Creation of Webquest as a Form of Development of Students Digital Competence

Keywords: webquests, digital teaching aids, digital competence, project-digital activity, students, university.

Abstract

The introduction to the article analyzes the current state of implementation of digital learning tools, including web quests. The main purpose of the study was the theoretical justification and practical process of introduction of digital learning tools (webquests) in the process of higher education seekers training. The research methods. In the process of fulfilling the research objective, theoretical and practical methods of data search and processing were applied. Statistical methods were also used at all stages of the pedagogical experiment: in the general assessment of the formation of digital project activities of students; when creating web pages by students of the Faculty of Foreign Languages and the Faculty of History of V.N. Karazin Kharkiv National University; when creating web-quests by each group of students while studying content modules. The results. The means of digital content in the implementation of project-digital activities by students were presented and analyzed, they are creating a website, using mobile-digital applications, developing multimedia materials for the educational process, developing and presenting digital pedagogical content. During the study, students created a website and developed a webquest «Non-standard lessons» for students and young teachers (creating a mental map «Characteristics of varieties of non-standard lessons»; identifying the main differences between standard and non-standard lessons using Euler-Venn’s diagram; creating «Daily rules of effective pedagogy» and placing them on the online board). The formation of students' digital competence by means of project-digital activity was checked at three levels (high, medium, low) and by the following criteria: motivational, semantic, activity and reflection. It was stated that the experimental verification of the formation of digital competence of humanities students by means of project-digital activities showed a positive dynamics in all criteria. Conclusions. The authors concluded that a project-digital activity served as an effective way to improve the digital competence of higher education students, this practice in the educational process would help their future professional activities as teachers. It was also emphasized that the role of digital technologies will continue to grow and higher education seekers should understand how to use them for educational purposes.

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Author Biographies


Oksana Zhukova, V.N. Karazin Kharkiv National University

Doctor of Pedagogical Sciences (DSc), Associate Professor,
Head of the Department of Pedagogy,
V.N. Karazin Kharkiv National University,
6 Svobody Sq., Kharkiv, Ukraine, 61022
E-mail: edu.pedagogika@gmail.com
ORCID: https://orcid.org/0000-0001-9724-9598


Oleksii Nalyvaiko, V. N. Karazin Kharkiv National University

Doctor of Philosophy in Pedagogy (Ph.D),
Associate Professor of Pedagogy Department,
V. N. Karazin Kharkiv National University,
6 Svobody Sq., Kharkiv, Ukraine, 61022
E-mail: nalyvaiko@karazin.ua
ORCID: https://orcid.org/0000-0002-7094-1047


Yaroslava Shvedova, V. N. Karazin Kharkiv National University

Doctor of Philosophy in Pedagogy (Ph.D),
Associate Professor of Pedagogy Department,
V. N. Karazin Kharkiv National University,
6 Svobody Sq., Kharkiv, Ukraine, 61022
E-mail: shvedova@karazin.ua
ORCID: https://orcid.org/0000-0001-9592-3032


Natalia Nalyvaiko, Kharkiv National Medical University

Doctor of Philosophy in Pedagogy (Ph.D), Lecturer at the Department of Ukrainian Language, Fundamentals of Psychology and Pedagogy,
Kharkiv National Medical University,
4 Nauky Ave., Kharkiv, Ukraine, 61022
E-mail: na.nalyvaiko@knmu.edu.ua
ORCID: https://orcid.org/0000-0001-7622-0411

Published
2021-11-30
How to Cite
Zhukova, O., Nalyvaiko, O., Shvedova, Y., & Nalyvaiko, N. (2021). Creation of Webquest as a Form of Development of Students Digital Competence. Professional Education: Methodology, Theory and Technologies, (14), 172-195. https://doi.org/10.31470/2415-3729-2021-14-172-195