Modern methods of organizing the educational process to increase the efficiency of learning the material

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Lviv Polytechnic National University

Modern methods of organizing the educational process to increase the efficiency of learning the material

Pochapska I.Ya.

Introduction

Over the years, there have been visible changes in teaching style. Opposite to the memorization and same old recitation practice to teach the students, now with modern interactive teaching methods of teaching introduction we can see its result. This is an education reform that provides an entirely different angle of teaching and learning because modern teaching methods do not treat all students at the same level of their understanding ability, unlike the conventional method of teaching. Rather than the only teacher based, modern teaching methods focus more on questioning, demonstration, explaining, practical, collaboration methods, and are more activity-based. So, the students should be taught in a manner to tackle the 21st century, which is technology-driven time and which requires creative and innovative minds for the progress of individuals, society, and nation. The students should be introduced with modern teaching techniques and are provided sufficient knowledge so that they can create opportunities for themselves and others. [1]

Various activities for both teachers and students are included during the modern educational process. We can distinguish two main components:

classroom work, where cooperation between students and teachers is the presentation of the educational component through direct interaction in achieving high motivation in acquiring knowledge;

individual /personal work, that requires selforganization and creation of the system of priorities for students during formation of a personal study schedule.

Presenting main material. The objectives of this analysis are following: highlighting the importance of using classical and modern teaching methods in education; presenting the role of innovation and creativity in education; presenting the analysis of qualitative research regarding the role of classical and modern teaching methods in education.

Thus, motivating factors for research behavior are activated through independent study of new topics from a specific subject and have a developmental effect. At the same time, the discovery of new facts and features of the subject and the stimulation of cognitive activity occurs due to logical thinking through the study of theory. Therefore, methods of cognitive activity and research skills increase the effectiveness of the lesson and are scaled in practical works.

The student is able to realize the knowledge gained during laboratory and practical works due to the theoretical information obtained in lectures that involve both individual work and work in a team (subgroup).

At the same time, practical skills cannot be developed due to lack of theoretical knowledge. Most students believe that it is not necessary to rely on basic knowledge in a specific field in order to be able to perform certain calculations or to be able to perform information analysis.

Modern young people have access to various sources of information, for example: social networks, various blogs, Internet publications, etc. At the same time, the student cannot always single out the main points that relate to better learning of the educational material due to the possession of unsystematic information that works in a negative direction. [3]

Even though traditional teaching methods have a formal character interaction between teacher and students, this is face-to- face and therefore students can give immediate feedback. From this point of view classical teaching methods are important from time to time. In Romania, in the European context the role of effective learning strategies represents the key point for the education process. The role of teachers in developing creativity to those students who want to learn in an interactive way is very important because they should involve students directly in the training-educational process. In this context the educational process must be student centered because only in this way their critical thinking and creativity is developed. We can say that when non-formal and informal learning is combined with formal learning the scope of pedagogy is accomplished. In contemporary context education is regarded as an innovative concept which is used to produce performance at the individual level and also, at institutional level, education provides support in order to build strategies according to the challenges from the labor market. The paper is based on qualitative research, conducted on a sample of 100 people aged between 19 and 23 years old (students at a Business School). [4] The Romanian students who participated in this study indicated that the Internet enhances learning opportunities and stimulates creativity. The author of the study notes that "timeliness and reliability of information are important because they ensure the dynamism and accuracy of the development process."

Subsequently, a qualitative study was conducted in Romania, which aimed to increase the importance of using interactive learning in the context of digitization. Also, the ideas presented above reflect the importance of interactive teaching in this new environment, that of digital. In order to obtain relevant answers several interesting questions were addressed to a number of 56 persons (students at a Business School in the third year of study). [5] The interviewed students expressed the following main opinions that education must help individual training, shaping personality, intellect and thinking development; education determines the formation of a society, people's level of training; education and professional training are the foundation of tomorrow's society, essential for the student when starting a career, essential to the destiny of a person.

The war and the COVID-19 pandemic affect modern education in the realities of the Ukrainian lifestyle. Of course, teachers and students, thanks to distance learning, have mastered the possibilities that at this stage significantly help in the educational process. However, during distance learning, in most cases there is no direct contact with the audience, both visual contact with the eyes and tactile contact with the help of certain movements, so teaching any subject requires the use of certain specific approaches. So, the teacher is obliged to create an emotional mood, maintaining the level of professionalism and to be able to choose the necessary forms of education in order to choose from the available means that will help to better learn the material, diversify the lesson itself, as well as simplify the material and interest the student.

Unfortunately, most methods of teaching material that can be applied "live" are not suitable for distance studying. And that is why it is very difficult to maintain students' interest in the material, since constant concentration of attention on one object - the laptop monitor - distracts attention and causes rapid fatigue.

Because of COVID-19, even before the start of the aggressor's full-scale invasion of Ukraine, the feedback between the audience and the teacher was disrupted, and therefore the way of conducting classes had to be reformatted in an extremely short period of time. Students were ready to use certain educational platforms and thanks to the technical possibilities and availability of certain technical means at home. In addition, the home environment does not stimulate the creation of an academic learning atmosphere, as in universities. Thus, as a result of the survey of students, it became clear that sometimes attention in class disappears due to physical fatigue and staying in a static position for a long time, and not because of loss of interest in class.

Communication problems do not allow you to constantly monitor and interact with the audience using control questions, engaging in discussions, etc. Of course, a video series in the form of a presentation, description, etc. may interest a student, but it is very difficult to impress today's youth with such visual effects. As experience has shown, it is individual tasks that stimulate direct interaction between the teacher and the student in laboratory and practical classes. When you can no longer rely on your colleague at certain moments, for effective learning of the material it is necessary to work directly with those materials and data that a specific task for a specific student provides - this increases the level of interest and the effectiveness of the lesson. A survey among students of various specialties (both humanities and technical) showed that most of them consider it justified to attend practical classes only when they can learn the material during the class, which would require much more time and intellectual effort to study independently. Approximately 40% of the respondents stated this. In addition, the opportunity to apply the acquired knowledge and skills in everyday conditions realizes the maximum achievement of the set goals.

Another problematic component is the study of disciplines that are perceived by students as those that are not related to professional training. Sometimes it is difficult for a teacher to explain to a student that knowledge of safe work methods or behavior in emergency situations will definitely work in a critical situation to protect a specific person on a subconscious level, even if at first glance, this knowledge seems unnecessary.

However, it should be noted that critical thinking, the ability to defend one's point of view, or persuasive skills cannot be developed solely through individual work. Working in small groups of 4-6 people stimulates such skills. Although such activities were not always effective in laboratory classes conducted "live". If in a small group the level of knowledge and skills of students was very different, it was clearly observed. However, students from groups with approximately the same knowledge and skills perform the assigned tasks about 20% faster than in intellectually unbalanced groups.

The newness of the tasks and keen interest in performing the work were of great importance. The high level of interest in the following laboratory works was due to the teacher's justification of the practical side of the work.

Oddly enough, classes where calculations were the key point of work were more interesting for students of humanitarian specialties, because in most cases they work with texts and at the verbal level. On the other hand, classes involving processing, analysis and choosing the optimal solution were the most interesting for students of technical specialties.

According to the survey, the preparation of essays and presentations, both individual and group, does not contribute to the assimilation of information and self-development for all students (more than 82% of respondents).

Collective work, when almost all students of the group were involved, gave positive results in certain aspects. A sense of unity, healthy competition, exchange of information and opinions was achieved in this way. But the collective work of students has a number of objective disadvantages: first of all, not everyone is able to work at the same pace, and secondly, the mental abilities and knowledge of all students in the group are at different levels. In addition, the peculiarities of character and behavior (shyness or, on the contrary, frankness, stiffness, etc.) did not always give the opportunity to work at the appropriate level of students' abilities (~ 10%), in particular, some did not have time to simply express their opinion and demonstrate their knowledge (~ 5%). Such imbalance is inevitable and requires, first of all, certain professionalism from the teacher to organize the process so that the work covers all students without exception. Therefore, especially if the teacher knows the students not only from the academic point of view, but at least superficially orients themselves in their personal characteristics, working in small groups creates a favorable environment. Thus, the formed small groups make it possible to implement those questions and avoid those problems that may arise during the collective work of a team that includes 20-25 people.

Summarizing what has been said, we can conclude that small groups of 4-6 people make it possible to transform the educational process so that all students have equal opportunities to complete the tasks set in class.

Observations have shown that the effectiveness of training will be much better if students are divided according to the following characteristics:

groups that take into account the level of training of students and have a collective task to do;

groups that are united by a common goal and interact very well with each other due to personal composition;

the desire of the subgroup members to receive mutual assistance and realize their skills. teaching gamification creative skill

Actually, the personality of the teacher himself, not only as a professional, but also as a person, plays a great role in the development of cognitive activity of students, both individually and as a group. So, 70% of respondents noted that the personal characteristics of the teacher are of significant importance to them, if classes are held "live"; on the other hand, only 38% of the respondents considered the personal characteristics of the teacher to be important if the classes are held in a distance format.

Essentially, the teacher should be compass or navigator in the knowledge system, because today no one is surprised by the acquired discrete knowledge, because of this, the teacher has the task of directing students to use information based on its analysis and selection of true/false, relevant/irrelevant, important/unimportant, etc. In other words, the teacher must develop the skills of selecting and analyzing information in a specific field.

Speaking about the teaching of safety disciplines, it is important to have one's own ability to be guided by certain standards related to specific activities and to set a number of priorities to ensure the future safety of employees at specific workplaces, because these current standards are formed both at the state and international level. However, this approach is incomprehensible to many students, so in the conducted survey, 20% of students noted that such skills are acquired directly at current workplaces and only then they master the information and knowledge that is necessary specifically at this workplace. Although the same students noted that when working with standards and regulations, it is necessary to have a certain level of training. Therefore, their understanding of this appeared after working with standards during laboratory and practical work. At the same time, the interviewees noted that the opinion expressed by them has an exclusively subjective understanding of the problem.

For comparison: a study was conducted in Uzbekistan, which showed that «It is necessary to develop a set of problems that will be presented to students for the implementation of each practical lesson and their solution. A copy of the problems and the information needed to solve them are given in the tables. The student takes all the information necessary to solve the problem from the manual and copies it on the first page of the practice book. In order to ensure the effective conduct of practical training by students, they are instructed to independently draw a diagram of the programming, computer graphics or computer equipment being taught. For the successful conduct of practical training, the teacher must create interesting questions specific to this lesson and achieve the goal by asking these questions to students». [6] According to the author, this approach significantly increases the effectiveness of training.

Students divided into groups work together on the same problem not only in the format of classes, but also outside the educational institution, that is, they interact in the format of independent self-education. Students' creative abilities and social skills can be developed by jointly solving problems posed by the teacher and mastering new concepts, but only under the condition of exchanging information and learning skills with each other in a specific subgroup. The traditional presentation of the educational material allows for better assimilation of the educational material in contrast to the common frontal method, but only if the teacher takes time to discuss problematic issues that may arise with specific students or subgroups of one large educational group. Such interaction reduces pressure on the teacher during the lesson and gives the opportunity to perceive the educational material in a new way. Therefore, it can be considered as implementation of the method of interval repetitions.

In the conditions of pandemic and constant power outages in Ukraine during the war, there is a forced transition for students to independent study of individual topics, which facilitates the exchange of places between independent and classroom work. This is how the so-called "Flipped Classroom" technology works, when the types of information presentation and exchange are switched. In fact, the teachers answered the problematic questions that arose from the students during the independent study of individual topics and thus conducted classes in an online format. At the same time, the possibility of comparing one's opinion with the opinions of colleagues is expanded due to the fact that the processing of the material caused different questions for each student of the group, which made it possible to see the problem from a different angle, despite the fact that they were related to the same topic. Therefore, the exchange of information took place not only between the teacher and a specific student, but between the whole group, which caused direct interaction at the expense of which the work of the entire audience took place, making it possible to understand the material in detail and to activate the knowledge of each person present and to solve problems that arose during certain calculations or analysis of certain information.

As the experience of writing calculation and graphic works has shown, on the one hand, that gives the student the opportunity to implement the process of independent work in such a way as to set priorities and formulate a way to achieve the final goal. However, if the tasks are similar in a group of students, then usually such independent work does not exist, since it takes place in small groups of 2-3 people. It is also possible that stronger students give their work as an example for solving, and thus, an individual approach to solving the tasks is lost.

The development of IT technologies and the computerization of society is gradually introducing the concept of gamification of an educational session, and therefore there is a substitution of certain concepts, when conducting classes in this format is perceived as not serious and unimportant for individual students. At the same time, the advantages of this form of conducting classes are: actualization of memorization, avoidance of the fear of making mistakes due to the perception of everything as a game process, development of creative and intellectual-cognitive abilities against the background of assimilation of the necessary knowledge. However, receiving the task in the traditional form requires the student to search for answers in available sources, but to avoid plagiarism, it is necessary to process this information with the output of ideas inherent only to him.

Another educational technology VAK is a modern teaching method whose effects can be seen clearly. We divide Leaner into three categories: visual, audio, and kinesthetic (motor). It is necessary to recognize to which educational category they belong, or the teacher must know to which category her students belong. The VAK learning method was originally introduced in the 1920s to help children with dyslexia. However, the use of this teaching method in universities causes certain problems. Probably, that is why in the countries of Eastern Europe, the Crossover Learning method is quite popular, the essence of which is which uses both formal and informal teaching and learning environments. In other words, this method involves learning not only in the classroom, but also in the museum, at the factory, etc., so that there is a connection between theory and practice.

Conclusions

Summarizing the above, it can be noted that all modern teaching methods can be reduced to the following: collaborative learning, spaced learning, flipped classroom, selflearning, gamification, VAK training.

However, teachers' use of classical methods is also an interesting approach, because through them students can synthesize information easier. In education creativity and innovation play an essential role because through them students can achieve higher performance. Several tasks are established for them when teachers need to use students' creativity and knowledge. They need to be a part of a team and be able to perform several activities in order to develop new skills.

In 2022, the "Strategy for the Development of Higher Education in Ukraine for 2022-2032" was adopted, which defines directions of development of the higher education system at the current stage of the development of society and the country's economy and defines its main characteristics, which are foreseen for the integration of Ukraine into the European community with taking into account the development of an inclusive, innovative and interconnected public space. [8]

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