TEACHING AND LEARNING ENGLISH AT HIGHER EDUCATIONAL INSTITUTIONS IN UKRAINE THROUGH PANDEMICS AND WARTIME

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Ruslana Westerlund, Oksana Chugai, Serhii Petrenko, Iryna Zuyenok
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引用次数: 1

Abstract

The study aimed to analyse online English teaching and learning experience in higher education institutions in Ukraine through pandemics and wartime. To answer our research questions, we employed a mixed-method research design, which considered social, methodological and emotional aspects of education. We conducted quantitative research to collect data on the experience of Ukrainian university teachers of English (N=100) and students (N=277) related to the emergency caused by pandemics and wartime. The qualitative data sources included online interviews and written comments of the participants. The main findings were as follows: teachers experienced challenges during the COVID-19 pandemic such as lack of interaction with students, and unawareness of effective teaching methods in the digital environment. The wartime challenges included:  air raids and power outages and, consequently, disrupted  communication and isolation, stress and sense of insecurity, excessive workload, with  students experiencing technical issues, air raids and communication problems as well as large amount of homework, no access to the software, inconvenient schedule, and their own unwillingness. To solve the problems, teachers introduced an online synchronous mode during the COVID-19 pandemic, supported by blended and asynchronous modes which was a transformational period to teaching and learning English during wartime. The most common among the learning platforms and applications were Zoom and Google Classroom, as well as Moodle, MS Teams, YouTube, and Classtime, listed by both university teachers and students. Social networks such as Telegram, Viber, Facebook etc. were widely used too. To conclude, the COVID-19 pandemic caused Ukrainian teachers and students master new tools to use at online lessons of English, during wartime the demand  on already familiar tools, as well as the range of them, increased as they provided more  interaction. Considering emotional aspects, the study revealed disturbing data on teachers’ well-being: nearly 50% confessed that they were burned out and emotionally devastated, close to 40% were tired and pushed themselves to continue teaching.  Despite these challenges, the majority were able to find solutions in conflict situations with students and colleagues, two-thirds were sure that their work was even more important during the wartime and they found ways to provide emotional support to their students needed in the times of war.
在大流行和战争期间在乌克兰的高等教育机构教授和学习英语
该研究旨在分析乌克兰高等教育机构在流行病和战争期间的在线英语教学和学习经验。为了回答我们的研究问题,我们采用了混合方法研究设计,考虑了教育的社会、方法和情感方面。我们进行了定量研究,收集乌克兰大学英语教师(N=100)和学生(N=277)与流行病和战争造成的紧急情况有关的经验数据。定性数据来源包括在线访谈和参与者的书面评论。主要发现如下:在新冠肺炎疫情期间,教师面临着与学生缺乏互动、不了解数字环境下有效教学方法等挑战。战时的挑战包括:空袭和停电,从而导致通信中断和孤立、压力和不安全感、工作量过大,学生遇到技术问题、空袭和通信问题以及大量作业、无法使用软件、日程安排不方便以及他们自己不愿意。为解决这一问题,教师们在新冠肺炎疫情期间引入了在线同步模式,并以混合模式和异步模式为支撑,这是战时英语教学的转型时期。在学习平台和应用程序中,最常见的是Zoom和Google Classroom,以及Moodle、MS Teams、YouTube和Classtime,这些都是大学教师和学生列出的。社交网络如Telegram, Viber, Facebook等也被广泛使用。总而言之,2019冠状病毒病大流行使乌克兰教师和学生掌握了在线英语课程的新工具,在战争期间,对已经熟悉的工具的需求以及它们的范围随着它们提供更多的互动而增加。考虑到情感方面,该研究揭示了有关教师幸福感的令人不安的数据:近50%的人承认他们已经筋疲力尽,情绪崩溃,近40%的人感到疲倦,并迫使自己继续教学。尽管面临这些挑战,但大多数人能够在与学生和同事发生冲突的情况下找到解决方案,三分之二的人确信他们的工作在战争期间更加重要,他们找到了在战争时期为学生提供所需情感支持的方法。
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来源期刊
Advanced Education
Advanced Education EDUCATION & EDUCATIONAL RESEARCH-
自引率
27.30%
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8 weeks
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