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    Designing module "presence and online tutoring" for the massive open online course "ict tools for e-learning"
    (Univ Defence, Brno, 2017) Sekret, Iryna; Morze, Nataliia
    The authors disclose their experience of designing one module of the course, considering main steps in the process, specifics of the teamwork, the module's structure and content, forms of the teaching material representation, ICT tools applied. The study is accompanied with a list of problems which were encountered during the process of the module design, and solutions found in the process of work. Due to the fact that MOOC remains to be a pedagogical novice and there is a scarcity of instructions on designing the MOOC course, the study is believed to contribute to the development of the MOOC methodology and instructional design in online learning by sharing actual experience and discussing applied problems. The methods of the research include literature analysis, reviewing the findings of the recent projects and case studies in the area of MOOC, analysis of the authors' own experience.
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    Designing the syllabus of the course “internet technologies in translation” with the reference to the translation competences and challenges of the market
    (Univ Silesia, 2017) Sekret, Iryna
    The paper is aimed to shed the light upon problems of designing the content and syllabus of the course "Internet Technologies in Translation". By the method of the literature review the study discusses several research questions concerning the key competences of the effective translator, market demands to translators to perform professionally applying ICT tools, milestones in developing technologies for the purposes of the professional translation, enhancing digital competences of the pre-service translators in the context of the formal education. Based on the analysis of the recent publications and successful practices of other institutions the tentative syllabus is designed and presented in the paper. The conclusion of the article discusses solutions for the research questions as recommendations for defining the content and designing the course aimed to develop digital competences of pre-service translators.
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    Enhancing development of the pre-service translators' professional competences via the project work: a case study
    (Center Higher Education Studies, 2017) Sekret, Iryna
    The study is purposed to shed the light upon of the experience of introducing project work in the pre-service translators' training as a means of enhancing development of their professional competences together with their professional awareness by obtaining early practical insights into translation as a profession. The case study is urged by the fact that while studying at the university and taking theoretical courses on Translation the students tend to loose their learning motivation, being Overwhelmed with the theoretical material and unable to adjust theories to their preliminary beliefs about translation as a profession. Having scarcity of the language experience and a conviction that the translator's profession is totally practical, the students come up with constant questioning on the necessity to enter theoretical discourse on translation studies perceiving it as a burden in their training program. Considering the fact that the theoretical courses on Translation Studies are taught to the students during their first years of the university training and their theoretical immaturity in terms of abilities to comprehend complexity of the translation theories, the author of the study views it as an absolute need to budge the theoretical knowledge with the real profession of the translator in order to demonstrate to the students a direct connection and cause-effect relations between the theory and practice in the area of translation. Moved by the specified conditions the project work was designed and implemented into the course "Introduction to Translation" and "Linguistics" in order to bring the students to gain practical insights into the real context of the language functioning and translators' profession via interacting with different social communities, in-service translators, observing translators' work and interviewing them on their actual experiences and professional routines. Another concern of the case study was to evaluate the project work in terms of its potential to develop professional competences of pre-service translators considering the fact that traditional methods of teaching rather theoretical than practical and rather transmitting the knowledge than constructing and developing competences. The research entailed such methods as teaching experiment, free and structured interviewing, analysis of the students' reflections on their infield experience, observation. By this case study it was proved that implementation of the project work allows broadening the context of learning, overstepping the limits of the classroom and complexity of the theoretical input via connecting learning with the actual experiences and communities which deal with languages and translation. Realisation of the project work requires and develops not only knowledge part of the professional competence but involves much broader range of skills and competences which are not attainable under the conditions of the traditional lecturing. The findings and conclusions of the study are believed to contribute to the methodology of training pre-service translators in terms of applying more effective methods of teaching aimed to facilitate the development of the students' professional competences and their professional awareness.
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    From face-to-face teaching to online tutoring: Challenges, solutions and perspectives
    (Springer International Publishing Ag, 2019) Sekret, Iryna; Durmuş, Soner; Gürer, Melih Derya; Curaoğlu, Orhan
    The chapter reports on the results of the case study related to the implementation of online tutoring in one of the state universities in Turkey. The research is a qualitative study based on the free interview of the focus group of online tutors and ICT experts on their experiences and problems they faced during their first year of online tutoring to the university students. The problems identified were grouped in four clusters (a) technical, (b) managerial, (c) instructional and (d) psychological. Based on the findings, a complex of solutions have been suggested and being implemented into practice in order to enhance the quality of online tutoring in the framework of the formal university education. The main purpose of the enhancements is to raise the online tutors’ competences in ICT tools for online tutoring purposes and to reformat their teaching experience from the face-to-face mode of teaching to the specifics of online tutoring and communication mediated by appropriate ICT tools. Considering the results of the study, we developed an outline of skills and competences required for an online tutor and formulated principles of effective online tutoring. The results of the case study imply that the online tutor’s competences should include the areas of the pedagogy and methodology of online tutoring, strategies of online instruction and managing appropriate ICT tools.
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    MOOCs as an alternative tool for providing access to education for refugees: a pilot study in Turkey
    (Univ Defence, Brno, 2017) Sekret, Iryna; Döş, Bülent
    The study is aimed to bring to the discussion the problem of providing access to education for refugees via MOOCs (Massive Open Online Courses) as a tool which may contribute to developing an individualized path to education and, therefore, a quicker adaptation to the environments of the hosting countries for refugees. With this purpose the educational potential of the MOOCs to meet refugees' learning needs is analyzed based on the responses from the university instructors on their usage of ICT tools in teaching, general attitude towards MOOCs and applicability of MOOCs to the refugees' situation. The methods of the study include literature review, observation, analysis of recent case studies, and semi-structured interview. Based on the research results and analysis of the current practices of MOOCs designed for the learning needs of the refugees in different countries, the paper outlines in brief the learning needs which may be targeted by MOOCs and perspectives of involving the university instructors from Turkey to the MOOCs practices.
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    Multilevel study of the higher education challenges caused by the migration crisis in Turkey
    (Springer International Publishing Ag, 2019) Sekret, Iryna; Jansen, Darco
    he study is aimed to analyse challenges of the higher education which have been caused by the migration crisis for a few last years in Turkey. As it is known the refugees that flow from Syria, Iraq and other war-affected countries have drastically transformed the European space in terms of culture, communication, policies in education and employment. The paper concerns the higher education system in Turkey which has become the largest refugee population country in the world. Using a multilevel approach, the paper scrutinises educational policies including the European Commission statements, policies issued by the Turkish government and Higher Education Council in Turkey, and provides an overview of the situation in education concerning the Syrian refugee’s children in camps and public schools. The special focus is on the current situation in higher educational establishments and the refugee’s impact on the teaching and learning processes. With this purpose the instructors from universities located in different parts of Turkey were invited to respond to a specially designed questionnaire for obtaining their insights on the problems and specifics of teaching refugees. Considering peculiar conditions of the refugees due to their sociocultural and educational background, the potential of MOOCs (massive open online courses) as an alternative means of providing access to education is under discussion. With this concern the experts’ opinion on MOOCs are analysed together with such pre-requisitions as the status of MOOCs in higher institutions in Turkey, ICT tools utilised by instructors in their teaching, attitudes towards MOOCs and applicability of online learning for the refugees’ education. The paper concludes with the recommendations on developing MOOCs for the learning purposes of refugees and ways of implementing online learning in their educational practices.
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    Problems, experiences, and perspectives of implementing social media in online tutoring
    (Wolters Kluwer Cr A S, 2016) Sekret, Iryna
    With extensive implementation of online tutoring at the level of the university education and a boost of social media use for learning purposes, the question arises if social media tools are beneficial for the quality of online tutoring or, it is a distraction which overburdens tutors and students, and whose functions can be successfully realised within learning management systems (LMS). Due to the urgency of the issue, the study is aimed to analyse current problems, experiences and perspectives of implementing social media in the format of online tutoring with the reference to the formal education. The research is based on the analysis of the recent case studies, projects and theories concerning online tutoring and social media. Based on the findings the paper lays out specifics of online tutoring methodology, defines clusters of ICT tools required to realise different purposes of online tutoring. Together with that, the paper highlights features and activities of online tutoring which can be realised with the help of social media tools. Based on the analysis of the recent research, main features of social media which are disputable in the context of online tutoring have been distinguished. They are: 1) the role of social media in enhancing learning outcomes; 2) capabilities of social media to facilitate collaborating learning; 3) the role of social media in facilitating communication, personal and group development; 4) establishing learning communities with social media; 5) students' willingness to use social media for learning purposes; 6) the ability of social media to develop critical thinking and creativity; 7) manageability of social media versus LMS interface. In the context of the distinguished features the benefits and perils of social media from the perspectives of different experiences are discussed. In the conclusion the paper presents recommendations on social media implementation in online tutoring regarding the problems discovered.
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    Using effective and adequate IT tools for developing teachers' skills
    (Inderscience Enterprises Ltd, 2017) Smyrnova-Trybulska, Eugenia; Morze, Nataliia; Pavlova, Tatiana; Kommers, Piet A. M.; Sekret, Iryna
    This article describes preliminary results of the implementation of Work Package 4 'Selection and testing new IT tools' within the framework of the international research network IRNet (www.irnet.us.edu.pl) and by researchers from partner institutions from Portugal, Poland, Ukraine, Russia, Czech Republic, the Netherlands and Turkey. These results relate to an analysis and study of a category of IT tools for making presentations and didactic videos, for formative continuous assessment (real-life and online), remote collaborative work and virtual meetings, virtual rooms, learning management systems for educational process support, online tutoring and social media. The package period has been divided into main stages: 1-5.