residents, and others in professional training) to transformative learning for building resilient professional identities amid practice environments that include widespread burnout and compassion fatigue. With a diverse set of authors engaged in clinical and educational practice in academic medicine, nursing, dentistry, physical therapy, mental health counseling, science education, psychology, social work, and inter-professional collaborative practice, we offer strategies for building resilience throughout the years of professional training and into professional practice. We do so through the experiences of authors involved in healthcare and the helping professions to illustrate how some are coping with the challenges of burnout and compassion fatigue through learning that can be transformative.This book explores the nature of professional identity formation by examining ways that professionals in training can thrive amid the challenges of today’s stressful practice environments. First-hand stories of resilience illustrate how learners, as well as educators in these professions, are addressing adversity, career decision-making, service to the underserved, and the self-care needed to provide excellent care for others. The prominence of transformative learning within adult learning theory is illustrated for its potential to revise the meaning that learners make of their experiences and open up new possibilities for renewed vitality in professional education and practice environments.The book has two primary audiences: professional learners in healthcare and helping professions education, and their educators who are often professional practitioners themselves. These educators have a significant role in influencing the next generation of professionals by serving as mentors, role models, and teachers. The importance of fostering learning that is transformative has never been more important than it is today for those who will work in these demanding professions. We invite readers to discover experiences and strategies for achieving individual wellbeing, as well as opportunities for building a culture within professional education and practice settings that will foster resilience.

Creating a classroom environment for learners to participate actively and engage is an integral element of a comprehensive educational initiative for actively learning students in higher education institutions. Students collaborate to attain goals through collaborative learning. The idea behind collaborative learning is that students may help each other learn and build a deeper comprehension of the subject matter by working together. The study examines the influence of collaborative learning on the academic performance of students at B.Ed. Levels focusing on social factors such as interaction with peers, interaction with teachers, and social media usage influence CL and collaborative learning to improve the student's academic performance. Social constructivism theory was used to observe student performance. Data have been collected through questionnaires from four private universities. Findings were evaluated through SPSS version 22; the composite reliability of the instrument was measured as α=0.954. The results of the regression analysis confirmed and accepted all three hypotheses. It can be concluded that all three independent variables - student interaction with peers, interaction with teachers, and social media use- positively impact collaborative learning and help students improve their academic performance and achieve their goals. The results of this study suggest that collaborative learning is an effective approach to enhancing academic Performance in higher education (B.Ed. Honors) and that social factors play an important role in promoting collaboration among students. The findings have implications for teaching and learning practices in higher education, where collaborative learning may be especially beneficial. Overall, this research highlights the importance of collaborative learning in promoting academic development in students.

The research relevance was determined by the growing complexity of pedagogical interaction and the intensification of social, cultural, and cognitive contradictions within contemporary higher education, which required not only subject knowledge but also advanced professional and social competences, including tolerance. The study aimed to substantiate teacher tolerance as an integral professional competence and as a methodological principle for resolving pedagogical contradictions in the university educational process. The research was based on philosophical and pedagogical analysis, synthesis and generalisation of theoretical sources, comparative analysis, and reflection on pedagogical practice in higher education. The study examined the phenomenon of teacher tolerance in the context of ongoing transformations in higher education and analysed contradictions inherent in the university educational process, which were classified as global, partial, and situational. The study established that tolerance functions not only as a personal quality but also as a methodological principle that ensured the constructive resolution of pedagogical contradictions. The close relationship between tolerance and critical thinking was analysed, with particular emphasis on dialectical reasoning and the principle of complementarity as alternatives to dichotomous “either-or” approaches prevalent in educational practice. Pedagogical interaction within the “teacher-student” system, the risks of pseudo-tolerance, and the imbalance between knowledge-oriented and activity-based educational models were emphasised. The study also identified and systematises key directions, forms, and methods for fostering tolerance among higher education teachers, particularly within professional development and continuing education programs. The practical value of the research results was determined by the applicability by higher education teachers, teacher educators, and developers of professional development programs to enhance pedagogical decision-making, conflict resolution, and the overall quality of higher education

The current political climate, changes in demographics, and a globalized world call for culturally responsive practices that strengthen the education and development of the future generation of global citizens. The chapter will unfold the meaning of cultural responsive practices in education through the lens of the relational cultural theory (RCT). The discussion will center on the importance of having critical conversations, promoting relationship building, developing cultural competence, and taking social justice and advocacy actions in all educational environments. At the end of this chapter, readers will 1) have a better understanding of cultural responsive practices in education, 2) identify strategies that support meaningful learning environments, 3) reflect on their own cultural competence development, 4) recognize their responsibility in promoting social justice, and 5) identify their opportunities for taking advocacy actions towards more caring and equitable educational environments.

Este trabalho procura verificar os efeitos da pesquisa participante na construção do currículo e das práticas pedagógicas em Educação Ambiental na escola Estadual de Ensino Médio Paulo Freire. Destarte, pretende-se desenvolver os seguintes objetivos específicos: discorrer a respeito das concepções de Educação Ambiental defendidas pelos gestores brasileiros; descrever o contexto histórico/social que contribuiu para que a escola optasse pelo uso da metodologia da pesquisa participante e apresentar a visão dos professores que participaram da elaboração do Projeto Político Pedagógico a respeito dos efeitos da pesquisa participante na construção do currículo e das práticas pedagógicas em Educação Ambiental. A pesquisa realizou-se através do método bibliográfico qualitativo. A investigação demonstrou que há uma enorme distância entre o discurso pedagógico e a prática educacional e que mudanças significativas na educação, necessitam do apoio estrutural e financeiro dos gestores. Por outro lado, constatou-se que houve alguns avanços no cotidiano da escola investigada, como por exemplo: a compreensão do conceito de educação ambiental como interdisciplinar, a compreensão da necessidade de se contribuir com a construção da cidadania, a constatação da importância de se conhecer a realidade do aluno, a compreensão da necessidade de contextualizar problemas locais e tentar resolvê-los, a percepção da importância do professor tornarse pesquisador, o destaque às metodologias participativas, à avaliação por parecer descritivo e o fatodas disciplinas terem o mesmo tempo no currículo.

The experience of the United States, where in higher education students are trained for conscious social activities and independent responsibility for the benefit of the community and society as a whole, seems to be significant for the theory and practice of higher education in Ukraine. The appeal to the American educational experience is due to the fact that today the United States as a state governed by the rule of law is a reliable guarantor of individual rights and freedoms, provided by strong traditions of civic education – the key to educating students' social values. At the same time, the interest in higher education in the United States is due to its high prestige within the world educational environment, its well-known democratic orientation and constant content and methodological improvement. In the United States, training graduates in adapting to their social life as responsible citizens-members of certain communities and professionals in society has historically been a duty of higher education. The purpose of the article is to highlight the features of the educational process in the course of general education in the framework of undergraduate studies within the US higher education, institutions, which contribute to the development of students’ social values. It is noted that the pedagogical experience of the United States, where students are being trained in conscious social activities and independent responsible activities for the benefit of society in higher education institutions, is useful for the theory and practice of higher education in Ukraine. The methodology of the research is based on the analysis of scholarly and pedagogical sources of the USA and Ukraine on the problem under study with the elements of induction and deduction to characterise the state of its development in the USA; the summarising of the organisation of various types of training in the US higher education institutions, which provide for the formation of students’ social values. The originality of the research lies in the fact that for the first time in the Ukrainian pedagogical science, the views of American scholars on the types of training, as well as the civic engagement of students in the U.S. higher education institutions which contribute to the development of their social values have been summarised. It has been found out that today, in higher education in the United States, students’ engagement into social activities during their general education ensures their readiness for a meaningful and responsible life in an interdependent world characterised by uncertainty and rapid changes. By teaching leadership and community service through dialogue and collaboration, the U.S. colleges and universities contribute to the development of students’ social values, social and intellectual development of students who, moving from a comfort zone to a contact zone, are able to interact effectively within a variety of situations.

Introduction. The article reflects the authors’ system for calculating the level and quality of digitalization of the educational process in Russian universities. This task is actualized by a number of circumstances of modern realities. The need to create a digital twin / double for each university has become a trend due to the importance of providing applicants, students and graduates with the most accessible educational environment. The high-quality digital environment of a university during the spread of pandemics is an important condition for maintaining the stability of the educational process. Today, the ability of universities to quickly adapt the digital educational space to the needs of distance learning is a significant sign of the viability and quality of the management staff of higher education institutions. Methods and materials. To develop the system, the authors used a mathematical tool – the method of summary indicators for calculating the level of digitalization of universities, which allows to evaluate various characteristics of the value, efficiency and quality of objects with a significant number of different parameters. Analysis. To develop indicators – basic rating indicators – the authors used the results of a preliminary study of the best practices of digitalization of the university environment of leading foreign and Russian universities. The system takes into account the needs for digitalization of the educational environment of three different categories: applicants, students and graduates. Results. The introduction of the rating into the Russian practice will allow to justify a system of recommendations to university administrations to improve the level and quality of their digitalization of the educational process.

The article analyzes the theoretical and practical aspect of solving the problem of training future teachers to use interactive learning technologies, considering the peculiarities of the organization of the educational process in higher education institutions under the conditions of martial law with the focus on the modernization of the content, forms, methods, techniques and means of learning to ensure productive communication links of all subjects of the educational process. The preparation of the future teacher for the use of interactive technologies is considered as a systematic process aimed at the formation of an important component of professional competence – the ability to use interactive forms, methods, techniques in future professional activity, which is based on the enrichment of approaches and the formation of a fundamentally new content of professional training, the use of interactive forms, methods, techniques of learning in the process of teaching educational components with the aim of subjective involvement of students in the educational process and an evaluative example for the future professional activity. The significant didactic and developmental potential of using interactive technologies in the process of professional training of future teachers is characterized. The essence of some interactive technologies is considered and their influence on the results of educational activities of higher education students in the pedagogical direction is traced. Specific examples of designing the architecture of an educational session in the process of studying such educational components as "Pedagogy", "Theory and practice of education" are given, which is aimed at ensuring an adequate response of students to a stressful situation, organizing cooperation in a limited educational environment, creating conditions for a sense of mutuality connection, cooperation, empathy, compassion, mutual responsibility for everyone, being in close (spatial, verbal, visual) contact, etc.

This paper presents the conclusions of a study on the impact of ICT on collaborative learning processes in Libyan Higher Education (LHE). The quantitative analysis of the answers to a questionnaire (completed by Libyan full-time lecturers at the universities of Tripoli, Garyounis, Gharian and Ezawia) shows the necessity to design and develop more classroom activities and interactive online applications, enabling the development of team-building skills required by employers. The influence of limited Internet bandwidths in Libya on collaborative learning processes in HE is then presented. It is obvious that HE institutions need to develop proactive strategies that envisage and anticipate learners future learning needs and requirements in this transition period of moving towards an increasingly digitalized, networked and knowledge-based society. The paper also contains the analysis of a SWOT model considering the factors that must be considered in relation to collaborative learning within the university teaching process, such as intelligent multimedia, Internet technologies, and knowledge management. The employment of modern technology will enable the development of innovative and inspiring collaborative learning environments where lecturers are expert designers of intellectual experiences for students, who become active participants to the learning processes.

The aim of this research is to investigate the problems faced by students in adopting and accepting the use of e-learning in higher education institutions at the University of Technology (UOT). Many researchers have used the factors influencing the acceptance of technology for the perceived usefulness and the perceived ease of use of students' intention to use technology. These factors are used to determine their impact on the acceptance and use of e-learning model provided by the University of Technology. This study seeks to expand the model by suggesting a set of examining variables that can affect both perceived utility and perceived ease of use. In addition to testing the developed model on the use of adopting e-learning in higher education based on a sample of behavior intention of students in UOT. A questionnaire conducted to the students of two collages: computer science and software engineering departments with 258-returned recording 52.2% return rate. The collected data analyzed using SPSS 24 and Excel 2017. To evaluate the measurement and structure the model, the Structural Equation Modeling (SEM) used.
 
 The finding showed that the value of the social norm(α=0.83, p<0.05) highly predicted perceived usefulness(α=0.73, p<0.05) also highly predicts perceived ease of use, but, behavior intention(BI) was highly effective by the value of the social norm(SN), perceived usefulness, perceived of easy to use. The behavior intention highly predicts by BI (α=0.17, p<0.05).It was found that the percentage of variance for students in the intention to use e-learning was 38%.

Ministry of higher education has recently launched an e-learning tool during the global COVID-19 pandemic in Afghanistan. Many higher learning institutions in Afghanistan have implemented e-learning tool because of its effectiveness as a learning approach. However, fever studies have shown that there are still low adoption rate of e-learning in higher education institutions in Afghanistan. This study explored the rate of adoption and an implementation framework of e-learning in Shaikh Zayed University Khost, Afghanistan. The strategy of inquiry is quantitative and the instrument for determining the perceptions of target group is questionnaire. A total of 120 instructors have participated in the survey in which some of them were IT Administrators. The survey result revealed that 37.08% of contents delivery is traditional on chalk and talk based, 47.91% contents delivered by instructors using projector and 31.66% academic staff use lab sessions at Shaikh Zayed University. As a result, the ministry of higher education in Afghanistan needs to have guidelines to help higher education institutions to implement e-learning successfully and efficiently.

This chapter explores the insights gained by a group of teachers from their lived experience as e-learners participating in a blended module on designing e-learning. An understanding of the student perspective on online learning was obtained, but we were also able to reflect on our participation in the module on the basis of our other roles: as teachers and potential e-tutors, and as course designers. As a result, important considerations were identified for the design and facilitation of online courses. These include the support provided to online learners, particularly over the first few weeks; appropriate assessment methods; the facilitation of online collaboration; access to the Internet; time management; and contextualising and scaffolding learning activities. Some issues relating to the implementation of effective e-learning in higher education institutions were also considered. Our lived experience as e-learners was invaluable to our development as e-tutors and module designers, and this approach is strongly recommended to achieve effective learning on how to be an effective online tutor and facilitator and how to design and develop online programmes and activities that make full use of the strengths of online learning.