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- Berbyuk Lindström, Nataliya, 1978, et al.
(författare)
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Accelerating Ukrainian Academic Teachers’ Professional Digital Competence in Times of War
- 2022
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Ingår i: International Conference on Information Systems (ICIS), TREOs. 46, Copenhagen, December 9-14..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In February 2022, hostilities broke out in Ukraine, when the world just started recovering from the COVID-19 pandemic and returning to physical presence at workplaces and schools. The war has had a tremendous impact on Ukrainian Higher Education, resulting in the displacement of students and staff, evacuations and relocations of institutions, infrastructural losses and damages. The Ukrainian universities had to resume the online mode to ensure the safety of their students and staff. At this moment, research on the impact of war on the Ukrainian higher education is scarce. While the pandemic has contributed to the rapid development of digital competence of Ukrainian academic staff (Ovcharuk and Ivaniuk 2021), the development of the Ukrainian teachers’ professional digital competence in times of war has not yet been investigated. To this end, this study poses the following research question: How is the digital competence of academic teachers developed during the war? The study is guided by Mishra and Koehler's TPACK framework for technology integration in the classrooms (Mishra and Koehler 2006), addressing the development of three aspects of teacher knowledge such as technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK) and the integration of these in specific contexts. The preliminary analysis of 31semi-structured interviews with university management, teachers, and students from 11 Ukrainian universities reveals the acceleration of teachers’ professional digital competence from the beginning of the hostilities. In particular, we find the teachers developing their pedagogical knowledge (PK) in terms of becoming more flexible in classroom management, and adapting assessment forms to meet the needs of the students who experience hurdles due to lack of internet access, relocations, and bombings. The respondents also comment on teachers showing increased creativity in developing their courses and examinations. Further, formal teaching tools such as MOOCS platforms, Zoom and MS Teams are commonly combined with informal tools, such as mobile apps Telegram, Viber, and WhatsApp, which are used for sharing course materials, informing about potential risks of attacks, and abrupt course changes. The teachers who moved to the European countries mentioned further developing their Technological Knowledge (TK) in terms of learning new technologies in collaboration with European universities. The study offers insight into digital competence development in times of crisis, aiming to contribute to the fields of digital transformation, online education, and crisis management. References Mishra, P., and Koehler, M. J. 2006. "Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge," Teachers college record (108:6), pp. 1017-1054. Ovcharuk, O., and Ivaniuk, I. 2021. "A Self-Assessment Tool of the Level of Digital Competence of Ukrainian Teachers in the Context of Lifelong Learning: The Results of an Online Survey 2021," Educational Dimension (57:5), pp. 75-88.
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- Berbyuk Lindström, Nataliya, 1978, et al.
(författare)
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EXPLOITATION AND EXPLORATION OF DIGITAL TECHNOLOGIES IN TIMES OF WAR: EXPERIENCES OF UKRAINIAN HIGHER EDUCATION INSTITUTIONS
- 2024
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Ingår i: ECIS 2024 Proceedings. 10..
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Konferensbidrag (refereegranskat)abstract
- Amidst the abundance of studies on exploring and utilizing digital technologies during the pandemic, there remains a scarcity of research regarding technology adoption during other types of crises. Through a longitudinal interview study involving 40 teachers and students from Ukrainian Higher Education Institutions (HEIs), our research focuses on the following question: How does the exploration and exploitation of digital technologies evolve in response to events of a wartime crisis? Our findings indicate that during wartime, people predominantly lean towards exploitation. Challenges such as stress, infrastructure damage, limited access to digital tools, and the necessity to reduce cognitive burden hinder their willingness to experiment with new technologies. Both teachers and students also tend to forsake digital solutions, resorting instead to analog alternatives, thereby emphasizing the need for a more intricate and flexible model for exploring and exploiting digital technologies during periods of crises.
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- Berbyuk Lindström, Nataliya, 1978, et al.
(författare)
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The effectiveness of using online education technologies in times of cascading crises: digital transformation of Ukrainian higher education
- 2022
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Ingår i: Act Sustainable Research Conference, 11-18/11, 2022, Gothenburg, Sweden.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Higher education in Ukraine is passing its matriculation exam. For the third year in a row, Ukraine has been actively developing and deploying online education technologies as a response to external shocks. The initial trigger was the COVID-19 pandemic, which limited opportunities for face-to-face interactions. During the pandemic, Ukrainian universities created their own online education system by testing various online educational technologies. These technologies became a solid base for the restoration of the educational process in Ukrainian universities after the start of military hostilities in early 2022, connecting staff and students who had to leave their homes to protect their lives from a constant threat. Aim The aim of our research project “The effectiveness of using online education technologies in times of cascading crises” is to investigate the experienced impact of the Covid 19 pandemic and war on teaching and learning in Ukrainian higher education. Methodology In the project's first stage, we conducted forty semi-structured interviews with top management, research and teaching staff, and students from different parts of Ukraine about their experiences of using digital technologies for teaching and learning. The interviews have been transcribed, translated from Ukrainian/Russian into English, and analyzed using thematic content analysis. Key results/conclusions At the conference, we will present some preliminary results about the challenges and opportunities of using digital technologies in times of war, providing suggestions for improvement of online educational technologies used in crisis situations.
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