The use of active learning methods to stimulate student activity in the online course

Iryna Rybalko, Olha Bukrieieva, Nataliia Skrypnyk


The development of innovations and related changes in the labor market, as well as Ukraine's aspiration toward Euro integration, have led to the need for transformation of teaching media and methods in higher education. The consequence of this is a massive transition to e-learning, both in the native language and in English, which, however, creates psychological and pedagogical problems. These are difficulties for students with self-organization and self-training, establishing interpersonal contacts, maintaining the motivation to learn, and meeting a certain level of foreign language proficiency. The problems for teachers include the need to develop new teaching methods and technologies, changing the role of the teacher and the methods of interaction between participants in the educational process. The article presents the experience of mitigating these problems in the online course, "Fundamentals of Vehicle Certification" in Ukrainian and English by using active learning methods, innovative methods of motivation, and organization of reflection and communication, presenting some sections both in the native and foreign language. The introduction of this course into the educational process in the extramural form of education showed that the methods proposed by the authors reduced these problems, while the number of A and B grades increased. In addition, it was concluded that the effective use of online courses requires their preliminary approbation and further improvement, taking into account the characteristics of the discipline, experience and goals of the students.

Keywords: online course, extramural education, REAL (Rich Environments for Active Learning), active learning methods, gamification


  • Arnavut, A., Bicen, H., & Nuri, C. (2019). Students' approaches to massive open online courses: the case of Khan Academy. Brain. Broad Research ?n Artificial Intelligence ?nd Neuroscience. 10(1), 82-90.
  • Avdeiuk, O. A., & Aseeva, E. N. (2011). Problems of extramural education and ways to solve them. International Journal of Experimental Education, 3, 146-147.
  • Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative learning techniques: A handbook for college faculty. John Willey & Sons.
  • Gapinski, A. (2018). Assessment of effectiveness of teamwork skills learning in collaborative learning. Journal of Management and Engineering Integration (JMEI), 11(2), 1-15.
  • Grabinger, R. S., & Dunlap, J. C. (1995). Rich environments for active learning: a definition. Researchin Learning Technology, 3(2),5-34.
  • Hamid, F. S., & Yip, N. (2019). Comparing service quality in public vs private distance education institutions: evidence based on Malaysia. Turkish Online Journal ?f Distance Education, 20(1), 17-34.
  • Ilin, E. P. (2003). Motivation and motives: tutorial. Piter.
  • Johnson, D. W., Johnson, R. T., & Smith, K. A. (2006). Active learning: Cooperation in the college classroom. Interaction Book Company.
  • Khalin, S. M. (2003). The nature of metacognition and its principles. Tyumen State University Herald, 2, 258-266.
  • Korobii, E. B. (2014). Intensification of educational and cognitive activities of students as a pedagogical problem. Theory and Practice of Social Development, 3, 141-144.
  • Kulaichev, A. P. (2017). Methods and means of complex data analysis: tutorial. Forum: INFRA-M.
  • McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Forrest Cataldi, E., & Bullock Mann, F. (2018). The condition of education 2018. National Center for Education Statistics.
  • Ministry of Education and Science of Ukraine. (2013). On Approval of the Regulations on Distance Learning. Order No 466. Ukrpravinform.
  • Moskalenko, A. M. (2015). History of national pedagogy: tutorial. Taras Shevchenko National University of Kyiv.
  • Nerona, G. G. (2017). Enhancing students' achievement and self-assessed learning outcomes through collaborative learning strategies in various engineering courses. Global Journal of Engineering Education, 19(3), 231-236.
  • Pappas, Ch. (2015). How to create a motivational eLearning experience: 6 tips for eLearning professionals.
  • Petrushanko, T. O., Hasiuk, N. V., Moshel, T. M., Popovych, I. Yu., & Bublii, T. D. (2013). Discussion as one of the methods of stimulating educational and cognitive activity of medical students in the fwork of the student scientific society. World of Medicine and Biology, 3(39), part I, 164-166.
  • Sprenger, R. K. (2014). Mythos Motivation: Wege aus einer Sackgasse. Campus.

Iryna Rybalko

The author helds a Ph.D. in Engineering and works as an Associate Professor at the Department of Technology of Mechanical Engineering and Repair of Machines of Kharkiv National Automobile and Highway University. She has more than 25 years overall experience in teaching and scientific research. The particular areas of her scientific interests are vehicle certification, standardization, and preparing students for scientific research.

Olha Bukrieieva

The author helds a Ph.D. in Engineering and works as an Associate Professor at the Department of Metrology and Industrial Safety of Kharkiv National Automobile and Highway University. She has authored and co-authored more than 50 academic and professional papers focussed on teaching standardization, certification and metrology; e-learning and blended learning.

Nataliia Skrypnyk

The author helds a Ph.D. in Pedagogy and works as an Associate Professor at the Department of Foreign Languages of Kharkiv National Automobile and Highway University. She has eighteen years of experience in teaching languages for specific purposes. Her research interests include the issues of teaching methodology in foreign languages and blended learning.

About the article


The article is in the printed version on pages 47-53.

pdf read the article (English)

How to cite

Rybalko, I., Bukrieieva, O., & Skrypnyk, N. (2020). The use of active learning methods to stimulate student activity in the online course. e-mentor, 4(86), 47-53.