Scientific Journal "Sociology: Theory, Methods, Marketing"
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THE USE OF ACTIVE METHODS OF TEACHING SOCIOLOGICAL DISCIPLINES IN DISTANCE LEARNING
stmm. 2021 (4): 129-142
DOI https://doi.org/10.15407/sociology2021.04.129
YEVHENIIA MOROZ, Candidate of Sciences in Sociology, Associate Professor at the Department of Theory and History of Sociology, Taras Shevchenko National University of Kyiv (4d, acad. Hlushkova Av., Kyiv, 03680)
morozeo1@gmail.com
https://orcid.org/0000-0002-2618-3541
MARYNA SOBOLEVSKA, Doctor of Sciences in Sociology, Associate Professor at the Department of Theory and History of Sociology, Taras Shevchenko National University of Kyiv (4d, acad. Hlushkova Av., Kyiv, 03680)
msobolevska@gmail.com
https://orcid.org/0000-0002-5544-3883
TETIANA CHERVINSKA, Candidate of Sciences in Sociology, Associate Professor at the Department of Theory and History of Sociology, Taras Shevchenko National University of Kyiv (4d, acad. Hlushkova Av., Kyiv, 03680)
chervinta@gmail.com
https://orcid.org/0000-0001-5054-0206
The article considers the problems of teaching and application of methods of activating the educational audience in the global pandemic COVID-19 and the transition to the format of distance and blended learning. Using examples from the experience of teaching compulsory disciplines for training specialists in sociology at the Faculty of Sociology at the Taras Shevchenko National University of Kiev, the authors considered the possibilities of using game and projective techniques, role-based discussions, visualizing students' answers and explanations in the context of distance learning and technically mediated communication with students. The possibilities of using various online platforms and services (KNU Education Online, Google Meet, Google Classroom, Zoom, kahoot.it, triventy.com, quizizz.com, jeopardylabs.com, baamboozle.com, mentimeter.com, ArcGIS Online, Google Maps , Bing Maps) to energize student work and generate feedback from the audience.
The use of distance learning methods allows us to rethink and suggest new ways to solve traditional problems of teaching in higher education, such as: the connection of theory and practice, visualization of theoretical material, activating the audience during classes. Involvement of game techniques partially overcomes the difficulties of distance learning and communication with students, which is an objective consequence of the impossibility of dialogue in the usual face-to-face format. At the same time, there are other important problems and issues of organizing the educational process, associated not only with the availability of the necessary material and technical support, but also with the willingness and ability of direct participants in the educational system to work with the necessary software — digital literacy of teachers. All this creates new challenges for the teachers, the search for alternative options for introducing the latest or updated techniques and constant reflection on the advantages and disadvantages of their use.
Keywords: active methods of learning, teaching sociology, distance learning, online education
References
Barr, R.B., Tagg, J. (1995). From Teaching to Learning — A New Paradigm for Undergraduate Education. Change, November/December. Отримано з: https://www.esf.edu/openacademy/tlc/documents/FromTeachingToLearningANewParadigmforUndergraduateEducation.pdf
Chervinska, T., Petlenko, Y. (2020). Problems and challenges of distance learning in higher education in Ukraine during the COVID-19 pandemic. [In Ukrainian]. Current Problems of Philosophy and Sociology, 27, 123-129. [=Червінська 2020]
Digital literacy of the population of Ukraine (2019). [In Ukrainian]. Retrieved from: https://egap.in.ua/projects/doslidzhennia-tsyfrovoi-hramotnosti-ukraintsiv/ [=Цифрова грамотність 2019]
IAU Global Survey on the Impact of COVID-19 on Higher Education around the World (2020). Отримано з: https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf
Kovaleva, I.D. (Ed.), Gorbach, A.N., Red'ko, O.A., Soroka, J.G. (2001). Non-traditional methods of teaching sociology. [In Russian]. Kharkov: V.N. Karazin National University of Kharkiv. [=Ковалева 2001]
Moroz, Y.O. (2020). History of sociology in Ukraine: educational and methodical complex for students majoring in 054 Sociology. [In Ukrainian]. Retrieved from: https://sociology.knu.ua/sites/default/files/newsfiles/nmk_moroz.pdf [=Мороз 2020]
Maikova, E.Yu., Blokhina, M.V., Grigoriev, L.G. (2009). Problems of Active Learning of Sociology. [In Russian]. Sotsiologicheskie issledovania, 10, 120–123. [=Майкова 2009]
Malikova, N.R. (2002). About some innovative methods of teaching sociology. [In Russian]. Sociological Studies, 2, 136-143. [=Маликова 2002]
Network Man and "closed" future: sociologists about the world after the pandemic (2020)/ [In Ukrainian]. Retrieved from: http://surl.li/mhct [=Людина мережева 2020]
Sense perspectives of teaching/studying sociology: student-centered education (2014). [In Ukrainian]. Sociology: Theory, Methods, Marketing, 3, 185-203. [=Смислові перспективи 2014]
Sharonova, S.A. (2003). Game situations in teaching sociology. [In Russian]. Sociological Studies, 2, 130-135. [=Шаронова 2003]
Sociology in the classroom: the art of teaching (2003). [In Russian]. Kharkiv: V.N. Karazin National University of Kharkiv. [=Социология 2003]
Sociology in the classroom: the art of communication (2004). [In Russian]. Kharkov: V.N .Karazin National University of Kharkiv. [=Социология 2004]
Soroka, Y. (2014). Practicing student-centered education: diagnostic aspects of student expectations. [In Ukrainian]. Bulletin of the V.N. Karazin National University of Kharkiv/ Series "Sociological studies of contemporary society: methodology, theory, methods", 32 (1101), 190-194. [=Сорока 2014]
Sorokina, N. (2005). About innovative methods in teaching sociological courses. [In Russian]. Sociological Studies, 8, 120-123. [=Сорокина 2005]
Public Funding Observatory 2020/2021 Part 1: Financial and economic impact of the Covid-19 crisis on universities in Europe (2020). Отримано з: https://eua.eu/resources/publications/944:public-funding-observatory-2020-2021.html
Richard, M. (1988). Felder learning and teaching styles in engineering education. Engineering Education, 78 (7), 674–681.
Rumbley, L. Coping with COVID-19: International higher education in Europe (2020). Отримано з: https://www.eaie.org/our-resources/library/publication/Research-and-trends/Coping-with-COVID-19–International-higher-education-in-Europe.html#
Ukrainian Media Literacy Index (2021). [In Ukrainian]. Retrieved from: https://detector.media/doc/images/news/archive/2021/186435/UA_REPORT_MEDIALITERA%D0%A1Y_INDEX-DM.pdf [=Індекс медіаграмотності 2021]
Received 05.07.2021
THE USE OF ACTIVE METHODS OF TEACHING SOCIOLOGICAL DISCIPLINES IN DISTANCE LEARNING
stmm. 2021 (4): 129-142
DOI https://doi.org/10.15407/sociology2021.04.129
YEVHENIIA MOROZ, Candidate of Sciences in Sociology, Associate Professor at the Department of Theory and History of Sociology, Taras Shevchenko National University of Kyiv (4d, acad. Hlushkova Av., Kyiv, 03680)
morozeo1@gmail.com
https://orcid.org/0000-0002-2618-3541
MARYNA SOBOLEVSKA, Doctor of Sciences in Sociology, Associate Professor at the Department of Theory and History of Sociology, Taras Shevchenko National University of Kyiv (4d, acad. Hlushkova Av., Kyiv, 03680)
msobolevska@gmail.com
https://orcid.org/0000-0002-5544-3883
TETIANA CHERVINSKA, Candidate of Sciences in Sociology, Associate Professor at the Department of Theory and History of Sociology, Taras Shevchenko National University of Kyiv (4d, acad. Hlushkova Av., Kyiv, 03680)
chervinta@gmail.com
https://orcid.org/0000-0001-5054-0206
The article considers the problems of teaching and application of methods of activating the educational audience in the global pandemic COVID-19 and the transition to the format of distance and blended learning. Using examples from the experience of teaching compulsory disciplines for training specialists in sociology at the Faculty of Sociology at the Taras Shevchenko National University of Kiev, the authors considered the possibilities of using game and projective techniques, role-based discussions, visualizing students' answers and explanations in the context of distance learning and technically mediated communication with students. The possibilities of using various online platforms and services (KNU Education Online, Google Meet, Google Classroom, Zoom, kahoot.it, triventy.com, quizizz.com, jeopardylabs.com, baamboozle.com, mentimeter.com, ArcGIS Online, Google Maps , Bing Maps) to energize student work and generate feedback from the audience.
The use of distance learning methods allows us to rethink and suggest new ways to solve traditional problems of teaching in higher education, such as: the connection of theory and practice, visualization of theoretical material, activating the audience during classes. Involvement of game techniques partially overcomes the difficulties of distance learning and communication with students, which is an objective consequence of the impossibility of dialogue in the usual face-to-face format. At the same time, there are other important problems and issues of organizing the educational process, associated not only with the availability of the necessary material and technical support, but also with the willingness and ability of direct participants in the educational system to work with the necessary software — digital literacy of teachers. All this creates new challenges for the teachers, the search for alternative options for introducing the latest or updated techniques and constant reflection on the advantages and disadvantages of their use.
Keywords: active methods of learning, teaching sociology, distance learning, online education
References
Barr, R.B., Tagg, J. (1995). From Teaching to Learning — A New Paradigm for Undergraduate Education. Change, November/December. Отримано з: https://www.esf.edu/openacademy/tlc/documents/FromTeachingToLearningANewParadigmforUndergraduateEducation.pdf
Chervinska, T., Petlenko, Y. (2020). Problems and challenges of distance learning in higher education in Ukraine during the COVID-19 pandemic. [In Ukrainian]. Current Problems of Philosophy and Sociology, 27, 123-129. [=Червінська 2020]
Digital literacy of the population of Ukraine (2019). [In Ukrainian]. Retrieved from: https://egap.in.ua/projects/doslidzhennia-tsyfrovoi-hramotnosti-ukraintsiv/ [=Цифрова грамотність 2019]
IAU Global Survey on the Impact of COVID-19 on Higher Education around the World (2020). Отримано з: https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf
Kovaleva, I.D. (Ed.), Gorbach, A.N., Red'ko, O.A., Soroka, J.G. (2001). Non-traditional methods of teaching sociology. [In Russian]. Kharkov: V.N. Karazin National University of Kharkiv. [=Ковалева 2001]
Moroz, Y.O. (2020). History of sociology in Ukraine: educational and methodical complex for students majoring in 054 Sociology. [In Ukrainian]. Retrieved from: https://sociology.knu.ua/sites/default/files/newsfiles/nmk_moroz.pdf [=Мороз 2020]
Maikova, E.Yu., Blokhina, M.V., Grigoriev, L.G. (2009). Problems of Active Learning of Sociology. [In Russian]. Sotsiologicheskie issledovania, 10, 120–123. [=Майкова 2009]
Malikova, N.R. (2002). About some innovative methods of teaching sociology. [In Russian]. Sociological Studies, 2, 136-143. [=Маликова 2002]
Network Man and "closed" future: sociologists about the world after the pandemic (2020)/ [In Ukrainian]. Retrieved from: http://surl.li/mhct [=Людина мережева 2020]
Sense perspectives of teaching/studying sociology: student-centered education (2014). [In Ukrainian]. Sociology: Theory, Methods, Marketing, 3, 185-203. [=Смислові перспективи 2014]
Sharonova, S.A. (2003). Game situations in teaching sociology. [In Russian]. Sociological Studies, 2, 130-135. [=Шаронова 2003]
Sociology in the classroom: the art of teaching (2003). [In Russian]. Kharkiv: V.N. Karazin National University of Kharkiv. [=Социология 2003]
Sociology in the classroom: the art of communication (2004). [In Russian]. Kharkov: V.N .Karazin National University of Kharkiv. [=Социология 2004]
Soroka, Y. (2014). Practicing student-centered education: diagnostic aspects of student expectations. [In Ukrainian]. Bulletin of the V.N. Karazin National University of Kharkiv/ Series "Sociological studies of contemporary society: methodology, theory, methods", 32 (1101), 190-194. [=Сорока 2014]
Sorokina, N. (2005). About innovative methods in teaching sociological courses. [In Russian]. Sociological Studies, 8, 120-123. [=Сорокина 2005]
Public Funding Observatory 2020/2021 Part 1: Financial and economic impact of the Covid-19 crisis on universities in Europe (2020). Отримано з: https://eua.eu/resources/publications/944:public-funding-observatory-2020-2021.html
Richard, M. (1988). Felder learning and teaching styles in engineering education. Engineering Education, 78 (7), 674–681.
Rumbley, L. Coping with COVID-19: International higher education in Europe (2020). Отримано з: https://www.eaie.org/our-resources/library/publication/Research-and-trends/Coping-with-COVID-19–International-higher-education-in-Europe.html#
Ukrainian Media Literacy Index (2021). [In Ukrainian]. Retrieved from: https://detector.media/doc/images/news/archive/2021/186435/UA_REPORT_MEDIALITERA%D0%A1Y_INDEX-DM.pdf [=Індекс медіаграмотності 2021]
Received 05.07.2021
LATEST PRINTED ISSUE
LATEST FREELY ACCESSIBLE MATERIALS