Science for Education Today, 2019, vol. 9, no. 2, pp. 108–125

Distant student-teacher interaction based on modern information and communication technologies

Fedorova G. A. 1 (Omsk, Russian Federation), Ragulina M. I. 1 (Omsk, Russian Federation), Udalov S. R. 1 (Omsk, Russian Federation), Lapchik M. P. 2 (Omsk, Russian Federation)
1 Omsk State Pedagogical University
2 Corresponding author, Omsk State Pedagogical University

Introduction. The article addresses the problem of enhancing practice-oriented learning of undergraduate students in the context of purposeful development of additional communicative components of their ICT-competence. The purpose of the study is to reveal the conditions for the development of distant student-teacher interaction based on modern information and communication technologies.
Materials and Methods. Methodological basis for the study is composed of activity, environmental, competence-based approaches to learning. Purposefully organized educational process with the participation of students and teachers is based on the systematic use of network communications. Dynamics of developing ICT-competence of undergraduate students was evaluated by means of pedagogical experiment based on the following methods: tests; assessment of performing problem-solving tasks; questionnaires; identification of the individual level of student`s teaching abilities and creative productivity by means of observation.
Results. The authors revealed special communicative ICT-competencies and corresponding educational outcomes and developed methods of distant creative student-teacher interaction within the framework of implementing educational, methodological and research projects. The research showed that didactic conditions created for practice-oriented learning of undergraduate education students based on distant cooperation with practicing teachers and aimed at mastering and using modern information and communication technologies in real educational process of schools ensure the positive dynamics of developing ICT-competence of prospective teachers. The effectiveness of the proposed approach for the development of special communicative ICT-competencies in future bachelors of education was proved experimentally, as well as their positive motivation to learn about the innovative aspects of modern schools and the nature of teaching profession.
Conclusions. The authors summarize the conditions for the effective development of distant student-teacher interaction on the basis of modern information and communication technologies.


Bachelor of education; ICT-competence; Virtual creative groups; Distant technologies; Practice-oriented training; Information educational environment; Social partnership

Prominence Percentile SciVal: 98.749 Technology Integration | Pre-service Teachers | IPAD

Distant student-teacher interaction based on modern information and communication technologies

For citation:
Fedorova G. A., Ragulina M. I., Udalov S. R., Lapchik M. P. Distant student-teacher interaction based on modern information and communication technologies. Science for Education Today, 2019, vol. 9, no. 2, pp. 108–125. DOI:
  1. Almerich G., Orellana N., Suárez-Rodríguez J., Díaz-García I. Teachers’ information and communication technology competences: A structural approach. Computers and Education, 2016, vol. 100, pp. 110–125. DOI:
  2. Alt D. Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and Teacher Education, 2018, vol. 73, pp. 141–150. DOI:
  3. Avidov-Ungar O., Forkosh-Baruch A. Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation. Teaching and Teacher Education, 2018, vol. 73, pp. 183–191. DOI:
  4. Chen X., Breslow L., De Boer J. Analyzing productive learning behaviors for students using immediate corrective feedback in a blended learning environment. Computers and Education, 2018, vol. 117, pp. 59–74. DOI:
  5. Durksen T. L., Klassen R. M., Daniels L. M. Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning. Teaching and Teacher Education, 2017, vol. 67, pp. 53–66. DOI:
  6. Golitsyna I. Educational process in electronic information-educational environment. Procedia – Social and Behavioral Sciences, 2017, vol. 237, pp. 939–944. DOI:
  7. Hao Y., Lee K. S. Teachers’ concern about integrating Web 2.0 technologies and its relationship with teacher characteristics. Computers in Human Behavior, 2015, vol. 48, pp. 1–8. DOI:
  8. Lemon N., Wilson A., Oxworth C., Zavros-Orr A., Wood B. Lines of school-university partnership: Perception, sensation and meshwork reshaping of pre-service teachers’ experiences. Australian Journal of Teacher Education, 2018, vol. 43 (10), pp. 81–97. DOI:
  9. McDonald M., Kazemi E., Kavanagh S. S. Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 2013, vol. 64 (5), pp. 378–386. DOI: https://10.1177/0022487113493807
  10. Mtebe J. S., Mbwilo B., Kissaka M. M. Factors influencing teachers’ use of multimedia enhanced content in secondary schools in Tanzania. International Review of Research in Open and Distributed Learning, 2016, vol. 17 (2). DOI:
  11. Ojeda P. B. A., Aguilar M. F. G., Zeran E. S. Initial teacher training and information and communication technologies at university of Magallanes-Chilean Patagonia. Digital Education Review, 2016, no. 30, pp. 135–146. DOI:
  12. Powell C. G., Bodur Y. Teachers’ perceptions of an online professional development experience: Implications for a design and implementation framework. Teaching and Teacher Education, 2019, vol. 77, pp. 19–30. DOI:
  13. Prenger R., Poortman C. L., Handelzalts A. Factors influencing teachers’ professional development in networked professional learning communities. Teaching and Teacher Education, 2017, vol. 68, pp. 77–90. DOI:
  14. Quartz K. H., Weinstein R. S., Kaufman G., Levine H., Mehan H., Pollock M., Priselac J. Z., Worrell F. C. University-partnered new school designs: Fertile ground for research-practice partnerships. Educational Researcher, 2017, vol. 46 (3), pp. 143–146. DOI:
  15. Tondeur J., Aesaert K., Prestridge S., Consuegra E. A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies. Computers and Education, 2018, vol. 122, pp.  32–42 DOI:
  16. Turvey K., Hayler M. Collaboration and personalisation in teacher education; the case of blogging. Teaching and Teacher Education, 2017, vol. 68, pp. 42–52. DOI:
  17. Tsai Y., Lin C., Hong J., Tai K. The effects of metacognition on online learning interest and continuance to learn with MOOCs. Computers and Education, 2018, vol. 121, pp. 18–29. DOI:
  18. Xie K., Tosto D., Chen G. S., Vongkulluksn W. V. A systematic review of design and technology components of educational digital resources. Computers and Education, 2018, vol. 127, pp. 90–106. DOI:
  19. Zuiker S. J., AngD. Virtual environments and the ongoing work of becoming a Singapore teacher. The Internet and Higher Education, 2011, vol. 14 (1), pp. 34–43. DOI:
  20. Abykenova D. B., Assainova A. Z. Forming master's degree students’ ICT competencies as future researchers and educators: A Kazakhstan case study. Novosibirsk State Pedagogical University Bulletin, 2017, no. 1, pp. 34–48. (In Russian) DOI: URL:
  21. Atanasian S. L. Features of informatization of educational activity in pedagogical universities. RUDN Journal of Informatization in Education, 2009, no. 2, pp. 5–13. (In Russian) URL:
  22. Bolotov V. A. To the questions on the reform of pedagogical education. Psychological Science and Education, 2014, vol. 19, no. 3, pp. 32–40. (In Russian) URL:
  23. Kuznetsov A. A., Suvorova T. N. Training of teachers for development, assessment of quality and application of electronic educational resources. Pedagogy, 2016, no. 1, pp. 94–101. (In Russian) URL:
  24. Lapchik M. P. ICT Competence of bachelors of education. Computer Science and Education, 2012, no. 2, pp. 29–33. (In Russian) URL:
  25. Spirina Y. A., Kazimova D. A., Mulikova S. A. Development of university information educational environment as a condition of improving educational-methodical work. Novosibirsk State Pedagogical University Bulletin, 2017, no. 4, pp. 26–39. (In Russian) DOI: URL:
Date of the publication 30.04.2019