Using Digital Technologies to Improve the Efficiency of Discussion Environments for Economics Students During COVID-19

Askadula Sabirov, Fariza Aituganovna Ismagambetova, Alexander Leonidovich Yurchenko

Source Title: International Journal of Web-Based Learning and Teaching Technologies (IJWLTT)17(1)

ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781799893509|DOI: 10.4018/IJWLTT.296726

MLA

Sabirov, Askadula, et al. "Using Digital Technologies to Improve the Efficiency of Discussion Environments for Economics Students During COVID-19." IJWLTT vol.17, no.1 2022: pp.1-13. http://doi.org/10.4018/IJWLTT.296726

APA

Sabirov, A., Ismagambetova, F. A., & Yurchenko, A. L. (2022). Using Digital Technologies to Improve the Efficiency of Discussion Environments for Economics Students During COVID-19. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 17(1), 1-13. http://doi.org/10.4018/IJWLTT.296726

Chicago

Sabirov, Askadula, Fariza Aituganovna Ismagambetova, and Alexander Leonidovich Yurchenko. "Using Digital Technologies to Improve the Efficiency of Discussion Environments for Economics Students During COVID-19," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 17, no.1: 1-13. http://doi.org/10.4018/IJWLTT.296726

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Abstract

The article is devoted to studying the impact of digital technologies on providing an efficient educational discussion environment against the background of isolation and social distancing caused by COVID-19 preventive measures. The course structuring allowed fostering a better understanding of educational activities. The use of popular online communication tools positively influenced educational communication effectiveness. The conscious attitude to training facilitated the formation of a corporate culture of engagement in the learning environment. Thematic and consulting support provided by academic assistants allowed forming a sense of confidence. The implementation of the concept of business gamification provoked an increase in students’ interest in practical training and entailed greater participation in learning. The relevance of the creative work topic enabled students to express their own view on professional activity and reinforced the desire for using the gained knowledge and experience in practice.