Educational Activities: Key Theoretical Concepts and Characteristics in the Digital Age.
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| Title: | Educational Activities: Key Theoretical Concepts and Characteristics in the Digital Age. |
|---|---|
| Authors: | Butenko, Liudmyla1 llbutenko@gmail.com, Ishutina, Olena2 olenaishutina@gmail.com, Shekhavtsova, Svitlana1 shekhavtsova1@gmail.com, Shvyrka, Viktoriia1 vshvyrka@gmail.com, Pavliuk, Olena1 ep290477@gmail.com |
| Source: | International Journal of Special Education. 2026 Special Issue, Vol. 41, p188-201. 14p. |
| Subject Terms: | *Blended learning, *Digital literacy, *Motivation (Psychology), *Activity programs in education, *Instructional systems, *Teaching methods, Digital technology, Psychological factors |
| Abstract: | The aim of the study was to empirically define the features of students’ educational activities in the digital age through the comparative analysis of three learning formats, traditional online, blended, and adaptive, and to test their influence on cognitive variables, motivational/emotional components, and digital competences. The study was implemented in the experimental format of a randomized comparative experiment with pre- /post measurements of indicators involving students of a Ukrainian university. The methodological basis was an integrative theoretical framework, which combines various paradigms (connectivist, cognitivist, humanistic, and constructivist) for the analysis of educational activities in a digital environment. Empirical data were collected using a standard battery of tests, questionnaires, digital analytics of learning platforms, and semistructured interviews. Quantitative data were collected on cognitive achievement, motivation, social activity, digital competences, and a digital activity index; qualitative data were collected on students’ subjective experience of learning in different environments. The results revealed that the adaptive format demonstrated higher learning results and a higher development of digital competences, while the blended format demonstrated a higher development of motivation and social components. Statistically significant correlations between digital activity and achievement and digital competences were identified. The practical value of the research can be implemented in the elaboration of flexible models of education, combining personalization of learning with its socialization. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194880361 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Educational Activities: Key Theoretical Concepts and Characteristics in the Digital Age. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Butenko%2C+Liudmyla%22">Butenko, Liudmyla</searchLink><relatesTo>1</relatesTo><i> llbutenko@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Ishutina%2C+Olena%22">Ishutina, Olena</searchLink><relatesTo>2</relatesTo><i> olenaishutina@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Shekhavtsova%2C+Svitlana%22">Shekhavtsova, Svitlana</searchLink><relatesTo>1</relatesTo><i> shekhavtsova1@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Shvyrka%2C+Viktoriia%22">Shvyrka, Viktoriia</searchLink><relatesTo>1</relatesTo><i> vshvyrka@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Pavliuk%2C+Olena%22">Pavliuk, Olena</searchLink><relatesTo>1</relatesTo><i> ep290477@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2026 Special Issue, Vol. 41, p188-201. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Activity+programs+in+education%22">Activity programs in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems%22">Instructional systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+factors%22">Psychological factors</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The aim of the study was to empirically define the features of students’ educational activities in the digital age through the comparative analysis of three learning formats, traditional online, blended, and adaptive, and to test their influence on cognitive variables, motivational/emotional components, and digital competences. The study was implemented in the experimental format of a randomized comparative experiment with pre- /post measurements of indicators involving students of a Ukrainian university. The methodological basis was an integrative theoretical framework, which combines various paradigms (connectivist, cognitivist, humanistic, and constructivist) for the analysis of educational activities in a digital environment. Empirical data were collected using a standard battery of tests, questionnaires, digital analytics of learning platforms, and semistructured interviews. Quantitative data were collected on cognitive achievement, motivation, social activity, digital competences, and a digital activity index; qualitative data were collected on students’ subjective experience of learning in different environments. The results revealed that the adaptive format demonstrated higher learning results and a higher development of digital competences, while the blended format demonstrated a higher development of motivation and social components. Statistically significant correlations between digital activity and achievement and digital competences were identified. The practical value of the research can be implemented in the elaboration of flexible models of education, combining personalization of learning with its socialization. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 188 Subjects: – SubjectFull: Blended learning Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Activity programs in education Type: general – SubjectFull: Instructional systems Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Digital technology Type: general – SubjectFull: Psychological factors Type: general Titles: – TitleFull: Educational Activities: Key Theoretical Concepts and Characteristics in the Digital Age. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Butenko, Liudmyla – PersonEntity: Name: NameFull: Ishutina, Olena – PersonEntity: Name: NameFull: Shekhavtsova, Svitlana – PersonEntity: Name: NameFull: Shvyrka, Viktoriia – PersonEntity: Name: NameFull: Pavliuk, Olena IsPartOfRelationships: – BibEntity: Dates: – D: 06 M: 01 Text: 2026 Special Issue Type: published Y: 2026 Identifiers: – Type: issn-print Value: 08273383 Numbering: – Type: volume Value: 41 Titles: – TitleFull: International Journal of Special Education Type: main |
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