What are the five-five pedagogical approaches in teaching?

What are the 5 Pedagogical Approaches? There are 5 different Pedagogical Approaches: the constructivist approach, the collaborative approach, the reflective approach, the integrative approach, and, finally, the inquiry-based approach .

Who is the father of pedagogy?

Johann Heinrich Pestalozzi is revered globally as the Father of Pedagogy owing to his immense contributions towards establishing the scientific foundations of the teaching-learning process.

What is pedagogy pdf?

What is pedagogy, exactly? Merriam-Webster defines it simply as “ the art, science, or . profession of teaching .” In contemporary academic discourse, however, pedagogy is generally left. undefined — with its apparent implicit meanings ranging anywhere from a specific “model for teaching”

What are the big 5 pedagogy?

The five pedagogy standards are joint productive activity (JPA), language and literacy development (LD), meaning making (MM), complex thinking (CT), and instructional conversation (IC) .

What are the 7 domains of pedagogy?

What are the Domains of PPST? These are the seven Domains of PPST: (1) Content Knowledge and Pedagogy; (2) Learning Environment; (3) Diversity of Learners; (4) Curriculum and Planning; (5) Assessment and Reporting; (6) Community Linkages and Professional Engagement; and (7) Personal Growth and Professional Development.

Why is it called pedagogy?

Pedagogy and pedagogue come from the Greek paidos "boy, child" plus agogos "leader." Pedagogy refers to the teaching profession as well as the science of education, for example as a college subject.

What is pedagogy explained simply?

Pedagogy refers to the method and practices of a teacher . It's how they approach their teaching style, and relates to the different theories they use, how they give feedback, and the assessments they set. When people refer to the pedagogy of teaching, it means how the teacher delivers the curriculum to the class.

What is the difference between pedagogy and teaching?

Pedagogy is the combination of teaching methods (what instructors do), learning activities (what instructors ask their students to do), and learning assessments (the assignments, projects, or tasks that measure student learning).

What is the difference between pedagogy and andragogy?

Pedagogy is the teaching of children, or dependent personalities. Andragogy is the facilitation learning for adults, who are self-directed learners . Heutagogy is the management of learning for self-managed learners.

What does good pedagogy look like?

Effective pedagogies depend on behaviour (what teachers do), knowledge and understanding (what teachers know) and beliefs (why teachers act as they do). 3. Effective pedagogies involve clear thinking about longer term learning outcomes as well as short-term goals .

What is a synonym for pedagogy?

formal the art, science, or profession of educating. teaching. education. pedagogics. schooling.

What are the 5 pedagogical approaches with examples in a PDF?

This document discusses five pedagogical approaches that can enhance learning: constructivism, collaborative approach, inquiry-based approach, integrative approach, and reflective approach .

What are the 5 dimension of pedagogy?

In the educational context, social pedagogy can be described as an integrated approach to the needs of the children, with a particular emphasis on the five key dimensions: care, inclusion, socialization, educational support, and social education ( Kyriacou, 2009 ).

JOURNAL OF SOCIAL SCIENCES...Journal of Social Sciences Vol. III, no. 3 (2020), pp. 5 - 10 Fascicle Social Science ISSN 2587-3490 Topic Pedagogy and Psychology eISSN 2587-3504 Journal

TECHNICAL UNIVERSITY OF MOLDOVA
JOURNAL OF SOCIAL SCIENCES
Scientific publication founded on June 1, 2018
2020 Vol. III (3)
ISSN 2587-3490 eISSN 2587-3504
TECHNICAL UNIVERSITY OF MOLDOVA (PUBLISHING HOUSE)
„TEHNICA UTM” (PRINTING HOUSE)
Editor-in-Chief Prof. univ. Larisa Bugaian
Technical University of Moldova [emailprotected]
Editorial Board
Alexandru-Mircea Nedelea, PhD, “Stefan cel Mare” University ofSuceava, Romania Alexandru Stratan, Dr.hab, Corr. Member of theAcademy of Sciences of Moldova Anca Păunescu, Dr.hab., Universityof Craiova, Romania Carmen Nastase, Dr.hab., “Stefan cel Mare”University of Suceava, Romania Gabriela Prelipcean, Dr.hab.,“Stefancel Mare” University of Suceava, Romania Georgeta Stepanov, Dr.hab., Moldova State University Inga Stoianova, PhD, FreeInternational University of Moldova Iuliu Turcan, PhD, TechnicalUniversity of Moldova Larisa Bugaian, Dr. hab., TechnicalUniversity of Moldova Lilia Chiriac, PhD, Technical University ofMoldova Ludmila Ungureanu, PhD, Technical University of MoldovaNelly Turcan, Dr.hab., Moldova State University, InformationSociety Development Institute Margareta Florescu, Dr.hab.,Institute of Advanced Research of the Academy of Economic Studiesof Bucharest, Romania Maria Gheorghita, PhD, Technical Universityof Moldova Marilena-Oana Nedelea, PhD, “Stefan cel Mare” Universityof Suceava, Romania Nicolae Samson, Dr.hab., Gh. Asachi TechnicalUniversity of Iasi, Romania Olivia-Cristina Rusu, Dr.hab., Academyof Economic Studies of Bucharest, Romania Rafael Ciloci, PhD,Technical University of Moldova Romeo V. Turcan, PhD, AalborgUniversity, Denmark Svetlana Albu, Dr. hab., Technical Universityof Moldova Svetlana Mira, PhD, Cardiff University, UK SvetlanaCaterenciuc, PhD, Technical University of Moldova SvetlanaGorobievschi, Dr. hab., Technical University of Moldova VioricaRăileanu, PhD, Institute of Philology, Republic of Moldova
Responsible Editor Dr. hab. Rodica STURZA
Technical University of Moldova [emailprotected]
Editorial Production:
Dr. Nicolae Trifan Dr. Țurcan Iuliu
Dr. Svetlana Caterenciuc Zinaida Stratan Rodica Cujba
Main subjects areas of the Journal:
• Economics Policy and Economic Policies • Economics andManagement • Finance and Accounting • Marketing and Logistics •Arts and Design • Pedagogy and Psychology • Sociology • Philosophy• History • Philology and linguistics • Library&InformationManagement • Intellectual Property law • Cadastral law • Agro-foodlegislation • Transport legislation • Ecological legislation •International law
How to publish a paper:
1. Send the manuscript and information about the author to theEditorial Board address: [emailprotected]
2. Manuscripts are accepted only by e-mail, in template file(https://jss.utm.md/) 3. Articles are accepted in originallanguage, with name, abstract and keywords in English. 4. After areview, you will be notified of the editorial board's decision. 5.After the Journal has been published, we will send it to youimmediately by mail.
https://jss.utm.md/
CONTENT
Elena Gogoi Mentoring engineering students..................................................... 5
Natalia Burlacu Virtual classroom in digital age: concept,product and applicability...........................................................................................
11
Olga Zingan Implications for teaching specialized text reading................... 29
Cristina Lazariuc The beneficial effects of e-Governance forMoldovan society 37
Titu-Marius I. Băjenescu Comparing artificial intelligencedevelopments of superpowers: China and the US...................................................... 43
Alina Stratila System of profitability indicators in theconstruction industry..................................................................................................................
61
Marcel Danilescu Modeling access control and user actions usingtrust - based access control policies.......................................................................72
Rodica Siminiuc,
Dinu Țurcanu The impact of the pandemic on the agri-food system............. 85
Valentin Tonu, Vadim Ceban
Creation of an alternative route for natural gassupply........... 95
Viorica Ursu, Natalia Chiriac
Validity conditions of civil legal act in new civil regulationsof Republic of Moldova......................................................................104
Ina Bostan Theoretical-practical analysis of domesticregulations of Republic of Moldova in the matter of divorce............................ 121
Svetlana Albu, Anna Leșan
Assessment of cultural heritage: the legislative andmethodological framework of Russian Federation ....................134
Irina Travinskaia, Natalia Chiriac
The causes of exoneration from disciplinary liability.............. 144
Gheorghe Manolea Henri Coandă – the inventor of jet aircraft................................. 153
Journal of Social Sciences Vol. III, no. 3 (2020), pp. 5 - 10Fascicle Social Science ISSN 2587-3490 Topic Pedagogy andPsychology eISSN 2587-3504
Journal of Social Sciences September, 2020, Vol. 3
DOI: 10.5281/zenodo.3971944
UDC 378.6:62
MENTORING ENGINEERING STUDENTS
Elena Gogoi*, ORCID: 0000-0002-4159-3477
Technical University of Moldova, 168 Stefan cel Mare Blvd.,MD-2004, Chisinau, Republic of Moldova *[emailprotected]
Received: 04. 26. 2020 Accepted: 06. 12.2020
Abstract. The paper outlines the importance of making necessaryimprovements in engineering education to keep up with thehigh-speed changes in the Information Era. For the instructionalprocess to be more efficient, and to increase quality in highereducation, the academic community is extensively making hugeefforts to create meaningful learning opportunities. In thisapproach, it becomes vital for the university professor to gobeyond his traditional role of the sage on the stage and assume amore complex one, that of a mentor, the guide on the side. Ageneral framework of this transformation, surveyed in this work,serves as a window to understanding its impact on mentorship.Recent research generally confirms that mentoring relationships aretailored to facilitate personal and professional development ofboth student and mentor. This explains why the mentoring formswithin engineering education have been provided here, so that allparticipants in this exercise become aware of their role andcontribution in enhancing the efficiency of this process.
Keywords: active learning, critical thinking, education,mentoring forms, personal and professional development, softskills, teaching-learning process.
Rezumat. Prezenta lucrare evidențiază necesitatea introduceriinoilor strategii de îmbunătățire a învățământului ingineresc pentrua ține pasul cu schimbările rapide din Era Informațională.Comunitatea academică depune eforturi imense pentru a crea diverseoportunități de învățare, astfel ca procesul de instruire să devinăunul mai eficient. În acest demers, la fel de important și necesare ca profesorul universitar să își extindă activitatea satradițională de emițător de informații (așa-zisul înțeleptul de pescenă), în una mai complexă, cea de mentor (ghidul din preajmă).Astfel, rolul său de actor principal în procesul educațional,devine unul mai puțin autoritar, oferind studentului, rolulcentral. Prin urmare, un model al acestei transformări, prezentatîn acest articol, vine să faciliteze înțelegerea acestei tranzițiiși impactul acesteia asupra relației de mentorat. Cercetărilerecente afirmă că relațiile de mentorat contribuie la dezvoltareapersonală și profesională atât a studentului, cât și a mentorului.În acest context, au fost furnizate și examinate diverse forme dementorat existente în educația inginerească, astfel încât toțiparticipanții la acest exercițiu să-și conștientizeze rolul șicontribuția în sporirea eficienței procesului de instruire.
Cuvinte cheie: învățare activă, gândire critică, educație, formede îndrumare, dezvoltare personală și profesională, abilități soft,proces de predare-învățare.
mailto:[emailprotected]
6 E. Gogoi
Journal of Social Sciences September, 2020, Vol. 3
Introduction "Mentoring allows the intellectual ozone layer tobe preserved!"
Julie Latour
Mentoring, as a didactic function in higher education, hasrecently become a subject of great interest in academicenvironment. Actually, little investigation has been conducted toprove that mentorship has been fully explored in the universitypedagogy, and especially, in the engineering one. After taking acloser look at publications from our country and foreign literaturereview, we inferred that researching this topic is, unquestionably,of great value for the Technical University of Moldova. As thefundamental mission of our institution is to offer quality studiesto the young generation, academic staff will insist on formingstrong and creative personalities to become critical thinkers. Onlyby combining education, research and innovation, we can build asustainable economy and highly intelligent society.
Shifting roles: from traditional teaching to mentoring With therise of the European higher education standards in the context ofthe Bologna
Process, major reforms have to be undertaken in order to improvequality in higher education. The world we are living in, iscontinuously supplying us with fabulous amounts of informationresources and numerous interactive platforms to make our learningmore accessible. In this approach, it becomes highly imperative forthe teaching-learning process to be addressed differently. Eventhough the professors integrate modern teaching strategies and ICTtools when delivering the content, this is, still, not enough. Tomeet all these demands, it is crucial for the teacher to extend hisactivities and functions and assume the role of a mentor; as aconsequence, the teacher-student relationship turns into amentoring relationship.
Mentoring is generally accepted as an activity of people withrich experience and deep knowledge who contribute enormously to theformation of young people’s personality. This relationship hasalready covered various areas of our social life. In MorrisZelditch's opinion, “Mentors are advisors, people with careerexperience willing to share their knowledge; supporters, people whogive emotional and moral encouragement; tutors, people who givespecific feedback on one's performance; masters, in the sense ofemployers to who one is apprenticed; sponsors, sources ofinformation about and aid in obtaining opportunities; models ofidentity, of the kind of person one should be to be an academic [1,p. 11]. Based on the multiple roles suggested by the aforementionedauthor, we need to identify the instructors possibilities to carryout various activities and consider their impact on the mentees’success [2].
For the purpose of this paper, the term mentor will be taken tomean the teacher who changes his roles and switches from thetraditional patterns, from the main actor of the educationalprocess, in a less authoritarian one, leaving the central role tothe student.
This paradigm shift in the university education depends on thesociety imperatives as today successful education is not aboutholding and sharing information to students, neither is efficientlearning about passively processing and memorizing to be reproducedthe next day.
As the 21st century seems to be very demanding with regard tothe quality of engineering graduates’ abilities and competences,mentors have to teach students how to face the rigors of the labourmarket, by offering a wide range of channels to strengthen bothsoft and technical skills [3].
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Journal of Social Sciences September, 2020, Vol. 3
To reiterate the importance of these efforts, instructors willhave to implement active learning strategies oriented towards thecreation of a learning environment that will enhance thedevelopment of skills like cooperation, teamwork, problem solving,critical thinking, leadership, decision making and others.
An indispensable component of the mentoring process is tostimulate students’ growth by providing permanent and constructivefeedback in order to train their high order thinking skills.
To make it clear, mentors need to align to these newrequirements because they are directly responsible for raising aproficient generation of specialists.
Figure 1 depicts briefly the importance of understanding theteacher-mentor paradigm shift and invites the readers to thoroughlyconsider the activities happening around each actor involved in theeducational process:
Figure 1. Teacher-Mentor paradigm shift.
To get a better understanding of this idea, the professionals inengineering education need to involve their students in differentcooperative environments, create them different learning situationsand monitor their progress.
Mentors, will also insist on reflecting on what they havelearnt, the way they have applied their knowledge and strategieschosen to improve the activity output [4].
It is generally agreed that assisting students in their personaland professional development is a perspective that leads tocompetitive graduates fully equipped with all the skill setrequired by the labour market, engineers who know how toefficiently combine technology, how to work and grow in acooperative environment, how to develop real life projects andidentify viable solutions, demonstrating a high expertiselevel.
According to Nicholls, educational institutions are the placewhere students learn, but also the places where teachers’professional learning can also take place and mentoring isconsidered as a means by which teachers support their learning [In2]. As we can see this activity offers great opportunities forteachers to grow and develop through sharing experiences andlearning situations which make their endeavours visible, as themajor element of the disciples’ success is the mentor's ability toimprove the educational process.
21st century -free and accessible resources
TRADITIONAL TEACHER(sage on the stage) knows everything
- imposes his authority- conforms to the rigid curriculum
- shares knowledge
HUMBLE STUDENTS- accumulate information
- memorize huge amounts of facts - reproduce knowledge to getgraded
MENTOR(guide on the side)
is still learning
- applies active learning strategies- offers assistance inpersonal and
professional development
See Also
Academische vaardigheden college aantekeningen - Paper 4 ECTS Refletcieopdracht 1 ECTS Brightspace - Studeersnel
REFLECTIVE STUDENTS - think critically
- develop interpersonal skills - become competitive
8 E. Gogoi
Journal of Social Sciences September, 2020, Vol. 3
Mentoring networks in engineering education Many researcherscontend that mentoring describes, at first instance, a range of
complex relationships among academic staff, students andinstitution [3, 4], oriented towards mutual enhancement ofcritically reflective and independent thinking [5]. At the sametime, it has been stated that mentoring is also a journey mentorsand mentees embark on together and help each other arrive at adestination called professional excellence and good mentoring issimply the best way to get there [In 2, p. 5]. It is now clear thatall people involved in this constellation grow and evolve.
The following forms of mentoring are mentioned in literature asbeing the most popular ones: dyad, triad, e-Mentoring, group orteam mentoring, multiple mentoring, peer mentoring, reversem*ntoring etc.
Further, we are going to approach mentorship forms explainingthe way these relationships develop at different levels withinfaculty: mentor-student, student-student and mentor-mentorinteractions [6].
1. Mentor-student level a) Group mentoring:
• Mentoring first year students is meant to facilitate theadaptation of newcomers to a new environment and to monitor theiracademic progress through the designation of an official groupmentor/ tutor/supervisor [7].
• Internship mentors initiate the sophom*ore students into theinternship process as well as acquaint them with the outcomes andoutputs to be achieved [8]. Mentoring, at this level, also impliesactivities such as: organizing, monitoring and assessing thisactivity. Moreover, university mentors are always in tight contactwith the company mentor, the one who, after introducing students tothe company culture, guides them along four weeks by providingconstant feedback.
• The mentor in charge of the faculty internationalisationassists the foreign students during their adaptation period andfacilitates the process of solving the issues of cultural, socialand academic level. He will also monitor the students’ integrationinto the new environment.
• Mentoring small teams in Cooperative Learning (Problem-BasedLearning) requires a mentor’s guidance when students, organised inteams, have to solve real life problems by developing semesterprojects [9]. As it is one of the latest strategies implemented atour university, further research needs to be conducted to find howthese types of interactions impact the success of futurespecialists.
b) One-to-one mentoring (Dyad) • Supervising students in theelaboration of the bachelor, master or PhD thesis and • Counsellingdisciples in private, on request, involves discussions, guidanceand help.
2. Student-Student (Peer Mentoring) level • Guiding newcomers onthe first days at university comes from the initiative ofvarious
students from different years and study programs who are open tosupport and facilitate freshmen’s transition to a higher stage.Orientation sessions are meant to welcome peers and bring them intocontact with the academic community and the new environment.
• Providing subject-specific lectures, in an informal format, isanother way of more experienced peers or graduates to help thosewho encounter difficulties when studying a specific matter ordiscipline[10].
Mentoring engineering students 9
Journal of Social Sciences September, 2020, Vol. 3
• Mentoring younger students in different competitions like24-hour Hackathons or Start-ups just bring students closer. Theseevents are supposed to teach young students develop IT projectsunder the guidance of peers and alumni who have already reached aparticular level of expertise in the related field.
3. Mentor-Mentor level • The academic staff formation within theCenter for Continuing Education, TUM delivers
training through the Psycho-Pedagogy module by providing modernteaching strategies, methods and tools, all used to streamlinementor’s activities to reinforce interaction at different levels inan educational setting.
As illustrated above, group mentoring is one of the most populartypes of activities. Our legal framework does not offer yet thepossibility to carry out the one-to-one mentoring, the one thatassumes that each newcomer to the university is paired with amentor who will guide him throughout his studies, a model widelyspread in western universities. That is why our efforts areenormous, when we have to manage, supervise and counsel largegroups of students.
Following mentoring subject, several scholars have argued that“The goal of mentoring is not teaching the system, but to change itto become more flexible and responsive to the needs and pathways ofits members-mentors and protégés [In 6, p. 58],” that is exactlywhy all these perspectives intend to prepare the learners to facethe rigors of the information society.
Conclusions Many scholars claim that mentorship goes beyondknowledge sharing and becomes a
relationship of mutual learning as it has been proved to favourthe efficiency of the instructional process. Observations from oureducational activity allow us to conclude that it becomes essentialto develop and promote mentoring activities in the engineeringeducation. We all target to streamline the process of formingfuture specialists able to easily integrate in the labour marketand quickly adapt to new environments. Adopting the learning bydoing strategy will definitely lead to the increase of ourgraduates’ level of competitiveness and employment opportunities.The entire academic environment is aware of the fact that thissuccess can be reached only through the joint efforts of allparticipants: mentor, student and educational institution. Sincethe entire academic community strives to ensure efficiency inengineering education, then each of us has to contribute to make ithappen. For this endeavour to be achieved, mentoring becomes afundamental activity meant to model people committed to changingthe world and making our life easier, because Engineers Create theFuture!
Acknowledgments. The work was approved at the InternationalConference on Electronics, Communications and Computing, ECCO –2019.
References 1. Zelditch M. Mentor roles. Proceedings of the 32ndAnnual Meeting of the Western Association of Graduate
Schools. Tempe, AZ. March 16-18, 1990. 2. UNIVERSITY OFWASHINGTON, Mentoring: How to Mentor Graduate Students, A FacultyGuide. 2005. 3. Crisp G., and Cruz I. Mentoring college students: Acritical review of the literature between 1990 and 2007.
Research in Higher Education, 50(6), 525–45, 2009. 4. Jacobi M.Mentoring and undergraduate academic success: A literature review.Review of Educational
Research, 61, 505–32, 1991.
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5. Galbraith M. W., James B.W. Mentoring by the CommunityCollege Professor: One Role Among Many, Community College Journalof Research and Practice, 28: 689–701, 2004.
6 . Bernstein B. L., Jacobson R., Russo N. F. Mentoring women incontext: Focus on science, technology, engineering, and mathematicsfields, 2010.
7 . WM. A. Wulf, George M. C. Fisher. A makeover for engineeringeducation. Issues in Science and Technology, 2002, vol xviii, no.3, pp. 8.
8 . Larry J. Shuman, Cynthia J. Atman, Elizabeth A. Eschenbachet al. The future of engineering education. IEEE November 6 - 9,2002, Boston, MA 32nd ASEE/IEEE Frontiers in Education ConferenceT4A-1 (17) (PDF) The Future Of Engineering Education. Availablefrom:https://www.researchgate.net/publication/2544276_The_Future_Of_Engineering_Education[accessed Apr 03 2020].
9 . S.A. Podlesniy, A.V. Kozlov. Ways to improve the quality ofengineering education. Proceedings of All-Russian Scientific andPractical Conference “Approaches to Development of the NationalDoctrine of Engineering Education of Russia in the NewIndustrialization” (December 4 – 6, 2012 Tomsk PolytechnicUniversity).
1 0 . Richard M. Felder. OPINION: Uses, Misuses, and Validity ofLearning Styles. Advances in Engineering Education. SPRING 2020.Available from:https://advances.asee.org/wp-content/uploads/vol08/issue01/Papers/AEE-Pathways-Felder.pdf.[accessed Apr 05 2020].
https://issues.org/byline/wm-a-wulfhttps://issues.org/byline/george-m-c-fisherhttps://www.researchgate.net/publication/2544276_The_Future_Of_Engineering_Educationhttps://advances.asee.org/wp-content/uploads/vol08/issue01/Papers/AEE-Pathways-Felder.pdfhttps://advances.asee.org/wp-content/uploads/vol08/issue01/Papers/AEE-Pathways-Felder.pdf
Journal of Social Sciences Vol. III, no. 3 (2020), pp. 11 - 17Fascicle Social Science ISSN 2587-3490 Topic Pedagogy andPsychology eISSN 2587-3504
Journal of Social Sciences September, 2020, Vol. 3
DOI: 10.5281/zenodo.3971948
UDC 004.8:37
VIRTUAL CLASSROOM IN DIGITAL AGE: CONCEPT, PRODUCT ANDAPPLICABILITY
Natalia Burlacu*, ORCID: 0000-0003-3281-3834
Technical University of Moldova, 168 Stefan cel Mare Bd.,Chisinau, Republic of Moldova
*[emailprotected]
Received: 04. 16. 2020 Accepted: 06. 12. 2020
Abstract. The paper is a descriptive ascertaining study thatcomes with the analysis of the phenomenon of virtual classrooms'using at different educational levels and / or in differenteducational situations in digital age, characterized by themigration of the implementation of certain ICT instruments, whichhave already become traditional to the so-called online learningplatforms of various types and configurations. The research iscarried out on several dimensions, in particular, conceptual, butalso application-functional, reviewing several platforms dedicatedto virtual learning. The comparative analysis of the set of toolsoffered by various virtual classroom platforms comes with adescription of its special operating characteristics which dependson the typology of teaching activities to be implemented in onlineenvironment during direct and indirect hours of contact withstudents enrolled at a virtual course. Although, in this article,the model of using virtual platforms for learning management systemwill be focused on professional courses, correlated with computerscience in the field of IT engineering training and / or othersrelated to it, the general methodology for implementing virtualclasses will be presented here according to the age, the curriculararea of the taught-learned-evaluated disciplines and level ofstudies of potential beneficiaries. The author's personalexperience is presented while practicing the use of virtual classesin the didactic approach of certain university disciplines. Theauthor makes a comparison of her experience with some local andinternational experiences while transferring teaching-learningactivities in the virtual environment using tools of the reviewedapplications.
Keywords: e-learning, IT product, learning, virtual environment,virtual platform, Web-based.
Rezumat. Lucrarea prezintă un studiu descriptiv constatativ carevine cu analiza fenomenului utilizării claselor virtuale la diversenivele și / sau în diverse situații educaționale în epoca digitală,caracterizată de migrarea punerii în aplicare ale anumitorinstrumente TIC, devenite deja tradiționale, către așa-ziseleplatforme de învățare on-line de diverse tipuri și configurații.Cercetarea este efectuată pe mai multe dimensiuni, în particular,conceptuală, dar și aplicativ-funcțională, trecând în revistă maimulte platforme dedicate învățării virtuale. Analiza comparativă asetului de instrumente oferite de diverse platforme de clasăvirtuală vine cu o descriere a caracteristicilor sale de operareparticulare, în funcție de tipologia
12 N. Burlacu
Journal of Social Sciences September, 2020, Vol. 3
activităților de predare care urmează să fie implementate înmediul online, dar și în orele de contact direct și indirect cucontingentul elevilor înscriși la un curs virtual. Deși modelul deutilizare a platformelor virtuale pentru învățarea gestionăriiconținutului este axat pe cursuri de profesionalizare, corelate cuinformatică în domeniul pregătirii în domeniul ingineriei IT șilegate de acesta, metodologia de implementare a claselor virtualeva fi prezentată conform până la vârstă, aria curriculară adisciplinelor predate-învățate-evaluate și nivelul studiilorpotențialilor beneficiari.
Cuvinte cheie: e-learning, produs IT, învățare, mediu virtual,platformă virtuală, bazată pe Web.
Introduction In digital age, education is in the center ofchanges that are meant to modify the world
we live radically, affecting the fields of science, technology,engineering, economy and art [1, 2]. At least to this end areinterested all parties involved in training the young generation atdifferent levels: parents, teachers, psychologists, professors,researchers, representatives of the academic environment. Everybodyhas some connections with the Education Sciences and / or arepreparing future specialists for various social-economic fields and/ or are developing new methodologies and the newteaching-learning-assessment environments perfectly adapted to theindividual training needs and circ*mstances of the learners.
"Virtual classrooms" type of products: notional circulation anddescriptive analysis Over the past few years, researchers aretalking about the imperative of the flexibility
of the educational system/process in the digital age. Theyconsider it should be done according to prerequisites, objectivesand educational aims to be included/achieved in the course ofstudying programs / didactic content, etc. The ability of aneducational system/process to be flexible is provided by a set ofcomponents, which have been studied more or less by someresearchers. For example, Herma Jonker & others (2020) refer tothe topic of developing a flexible curriculum based on a blendedcurriculum [3]. Their version of the flexible curriculum is oneadjusted to the level and capabilities of the learners. Theseresearchers see the implementation of their idea through thecombination of teaching-learning-assessment in a direct contactmode with distance learning. According to Ståle Angen (2008),flexibility is a compulsory component of any debate related touniversity education and to "alternative" forms of education[4].
We consider that a flexible education system should be and canbe modeled directly by using the digital tools for all types ofdidactical activities and / or situations through virtual classes.Today there are some elaborate platforms capable to host such a wayof learning in virtual classrooms. Referring to some of them, wecan find short descriptions, explanations regarding the content ofideas that the developers have been trying to implement in theirproject. Although theoretical and methodological approaches relatedto the definition of the virtual classroom concept, the comparativeand / or descriptive analysis of the functionalities with which theproduct is equipped and / or their opportunities for use are almostnon-existent. The developers of the Vedamo platform(https://www.vedamo.com), have tried to help users by formulatingthe notion of the virtual classroom, as follows: “A virtualclassroom is an online learning environment that allows for liveinteraction between the tutor and the learners as they areparticipating in learning activities”. According to thewww.techopedia.com version: "A virtual classroom is a teaching andlearning environment in which participants can interact,communicate, view and discuss presentations". Learning actors canbecome involved with
Virtual classroom in the digital age: concept, product andapplicability 13
Journal of Social Sciences September, 2020, Vol. 3
learning resources while they are working in groups. All of thatcan be done in an online framework. The communication between theparticipants in the educational act often runs through avideo-conference application that allows connecting several userssimultaneously through the Internet, which allows the users toparticipate in lessons, practically, from anywhere. In our opinion,the variants of the listed definitions reflect only some aspects ofa virtual learning environment, but most do not. Thus, the scope ofthe concept both from the perspective of its characterization as acomputer product with certain possibilities and operatingrestrictions and from the perspective of the practicalimplementation in didactics of the given product as well as adigital instrument for education, are not presented relevantly ineither version listed above. Before coming up with an outlinedformulation regarding the idea and usefulness of this kind ofproduct, we set out to analyze the most popular learning platformsunder the conditions of a virtual classroom. These are a few in theWeb, namely (see Table 1):
Table 1 The requisites for "virtual classroom" platforms
Ord. num.
The name of the product
Developer Product access address
1. Cisco Virtual Classroom
USA, Cisco Systems, Inc. Corporate Headquarters San Jose,California
https://www.cisco.com/c/en/us/solutions/industries/education/virtual-classroom.html
2. Lash Dash Virtual Classroom
SUA, NameCheap, Inc.https://www.learndash.com/characteristics-of-a-virtual-classroom/
3. Berlitz Virtual Classroom
Germania, Berlitz Deutschland GmbH
https://www.berlitz.it/#
4. EasyClass SUA, GoDaddy.com, LLChttps://www.easyclass.com/
5. Virtual Classroom
Netherlands, Amsterdam
https://www.myngle.com/virtual-classroom
6. Vedamo USA, San Francisco, subsidiary in Sofia, Bulgaria
https://www.vedamo.com/knowledge/what-is-virtual-classroom/
7. Google Classroom
USA, Google LLC https://classroom.google.com
8. Sakai USA, Stephanie Gerber Wilson.
https://www.sakailms.org/
For a broader and more objective approach, we decided to come upwith a descriptive analysis on certain operating features and / orcertain merits that highlight the products that are the subject ofour study.
1. Cisco Virtual Classroom (CVC) is promoted as a platform basedon the Cisco Digital Network (Cisco DNA) architecture. The platformhelps students and teachers and professors explore new forms ofeducation through the use of computer networks. The CVC ispositioned as a virtual environment with constant adaptation andprotection.
2. Lash Dash Virtual Classroom is a plug-in that takes thelatest e-learning methodology and infuses it into WordPress. Theproduct exists only in the English version; is positioned as aFlexible Learning Management service. The platform is equipped withexamples and tutorials, and the teachers and professors who havecourses on the
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given platform have the opportunity to issue electroniccertificates to the enrolled students.
3. Berlitz Virtual Classroom is a platform of Italian originintended, in particular, for language training. The environment hasmultiple subsidiaries for direct contact, face-to-face learning, inseveral cities in Italy (approx. 11).
4. EasyClass is a non-profit organization that offers a freelearning management system (LMS). This system allows educators tocreate digital classes where they can store online coursematerials; manages classroom discussions; it allows theorganization of work with the students in several formats: carryingout the questioning of the students on the content of some modulesand / or of the course exams; monitoring the success of thelearners. The tutor has the opportunity to provide students withprompt feedback. Currently, the EasyClass platform is adopted byaround 500 universities, colleges and schools in Europe, servingover 220 thousand educators and learners.
5. Virtual Classroom is a service that has two extensions: (1.)for corporate users and (2.) for tutor who work independently withstudents. Predominantly the platform is oriented to languagecourses' training. It is a virtual environment that makes theconnection between tutor and learner even in situations when theydo not know each other yet. The beneficiaries are offered trainingcourses with standard costs for a set of courses or only a modularunit.
6. Vedamo is a platform with two extensions: (1.) VirtualClassroom and (2.) Learning Management System with two differentpayment opportunities and functionalities. The purpose of thedevelopers was to create and implement an innovative e-learningsolution for a wide range of learners. The VEDAMO virtual learningenvironment has been created to promote equal access to qualityeducation for more people around the world. In 2019, the companywas nominated in the "IT - Communications and Digital Education"category of the Comenius-EduMedia-Berlin award. The given virtualclassroom has been integrated into the Google Toolkit forEducation, as well as the Brightspace kit via D2L1.
7. Google Classroom is a platform for teaching and learningmanagement that supports the designation of multi-category teachingresources. The service provided is free of charge; it has beendeveloped as a web product for schools by Google. The main purposeof the Google Classroom product, announced by the developers, is tostreamline the file-sharing process between tutor and students.
8. Sakai is a virtual learning hosting platform that has thepremium class tools for teaching and learning (awarded by de jureand de facto!). That is promoted as a product that is gettingbetter and better every year. Independent research considersSakai's pursuit of excellence is much better than other competingLMS platforms. Because of academic and scientific environments, theplatform has been equipped with plagiarism detection mechanisms,streaming media and lecture capture software. The given source isfree for community use. It was designed as an educational softwareproduct to support the teaching, research, and collaborationbetween the beneficiaries.
1 Brightspace from D2L is a cloud-based learning managementsystem (LMS) that helps K 12 institutes, universities andcorporations run both mixed-format and online courses. Brightspacecomprises three integrated platforms - the learning environment,the learning repository, and the ePortfolio.
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"Virtual classrooms": definition of the concept andimplementation in the practice Based on analyzed, synthesized andset out previously arguments in our opinion, a
Virtual Classroom platform can be defined as an IT productcreated through Web-based technologies and / or Cloud Computingwhich should be presented as a learning management system (LearningManagement System) currently existing in several versions.Predominantly, given product is equipped with multiple tools forproviding educational content as to support courses through videoconferencing and / or webinar; to make the assessment and / orself-assessment of learners' knowledge; to monitor and adjuststudents success; to organize and conduct collaborative activitiesamong the actors of the didactic act (learners, tutors, assistants,etc.) in synchronous and / or asynchronous working regime.
Since the current position of the student is an absolute one,the age range and the spectrum of competences of the people doingthe studies is very wide: students from pre-university educationalestablishments (the primary, secondary, high school) to studentsfrom vocational, technical and university educationalestablishments (undergraduate and master's degree) and variouscontinuing education courses (professionalization, qualificationimprovement, etc.).
Especially the diversity consideration of the potential users of"virtual classroom" type platforms has led to the emergence ofcertain learning models based on Digital Age-specificmethodologies. These are the models that try to solve the problemof designing planned teaching activity to be run with the supportof digital tools and / or digital resources in the educationalprocess.
Some researchers wrote about different opportunities toimplement virtual classroom: − Akinyokun, Ol. Ch., Iwasokun, G. B.(2014) - have addressed aspects of designing
and implementing virtual classroom systems in learning [5]; −Bower, M. (2006) - predominantly researched thetheoretical-methodical
landmarks of exploring virtual classroom platforms from theperspective of pedagogy [6];
− Gedera, D. S. P, (2014) - has dealt with the didacticexperience of using the virtual classroom that has been appliedeven in her career [7].
In this context, the vision of Prensky, M. (2001) is extremelyinteresting to us. He is talking about the design of theteaching-learning-evaluation activities developed to be deliveredin digital format. The scientist considers that the forms and alsothe ways of designing and delivering the educational content,should differ depending on who is the final beneficiary, i.e. thedirect learner: "a native digital" or "a digital immigrant"[8].
From our own professional experience of interaction with thestudents of the Faculty of Computers, Informatics andMicroelectronics of Technical University of Moldova, whichcorrespond to some extent to the category of "the digital natives"(i.e. they are representatives of the generations of young peoplegrowing up surrounded by digital technology), we can affirm surelythat digital content; organizing and conducting individual andgroup activities through learning management platforms; organizingand conducting electronic assessments through digital tools offeredby such systems as Moodle, Kubbu, Google Quiz convinced us of thefact that:
- The use of the virtual environment platforms have beencertified as a didactic form that is truly flexible and adaptableto the individual needs of the student and tutor depending ontraining; by the style of academic approach; the necessity of thetime
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management; and logistics (it is possible for the student to beor not to be present at the courses during the contact hours),etc.
- It is a paradox, but the freedom and flexibility of working onthese platforms make the learners be more disciplined and developthe self-management spirit accordingly of their learning rhythm.This competence is more than important in daily adult life.
- Allows diversification of the interaction with colleagues andteacher or professor. - It offers an incubation period for ideas.This psychological state is very necessary
for the deep-thinking process. As this state of the creativesilence can be sometimes shattered by the agitation from theclassroom and that often happens in a standard regime of directcontact with colleagues and / or the tutor, we can use the virtualclassroom environments as a didactical alternative of traditionalcourses.
- Applying the various ICT tools embedded in such platformsimposes some diversification of the teaching-learning-evaluationprocess.
- The way of learning on the virtual classroom's platforms isliked by the learners. - The way of learning on the virtualclassroom's platforms is liked by the tutor, too. Although as inany new activity the use of virtual learning environments also hasa
certain degree of routine that can be perceived by the user as adeficiency, we consider that this state of affairs can beeliminated in case of motivation and / or self-motivation of thelearner and / or the tutor (see Table 2):
Table 2 Disadvantages of using “virtual classroom” platforms
Ord. num.
For tutor For student
1. The development of original teaching materials to be placedin the system takes a long time.
The asynchronous working regime requires self-organization andself-motivation by the learner.
2. The development of tests to be placed in the system alsotakes plenty of time.
There is a temptation to copy using other digital resources fromthe Web here.
3. There are some difficulties until your students get used tosuch interaction here.
There is the illusion that no one is watching you here.
4. The forming of a creative vision for developing electroniccourses by the tutor also takes enough time.
Suspicion may arise that the tutor is obsessed whilecomplicating their life.
5. The worse is that the platform can fail.
A responsible student is upset, the one who is less responsibleenjoys this situation.
6.
Not worse is that: not all educational digitalized content andnot from all kinds of platforms can be cloned/saved.
A responsible student is disturbed about the circ*mstances, theone who is less responsible is happy.
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Conclusions We consider the analyzed ideas are valuable,innovative and useful from the
perspective of disseminating and extending a correct perceptionof education in the digital age by stakeholders anddecision-makers. Upon the involvement and correct vision ofteachers, professors, researchers, parents, learners, etc. dependsthe scaling that gets the using of digital tools and digitalresources in education each day.
And from the intellectual potential and creativity of theengineers concerned with the development of digital tools dedicatedto teaching-learning-evaluation depends the awareness of potentialusers, whether they are tutors or learners.
Acknowledgments. The work was approved at the InternationalConference on Electronics, Communications and Computing, ECCO –2019.
References 1. Burlacu N., Irimiciuc S. D. Validarea conceptuluiSTE(A)M din perspectiva modelelor ecosistemice de învățare.
In: Materiale din a XV-cea Conferinţă Naţională de ÎnvăţământVirtual „VIRTUAL LEARNING – VIRTUAL REALITY. Tehnologii Moderne înEducaţie şi Cercetare. MODELS & METHODOLOGIES, TECHNOLOGIES,SOFTWARE SOLUTIONS”, Bucureşti, România, 26-27 Octombrie, 2018.Editura Universităţii din Bucureşti. 2018, pp. 120-126. 362 p. ISSN1842-4708.
2. Burlacu N. Skills Development with Educational Software: AnE-Ecosystem Model (Chapter 8). In: Handbook of Research onEcosystem-Based Theoretical Models of Learning and Communication.Editor: Elena A. Railean (Siberian Federal University, Russia &Moscow State Pedagogical University, Russia & FreeInternational University of Moldova, Moldova). Release Date: March,2019. pp. 139-153).
3. Jonker H., März V., Voogt G.. Curriculum flexibility in ablended curriculum. [online]. Available: In: Australasian Journalof Educational Technology, 2020, 36(1). pp. 68-83. [Accessed:13.03.2020]: shorturl.at/dqSUZ
4. Rye S. A.. Dimensions of flexibility - Students,communication technology and distributed education. [online]. In:Seminar.net - International journal of media, technology andlifelong learning, 2008, 4(1), pp. 1-18. [Accessed: 13.03.2020]:shorturl.at/brX18
5. Akinyokun Ol. Ch., Iwasokun G. B. Design and Implementationof a Web-Based Virtual Classroom System [online]. IOSR Journal ofResearch & Method in Education (IOSR-JRME) e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 4, Issue 3 Ver. II (May-Jun. 2014), pp.68-77.
6. Bower M. Virtual Classroom Pedagogy [online]. ACM SIGCSEBulletin, 2006, 6p. [Accessed: 18.09.2019]. Available:shorturl.at/ikmBC
7. Gedera D. S. P. Students’ experiences of learning in avirtual classroom [online]. International Journal of Education andDevelopment using Information and Communication Technology(IJEDICT), 2014, Vol. 10, Issue 4, pp. 93-101. [Accessed:18.09.2019]. Available: shorturl.at/lrsy3
8. Prensky M.. Digital Natives, Digital Immigrants. [online].[Accessed: 15.09.2019]: shorturl.at/eBFW6
Journal of Social Sciences Vol. III, no. 3 (2020), pp. 29 - 36Fascicle Social Science ISSN 2587-3490 Topic Pedagogy andPsychology eISSN 2587-3504
Journal of Social Sciences September, 2020, Vol. 3
DOI: 10.5281/zenodo.3971953
UDC 371.3: 028
IMPLICATIONS FOR TEACHING SPECIALIZED TEXT READING
Olga Zingan*, ORCID: ID 0000-0002-1846-9283
Technical University of Moldova, 168, Stefan cel Mare bd.,Chisinau, Republic of Moldova
*[emailprotected]
Received: 06. 07. 2020 Accepted: 07. 25. 2020
Abstract. University reading material, apart from itscontent-area focus, yields significant language input. By assigninga variety of materials to read, students are provided considerableopportunities to assimilate target community language peculiaritiesand discourse conventions, as they occur in authentic contexts. Ourlegitimate concern is that the opportunities could be takenadvantage of only when students master a good reading competence(RC), correlated with other basic language skills. To begin with,the article examines the importance of RC development for furtheracademic and professional performance of students, in general, andfor the acquisition of language proficiency within the English forSpecific Purposes (ESP) course, in particular. Second, integratedapproach instruction is provided from two perspectives: as a meansof boosting students’ receptive and productive skills developmentand as a way of motivating students to get meaningfully engagedwith specialized texts to get deeper domain-related knowledge.Thirdly, it is considered the issue of selecting the specializedtext - a sample of disciplinary conventions written by domainexperts. Finally, there are suggested some recommendationsconcerning students’ reading competence development withinintegrated pedagogy.
Keywords: ESP, content-based reading, integrated communicationskills, integrated skill approach, reading-to-learn, specializedtext.
Rezumat. Materialul oferit spre lectură în cadrul cursuriloruniversitare, în afară de focusarea sa pe conținut, asigură uninput lingvistic semnificativ. Recomandând studenților o varietatede materiale spre lectură, li se acordă numeroase oportunități deasimilare a particularităților lingvistice și a convențiilordiscursului comunității țintă, în felul în care acestea apar încontexte autentice. Preocuparea noastră rezidă în faptul că deeventualele oportunități pot beneficia doar studenții carestăpânesc o bună competență de lectură (CL), desigur, conjugată cucelelalte competențe lingvistice de bază. Înainte de toate,articolul abordează importanța dezvoltării CL asupra calitățiidemersului academic și profesional al studenților, în general, câtși asupra achiziționării competenței lingvistice în cadrul cursuluide limba engleză pentru obiective specifice, în particular. În aldoilea rând, instruirea bazată pe abordarea integrată acompetențelor este prezentată din două perspective: ca mijloc destimulare a dezvoltării competențelor lingvistice receptive și deproducere, la fel și ca o modalitate de motivare a studenților învederea angajării în lectura de profunzime a textelor
mailto:[emailprotected]
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de specialitate pentru a obține cunoștințe temeinice dindomeniul studiat. În al treilea rând, este abordată problemaselectării textului de specialitate - un model al convențiilordisciplinare, scris de experții din domeniu. In final, suntsugerate recomandări privind dezvoltarea competenței de lectură astudenților-ingineri în cadrul pedagogiei integrate.
Cuvinte cheie: abordarea integrată a competențelor, competențede comunicare integrate, lectură bazată pe conținut, lecturacognitivă, ESP, text specializat.
Introduction Prolific professional integration in theengineering domain is possible today mainly for specialists withproficient English language command. Therefore, beyond skills andattitudes in Science, Technology, Engineering and Mathematics(STEM), in engineering education due attention should be paid tothe process of teaching-learning English for Specific Purposes(ESP). Relentless competition compels engineers to extend their setof ESP competences, particularly, to develop the Englishspecialized discourse in order to be able to communicate toprofessionals all over the world. Essentially, Dudley-Evans and St.John (2000) emphasize, that the ESP teaching definition impliesthat “it develops procedures appropriate to learners whose mainpurpose is learning English for a purpose other than just learningthe language system [1, p. 3]”. Accordingly, the main curricularobjectives of the ESP course within Technical University of Moldova(TUM) pursue the global appeal - to foster engineering students’oral and written communicative competence. Thus, in our didacticactivity we strive to instill in students the attitude of feelingthemselves less as students and more as prospective professionals,who, despite their minor vocabulary deficiencies and grammar gaps,in the nearest future should be able to deal with professionalcommunicative situations. It is generally acknowledged that readingis an essential skill for academic success. Providing that theundergraduate students’ exposure to spoken English is scanty,still, spreading and acquisition of domain related knowledge ismainly done through the written text, consequently, reading hasbeen indispensable in interpreting, systematizing and assimilatingknowledge. According to T. Serova, the educational and researchactivity of a student is aimed at mastering a certain professionalsphere, at forming professional competence; therefore, reading isfocused on the future profession and is referred to asprofession-oriented reading (POR) [2]. To POR are attributed thefollowing functions: cognitive (mental processes of perception,memory, judgement are involved); communicative (thoughts, feelings,ideas are expressed, also, information is distributed effectively);informational (facts are presented in an objective, logical wayusing conventional forms of expression); referential (denotativelanguage to render factual information is used); creative(knowledge, creative ideas are disseminated); pragmatic function(professional information needs are satisfied) [2].
In engineering education, the specialized text, whethertechnical or scientific, is essential not just as a way ofconveying domain-related knowledge, but also as a model forwriting, as a supplement to lecture, new vocabulary and new ideassource. Nevertheless, university didactic stuff should bereasonable in reckoning too much on first-year students’ readingcompetence. “As the student moves into the organized bodies ofknowledge with their own technical terminologies and specialvocabularies, in short their languages, he must to a degree learnto read again [3, p. 456]”. W.Grab and R.Stoller (2011) emphasizethat in academic and professional contexts, in which a person needsto learn a considerable amount of information from a text,reading-to-learn typically occurs. It requires abilities toremember
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main ideas as well as a number of details that elaborate themain and supporting ideas in the text; recognise and buildrhetorical frames that organise the information in the text; linkthe text to the reader’s knowledge base [4, p. 7].
In reality, most of the students struggle with technical textcomprehension and employ a surface approach to reading. Being instark contrast with deep approach to reading, where the reader useshigher-order cognitive skills such as the ability to analyze,synthesize, solve problems, and thinks meta-cognitively in order tonegotiate meanings with the author and to construct new meaningfrom the text, the surface approach to reading leads to superficialretention of material for examinations and does not promoteunderstanding or long-term retention of knowledge and information[5, p. 21]. However, in academic settings students should beoffered time and guidance to master deep approach to reading, whereit legitimately belongs.
Thus, teachers in charge of ESP university courses, on the onehand, must approach the set task with the specific needs and goalsof their learners in mind, that of gaining deeper and moremeaningful engagement with target community texts, on the otherhand, selection of methods of teaching, as well as choice ofdidactic materials could be a challenging endeavor, consideringthat not all tendencies in language teaching are appropriate tomeeting engineering students’ needs. For instance, due to paradigmshift in foreign language teaching, the communicative approach hasbeen prioritized for more than a decade, including the ESP courses.As a consequence, the ESP classes focused mainly on vocabularydevelopment activities and on boosting speaking skills. Reading,nonetheless, being perceived as an attribute of traditionallanguage teaching, received minimal attention and was often trimmedto some text-based activities or, even worse, assigned exclusivelyas an autonomous activity or home task. Accordingly, thoughparamount in higher education, teaching reading was partially ortotally neglected in the language classroom, which resulted inadopting a surface approach to reading by most of the students. Asmentioned afore, another obstacle to ESP objectives fulfillmentrepresent reduced students’ motivation for reading due toinadequate text selection - sticking predominantly to prosaicinformative texts is not always appropriate to the context oftarget language learning. Accordingly, uninspiring texts do notinstill students’ interest, they are unproductive in stimulation ofspeaking or written output, in this way, they neither favor muchthe development of students’ academic competences nor boost theirEnglish language proficiency. Reading, per se, should be an active,fluent process that involves the reader and the reading text inconstructing meaning in a specific context. Often, however, it isnot. So, a balanced approach to all the skills teaching should beadopted to avoid monotonousness in class, yet, the focus being onreading-to-learn from specialized texts.
Integrated Approach to ESP Instruction Considering recentdevelopments in instruction pertaining specifically to theteaching
of foreign language speaking, listening, reading, and writing,the integrated-skill approach is receiving a great deal ofattention from researches and educators in teaching ESP. Accordingto D. Nunan (1998), “language learning is not straightforward:students do not learn the linguistic and grammatical structures oneby one in the order presented. Rather, they learn many thingssimultaneously and imperfectly [6, p. 101].” Optimal ESLcommunication occurs when all the skills are interwoven in theprocess of instruction, similar to strands in a tapestry, states R.Oxford (2003). The author views the main skills (listening,reading, speaking and
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writing) and the associated skills (syntax, vocabulary and soon) as “overlapping areas of competence”. Other indispensablestrands in the tapestry are teacher, learner, settings, andrelevant materials [7, p. 6]. In the same manner, E. Hinkel (2006)argues that in order to achieve realistic language learning,integrated instruction has to address a range of foreign languageskills simultaneously, all of which are requisite in communication.For instance, teaching reading can be easily tied to instruction onwriting and vocabulary, and oral skills readily lend themselves toteaching pronunciation, listening, and cross-cultural pragmatics[8, p. 113]. Furthermore, researchers and university practitionersconclude that the habits of mind that enable students to enter theongoing conversations appropriate to college thinking, reading,writing, and speaking are inter-related and multi-tiered [9, p.13]. To strengthen the assumption of meaningful contribution of theintegrated-skill approach to a balanced language learning, a rangeof its advantages is outlined. • It exposes English languagelearners to authentic language and challenges them to
interact naturally in the language; • Learners rapidly gain atrue picture of the richness and complexity of the Englishlanguage
as employed for communication; • English becomes a real means ofinteraction and sharing among people; • It can be highly motivatingto students of all ages and backgrounds [7, p. 10].
More importantly, according to A. Hirvela, within an integratedskill approach, reading is seen as a stepping stone to other skillsor as complementing them [10, p. 86]. However, integrated-skillapproach exhibits considerable potential for teaching ESP,especially positioning specialized text reading at the forefront ofthe course as a sample of disciplinary conventions written bydomain experts.
The Integrated Communication Skills (ICS) approach, developed byKoda K. and Yamash*ta J. (2018), emerged to incorporate contentlearning in foreign language instruction in higher educationinstitutions. Being built around the concept of reading-to-learn(RL), the approach aims to promote the simultaneous development oflanguage skills and content learning. As a multifaceted construct,RL entails three interrelated operations, each corresponding tothree sets of requisite skills:
a) Constructing text meaning based on linguistic informationpresented in a text (text-meaning building)
b) Connecting text information to the reader’s personalexperience and prior knowledge (personal-meaning construction)
c) Reflection on what the reader has learned from the twopreceding operations (knowledge refinement)
Thus, in order to develop the ability to use languagepurposefully for constructing meanings from input, students areasked to connect new information with their schema (real-lifeexperiences and prior knowledge) to generate new insight. Asauthors emphasize, active and clear commitment of students to thelearning process at each step towards knowledge construction is thebasic requirement to successful ICS approach implementation [11].So, language represents the ideal medium for learning content, andcontent serves as a resource for learning language.
Receptive and Productive Skills Integration As mentionedpreviously, most of speaking and writing tasks are readingbased.
Consequently, receptive skills (reading and listening) andproductive skills (speaking and writing) should be mutuallysupportive. Regarding the integrated relationship of thelanguage
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skills, J. Jordan notices that the receptive skills are seen asnecessary inputs to the productive skills, with each receptiveskill having its place with each productive skill, depending on theappropriate study situation or activity [12, p. 6]. Further on, theinterconnection between reading and other language skills isreflected.
Reading- Speaking. During the three reading stages – pre-,during and post-reading, students are trained in a wide range ofcommunicative activities, such as making predictions, articulatingclearly ideas based on text analysis or critical thinking, makingcomments on the text, establishing links between main idea andsupporting details, delivering presentations, exhibitingjudgements, debating on topics in focus – these are just a fewexamples of reading-speaking skills interconnection. Though readingis an individual skill, one of the best ways to instill in studentsthe need to read and discuss specialized texts is to bind togetherthe integrated-skill approach and cooperative learning. Individual,pair and group activities, as well as whole-class activeinteraction, enable those skills gradual improvement, thusstimulating students’ motivation to read and learn English.
Reading- Listening. Familiarity with the specialized text style,with its specialized vocabulary ensures better students’ receptionof the audio or video recordings, likewise amelioratescomprehension of their teacher’s and peers’ speeches. Recordedtexts can function as a sample of terminology pronunciation,sentence rhythm and intonation, cross-cultural specializedpragmatics.
Reading- Writing. The two processes are mutually beneficial andcomplementary, it is known that good readers make good writers,while writing experience helps students become better readers.Written texts serve as a model for reproduction, i.e. studentsbenefit from an awareness of profession-oriented text style,writing conventions, specific linguistic and grammaticalstructures, which are subsequently applied in students’ writing.Yet, W.Grab and C.Zhang (2013) notice that using textual resourcesin academic writing tasks, such as summarizing, synthesizinginformation, critically responding to text input, or writing aresearch paper represents a major challenge for foreign languagestudents, and it requires a great deal of practice [13, p.14].”
Methodology Our study has aimed to examine how making use ofspecialized text reading
competence can optimize ESP learning and develop all four basiclanguage skills, correspondingly, which approaches and methods arerelevant to effective instruction implementation.
However, there was undertaken a research, where second-yearstudents from the Urbanism & Architecture as well as theConstruction, Geodesy & Cadaster faculties were involved, thepurpose of the experimental study being to foster students’ readingcompetence from the perspective of integrated-skill approach. Theadopted instructional model was divided into three systematicphases through which pre-reading, during reading and post-readingstrategies were explicitly taught over one semester. It was foundout that the students improved their reading comprehension andlearning skills after the experiment implementation. There weredocumented significant differences between the students’ pre-testand post-test reading scores. As a research outcome, there has beenpublished the methodological elaboration “Teaching Reading” [14],where reading strategies to be focused were systematized accordingto the three text-reading stages. Designed from the perspective ofintegrated approach to competences, the didactic elaboration aimsat training an active,
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competent reader, which adopts a deep approach to readingspecialized texts; attempts to raise students’ awareness regardingthe use of reading strategies - a prerequisite of deep engagementwith the text; familiarizes the students with language structuresand text specific architecture; also, encourages reflection andcritical thinking through heuristic techniques.
Implementing Integrated Skills Approach Recommendations A numberof issues are to be considered in fostering students’ readingcompetence
through integrated skills approach. It requires teacher’scommitment, time, thorough planning.
First, in order to stimulate curiosity and motivation forreading, teachers should 1) exploit open-ended expository textswhich raise a professional/social/ethical problem, thus, offeringstudents room for suggesting possible solutions to it; 2) bringinto discussion both inspiring topics which value achievements,innovations in the studied domain, and unveil engineering failurecaused by negligence and human errors; 3) recommend for readingauthentic, reliable resources in different format (print oronline), various style (description, instruction, advertisem*nt,cause-effect, argumentative text, etc.) and purpose (reading forlearning, selecting relevant information, satisfying professionalcuriosity, etc.), 4) the last but not the least, offer for readingauthentic, accessible texts in terms of appropriateness tostudents’ linguistic level. Not only the texts should be authentic,but the activities too. In our opinion, when students are motivatedto read thought-provoking content, they are open to improving alltheir language skills to gain access to that information andultimately generate new insight.
Second, an exhaustive ESP lesson planning is essential, we needas well to make sure that our aims are clear to all stakeholdersinvolved and that the materials and tasks are appropriate. Becauseof the inherent difficulties associated with text comprehension andeventual display of text content by students, teachers should beaware what problems are likely to arise (students’ lack of subjectmatter knowledge, frustration for concept-dense content ofspecialized texts, gaps in general language knowledge, unawarenessor inadequate use of reading strategies, etc.) and be prepared forpotential trouble spots in advance.
The priming stage of the reading lesson consists in providing 1)a context for reading: we need to recreate the circ*mstances inwhich readers operate in the real world outside the classroom; 2) areason for reading: put the students in the situation where theywant to confirm or reconsider certain beliefs, stimulate curiosityby asking a question; 3) language input: the vocabulary that thelearners will come across in the reading is covered in pre-readingactivities [15]. It is important to note that even though this is apreparatory stage there are involved basic and auxiliary languageskills; there is a lot of student participation and that all of thelanguage in these activities is used with a purpose. Makingpredictions, warm-up discussion, brainstorming, focusing on visualcues, previewing of text layout, watching of a short video - allactivities come to activate students’ schemata at the pre-readingstage. It has been known since the research of Bartlett in 1930sthat learners understand incoming information, if they can fit itinto their schemta - a hypothetical mental framework forrepresenting generic concepts, background knowledge, experiencesstored in the memory. It is essential to activate
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students’ schema before exposing them to new information,written or spoken. Taken that texts do not contain meaning; ratherthey have potential for meaning, it is exclusively during theinteraction between the text and the reader when meaning isgenerated. Research papers show that meaning is created in thecourse of reading as the reader draws both on existing linguisticand schematic knowledge and the input provided by the printed orwritten text [16, p. 3]. Teachers need to bear in mind that a texton the page may generate very different texts in the minds of thelearners, claims S. Thornberry (2005) [17]. It all depends,however, on how much knowledge the reader brings to the text andhow much he wishes to extract from it.
Conclusions Numerous academic papers have revealed thateffective reading competence
represents the most significant medium for learning content, andcontent serves as an inexhaustible resource for learning language.Making use of specialized text reading competence, students arecapable of optimizing both content learning and developing languageproficiency. The simultaneous development of all four basiclanguage skills and content learning can be achieved by means ofintegrated skills approach implementation.
To ensure more meaningful engagement with specialized texts, weadvocate for their careful selection and explicit teaching ofreading methods and strategies to engineering students. In thisway, students are more likely to scaffold deeper domain-relatedknowledge and exhaustive specialized communication competence.Starting from explicit teaching of strategies to step-by-stepguiding and scaffolding, till the point students apply readingstrategies consciously and, finally, reaching automaticity andconfidence in reading –that is the itinerary to be pursued by ESPteachers and their students.
References 1. Dudley-Evans Tony, Genre analysis: a key to atheory of ESP? In Ibérica 2 (2000), pp. 3-11, ISSN: 1139-7241
[online] [accesat 09.05.20].Disponibil:http://www.aelfe.org/documents/text2-Dudley.pdf 2.Serova Tamara S., Features and Functions of Professionally OrientedReading, Permi, 2013 3. Pickett M. A., Lester A. A., TechnicalEnglish: writing, reading, and speaking, 3rd.edition. – New York :Harper
& Row, 1980, p.456 4. Grab William & Stoller Fredericka,Teaching and Researching Reading, 2nd ed., Pearson EducationLimited,
2011, p.7, ISBN: 978-1-4082-0503-7 5. Hermida Julian, TheImportance of Teaching Academic Reading Skills in First-YearUniversity Courses, in The
International Journal of Research and Review, Vol. 3, 2009, TimeTaylor Int., p.21, ISSN 2094-1420, [accesat 09.05.20]. Disponibil:https://www.researchgate.net/publication/228176003_The_Importance_of_Teaching_Academic_Reading_Skills_In_First-Year_University_Courses,
6. Nunan David. Language Teaching Methodology, London:International Books Distributors Ltd, 1998, p.101 7. Oxford,Rebeca, Language Learning Styles and Strategies: an overview,Oxford, GALA, 2003 8. Hinkel E., Current Perspectives on Teachingthe Four Skills, TESOL Quarterly Vol. 40, No. 1, 2006, p113,
DOI: 10.2307/40264513, [accesat 25.05.20]. Disponibil:https://www.researchgate.net/publication/255584927_Current_Perspectives_on_Teaching_the_Four_Skills
9. Academic Literacy: A Statement of Competencies Expected ofStudents Entering California’s Public Colleges and Universities,2002, [accesat 09.05.20],Disponibil:https://senate.universityofcalifornia.edu/_files/reports/acadlit.pdf,
10. Hirvela Alan, ESP and Reading, in The Handbook of Englishfor Specific Purposes, eds. Brian Paltridge and Sue Starfield, JohnWiley&Sons Inc., Western Sussex, UK, 2013, ISBN:978-0-470-65532-0
11. Koda Keiko & Jamash*ta Junco, An Integrated Approach toForeign Language Instruction and Assessment, in Reading to Learn ina Foreign Language, Routledge, London, 2018, ISBN 978-1-315-18307-7(ebk)
12. Jordan R. R., English for Academic Purposes. A Guide andResource Book for Teachers, Cambridge University Press, 1997, BookDOI: http://dx.doi.org/10.1017/CBO9780511733062
http://www.aelfe.org/documents/text2-Dudley.pdfhttps://www.researchgate.net/publication/228176003_The_Importance_of_Teaching_Academic_Reading_Skills_In_First-Year_University_Courseshttps://www.researchgate.net/publication/228176003_The_Importance_of_Teaching_Academic_Reading_Skills_In_First-Year_University_Courseshttps://www.researchgate.net/deref/http%3A%2F%2Fdx.doi.org%2F10.2307%2F40264513https://www.researchgate.net/publication/255584927_Current_Perspectives_on_Teaching_the_Four_Skillshttps://senate.universityofcalifornia.edu/_files/reports/acadlit.pdf
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13. Grab W., Zhang C., Reading and Writing Together: A CriticalComponent of English for Academic Purposes Teaching and Learning,TESOL Journal 4.1, 2013, [accesat 20.05.20], Disponibil:https://www.academia.edu/5934032/Reading_and_Writing_Together_A_Critical_Component_of_English_for_Academic_Purposes_Teaching_and_Learning
14. Zingan Olga, Technical Reading, Chișinău: Tehnica-UTM, 2019,60 p., ISBN: 978-9975-45-605-0 15. Willis Dave, Reading forInformation: Motivating Learners to read efficiently, 2008,[accesat 20.05.20],
Disponibil:http://www.teachingenglish.org.uk/article/reading-information-motivating-learners-read-efficiently
16. Parviz Ajideh, Schema Theory-Based Pre-Reading Tasks: ANeglected Essential in the ESL Reading Class, The Reading Matrix,Vol.3. No.1, 2003, [accesat 30.04.20], Disponibil:https://www.semanticscholar.org/paper/Schema-Theory-Based-Pre-Reading-Tasks%3A-A-Neglected-Ajideh/b4967d10f340a6621a0ffc1bab2cf043b8188275
17. Thornberry Scott, Beyond the Sentence:Introducing DiscourseAnalysis, McMillam,2005, ISBN:1-4050-64072
https://www.academia.edu/5934032/Reading_and_Writing_Together_A_Critical_Component_of_English_for_Academic_Purposes_Teaching_and_Learninghttps://www.academia.edu/5934032/Reading_and_Writing_Together_A_Critical_Component_of_English_for_Academic_Purposes_Teaching_and_Learninghttp://www.teachingenglish.org.uk/article/reading-information-motivating-learners-read-efficientlyhttp://www.teachingenglish.org.uk/article/reading-information-motivating-learners-read-efficientlyhttps://www.semanticscholar.org/paper/Schema-Theory-Based-Pre-Reading-Tasks%3A-A-Neglected-Ajideh/b4967d10f340a6621a0ffc1bab2cf043b8188275https://www.semanticscholar.org/paper/Schema-Theory-Based-Pre-Reading-Tasks%3A-A-Neglected-Ajideh/b4967d10f340a6621a0ffc1bab2cf043b8188275
Journal of Social Sciences Vol. III, no. 3 (2020), pp. 37 - 42Fascicle Social Science ISSN 2587-3490 Topic Sociology eISSN2587-3504
Journal of Social Sciences September, 2020, Vol. 3
DOI: 10.5281/zenodo.3971955
UDC 338.465:004.78
THE BENEFICIAL EFFECTS OF E-GOVERNANCE FOR MOLDOVAN SOCIETY
Cristina Lazariuc*, ORCID: 0000-0003-0585-1675
Technical University of Moldova, 168, Ștefan cel Mare Blvd.,Chișinău, Republic of Moldova *[emailprotected]
Received: 05. 25. 2020 Accepted: 07. 13. 2020
Abstract: The article proves the necessity of the e-governanceimplementation in modern society. The old methods of communicationand data exchange are no longer actual in the information age.Electronic Governance means reforming the Governance from avertical to a horizontal model in order to reduce the duration ofservices provision and, as a result, to increase the level ofcitizens satisfaction with the services quality and accessibility.As the relations between the Government, the civil society and thebusiness will adapt to the information society, the consolidationof the electronic democracy will undergo substantial positivechanges. The article also describes what are the main beneficialeffects of e-Governance in Moldova and which are the obstacles thatare met. It emphasizes the most important objectives that wereachieved by e-Government Agency under the Government of theRepublic of Moldova.
Keywords: benefit, communication networks, e-services,e-transformation process, information society, informationtechnologies, public services.
Rezumat. Prezentul articol reliefează necesitatea implementăriiguvernării electronice în societatea modernă. Vechile metode decomunicare și schimb de date nu mai sunt actuale în epocainformației. Guvernarea electronică înseamnă reformarea modalitățiide activitate a guvernării, de la un model vertical, la unulorizontal, pentru a reduce durata prestării serviciilor și, caurmare, pentru a crește nivelul de satisfacție a cetățenilor înraport cu calitatea și accesibilitatea serviciilor. Pe măsură cerelațiile dintre Guvern, societatea civilă și mediul de afaceri sevor adapta societății informaționale, consolidarea democrațieielectronice va cunoaște progrese substanțiale. Articolul descrie,de asem*nea, care sunt principalele beneficii ale guvernăriielectronice în Republica Moldova și care sunt obstacolele cu careaceasta se confruntă. Plus la acestea, prezenta cercetare,subliniază cele mai importante obiective care au fost atinse decătre Agenția de guvernare electronică, din cadrul GuvernuluiRepublicii Moldova.
Cuvinte cheie: beneficii, rețele de comunicare, serviciielectronice, societate informațională, tehnologii informaționale,servicii publice.
mailto:[emailprotected]
38 C. Lazariuc
Journal of Social Sciences September, 2020, Vol. 3
Introduction The changes that take place in the informationsociety determine the consolidation of
a new type of social relations and also of a new legal frameworkthat is regulating the interaction between citizens and theirrepresentatives. As the relations between the Government, the civilsociety and the business adapt to the information society, theestablishment and consolidation of the electronic democracy takesplace. E-governance is a basic component of the information societyand constitutes a complex system of informational governanceassurance through the application of information and communicationtechnologies. Consequently, e-government becomes a social andeconomic necessity by the beneficial effects it brings, directlyand indirectly, to the whole society.
Methodological part In the 21st century, information technology(IT) became an indispensable element in
the daily life of every human being. Nowadays, IT is consideredto be an essential factor for achieving and implementing governancereforms. Thus, governments around the world are trying to keep upwith the technical progress and use of more and more informationtechnologies in their institutional and functional work. As aresult, the governments that capitalize on the opportunities ofinformation technology become more efficient and better able toface the challenges of the 21st century. The effective realizationof the e-governance, however, demands overcoming of severalchallenges [1]. These challenges generally relate to system andtechnology, processes, organizational issues, legal issues,security, citizen relationship management, inter-departmentalcollaboration and integration, building public-privatepartnerships, change management, etc [2, 3]. On the other hand,technologies improve public services, efficient government activityand facilitate democratic participation of every citizen, bringinggovernments closer to them.
Moldovan society is also looking forward to have a modernizedgovernment that uses technological innovations to improve qualityof life, but this process of modernization impedes certainobstacles. Even though our country is included in top ten countrieswith the highest Internet speed in the world and our citizens areusing information and communication technologies enough often, thepublic sector in Moldova is still delayed in taking technology tomodernize public services and effective governance. This is due tothe fact that our citizens (including those that are working inpublic institutions) are either not sufficiently informed about theopportunities of e-government, or are afraid to access and benefitfrom e-services or do not trust their efficiency and credibility.Citizens and businesses still receive public services in thetraditional way, making queues at counters of authorities forcertificates, forms and information. As a consequence, Moldovancitizens face a series of problems in accessing public services,such as corruption, bureaucracy and inefficiency of publicinstitutions, long waiting counters CPA authorities, poorcommunication and incomplete information on how to access andprovision of public services. Citizens seeking public services areforced to travel long distances thus wasting time, effort and moneyto obtain information or services from the public institutions.
Despite these obstacles, our country has registered somerelevant achievements in the process of launching and implementinge-government in the last ten years. Starting with 2010, theGovernment of the Republic of Moldova has committed itself to thee-transformation process, aiming to make the government moreefficient by using information technology intensively. To this end,in August 2010, the State Chancellery established the e-
The beneficial effects of e-Governance for Moldovan society39
Journal of Social Sciences September, 2020, Vol. 3
Government Center of the public entity - which aims to bringleading technologies into the Government, rethink processes,improve public services and modernize the public services in orderto bring the Government closer to the Moldovan citizens [2]. Inorder to achieve this mission, e-Government Center has set thefollowing goals for the coming years: to modernize public servicesthrough re-engineering and digitization; to increase governanceefficiency by ensuring data exchange between public serviceproviders; to diversify access channels to public services and toensure information security. In 2018, the "e-Government Centerchanged its status into e-Governance Agency (EGA). The main areaswhich the EGA is responsible for were the modernization ofgovernment services, digital transformation, interoperability ofinformational systems and cyber security of the e-Governanceplatforms.
In September 2011 eight founding governments (Brazil, Indonesia,Mexico, Norway, UK, Philippines, South Africa and the USA)officially launched Open Governments Partnership (OGP). OGP meansaction. By using advanced information technologies, governmentsaround the world seek to increase the access to information,promote transparency in governance, fight corruption and ensurecitizens participation in the governing process. Seventy-eightcountries and a growing number of local governments - representingmore than two billion people - along with thousands of civilsociety organizations are members of the OGP [4]. Moldova joinedthe initiative in April 2012 during the first annual meeting of theOGP held in Brazil. Thus, the government has embraced global andEU’s efforts to improve the governance through technologies.According to the Open Government Action Plan 2019-2020, theRepublic of Moldova aims [5]:
a. to increase the access to information on Government activityby ensuring the access to information to citizens, promoting theuse of opened data by citizens and increasing budgetarytransparency and public procurement;
b. to improve cooperation with civil society and supportparticipation in the governance process by strengthening ofplatforms and mechanisms for collaboration with civil society andinvolvement of the diaspora in the decision-making process; c. toensure the accountability of the public administration regardingthe exercise of functions and duties and the modernization ofpublic services according to the principles of open government bydeveloping citizen-centered public services in order to optimizeand streamline the processes of public service delivery.
Results and discussion Since 2011, Moldova e-Governance Agency(EGA) has successfully implemented lots
of digital transformation projects, building a sustainableplatform for the further modernization of public services and othergovernance related innovations. Among the most relevantachievements we mention: 2012 - the Launch of e-Reporting,Particip.gov.md, Unique Public Services Portal, M-Pass, Registry ofPersonal Data Operators, e–Record, e-Licensing and of OpenGovernment Partnership; 2013 – the Launch of SIGEDIA, Mobilesignature (an integrated, secure and flexible mechanism of varioussolutions for the application and verification of the authenticityof the advanced digital signature by users), Normative e-documentsin construction, e-CNAM, MCloud, e-Public Procurement, MPay (thatcurrently offers Moldovan citizens the opportunity to pay for over250 public and private services) and of e-Civil Status; 2014 – theLaunch of The special water use authorization, State Register ofInspections, e-InVoice, e-Traffic and of e-Visa.
http://lex.justice.md/index.php?action=view&view=doc&lang=1&id=378313http://lex.justice.md/index.php?action=view&view=doc&lang=1&id=378313
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Journal of Social Sciences September, 2020, Vol. 3
In 2016, the Cabinet of Ministers has approved the Action Planon Modernization of Public Services Reform for 2017-2021. TheAction Plan provided for the establishment of a unique call centerfor providing public services, implementation of a single formatfor e-signed conte

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