Indirect and direct pedagogical interaction of teacher with students in the conditions of e-learning and their performance of the roles of "e-teacher" and "e-student"

Мієр, Тетяна Іванівна and Сіранчук, Наталія Миколаївна and Вишнівська, Наталія Володимирівна and Руденко, Ніна Миколаївна and Шкуренко, Олександра Вікторівна and Романенко, Людмила Віталіївна and Федорова, Юлія (2023) Indirect and direct pedagogical interaction of teacher with students in the conditions of e-learning and their performance of the roles of "e-teacher" and "e-student" AD ALTA. Journal of Interdisciplinary Research (13). pp. 62-68. ISSN 1804-7890, 2464-6733

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Abstract

The article presents the theoretical and empirical results of the study of the phenomenon "pedagogical interaction in e-learning". The theoretical aspect of the study concerned the analysis of the interaction of the teacher with students in various learning theories, in particular in the theory of behaviorism, the theory of cognitivism, the theory of experientialism, the theory of connectivism, the theory of the adoption of information and communication technologies, the theory of the e-learning model within the framework of education for sustainable development. In order to analyze the pedagogical interaction in e-learning, the direct pedagogical interaction of the e-teacher with e-students during e-learning was considered as mutual influence in the conditions of synchronous learning, and the indirect – as mutual influence in the conditions of asynchronous learning. Scientific works were analyzed and a generalization was formulated about the temporal, spatial, and organizational advantages of direct and indirect pedagogical interaction of an electronic teacher with electronic students in the conditions of e-learning, as well as disadvantages (cases of mental overload in electronic students; their unpreparedness for a self-disciplined way of learning; lack of motivations for instrumental use; perception of the educational system of e-learning as complex; lack of methodical support to support students' independent work; sleepiness of students as a result of lack of face-to-face communication; insufficient attention of teachers to students who demonstrate low progress during e-learning). The pedagogical experiment was aimed at clarifying the attitude of various participants of the educational process, who perform the roles of e-teachers, e-students, e-teachers of elementary school, to direct and indirect pedagogical interaction during e-learning, which was organized both during the period of the spread of COVID-19 ( 1st period), as well as during the introduction of martial law on the territory of Ukraine as a result of the invading and criminal actions of Russia as an aggressor country (II period). According to the results of the pedagogical experiment, during the spread of COVID-19, e-students in asynchronous learning conditions felt psychological discomfort due to the lack of direct pedagogical interaction with the teacher. Also, the students had a slowdown in the pace of study material, a loss of motivation to study was observed. They constantly felt the desire to postpone the study of the educational material for later. During the introduction of martial law on the territory of Ukraine, e-students preferred synchronous learning. The presence of direct pedagogical interaction with others (electronic teacher and electronic students) had a positive effect on the psychological state of students, helped to maintain the pace of learning, learn new educational material faster and more efficiently, experience positive emotions, a sense of security, etc.

Item Type:	Article
Uncontrolled Keywords:	pedagogical interaction in the theories of behaviorism; cognitivism; experientialism; connectivism; adoption of information and communication technologies; e-learning models within the framework of education for sustainable development; direct and indirect pedagogical interaction; pedagogical interaction in electronic learning; pedagogical interaction in electronic learning in conditions COVID-19; pedagogical interaction in e-learning in the conditions of martial law on the territory of Ukraine; roles during e-learning (e-students; e-teachers; e-teachers who studied at advanced training courses)
Subjects:	Це архівна тематика Київського університету імені Бориса Грінченка > Статті у наукометричних базах > Erih Plus Це архівна тематика Київського університету імені Бориса Грінченка > Статті у наукометричних базах > Web of Science
Divisions:	Це архівні підрозділи Київського університету імені Бориса Грінченка > Факультет педагогічної освіти > Кафедра початкової освіти
Depositing User:	Олена Іванівна Агоста
Date Deposited:	25 May 2023 08:09
Last Modified:	25 May 2023 08:18
URI:	https://elibrary.kubg.edu.ua/id/eprint/45263

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