Results of Digital Competence Development for Philology Students within Blended Learning

Abstract

The relevance of the problem is due to dynamic changes in digital society. The study aims to determine and compare the levels of digital competence development for future philologists-teachers before and after studying the module “Digital Training Tools”. The research methodology provided consideration of the target, content and procedural aspects of digital competence development for future philologists within limits of competence, activity and technological approaches. The methods of comparative analysis of scientific publications and documents on the topic, practical survey methods using Google forms, analysis of received empirical data, generalization of scientific and pedagogical workers’ experience at Ukrainian Language and Literature Faculty named after H. F. Kvitka-Osnovianenko, who ensure the implementation of educational programs in the specialty «Philology». The comparison is conducted with the help of pedagogical methods and appropriate extracurricular activities. It has been found out that the majority of philology students (90 students) of Bachelor Degree qualification in the program subject area «Philology» at the Ukrainian Language and Literature Faculty named after H. F. Kvitka-Osnovianenko and the Faculty of Foreign Philology are at the average level of digital competence development before studying the module “Digital Training Tools”. The results of the study have shown that the number of students at the average level of communication and interaction in the digital society has decreased, it is completely absent at the basic level, and it has increased at the high level. The obtained and compared results after studying the module and conducting extracurricular activities are provided: the number of students at the high level of computer literacy has increased by 17% and the number of those ones at the average level has decreased by 15%. The statistics on the levels of information literacy and ability to work with digital data are given. The results indicate the effectiveness of the offered module and activities. Conclusions. The basics for the digital competence development are defined. They are motivation and awareness of the digital competence necessity by all students in different subjects; availability of technical tools and free digital content with the native-language interface. The prospects for further research are outlined.