Research areas

THE SCIENTIFIC DIRECTIONS OF THE DEPARTMENT ARE DETERMINED BY CURRENT NEEDS AND INCLUDE THE STUDY OF

  • cognitive and personal development of students,. including the development of social, communicative and technical competences relevant to the time of intensive transformations;
  • development of innovative course programmes, platforms and materials for distance, blended and online learning;
  • researching the comprehensive development of online language competence on the experimental basis of the official certified international centre for preparation for the B2 exam according to Cambridge English: First – FCE;
  • development of educational process management, including the development of multidisciplinary project teams and databases that can automate the processes of categorisation, specification, distribution, measurement and transformation of all types of educational activities into formats of academic and scientific plans, reports, etc;
  • studying the emotional and social intelligence of students under stress;
  • research on the targeted development of online decision-making and implementation efficiency;
  • research of the activities aimed at targeted development of effective leadership and teamwork;
  • study of ways to select and develop a multidisciplinary development team;
  • study of the principles of organising the working environment of e-complexes developers;
  • research of the principles of e-course prototype development: methodology, structure, types of learning activities, types of tasks, management system, feedback, control;
  • distance learning;
  • gender peculiarities of business communication;
  • Internet communications;
  • Media communications;
  • PR-communications.

Professor Tetiana Serhiieva has formed problem groups of leading lecturers and staff of the department, which are developing a range of research issues related to e-learning, namely

  1. CREATION OF A DEVELOPING E-LEARNING ENVIRONMENT
    • E-learning as a synergistic interaction of the student-tutor-educational environment triad
    • Graduate profile – strategic orientation of student-centred e-learning
    • Interactivity as a basic condition for an effective e-learning environment
    • Metacognitive approach as a means of overcoming uncertainty
    • Subjective actions as a fundamental basis of e-learning
    • Personalisation of e-learning – choices based on the reflection of meanings and experiences
    • Feedback and self-assessment as conditions for the quality of self-development in e-learning
    • E-technologies of knowledge automation as a condition for the transformation of theory into practice
  1. COMPREHENSIVE DEVELOPMENT OF STUDENT’S PERSONALITY WITHIN E-LEARNING
    • Development of metacognitive ability to self-development in e-learning as a condition for survival in an unstable dynamic society
    • Development of critical thinking in e-learning as a condition for the development of effective decision-making and implementation
    • Development of social and emotional intelligence in e-learning as a condition for social and communicative effectiveness
    • Development of effective shared leadership and teamwork in e-learning as a condition for successful work in the organisation
    • Development of the ability to work in a stressful situation within the framework of e-learning courses in preparation for tests of various levels of complexity
  1. MULTIDISCIPLINARITY AS A CONDITION FOR EFFECTIVE E-LEARNING
    • Experience of creating a developmental e-environment by multidisciplinary development teams
    • Development of professional competence through multidisciplinary links with non-core disciplines within e-learning
    • Measuring the weight of the discipline to decide on the selection of components of a balanced multidisciplinary e-learning programme
    • Optimising and improving the effectiveness of e-learning programmes through the analysis of cross-competencies
  1. INNOVATIVE E-LEARNING TECHNIQUES AND TOOLS

 

    • Developing the ability to self-manage the e-learning process using the Progress Bar tool
    • Determining the individual level of development using the “Cognitive schemes overlay” technique
    • Determining an individual learning programme using the “Profile Overlay” technique
    • Developing critical thinking using the Individual Trajectory technique
    • Development of the ability to generalise using the “Mental Matrix” technique
    • Self-assessment of the effectiveness of problem solving using the “Colour Palette” technique
    • Development of communicative speaking skills on the “Scrolling simulator”
    • Mnemonics “cross-forms”, “hidden inscriptions”, “mental maps” for automation of communication skills