FULL TITLE: Surveying General Technology Competency and Use for Online Learning in Ukraine
This research is made possible through a Canada-Ukraine research partnership between the University of Ontario Institute of Technology (UOIT), Canada and Kyiv National Economic University, Ukraine. [Keywords: technology use in Ukraine, Ukraine, GTCU, digital technology, online learning | Project Code: EILAB-GTCUUA]
This study probes the digital technology use of graduate students and teachers at Kyiv National Economic University (KNEU) in Ukraine with a view to exploring their readiness for participation in fully online, collaborative-constructivist learning. Addressing only the technological dimension of online learning, this probe will be followed by a multi-dimensional exploration of learning activities and outcomes in a pilot course. The guiding purpose of this research is to explore the adaptation of Canadian techno-pedagogical models for supporting meaningful learning and democratic educational reforms aligned with post-Maidan Ukrainian values and social-development goals.
A three-step methodology is proposed to support the research objective. First, the General Technology Competency and Use (GTCU) profile tool (Desjardins, 2005; Desjardins, Lacasse, & Belair, 2001; Desjardins & Peters, 2007; Desjardins & vanOostveen, 2015) was used to survey: 1) self-reported device usage, and 2) experience and confidence performing a variety of tasks belonging to four dimensions of human-computer interaction as defined by the GTCU framework. These are Technical, Social, Informational and Computational. Second, a target online learning model was developed by synthesizing and extending two collaborative-constructivist learning models: 1) the Community of Inquiry (Garrison, 2011, 2016; Garrison & Akyol, 2015; Garrison & Archer, 2000) framework, and 2) the University of Ontario Institute of Technology (UOIT) online learning model (vanOostveen, 2015). The former is well established in the research literature. The latter has been used as a basis for fully-online, undergraduate and graduate degree programs in Educational Technology at UOIT for more than five years. Two extensions to these models were the inclusion of cultural values and motivational processes as mediating variables, and an adaptive inquiry cycle sub-model. A Delphi process was used to map GTCU competencies to this model and develop an expert profile for collaborative-constructivist learning. Owing to the nature of collaborative-constructivist learning a single expert profile was established for both students and teachers. Finally, student and teacher profiles were compared to the target profile as to assess general readiness for online learning.
- With what devices do participants engage in human-computer interaction?
- In what contexts are devices used?
- How frequently do participants engage in activities across four dimensions of use?
- How confidently do participants engage in activities across four dimensions of use?
- What are the characteristics of an expert GTCU profile for learning with the proposed Adaptive Online Learning Model?
- How do teacher and student profiles align with the expert profile?
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