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    ItemOpen Access
    EFFECT OF PROCTORING SYSTEM DURING ONLINE EDUCATION
    (2022 International Young Scholars' Conference, 2022) A. Baimukhanov; G. Netaliyeva; A. Ramatulla; D.Yermukhanov; N. Shynarbek
    Abstract The unexpected emergence of Covid-19, as well as the accelerated transition of all students to online education, caused significant disruption for both students and faculty. Overinflated grades as a result of academic dishonesty are one of these issues. Instructors were recommended to use a proctoring system in order to reduce the number of cases of improper behavior. The goal of this study is to compare the results obtained by 4 consecutive tests that were conducted on an online platform, where the first 2 were conducted without a proctoring system, and the next 2 with a proctoring system. The results of 352 students showed that the usage of the proctoring system has led to lower test scores, longer test completion times, and greater test score variances on exams.
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    ItemOpen Access
    APPLYING PROJECT-BASED LEARNING PRINCIPLES ON BLENDED LEARNING CLASSROOM: STUDENTS’ PERCEPTION
    (СДУ хабаршысы - 2020, 2020) D. Anayatova; Z. Kostaubayeva
    Abstract. In recent years, there has been a push towards innovative methodologies of English language teaching including blended learning approach and project-based learning (PBL). However, there is a lack of both training of teachers and research on blended learning in Central Asian higher education institutions. This case study takes place in the department of Engineering with first and second-year students attending English for professional purposes at the University of Suleyman Demirel. “Schoology™ was chosen as a platform for blended-learning (learning management system (LMS) and “WebEx” for online learning platforms. The aim of the study is to explore students’ perceptions of blended learning and understand its effectiveness in employing project-based learning. Aspects of PBL were implemented as a methodological tool including challenging problems, sustained inquiry, authenticity, student voice and choice, reflection, critique and revision, and public product. The study is action research which includes a survey consisting of both Likert scale and open-ended questions; informal observation of students during face-to-face classes and group work activities and content analysis of students’ reflections and self-reports were used to triangulate data.