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Title:
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DIGITAL HYBRID LEARNING INDIVIDUAL QUALITY
ASSESSMENT IN EUROPEAN AND ORIENTAL
LANGUAGES PROGRAMS: STUDENT CASE STUDY
IN UKRAINE |
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Author(s):
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Rusudan Makhachashvili and Ivan Semenist |
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ISBN:
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978-989-8704-30-6 |
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Editors:
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Piet Kommers and Mário Macedo |
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Year:
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2021 |
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Edition:
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Single |
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Keywords:
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Hybrid Learning, e-Learning, Digital Literacy, Quality Assessment, Oriental Languages, European Languages, Survey
Study |
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Type:
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Full |
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First Page:
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11 |
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Last Page:
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22 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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The global pandemic and subsequent quarantine measures and restrictions have posed an array of challenges to the
structure and procedure of higher education workflow, which significantly influenced the scope of individual experiences,
projected outcomes and estimated quality of higher education in countries across the world. This study focus is the in-depth
assessment of the case of individual digital distance and blended learning experiences by students of different tiers
(Bachelor's level, Master's level, Graduate school level) in European (French, Italian, Spanish, English) and Oriental
(Mandarin Chinese, Japanese) Languages university level programs at Borys Grinchenko Kyiv University of Ukraine
through the span of educational activities in the time-frame of COVID-19 quarantine measures of March 2020 to January
2021. The survey and analysis of different ICT tools is used to assess the parameters and challenges of individual quality
and efficiency of translation of the real life Foreign Languages Acquisition practices into digital hybrid format, involving
activation of interdisciplinary skills and cross-sectorial activities, assisted by ICT tools. The online survey of over 300
students of European and Oriental Languages programs provides for disclosure of a comprehensive case of student
satisfaction with digitized foreign languages education, systematized individual experiences and quality estimation of
e-learning and hybrid learning in the framework of COVID-19 lockdown; assessment of individual experiences and quality
of e-learning and hybrid learning in the framework of COVID-19 lockdown as compared to traditional, face-to-face
learning formats for foreign languages; individual quality assessment of learning process design, programmed learning
outcomes and projected competencies for university programs of Oriental and European languages in the framework of
COVID-19 lockdown and quarantine measures. |
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