Abstract:

After two decades, Ukraine still struggles to establish consistent expectations and a research base of classroom applications to modernize distance education technology and pedagogies aligned with international standards. This report analyzes student feedback from a web-blended pilot class in the foreign languages teacher education program at Vinnytsia State Pedagogical University to identify factors that contributed toward student engagement and learning. The class used Skype technology to present guest lecture/discussion sessions hosted by international speakers. A free Google Education Application was used to provide access to instructional materials and conduct biweekly asynchronous forums moderated by local and guest faculty. Student feedback indicated increased engagement and interest in course content through ease of access, flexibility in scheduling, increased opportunity for self-expression and development of ideas, and exposure to varied perspectives. Students also noted issues with reliability of internet service, message load and time management, and made recommendations for improvement.

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