Revista Brasileira de Educação do Campo

Brazilian Journal of Rural Education

ARTIGO/ARTICLE/ARTÍCULO

DOI: http://dx.doi.org/10.20873/uft.rbec.e11577

RBEC

Tocantinópolis/Brasil

v. 6

e11577

10.20873/uft.rbec.e11577

2021

ISSN: 2525-4863

Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License

Open Access. This content is licensed under a Creative Commons attribution-type BY

An evaluation of Ukrainian future teachers’ of humanities

readiness for e-education

Vadym Tkachenko

, Vadym Chychuk

, Mykola Zakharevich

, Yuliia Nenko

Bohdan Khmelnytsky National University of Cherkasy. Pedagogical Sciences, Educational and Socio-Cultural Department. 81

Shevchenko Boulevard, Cherkasy, Ukraine, 18031.

2, 3

Pavlo Tychyna Uman State Pedagogical University.

Cherkasy Institute

of Fire Safety named after Chornobyl Heroes of the National University of Civil Defence of Ukraine.

Author for correspondence: tkvadim41@gmail.com

ABSTRACT. The article focuses on the students’ readiness for

online education in Ukrainian pedagogical higher education

institutions, since distance learning is not only a new learning

technology for teachers-to-be, but also the object of their study

and further application in the pedagogical career. The study

employed the authors’ questionnaires for 120 faculty members

and 320 students, observations and diagnostic tests. To assess

the students’ current readiness for e-learning, the following

criteria were employed: independence in the acquisition of

knowledge, cognitive activity, mastering methods of online

education activities. Characteristics of levels of students’

readiness for e-learning are given. The need for initial training

of teachers and students to use distance learning technologies is

confirmed. Analysis of research data revealed mostly medium

and sufficient level of teachers’-to-be independence of learning,

cognitive activity and experience of application of online

educational activities. Basic conceptual positions and conditions

for effective e-learning in Ukrainian pedagogical higher

education institutions as prerequisites for students’ readiness for

e-education are described.

Keywords: distance education, readiness for e-education,

students, future teacher.

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

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ISSN: 2525-4863

Uma avaliação da prontidão dos futuros professores

ucranianos de humanidades para a educação eletrônica

RESUMO. O artigo centra-se na disponibilidade dos estudantes

para o ensino em linha nas instituições de ensino superior

pedagógico ucraniano, uma vez que o ensino à distância não é

apenas uma nova tecnologia de aprendizagem para os futuros

professores, mas também o objeto do seu estudo e posterior

aplicação na carreira pedagógica. O estudo utilizou os

questionários dos autores para 120 docentes e 320 estudantes,

observações e testes de diagnóstico. Para avaliar a atual

disponibilidade dos estudantes para a aprendizagem eletrônica,

foram utilizados os seguintes critérios: independência na

aquisição de conhecimentos, atividade cognitiva, métodos de

domínio das atividades educativas em linha. São dadas

características dos níveis de prontidão dos estudantes para o e-

learning. Confirma-se a necessidade de formação inicial de

professores e estudantes para a utilização de tecnologias de

ensino à distância. A análise dos dados da investigação revelou,

sobretudo um nível médio e suficiente de independência de

aprendizagem dos futuros professores, atividade cognitiva e

experiência de aplicação de atividades educativas em linha. São

descritas posições conceptuais básicas e condições para uma

aprendizagem eletrônica eficaz nas instituições de ensino

superior pedagógico ucranianas como pré-requisitos para a

prontidão dos estudantes para a educação eletrônica.

Palavras-chave: educação à distância, prontidão para a

educação eletrônica, estudantes, futuro professor.

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

RBEC

Tocantinópolis/Brasil

v. 6

e11577

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2021

ISSN: 2525-4863

Una evaluación de la preparación de los futuros profesores

de humanidades ucranianos para la educación electrónica

RESUMEN. El artículo se centra en la preparación de los

estudiantes para la enseñanza en línea en las instituciones de

educación superior pedagógica ucranianas, ya que el aprendizaje

a distancia no es sólo una nueva tecnología de aprendizaje para

los futuros profesores, sino también el objeto de su estudio y

posterior aplicación en la carrera pedagógica. El estudio utilizó

los cuestionarios de los autores para 120 profesores y 320

alumnos, observaciones y pruebas de diagnóstico. Para evaluar

la preparación actual de los estudiantes para el aprendizaje

electrónico, se utilizaron los siguientes criterios: independencia

en la adquisición de conocimientos, actividad cognitiva,

métodos de dominio de las actividades educativas en línea. Se

indican las características de los niveles de preparación de los

alumnos para el aprendizaje electrónico. Se confirma la

necesidad de formación inicial de profesores y alumnos para el

uso de las tecnologías de aprendizaje a distancia. El análisis de

los datos de la investigación reveló principalmente un nivel

medio y suficiente de independencia del aprendizaje, la

actividad cognitiva y la experiencia de aplicación de las

actividades educativas en línea de los futuros profesores. Se

describen las posiciones conceptuales básicas y las condiciones

para un aprendizaje electrónico eficaz en las instituciones de

educación superior pedagógica ucranianas como requisitos

previos para la preparación de los estudiantes para la educación

electrónica.

Palabras clave: educación a distancia, preparación para la

educación electrónica, estudiantes, futuro profesor.

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

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2021

ISSN: 2525-4863

Introduction

The COVID-19 pandemic raging

around the world has caused institutional

and behavioral “shock effects” in various

areas of human activity including

education. Due to massive and unexpected

closures, affected countries and

communities have been forced to large-

scale lockdowns and pushed to seek

alternatives in online platforms, including

digital learning as a replacement for

normal educational processes (The New

Normal of Digital Learning Post COVID-

19, 2020). Online-based learning or virtual

learning has become if not “the main agent

for education” (Assareh et al., 2011), then

a cutting-edge and global solution in areas

of coronavirus outbreak (Rayuwati, 2020).

Distance education during a

pandemic placed significant demands on

the whole education system, the most on

teachers (Mikušková et al., 2020).

Universities around the world were largely

unprepared for a sudden switch to online

learning prior to the COVID-19 pandemic

(Mitchell, 2020; Ochavillo, 2020; Prata-

Linhares et al., 2020). The following

reasons are viewed as essential barriers of

rapid transition to remote teaching and

learning:

 lack of a certain provision: legal;

methodical; financial and logistical;

organizational process management, etc.

(Dubey et al., 2020; Mishra et al., 2020);

 lack of Information and

Communication Technology

infrastructures to support blended e-

learning approaches (Rudenko et al. 2020);

 time-consuming development of

e-courses, review, completion, updating of

didactic, electronic, test teaching aids;

 lack and/or imperfection of

control criteria of e-learning process etc.

The finding of recent studies carried

out on online education during the

COVID-19 pandemic period (Mikušková

et al., 2020; Mishra et al., 2020; Nenko et

al., 2020; Prata-Linhares et al., 2020;

Rayuwati, 2020) highlighted weakness in

the teaching-learning process from the

students’ perspective as well as from the

perspective of teachers involved in online

education:

 insufficient training of both

teachers and students to develop and

successfully navigate distance learning

courses, to introduce innovative e-learning

technologies;

 shortage of pedagogical methods

of e-teaching various disciplines;

 low flexibility and adaptability of

both teachers and students;

 lack of skills to integrate

theoretical and practical learning in

distance learning;

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

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ISSN: 2525-4863

 low level of students’ and

teachers’ digital literacy.

While the quality of learning

outcomes of e-education is readily

recognized to largely depend on the level

of teachers’ preparedness for distance

education; the imperative to train teachers

for e-teaching is clear and the need to

update the teachers’ training programs in

higher education institutions is obvious,

teacher training still does not occupy the

central place in the context of the distance

education (Lage et al., 2019). Compelling

evidence demonstrates that training is

needed to enable teachers to adapt to new

paradigms and tasks that are necessary in

today society (Lage et al., 2019).

When it comes to the distance

education teacher, professional

requirements are broadened as they

demand a very specific range of skills,

profile and knowledge for the performance

of such role (Lage et al., 2019). The

educational situation during the spread of

COVID-19 highlighted the need to assess

the readiness of Ukrainian students –

future teachers of humanities for e-

education and figure out what essential

professional skills and competences,

personality traits or characteristic are

potentially needed for a distance education

teacher.

Theoretical framework

Distance learning is a purposeful

process of interaction between a teacher

and a student by means of special

pedagogical technologies that effectively

deliver education to students who are not

physically “on site” to receive their

education. Instead, teachers and students

may communicate asynchronously (at

times of their own choosing) by

exchanging printed or electronic media, or

through technology that allows them to

communicate in real time (synchronously)

(Moti, 2008).

With the COVID-19 pandemic,

formal education in higher education

processes was interrupted (Kolcu et al.,

2020) and different remote learning

technologies such as electronic, web-based

(web-supported), online, distance and

mobile education that “can be provided

either fully online or through blended

learning (hybrid learning)” (Rudenko et al.,

2020) to observe social distancing as

preventive measure against COVID’19

have been initiated.

Although none of the teachers were

fully prepared for such a situation, neither

materially, nor didactically, or in terms of

the content (Mikušková et al., 2020), many

of them became comfortable using

synchronous tools (Zoom, Google Meet,

Microsoft Teams) and asynchronous ways

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

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to deliver instruction (Google Classroom,

Learning Management Systems and

screencasting tools), there are still areas of

concern related to assessments and the

extent to which they engage students in

meaningful collaboration (Gende, 2020).

The effectiveness of distance

education depends on many factors,

including the actual organization of

distance learning, the purpose and

objectives of such learning, motivation of

students and teachers, their readiness for

such form of education, technical and

methodological support and more. Equally

important in distance education, in our

opinion, is taking into account the needs of

the customer of educational services,

rational use of available resources, direct

access of students to the knowledge base,

interactivity and individualization of

learning, increasing productivity of

independent learning activities.

However, fundamental to the

successful implementation of distance

education is the human factor, therefore, an

important issue is training teachers for the

qualified mastery of necessary

technological skills to work in the system

of distance education as its content and

form substantially differ from the

traditional (Dubey et al., 2020; Mishra et

al., 2020).

Today, the effectiveness of a teacher

in performing professional functions in

distance education depends on the quality

of mastering the knowledge, skills and

abilities of pedagogical activities

characteristic of this education system,

which in turn necessitates the introduction

of special training courses for teachers,

which will be aimed at developing

additional competencies required by a

distance education teacher. Since classes

are taught using the internet, online

teachers need to be tech savvy and

comfortable with the latest online tools and

technology (9 Skills that make a great

online school teacher, 2020), which means

the ability to effectively search and

structure information, its adaptation to the

peculiarities of the pedagogical process

and didactic requirements, skilled work

with different information resources,

professional tools, ready software and

methodological complexes, digital

educational resources in the educational

process, maintaining the documentation of

the educational institution on electronic

media.

It is quite obvious that a distance

educator should assume new

responsibilities and master the full arsenal

of computer technologies to independently

develop a distance learning course; content

management and evaluation of its

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

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effectiveness; use Internet, e-mail, chat,

participate in a teleconference; arrange

direct individual and interactive

communication with students.

The teacher must be familiar with the

methods of conducting various types of

training sessions and control activities,

measurement/evaluation process (Kolcu, et

al., 2020) during distance learning, master

special software for creating, storing,

accumulating and transmitting web

resources, and to provide authorized access

subjects of distance learning to these web

resources, for the organization of the

educational process and control over

learning via the Internet and local network.

An important role in training the

teacher to work in distance education takes

his/her communicative competence, since

personality-oriented approach involves

constant communication of students and

teachers in the process of cognitive

activity, their joint activities and

interaction. In contrast to face-to-face

forms of learning, a distance education

teacher must be able to determine the

psychological mood and psychological

characteristics of students at a distance to

pay more attention, for example, to

introverts, encouraging them to be active;

to restrain the passion of extroverts,

preventing conflict situations and form a

communication culture in class.

Faculty staff is expected to undertake

a wide range of new responsibilities, for

instance, identify and resolve instructional,

interpersonal, and technical problems in

terms of distance learning (Guri-Rosenblit,

2018); provide feedback; unambiguously,

concisely and clearly express educational

material, advice, instructions by means of

modern devices, etc.

According to Mikušková et al.

(2020) efficient teachers should be open to

novelty, curious and creative and have a

well-developed vocabulary; be receptive to

unconventional ideas and beliefs and

accepting of different cultural backgrounds

and the various feelings and behaviors of

their students. Self-discipline, sense of

duty (Mikušková et al., 2020), ability for

regular independent cognitive activities

and psychological readiness to use

computer and multimedia technologies

instead of face-to-face teaching are also

necessary for successful pedagogic work.

Purpose of the study

There is a noticeable scarcity of

discussion on the essential role of teachers

in online learning (Guri-Rosenblit, 2018).

Ultimately, existing research on the factors

that impact the efficiency of teacher

training for e-teaching is limited.

Therefore, the present study fills a gap in

the research by examining the current

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

RBEC

Tocantinópolis/Brasil

v. 6

e11577

10.20873/uft.rbec.e11577

2021

ISSN: 2525-4863

readiness of Ukrainian teachers-to-be for e-

education at higher education institutions.

The questions guiding this research is

“What personality traits, characteristic or

skills could potentially improve readiness

of teachers-to-be for distance education?”

Relevance of the present study is

imposed by a number of contradictions

between the social order of modern society

for the introduction of distance learning

into the educational process and the

insufficient actual level of teachers’

readiness for e-teaching; the urgent need of

society for teachers of humanities who can

use e-learning technologies and the current

nature of future teachers’ training in higher

education institutions.

Instrument

This study employed observation,

computer testing, diagnostic tests and the

authors’ Questionnaires for faculty

member and students-future teachers. The

Questionnaires were distributed by e-mail,

and the invitation to participate was sent to

650 faculty members and students, out of

which 120 faculty members and

212 students – future teachers of Pavlo

Tychyna Uman State Pedagogical

University (subdivision: Faculty of

Engineering and Pedagogical Education)

and Bohdan Khmelnytsky Cherkasy

National University (subdivision:

Educational and Scientific Institute of

Pedagogical Education, Social Work and

Art) agreed to partake. None of the

students had previous educational

experience or received initial training to

teach at a distance. More than 300 personal

interviews have been conducted by the

authors by means of Skype, Google Meet

and Viber. The results of the study were

processed by methods of mathematical and

statistical data processing. The obtained

data were subjected to statistical analysis,

followed by qualitative interpretation and

meaningful generalization.

Findings

Results of the Questionnaires

A survey of 120 teachers and 212

students was conducted to inspect the e-

learning implementation in higher

education institutions as well as to disclose

the attitude of students-teachers-to-be and

faculty members of Ukrainian pedagogical

higher education institutions to distance

learning. The content of the questionnaires

is given in Annex A (Questionnaire for

students) and Annex B (Questionnaire for

teachers).

The findings of the survey indicated

that insignificant part of students have a

certain interest in distance learning.

However, the same data show that not all

students believe in the effectiveness of

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

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2021

ISSN: 2525-4863

learning remotely using modern computer

technologies and have mostly negative

attitude towards the introduction of

distance learning in Ukrainian universities

(Figure 1). It is important to accentuate

that the attitude to distance learning does

not differ between junior and senior

students.

Figure 1. Attitude of students towards the introduction of distance education in Ukrainian universities.

10%

20%

30%

40%

Positive

positive rather

than negative

negative rather

than positive

negative

11%

19%

40%

30%

Source: authors’ calculations based on the conducted survey.

The students pointed that “usual

learning and live communication are

better. Online classes make it harder to

learn new topics and harder to perceive the

teacher. Many young people do not want to

study and simply do not come to class. It

became a bit harder, because the amount of

self-study increased” (Nastya, 19 years old,

III-year student).

“My attitude to distance learning is

neutral. I can’t say that I like or dislike

studying at home. Unfortunately, there are

many nuances to learning online, many

students have problems with the Internet

and do not have the opportunity to study

through a computer. I will hope that we

will return to university soon” (Alex, 18

years old, II-year student)”.

“I’m happy about the introduction of

remote learning! Obviously, nothing can

replace face-to-face communication with

the teacher, his/her charismatic nature of

teaching and conveys the learning material

to the student. On the other hand, I began

to study better, since as a student who lives

70 kilometers from his school and spends a

lot of time on the way to university (2

hours), I study in a comfortable home

environment now” (Danylo, 20 years old,

IV-year of study).

“My attitude to distance learning is

neutral. However, there are moments that

are not very convenient. My future

profession needs more practice than

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

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theory, I’m the fourth-year student.

Distance learning is a common problem for

freshmen in terms of adaptation, because

they are not adapted to such learning

conditions, they are maladapted and this is

a discomfort for them and for other

students as well. The students must learn

all the load of theory by themselves. It’s

really hard. Although many teachers

provide lectures, they are not perceived as

in full-time education. We learn more in

real life than online” (Yana, 20 years, IV-

year student).

The question “Do you think

Ukrainian society is ready for the

introduction of distance learning?” showed

that merely 8% of respondents believe that

Ukrainian society is ready for the

introduction of distance learning. 73 % are

quite sure Ukrainians are not ready for e-

learning, while 19% of the surveyed were

not ready to answer the question.

When asked about the impact of the

introduction of national quarantine on the

learning process, 25% of respondents

indicated an increase in the workload and

the amount of educational material, 58.9%

– saving time and the ability to work more

efficiently, 66% – increased access to

information.

64% of students surveyed have a

computer and Internet access at home.

Almost 45.7% of respondents get positive

emotions working with a computer.

However, almost half of students doubt the

possibility of computer technology to

completely replace traditional education or

deny it altogether.

The average answers to the question

with multiple choices “What prevents the

introduction of effective distance education

at the university?” are shown on the

Figure 2.

Figure 2. Reasons for ineffective distance education.

10%

20%

30%

40%

50%

60%

70%

80%

insufficient

digital

literacy

insufficient

digital

literacy of

faculty

members

poor

organization

time limit for

home tasks

fear of the

new

lack of self-

study

experience

45%

68%

62%

75%

66%

30,00%

Source: authors’ calculations based on the conducted survey.

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

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Although young people are often

described as “digital natives” and

“millennial students” (Dede, 2005;

Oblinger, 2003) and are expected to utilize

digital tools when they study at a

university (Pappas, 2017; Ubachs et al.,

2017), 66% of respondents note their fear

of the new. It follows that effective

learning through the electronic

technologies requires training and cannot

be taken for granted as “a natural attribute

possessed by the young generation” (Guri-

Rosenblit, 2018).

Many higher education students

believe that distance learning has no

advantages. However, a large number of

respondents noted the possibility of

individual pace of mastering disciplines

and the ability to choose a convenient

place and time of study. Among the

advantages of e-learning technologies,

65% of respondents also named

individualization of learning; 36% –

increased amount of educational material;

72% – new learning opportunities; 39% –

withdrawal from reproductive teaching

methods to creative methods; 79% – use of

information and communication

technologies.

As aforementioned, a survey of

faculty members has been concurrently

conducted, which proved that the latter

were not ready to the drastic shift to

remote teaching compared to students

(Figure 3).

Figure 3. Attitude of faculty members towards the introduction of distance education in Ukrainian universities.

10%

20%

30%

40%

50%

60%

70%

80%

90%

positive

positive rather

than negative

negative

rather than

positive

negative

students

11%

19%

40%

30%

faculty members

14%

45%

34%

faculty members

students

Source: authors’ calculations based on the conducted survey.

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

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Neither an overview of the

possibilities of distance education,

recommendations, and guidelines for

faculty members and students, nor official

guidelines regarding the content and

organization of education from the

Ministry of Education did not exist

(Mikušková et al., 2020) until the fall

semester 2020. Teachers in general

experience increased anxiety and

helplessness in the same way as people

from other professional backgrounds

(Mikušková et al., 2020).

28.3% of teachers believe distance

learning perspective, and 6.6% have

experience in distance education or its

elements in.

Merely 7% of the surveyed faculty

members consider Ukrainian society to be

ready for online education; 69% believe

Ukrainians are not ready for this kind of

education; 24% were not ready to answer

the question.

Hardly 38% of educators have a

computer with Internet access at home,

which is much lower than that of students.

Only 25% of respondents are

familiar with regulations in the field of

distance learning, and 31% indicate that

they understand distance learning

technologies.

95% of professors poin out that the

current arrangement of distance learning

does not take into account their

professional interests and their academic

freedoms are reduced.

Compared to students, a smaller

proportion of teachers (18%) believe that

computer equipment in their educational

institutions meets the requirements of

distance learning. 39% find it difficult to

answer.

The analysis of responses to the

question with multiple choices “What

prevents the introduction of distance

learning at the university?” made it

possible to identify the possible reasons for

slow implementation of this form of

education: 90% – limited time to prepare

learning materials for online teaching;

88.3% – lack of funding; 85% – fear of the

new; 83.3% point to the lack of appropriate

regulatory framework; 80.8% – poor

organization of distance education at

universities; 77.5% – the underestimation

of the complexity of creating distance

learning courses, teaching materials by the

university management; 70% –

unpreparedness of teachers and students

for educational innovations; 63.3% – low

digital literacy of educators; 35% – low

digital literacy of students.

Among the advantages of using

distance learning technologies, 72.5% of

respondents mentioned diversity of

information and communication

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

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technologies; 71.7% – individualization of

learning; 45% – new learning

opportunities; 44.2% – withdrawal from

reproductive teaching methods to creative

methods; 33.6% – increased amount of

educational material.

As we can see, these indicators are

slightly different from the students’

answers: teachers are more skeptical about

distance education. However, young

educators are more positive than older

teachers.

As for the negative aspects of

distance education, faculty members name

low motivation of students to learn, lack of

face-to-face interaction between teachers

and students, the impossibility of e-

learning for some specialties and possible

reduction in the quality of learning.

The survey disclosed that at the time

of the introduction of compulsory distance

education in educational institutions, there

was almost no professional training of

faculty members to develop distance

learning courses and support distance

learning as a tutor.

Criteria of students’ readiness for online

learning

The next stage of the survey was to

substantiate the criteria of students’

readiness for online learning, to which we

refer:

 independence in the acquisition of

knowledge during online learning

(Table 1);

 cognitive activity (indicators:

development of cognitive abilities; active

attitude to creative activity; elements of

innovation in educational activities and in

one’s own behavior; diverse range of

interests and needs; the subject’s attitude to

the activity; ability to adequately evaluate

information) (Table 2);

 mastering methods of online

education activities (Table 3).

These criteria are an assessment of

both the actual process of distance learning

in pedagogical higher education

institutions and students’ readiness for

online education.

To determine the level of students’

readiness for online education, we singled

out the following levels: low, medium,

sufficient and high.

Table 1. Levels of students’ independence in the acquisition of knowledge.

Level

Characteristics

Low

A student recognizes individual objects, phenomena and facts of the subject area and can

fragmentarily reproduce knowledge about them; has fragmentary knowledge with a small total of

their volume (less than half of the learning material); absence of skills and abilities.

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Medium

Initial level of knowledge, a significant part (more than half) of educational material can be

reduplicated reproductively with elements of logical connections; a student is able to perform a

simple educational task with a teacher’s assistance; familiar with the basic concepts of educational

material; can independently make certain generalizations.

Sufficient

A student is able to apply the studied material in standard situations; can explain the main

processes that take place and give his/her own examples to confirm some statements; he/she is able

to independently perform learning tasks under the program; able to analyze information, freely

applies it in practice; control one’s own activities; independently corrects the mistakes specified by

the teacher; individually determines methods of solving educational tasks; able to summarize and

systematize educational information.

High

The student’s knowledge, skills and abilities fully meet the requirements of the educational

program. A student has stable system knowledge, independently determines the intermediate

purpose of own educational activity, evaluates new facts, phenomena; able to independently find

additional information and use it to achieve the educational goals, judgments are logical and well-

founded; able to plan personal educational activities, evaluate the results of own work;

independently finds sources of information and uses it in accordance with the purpose and

objectives of own cognitive activity; uses the acquired knowledge and skills in non-standard

situations; able to perform tasks not provided by the curriculum.

Source: compiled by the authors.

Table 2. Levels of cognitive activity and their characteristics.

Level

Characteristics

Low

Cognitive abilities are mostly undeveloped, participation in educational and cognitive activities is

minimal; there is no formed attitude to educational and cognitive activities; active behavior is

possible only under strict external control; lack of meaningful needs; lack of skills and abilities to

evaluate information.

Medium

Abilities are underdeveloped, but a student partakes in educational and cognitive activities; a

student performs the simplest learning tasks; has the simplest motivation; not always aware of the

need for activity; lack of interest; activity is subject to external “demand”; the simplest

reproductive skills in evaluating information.

Sufficient

Abilities are well developed, but a student participates in cognitive activity only when necessary

without any interest; has one’s own opinion; possesses necessary skills and abilities; random

interests and needs; selective cognitive perception; difficulties in formulating personal opinion.

High

Active, creative, initiative personality; constant and systematic need for new information;

innovative use of the received knowledge; active life position; independence of judgments and the

ability to formulate personal opinion.

Source: compiled by the authors.

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Table 3. Levels of mastering methods of online education activities.

Level

Characteristics

Low

Partial mastering of experience of applying general educational abilities and skills: summarizing,

annotating, working with a distance course, auxiliary textbook, dictionaries, reference books, etc.,

fragmentary acquisition of special subject skills and abilities; lack of creative experience.

Medium

Mastering the experience of applying general skills: summarizing, annotating, working with a

distance course, auxiliary textbooks, dictionaries, reference books and other special subject skills;

elementary ability to independently transfer knowledge and skills to a new situation; basic vision

of a new problem in a familiar situation; independently combine known methods of activity;

primordial capability of finding various ways to solve the problem and alternative evidence.

Sufficient

Experience of applying general and special skills; organization, control (self-control) and

assessment (self-assessment) of the process of mastering new ways of cognitive activity during

independent work; vision of a new problem in a familiar situation; independently combine known

methods of activity; capability of finding various ways to solve the problem and alternative

evidence.

High

Possession of various ways of applying general and special skills; mastery of various ways of

educational and creative activities through the introduction of various methods and

communication.

Source: compiled by the authors.

The next step of our survey is

explanation of the levels of students’

readiness for online education in higher

education pedagogical institutions.

Low level: students who work did not

manage to master the necessary knowledge

of technologies methods of professional

activity during online learning; did not

participate in the organization, control

(self-control) and evaluation (self-

evaluation) of learning outcomes; did not

acquire experience of applying general and

special subject skills: summarizing,

annotating, working with textbooks,

dictionaries, reference books, etc.; have not

accumulated experience in applying

various methods of educational creative

activity, identified persistent stereotypes of

cognitive activity, especially while

problem solving; experienced great

difficulties in carrying out communicative

activities.

Sufficient level: students mastered a

sufficient system of knowledge; rarely

participated in the organization, control

(self-control) and evaluation (self-

evaluation) of learning outcomes; acquired

sufficient experience in the application of

general and special subject skills:

summarizing, annotating, working with

textbooks, dictionaries, reference books,

etc.; accumulated little experience in the

application of methods of educational

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creative activity; independent transfer of

knowledge and skills to a new situation,

vision of a new problem in a familiar

situation, unaided combination of known

methods of activity, finding different ways

of problem solving and alternative

evidence, a fundamentally new way to

solve the problem, but constantly have

difficulty with this; accumulated sufficient

experience of communicative activity.

Medium level: students accumulated

a deep system of knowledge; did not

systematically participate in the

organization, control (self-control) and

assessment (self-assessment) of the process

of mastering new ways of cognitive

activity; have accumulated average

experience in the application of methods of

educational creative activity

(independently transfer knowledge and

skills to a new situation; to see a new

problem in a familiar situation;

independently combine known methods of

activity; find different ways to solve the

problem and alternative evidence; build a

fundamentally new way of solving the

problem, which is a combination of

known), but experience some difficulties;

have accumulated sufficient experience of

communicative activity.

High level: students accumulated a

deep system of knowledge; systematically

participated in the organization, control

(self-control) and evaluation (self-

evaluation) of learning outcomes; mastered

the experience and various ways of

effective application of general and special

subject skills: summarizing, annotating,

working with textbooks, dictionaries,

reference books, etc.; accumulated

experience in the application of various

methods of educational creative activity:

independently transfer knowledge and

skills to a new situation, find a new

problem in a familiar situation,

independently combine known methods of

activity, find different ways to solve the

problem and alternative evidence,

accumulated extensive experience in

communication activities.

To identify the initial levels of

readiness formation and quality of

learning, development of cognitive activity

and experience of implementing methods

of activity, the following methods were

used: observation, questionnaires,

computer testing and diagnostic tests. The

total number of students involved is 320.

The second, third and fourth year of study

students were enrolled. The first-year

students were excluded due to the very

short term of the study in the educational

institutions.

Tables 4 – 6 show the results of the

study in the form of distribution of students

by levels.

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Table 4. Distribution of students by the formation of independence of knowledge acquisition (in %).

Level

Year of study

III

Low

14.3

13.0

11.2

Medium

23.8

24.1

28.1

Sufficient

41.9

44.4

43.9

High

20.0

18.5

16.8

Total

100

Source: authors’ calculations based on the conducted survey.

Clearly, many students lack the

ability of constructing their personal

educational trajectory and study

independently. 27.7% of respondents

named on-line classes via Google Meet,

Zoom, Skype, Viber, Zoom as the most

convenient forms of e-learning. Hence, it is

quite evident that students, particularly at

the time of online-based learning, need

“substantive guidance, support and

counseling throughout their study process”

(Guri-Rosenblit, 2018).

Table 5. Distribution of students by cognitive activity (in %).

Level

Year of study

III

Low

19.0

17.6

20.6

Medium

23.8

23.1

21.5

Sufficient

42.9

48.1

45.8

High

14.3

11.2

12.1

Total

100

Source: authors’ calculations based on the conducted survey.

Analysis of the data given in Tables

4 – 5 indicates that most students are at the

medium and sufficient levels, which can be

explained by the fact that students of III–

IV years of study already had a sufficiently

developed level of cognitive activity,

independence and knowledge acquisition

due to clear targeted learning activities at

the educational institution.

The unusual mode of learning “by

themselves without expert teachers to

guide” (Guri-Rosenblit, 2018) was named

by the surveyed students as the main

hardship during distance learning. The

results of the survey also show that

students have difficulties in learning and

reduced interest largely due to the low self-

discipline, lack of time management skills

and poor ability for independent learning,

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as well as processing large amounts of

information.

67.9% of respondents do not feel

uncomfortable not being able to see and

communicate directly with the teacher and

other students, however, indicate that they

do not always receive timely or regular

assistance from the teacher. 83% of

students would like to receive assistance

throughout the learning process in case of

difficulties; 11% need such help or

explanation at the beginning of the

educational process, the rest (6%) – at the

end of the semester before the final test or

exam.

Table 6. Distribution of students by levels of mastering methods of online educational activities (in %).

Levels

Year of study

III

Low

23.7

27.7

22.5

Medium

61.0

49.1

57.9

Sufficient

14.3

16.7

15.9

High

1.0

6.5

3.7

Total

100

Source: authors’ calculations based on the conducted survey.

The analysis of empirical data

allowed to identify the activities that cause

the greatest difficulties for future teachers,

in particular: development of distance

course content, remote control of distance

learning activities, creation of various test

tasks.

The fact that low and medium levels

of experience in the implementation of

methods of activity dominated can be

explained by mostly reproductive way of

knowledge acquisition in Ukrainian higher

education. The vast majority of students

have gained experience of online

educational activities at low and medium

levels. The level of independence, quality

of knowledge acquisition and cognitive

activity of the surveyed students –

teachers-to-be is mainly at the medium and

sufficient levels. This is due to the

knowledge-oriented approach to the

process of teaching in Ukrainian higher

education institutions.

Discussion

The given analysis of experience of

the arrangement of distance learning in

Ukrainian higher education institutions

causes necessity of substantiation of

conceptual positions and conditions for

effective online learning of students of

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

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humanitarian specialties in pedagogical

universities – teachers-to-be.

Conceptual positions

Conceptual positions are defined

taking into account the specifics of the

humanities, namely:

 humanities, in contrast to the basic

sciences, are more dynamic, which

necessitates the regular renewal of distance

learning courses;

 humanities are taught by teachers

who are less aware of modern information

technology, which necessitates their

special training;

 humanities have their own

specifics, which can be presented in

distance learning courses: there is no need

for technical and production processes,

which facilitates the creation of distance

learning courses, but humanities need to

combine verbal and visual evidences.

Thus, based on the analysis of the

results of the questionnaires, taking into

account our own professional experience,

we can formulate the conceptual positions

for the arrangement of distance learning of

students of humanities in pedagogical

higher education institutions.

The first conceptual position: when

introducing online learning the needs of

the customer of the educational services,

the purpose of training and the needs of

students should obligatory be taken into

account – “designing student-centered

programs” (Guri-Rosenblit, 2018).

In the pedagogical universities the

customer of distance learning services is

not only the higher education institution

where the student studies, but also the

future place of his employment –

educational institutions, which require

introduction of the latest pedagogical

technologies based on computer

technologies and e-learning. Therefore,

online learning with the application of e-

technologies not only involves the

acquisition of certain knowledge,

formation of skills and abilities in the

subject area of the disciplines being

studied, but also contributes to the

formation of necessary competencies of a

modern teacher-to-be (Ivanchenko et al.,

2018).

In conjunction with the

abovementioned, it is necessary to

acknowledge that motivated students –

teachers-to-be demand for use of distance

learning technologies since they grant take

into account students’ individual

characteristics and allow to adjust the

volume and pace of study, “gain access

and learn to utilize the information and

communication potential of the Internet”

(Alexander et al., 2017) more fully in their

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

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learning and further teaching, develop their

own creative potential, etc.

The second conceptual position:

distance learning technologies have a dual

nature for students of pedagogical higher

education institutions: on the one hand,

they are technologies that students use in

the educational process; however, such

technologies are the object of study and

mastery.

Unlike students of other specialties,

teachers-to-be encounter distance learning

technologies in the educational process not

only during the study of certain disciplines,

where distance learning technologies are

used, but also in the cycle of pedagogical

and professionally oriented disciplines.

While studying these disciplines students

study theoretical aspects of e-learning

technologies, perform practical tasks,

acting both as e-course author and tutor.

The third conceptual position is the

formation of cognitive experience,

experience of mastering the means of

activity, experience of creative activity of

students’ – teachers’to-be in the process of

distance learning.

The fourth conceptual position is that

while arranging online learning its

specifics should be taken into account: the

share of independent work is greater than

in traditional education, therefore,

educational material should be adapted and

the content of distance education should be

formed through systematic didactic design

(Oliynyk, 2001).

The fifth conceptual position is that

students of pedagogical universities must

possess the skills of independent learning

(a form of organization of educational

activities under the direct or indirect

guidance of the teacher, during which

students mostly or completely

independently perform various tasks to

develop their own competence and

personal qualities) (Zakharova, p. 46,

2005).

It should be noted that independent

work of students during distance learning

is impossible without quality advice from

tutors.

The sixth conceptual position is

formulated as follows: online learning in a

pedagogical university should be based on

the students’ productive activities of in the

course of the educational problem solving.

Conditions

Substantiation of the basic

conceptual positions permits us to proceed

to the conditions of effective arrangement

of online learning in pedagogical higher

education institutions.

The effective and harmonious

combination of e-learning technologies and

students’ training for their implementation

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in the process of learning is the first

condition.

In other words, this condition

presupposes coordination of the

simultaneous processes of introduction of

distance learning technologies in the

educational process and pedagogical

training, study and mastering of distance

learning technologies whilst studying

pedagogical and professional disciplines.

The second condition for the

arrangement of effective e-learning in

pedagogical higher education institutions

is: mastering by students of knowledge and

skills on development of e-courses and

their educational and methodical

maintenance adapted for self-study using

modern information and communication

technologies. The latter includes content

and technological training for online

learning, development of appropriate

diagnostic tools for determining the quality

of e-courses, development and

implementation of a structural and

functional scheme of distance learning

coordination.

The third condition: formation the

future teachers’ ability to support the e-

learning process as a tutor on the principles

of facilitation, that is training of a teacher-

to-be as a tutor, teacher, consultant and

mentor, who provides methodological and

organizational assistance to students within

a specific educational program.

The process of tutors’ training

focuses on the development of their

communicative, analytical, reflective skills

and abilities, psychological readiness to

work in a virtual space (Osadcha, 2018),

facilitation skills, ie establishing and

maintaining information links and

interaction between students and other

participants of the distance education

system, regulation of various problems,

conflict resolution, adaptation of students

to a new form of learning, etc.

Thusly, the fourth condition:

implication of mainly productive teaching

methods aimed at activation of students’

cognitive activity, development of their

creative abilities, skills to find, analyze and

use new information to further perform

professional activities.

Ultimately, we have outlined the

conceptual positions and the conditions for

the effective distance learning of students

of humanities – teachers-to-be, which need

to be tested in further experimental

research.

Conclusions

In a higher pedagogical education

institution, distance learning is not only a

new learning technology for students –

teachers’-to-be, but also an object of their

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

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study and further application in the

educational process. Therefore, it is

necessary to take into account the

peculiarities of the pedagogical process of

future teacher training, specifics of

distance learning and the requirements for

professional qualities of a teacher when

arranging e-learning for students of

humanities. In the course of the

questionnaire the prevailing negative

attitude of the participants of the

pedagogical process to distance learning

was established, as well as lack

scientifically substantiated requirements

for the development of e-courses for future

teachers of humanities and non-availability

of special training of faculty staff and

students for distance learning. Basic

conceptual positions and conditions for

effective e-learning in Ukrainian

pedagogical higher education institutions

as prerequisites for students’ readiness for

e-learning described in the article may

contribute to the improvement of e-

learning outcomes of students in Ukrainian

pedagogical institutions.

Implications

Research studies on online teaching

are important as they provide information

about how online instructors might be

prepared to teach online across various

contexts and countries. The results of this

study have implications for: (a) faculty

who are teaching online or preparing to

teach online; (b) instructional designers

who assist faculty to design and facilitate

online courses; and (c) administrators who

provide support for the faculty to teach

online.

Limitations

We acknowledge some limitations in

this research. First, the sample size is

relatively small was drawn from a limited

number of universities in Central Ukraine.

Second, questionnaire data were self-

reported due to the nature of the study. The

data are collected from faculty members

and students who chose to respond to the

Questionnaires, so the data do not

represent all the faculty members and

students in higher education. Readers

should interpret the results with caution

due to these limitations because results

may have limited generalizability in

different countries.

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Article Information

Received on February 04th, 2021

Accepted on March 14th, 2021

Published on April, 28th, 2021

Author Contributions: Vadym Tkachenko was

responsible for the data acquisition in Bohdan

Khmelnytsky National University of Cherkasy and data

analysis and interpretation. Vadym Chychuk and Mykola

Zakharevich were responsible for the data acquisition in

Pavlo Tychyna Uman State Pedagogical University and

statistical analysis of the data. Yuliia Nenko is responsible

for the study design, writing the content of the manuscript,

its editing and review. All Authors have approved the final

version of the article published.

Conflict of Interest: None reported.

Article Peer Review

Double review.

Funding

No funding.

How to cite this article

APA

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y.

(2021). An evaluation of Ukrainian future teachers’ of

humanities readiness for e-education. Rev. Bras. Educ.

Camp., 6, e11577.

http://dx.doi.org/10.20873/uft.rbec.e11577

ABNT

TKACHENKO, V.; CHYCHUK, V.; ZAKHAREVICH, M.;

NENKO, Y. An evaluation of Ukrainian future teachers’ of

humanities readiness for e-education. Rev. Bras. Educ.

Camp., Tocantinópolis, v. 6, e11577, 2021.

http://dx.doi.org/10.20873/uft.rbec.e11577

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

RBEC

Tocantinópolis/Brasil

v. 6

e11577

10.20873/uft.rbec.e11577

2021

ISSN: 2525-4863

Annex A

Questionnaire for students

1. What was your first reaction to the

introduction of distance learning?

 positive

 positive rather than negative

 negative rather than positive

 negative

 very negative

2. Do you think Ukrainian society is ready

for the introduction of distance learning?

 yes

 no

 not ready to answer

3. Do you have a home computer, laptop,

tablet?

 yes

 no (if you answered “no”, proceed

to question № 6)

4. Do you have Internet access at home?

 yes

 no

5. Does using a computer affect your

learning process?

 yes

 no

 other (please, specify)

6. Does the introduction of national

quarantine influence your learning

process? How?

7. Do you think that the University has

adequate computer equipment for the

implementation of distance learning?

 yes

 no

 cannot answer

8. What prevents the introduction of

effective distance learning at university?

 students do not have the

appropriate computer skills

 teachers do not have the

appropriate computer skills

 poor organization of distance

learning at the university

 limited teachers’ time to prepare e-

learning materials

 fear of the new

 other (please, specify)

9. What, in your opinion, are the

advantages of distance learning

technologies (multiple choice is allowed)?

 individualization of learning

 increased amount of educational

material

 new learning opportunities

 withdrawal from reproductive

teaching methods to creative

methods

 greater use of information and

communication technologies

 other (please, specify)

10. What are the main risks during the

introduction of distance learning?

11. What measure can improve your

distance learning?

12. What course are you studying at?

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

RBEC

Tocantinópolis/Brasil

v. 6

e11577

10.20873/uft.rbec.e11577

2021

ISSN: 2525-4863

 І

 ІІ

 ІІІ

 ІV

 V

Annex B

Questionnaire for faculty members

1. What was your first reaction to the

introduction of distance learning?

 positive

 positive rather than negative

 negative rather than positive

 negative

 very negative

2. Do you think Ukrainian society is ready

for the introduction of distance learning?

 yes

 no

 not ready to answer

3. Do you have a home computer, laptop,

tablet?

 yes

 no (if you answered “no”, proceed

to question № 5)

4. Do you have Internet access at home?

 yes

 no

5. Do you know the regulations in the field

of distance learning?

 yes

 no

6. Are you competent in distance learning

technologies?

 yes

 no

 difficult to answer

 other (please, specify)

7. Do you think that the existing

organization of distance learning takes into

account the teachers’ interests?

 yes

 no

 other (please, specify)

8. Do you think that computer equipment

at the university meets the requirements for

the introduction of distance learning?

 yes

 no

 other (please, specify)

9. What prevents the introduction of

effective distance learning at university?

 students do not have the

appropriate computer skills

 teachers do not have the

appropriate computer skills

 poor organization of distance

learning at the university

 limited teachers’ time to prepare e-

learning materials

 fear of the new

 other (please, specify)

10. What, in your opinion, are the

advantages of distance learning

technologies (multiple choice is allowed)?

Tkachenko, V., Chychuk, V., Zakharevich, M., & Nenko, Y. (2021). An evaluation of Ukrainian future teachers’ of humanities readiness for e-education…

RBEC

Tocantinópolis/Brasil

v. 6

e11577

10.20873/uft.rbec.e11577

2021

ISSN: 2525-4863

 individualization of learning

 increased amount of educational

material

 new learning opportunities

 withdrawal from reproductive

teaching methods to creative

methods

 greater use of information and

communication technologies

 other (please, specify)

11. What, in your opinion, are the main

risks during the introduction of distance

learning?

12. Your position

 Head of faculty

 Head of department

 professor

 associate professor

 senior lecturer

 assistant

13. Work experience

 under 5 years

 6 – 10 years

 11 – 15 years

 16 – 20 years

 more than 20 years

14. Gender

 male

 female