Surveying Technology Use in Ukraine

FULL TITLE: Surveying General Technology Competency and Use for Online Learning in Ukraine

  • Todd J.B. Blayone, M.A.

    Todd J.B.

  • Olena Mykhailenko, PhD


  • Roland vanOostveen, PhD

    Roland vanOostveen

  • Francois_Desjardins_2b



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]


Kyiv National Economic University, Kyiv, Ukraine

Kyiv National Economic University, Kyiv, Ukraine

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.

Research Questions

  1. With what devices do participants engage in human-computer interaction?
  2. In what contexts are devices used?
  3. How frequently do participants engage in activities across four dimensions of use?
  4. How confidently do participants engage in activities across four dimensions of use?
  5. What are the characteristics of an expert GTCU profile for learning with the proposed Adaptive Online Learning Model?
  6. How do teacher and student profiles align with the expert profile?


Desjardins, F. J., & Peters, M. (2007). Single-course approach versus a program approach to develop technological Competencies in pre-service language teaching. In M.-A. Kassen, L. Lavine, K. Murphy-Judy, & M. Peters (Eds.), Preparing and Developing Technology Proficient L2 Teachers (pp. 3-21). Texas, USA: Texas State University.

Desjardins, F. J. (2005). Information and communication technology in education: A competency profile of francophone secondary school teachers in Ontario. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 31(1), 1-14.

Desjardins, F. J., Lacasse, R., & Belair, L. M. (2001). Toward a definition of four orders of competency for the use of information and communication technology (ICT) in education. Paper presented at the Computers and Advanced Technology in Education.

Garrison, D. R. (2016). Thinking collaboratively: Learning in a community of inquiry. New York: Routledge.

Desjardins, F. J., & vanOostveen, R. (2015). Faculty and student use of digital technology in a “laptop” university. Paper presented at the EdMedia, Montreal, Canada.

Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice (2nd ed.). New York: Taylor & Francis.

Garrison, D. R., & Akyol, Z. (2015). Thinking collaboratively in educational environments: Shared metacognition and co-regulation in Communities of Inquiry. In J. Lock, P. Redmond, & P. A. Danaher (Eds.), Educational Developments, Practices and Effectiveness: Global Perspectives and Contexts (pp. 39).

Garrison, D. R., & Archer, W. (2000). A transactional perspective on teaching and learning: A framework for adult and higher education. New York: Pergamon.

vanOostveen, R. (2015). Bachelor of Arts in Educational Studies and Digital Technology handbook. Internal Program Guide. Faculty of Education. UOIT. Oshawa, Canada.