E-learning in the Time of COVID-19
Scientific Editor Eugenia Smyrnova-Trybulska
“E-learning”, 13, Katowice–Cieszyn 2021, pp. 163–175
SOME THEORETICAL AND PRACTICAL ASPECTS OF THE ORGANIZATION OF THE COMMUNITY OF TEACHERS (ON THE EXAMPLE OF INQUIRY- BASED LEARNING IMPLEMENTATION)
Nataliia Morze 1, Mariia Boiko 2, & Eugenia Smyrnova–Trybulska 3
1, 2 Borys Grinchenko Kyiv University, 18/2 Bulvarno-Kudriavska Str, Kyiv, Ukraine
3 University of Silesia, Bankova 12, 40-007 Katowice
1 firstname.lastname@example.org, ORCID 0000-0003-3477-9254
2 email@example.com, ORCID 0000-0003-0293-5670
3 firstname.lastname@example.org, ORCID 0000-0003-1227-014X
Abstract: The paper aims to determine the stages and conditions of the creation of academic communities of university teachers for the introduction of innovative pedagogical technologies, using Inquiry-Based Learning (IBL), to highlight the experience of creating such a community at the Borys Grinchenko Kyiv University (BGKU). Researchers have analyzed the organization of professional communities, the impact of their activities on the quality of education and improving the profes- sional level of teachers. The paper contains the research of the practical aspects of the creation and organization of the work of an educational community of teach- ers, a set of theoretical (analysis and synthesis of Ukrainian and foreign scientific, pedagogical, methodological sources on research issues) and empirical (primary and repeated questioning of teachers of higher education institutions and teachers of secondary education institutions) were the methods used, as well as an analysis of the results obtained. The article demonstrates the impact of teachers` network functioning on teachers’ professional activities and implementing IBL in mathemat- ics teaching. It is revealed how participation in the community influences the use of innovative pedagogical methods of teaching mathematics. Teachers from BGKU and other universities were involved in the survey, which had a total of 72 respond- ents. The survey results were comprehensively analyzed and presented their graph interpretation. This article describes of some theoretical and practical aspects of the development of academic communities of university teachers for the introduction of innovative pedagogical technologies, using IBL at the educational institutions, where the staff work, research and collectively take steps to improve the learning process and research. It is revealed how participation in the community influences the use of innovative pedagogical methods in the teaching of mathematics.
Keywords: Community; educational communities; community features; community components; organizing the work of communities; Inquiry-Based Learning (IBL); Erasmus+ PLATINUM.
A l a – M u t k a, K. & P u n i e, Y. (2009). Learning and Innovation in New ICT-Facilitated Communities. The 23rd ICDE World Conference on Open and Distance Learning Includ- ing the 2009 EADTU Annual Conference Maastricht, The Netherlands 7–10 June 2009.
B a n c h i, H. & B e l l, R. (2008). The Many Levels of Inquiry. Science and Children, 46(2), 26–29. ISSN-0036-8148.
B y b e e, R.W., Ta y l o r, J.A., G a r d n e r, A., Va n S c o t t e r, P., P o w e l l, J.C., We s t b r o o k, A., & L a n d e s, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, Co: BSCS, 5, 88–98.
C o l a c e, F., D e S a n t o, M., & G r e c o, L. (2013). A probabilistic approach to Tweets’ Senti- ment Classification Book Group Author(s): IEEE conference: 5th biannual conference of the humaine-association on Affective Computing and Intelligent Interaction (ACII). Loca- tion: Geneva, Switzerland Date: Sep 02–05, 2013. Book Series: International Conference on Affective Computing and Intelligent Interaction (pp. 37–42).
D e m i n g, W.E. (1988). Out of the Crisis. Massachusetts Institute of Technology, Center for Advanced Engineering Study, Cambridge University Press.
Development of educational, scientific collaboration and project management with IC tools in universities (2018). An e-learning training course. Retrieved from http://e-learning.kubg. edu.ua/course/view.php?id=2879 (accessed 5 December 2018).
D u r k h e i m, E. (1990). On the Division of Social Work. The Method pf Sociology / trans. with French. and last. A.B. H o f f m a n n. Moskwa: Nauka, 575, 14.
F u l l a n, M. (2012). Change Forces: Probing the Depths of Educational Reform. New York & London: Routledge, c. ix ISBN 9781850008262.
H a t t i e, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York & London: Routledge. ISBN 978-0-415-69015-7.
H o r d, S.M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin: Southwest Educational Development Laboratory.
I s a í a s, P., P í f a n o, S., & M i r a n d a, P. (2012). Social network sites: modeling the new business-customer relationship In M. S a f a r & K. M a h d i (Eds.). Social Networking and Community Behavior Modeling: Qualitative and Quantitative Measures IGI Global, Hershey, Pennsylvania, USA 248–265. https://doi.org/10.4018/978-1-61350-444-4.ch014.
I s s a, T. & K o m m e r s, P. (2013). Social Networking for Web-Based Communities, Int. J. Web Based Communities, 9(1), 5–24 https://doi.org/10.1504/IJWBC.2013.051292.
J a w o r s k i, B., & G o o d c h i l d, S. (2006). Inquiry community in an activity theory frame. In J. N o v o n t n a, H. M o r a o v a, M. K r a t k a, & N. S t e h l i k o v a (Eds.). Proceedings of 30th Conference of the International Group for the Psychology of Mathematics Educa- tion (pp. 353–360). Prague: PME.
J a w o r s k i, B., (2005). Learning communities in mathematics: Creating an inquiry com- munity between teachers and didacticians. Research in Mathematics Education, 7(1), 101–119. https://doi.org/10.1080/14794800008520148.
K o m m e r s, P. & S i m m e r l i n g, M. (2011). Editorial International Journal of Web Based Communities (IJWBC) 11(3/4). ISSN 1477-8394 (print); ISSN 1741-8216 (online).
L e o n e, S., G u a z z a r o n i, G., C a r l e t t i, L., & L e o, T. (2010). The Increasing Need of Vali- dation of Non-Formal And Informal Learning. The Case of the Community of Practice Webm.org. In K. D e m e t r i o s, G. S a m p s o n, J. M i c h a e l S p e c t o r , P. I s a í a s, D. I f e n t h a l e r, R. Va s i u (Eds.). IADIS International Conference Cognition and Exploratory Learning in Digital Age 2010: CELDA 2010 – Timisoara (Romania), 15–17 October 2010 (pp. 111–119). ISBN: 978-1-62748-335-3.
M a r z a n o, R.J. (2003). What works in schools: Translating research into action. ASCD. ISBN 978-0-87120-717-3.
M e r t o n, R.K. (1982). Social Research and Practicing Professions. A. R o s e n b l a t t & T.F. G i e r y n (Eds.). Cambridge, Massachusetts: Abt Books, 284.
M o r z e, N., M a k h a c h a s h v i l i, R., & S m y r n o v a -Tr y b u l s k a, E. (2016). Communica- tion in Education: ICT Tools Assessment In: DIVAI 2016 – Distance Learning in Applied Informatics. 11th International Scientific Conference on Distance Learning in Applied In- formatics Conference Proceedings, 2–4 May 2016. Editors: M. Tu r č á n i, Z. Ba l o g h, M. M u n k, Ľ. B e n k o, Constantine the Philosopher University in Nitra, Faculty of Natural Sciences, Department of Informatics, Editors Nitra (pp. 351–364). Publisher: Wolters Kluwer. ISBN 978-80-7552-249-8, ISSN 2464-7470 (Print), ISSN 2464-7489 (on-line).
Open Access for Researchers 1: Scholarly Communications. (2015) UNESCO and The Com- monwealth Educational Media Centre for Asia (CEMCA) Retrieved from https://archive. org/details/OACurrRes1, last accessed 2018/01/11.
P o l l a r d, D. (2012). The Elements of Community? Retrieved from https://howtosavethe world.ca/2012/11/11/the-elements-of-community/ (accessed 1 September 2021).
S h a z i a, K.J. (2019). Investigating virtual communities of practice with social network anal- ysis: guidelines from a systematic review of research. International Journal of Web Based Communities, 15(1), 25–43. https://doi.org/10.1504/IJWBC.2019.098697.
S m y r n o v a -Tr y b u l s k a, E. (2017). Networking is One of the Effectiveness Form of the International Research. Some Aspects In: Open Educational E-environment of Modern University, 130–139, DOI: 10.28925/2414-0325.2017.3.13039.
S m y r n o v a -Tr y b u l s k a, E. & Ż e b r o k, P. (2015). On Networking. International Journal of Research in E-Learning, 1(2), 47–69. ISSN 2451-2583 (print), ISSN 2543-6155 (online).
S m y r n o v a -Tr y b u l s k a, E., M o r z e, N., & K u z m i n s k a, O. (2019). Networking Through Scholarly Communication: Case IRNet Project. In: E. S m y r n o v a -Tr y b u l – s k a, P. K o m m e r s, N. M o r z e, J. M a l a c h (Eds.). Universities in the Networked Society. Critical Studies of Education, 10 (pp. 71–87). Springer, Cham. https://doi.org/10.1007/978
S o l o m a t i n, A.M. (2015). The role of professional communities in the implementation of in- novative educational projects. Continuing Education: 21st Century, 4(12). DOI: 10.15393/ j5.art.2015.2952.
Tö n n i e s, F. (1887). Gemeinschaft und Gesellschaft. Abhandlung des Kommunismus und des Sozialismus als empirischer Kulturformen. Leipzig: Fues’s Verlag.
Tö n n i e s, F. & L o o m i s, C.P. (2021). Community and society. Mackingbird Press. 269 p. ISBN-13 978-1953450180.
UNESCO COVID-19 Education Response. Education Sector Issue Notes (April 2020) Unit- ed Nations. Retrieved from https://www.un.org/development/desa/dspd/wp-content/ uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf (accessed 8 December 2020).
Ve r b e t s, V.V., S u b o t, O.A., & Khristyuk, T.A. (2009). Sociology. Tutorial. Kyiv: CONDO, 550 [in Ukraine]. ISBN 978-966-351-222-8.
V i l k o v a, O.Yu. (2016). Sociology: educational and methodological complex for students of the Institute of Philology for students of the Institute of Philology 6.020303 “Philology”, specialization “Foreign Philology, Kyiv: Taras Shevchenko National University of Kyiv, 45.
We n g e r, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 1–10.