Psychological Security in the Conditions of using Information and
Communication Technologies
Larysa P. Zhuravlova
1 a
, Liubov V. Pomytkina
2 b
, Alla I. Lytvynchuk
1 c
,
Tetiana V. Mozharovska
1 d
and Valerii F. Zhuravlov
1 e
1
Polissia National University, 7 Staryi Blvd., Zhytomyr, 10008, Ukraine
2
National Aviation University, 1 Liubomyra Huzara Ave., Kyiv, 03058, Ukraine
Keywords:
Psychological Security, Traditional Learning, Distance Learning, Information and Communication Technolo-
gies, Participants of the Educational Process, Teachers of Higher Education Institutions.
Abstract:
The article substantiates the relevance and expediency of the study of psychological security of the personality
in the conditions of using information and communication technologies (ICT). The purpose of the research
is an empirical study of the psychological safety of teachers of higher education institutions in the conditions
of using information and communication technologies. The influence of traditional (classroom, offline) and
distance (online) types of training on the sense of security of teachers of higher education institutions in the
conditions of using ICT is analyzed. Today’s realities, in particular the global pandemic caused by the spread
of COVID-19 virus infection, have significantly accelerated the introduction and implementation of distance
learning and significantly expanded the range of participants in the educational process. Therefore, it has been
suggested that teachers of higher education institutions assess traditional (classroom, offline) learning as safer
than distance (online). The results of an empirical study of psychological safety in the conditions of using ICT
by teachers of higher education institutions are presented. A comparative analysis of the sense of security by
teachers of higher education institutions in the context of traditional (classroom, offline) and distance (online)
learning was performed. Associations of distance and traditional learning have been found to have significant
differences. Groups of concepts in which associations of respondents are invested (“negative”, “positive”,
“neutral”) are defined. It is analyzed that associations for the phrase “distance learning”, “full-time learning”
are located on three semantic “fields”: actions, states and characteristics of the referent of the word-stimulus;
actions, states and characteristics of other subjects; feelings and emotions. Differences in the perception
of distance and traditional learning by teachers depending on the time they spend on online learning were
identified. It is determined that the level of psychological security is equally mediocre in both traditional and
distance learning. Statistically significant relationships were found between the sense of security in online and
offline learning.
1 INTRODUCTION
Scientific and technological progress is rapidly gain-
ing momentum and covers all areas of personality’s
life activity. Today, no sphere of public life, includ-
ing educational, is effective without the involvement
and implementation of scientific and technical means.
The involvement of developments of scientific and
technological progress in the educational process is
a
https://orcid.org/0000-0003-4020-7279
b
https://orcid.org/0000-0002-2148-9728
c
https://orcid.org/0000-0001-9805-7416
d
https://orcid.org/0000-0001-9628-2994
e
https://orcid.org/0000-0002-5020-2255
particularly rapid now in a global pandemic caused
by the spread of viral infection COVID-19 (Pomytkin,
2020; Pomytkin and Pomytkina, 2020; Tkachuk et al.,
2021). One of the ways to implement information
and communication technologies is the introduction
of distance learning (Syvyi et al., 2020).
Distance learning is defined as an individual-
ized process of acquiring knowledge, skills, abili-
ties and ways of human cognitive activity, which oc-
curs mainly through the indirect interaction of distant
participants of the educational process in a special-
ized environment that operates on the basis of psy-
chological, pedagogical, information and communi-
cation technologies (zakon.rada.gov.ua, 2013). We
216
Zhuravlova, L., Pomytkina, L., Lytvynchuk, A., Mozharovska, T. and Zhuravlov, V.
Psychological Security in the Conditions of using Information and Communication Technologies.
DOI: 10.5220/0010930200003364
In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 216-223
ISBN: 978-989-758-558-6
Copyright
c
2022 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
can say that distance learning is implemented using a
set of modern technologies that ensure the process of
providing and receiving information in an interactive
mode with the use of information and communication
technologies by all participants in the educational pro-
cess.
It is obvious that the main role in the implemen-
tation of distance (online) education, as well as, in
fact, traditional (classroom, offline), is played by in-
formation and communication technologies. The lat-
ter, in turn, are defined as technologies for creat-
ing, accumulating, storing and accessing electronic
resources of educational programs and training ma-
terials, providing and supporting the educational pro-
cess using specialized software and means of infor-
mation and communication, including the Internet
(zakon.rada.gov.ua, 2013). It is the Internet that re-
veals the possibilities of virtual connection and com-
munications.
2 LITERATURE REVIEW
Almarashdeh (Almarashdeh, 2016), Barvinskaya
(Barvinskaya, 2020), Bobyliev and Vihrova
(Bobyliev and Vihrova, 2021), Bykov et al. (Bykov
et al., 2001), Chernyshov (Chernyshov, 2021),
Dos Santos (Dos Santos, 2020), Duell (Duell, 2008),
Finley (Finley, 2012), Gajek (Gajek, 2018), Giest
(Giest, 2004), Giest (Giest, 2008), Karadeniz (Karad-
eniz, 2009), Kukharenko and Oleinik (Kukharenko
and Oleinik, 2019), McGinnis (McGinnis, 2010),
Mills (Mills, 1997), Rourke and Anderson (Rourke
and Anderson, 2002), Seguin (Seguin, 2021), Sezer
(Sezer, 2016), Teplow (Teplow, 1996), Traxler
(Traxler, 2018), Weety (Weety, 1998), Wells (Wells,
2021) conducted scientific research in the direction
of theoretical, empirical and social aspects of the
introduction of distance learning, analyzed the
problems of the introduction of distance learning and
the features of the involvement of information and
communication technologies.
Empirical research on educational technologies
used in distance learning has become widely known.
In particular, Anderson and Rivera-Vargas (Anderson
and Rivera-Vargas, 2020) identified and critically sub-
stantiated the main dimensions of using digital tech-
nologies in distance education, which led to signifi-
cant changes, namely: reducing the quality of educa-
tion; restriction of application of new knowledge de-
velopment methods; copyright infringement; exces-
sive idealization of information and communication
technologies; violation of private information due to
the widespread use of social media in distance educa-
tion (Anderson and Rivera-Vargas, 2020).
At the same time, Anderson (Anderson, 2019)
notes that social media, as a tool of information and
communication technologies, is a major component
of commercial, entertainment and, of course, educa-
tional activities. Education has a unique opportunity
to control and improve their own practices through
the dissemination of social media, which are effec-
tive for all participants of the educational process. In
particular, teachers, educators and mentors have ad-
ditional opportunities to communicate with students.
An important aspect of this connection is the control
and intervention in the learning process in order to in-
crease the effectiveness of both teaching and learning.
New ways of finding, receiving and exchanging edu-
cational information are becoming available for learn-
ers (pupils, students) (Anderson, 2019).
Sancho-Gil et al. (Sancho-Gil et al., 2020),
Pomytkin et al. (Pomytkin et al., 2020) point out that
the development of ICT has caused excessive concern
about its ability to solve educational problems and im-
prove the quality of learning. Such a situation requires
the development and implementation of new digital
technologies in education for effective digital inclu-
sion in order to expand public knowledge about the
possibilities of using information technology in the
educational environment.
The urgent need for the implementation and im-
plementation of distance learning creates excessive
excitement and uncertainty among all participants of
the educational process. Thus, Anderson (Anderson,
2019) notes that the main difference between distance
learning and traditional is the exhaustion of its partic-
ipants.
Distance learning, accompanied by the intensive
use of information and communication technology
tools, in particular, the inclusion in the digital in-
formation environment of participants of the educa-
tional process, leads to a deterioration in psycholog-
ical well-being and information stress. The latter, in
turn, is associated with the long-term use of informa-
tion and communication technologies, in particular,
the Internet (Kislyakov, 2020).
Social networks, watching news, consuming in-
formation, etc. lead to increased information stress
and reduce the level of psychological security of the
personality. The problem of information and psycho-
logical security is related to such psychological as-
pects as the perception, preservation, processing and
use by participants in the educational process of a
certain information array (Krasnyanskaya and Tylets,
2019).
The concept of psychological security can be de-
scribed as a state of psychological safety and the abil-
Psychological Security in the Conditions of using Information and Communication Technologies
217
ity of the personality to withstand unpleasant exter-
nal and internal influences. Psychological security is
an important factor of interpersonal interaction (Ed-
mondson, 1999, 2004). The latter is significantly re-
duced in terms of distance learning, which is con-
firmed by scientific research. A study (Hu et al., 2018)
reported that the lower the level of psychological se-
curity of the personality, the higher the level of dis-
tance interaction. The dependence of a sense of psy-
chological security in terms of distance or traditional
learning is evidenced by the results of several studies.
In particular, the relationship between psychological
security and social networks is revealed (Soares and
Lopes, 2014), which is one of the main tools of inter-
action between participants in the educational process
in distance learning.
Given the significant amount of research on the
study of psychological security and information and
communication technologies, the aspect of psycho-
logical safety of teachers of higher education institu-
tions in the conditions of using ICT remains insuffi-
ciently studied.
The purpose of the research is an empirical study
of the psychological safety of teachers of higher edu-
cation institutions in the conditions of using informa-
tion and communication technologies. In our study,
we made assumptions that the teachers of higher edu-
cation institutions evaluate traditional (classroom, of-
fline) learning safer than distance (online) learning.
3 RESEARCH METHODS
The study of psychological safety in the use of
ICT was implemented during the autumn semester
of 2020. Teachers of higher education institutions
(N = 59) took part in the study, including 48 women
(81%) and 11 men (11%). The age of respondents
varies between 25–75 years, the largest share are
teachers aged 25–44 years (75%), 11 teachers aged
45–60 years (19%) and 4 teachers aged 61–75 years
(7%).
To study the features of psychological safety in
traditional (classroom, offline) and distance (imple-
mented as a measure to combat the spread of coro-
navirus disease (COVID-19)) forms of studying was
developed and implemented author’s questionnaire
“Psychological security in conditions of using ICT”.
Its validity and reliability were ensured by using the
method of independent expert evaluations. The ques-
tionnaire contained three components that assess both
the conditions of distance learning and its psycholog-
ical component: determining the intensity of involve-
ment in distance learning (time spent), the study of as-
sociations on different forms of learning and the sub-
jective level of psychological security (on a ve-point
scale) during distance and full-time forms of educa-
tion.
The method of frames (schemes) was used for
qualitative and quantitative analysis of associations.
This method allows you to group associations by cer-
tain descriptive characteristics that can be applied to
abstract concepts: 1) actions, states and characteris-
tics of the word-stimulus, 2) actions, states, charac-
teristics of other subjects, 3) feelings and emotions
(Mironova, 2011) and the method of expert assess-
ments. Methods of mathematical statistics were used
for statistical processing of the obtained quantitative
data (descriptive statistics, comparison of dependent
samples (Student’s t-criterion), Spearman’s rank cor-
relation analysis). Automated data processing was
performed using the IBM SPSS Statistics 26 and the
ArcGIS software packages.
4 RESULTS AND DISCUSSIONS
According to the results of empirical research, the fre-
quency hierarchy of associations for the phrases “dis-
tance learning” and “full-time learning” was revealed.
Analysis of the results shows that teachers of higher
education institutions associate the phrase “distance
learning” primarily with ICT: “computer” (6%), “In-
ternet” (6%), “Moodle, Classroom, Viber” (4%); with
an evaluative attitude: “fast” (4%), “imperfect” (4%),
also significant is the affective component, which has
a negative emotional color: “stress” (4%).
The hierarchy of associations for the phrase “full-
time education” differs significantly from the previ-
ous one. The main associations are aimed at inter-
action, and interpersonal connection “communica-
tion” (17%); identification of specific characteristics
of direct interaction “live communication” (13%),
“communication” (6%), “knowledge” (6%).
Qualitative analysis of reactions (associations)
based on the method of frames (Mironova, 2011) al-
lowed to make their qualitative characteristics.
Field 1. Actions, states and characteristics of the
word-stimulus. The phrase-stimulus “distance learn-
ing” is expressed through actions, states and char-
acteristics that describe the effectiveness of distance
learning, its impact on the physical and mental state
of the respondent: for example, “inappropriate”, “un-
desirable”, “low efficiency”, “exhausting”, “long”,
“simple “, etc. The characteristics of the phrase-
stimulus “full-time learning” mostly reflect its focus
on the communicative process, such as “communica-
tion”, “live communication”, “energy of live commu-
AET 2020 - Symposium on Advances in Educational Technology
218
nication”, “simple”, “fast”.
Field 2. Actions, states, characteristics of other
subjects. In the associative chain of the phrase-
stimulus “distance learning”, the interiorization is
traced: the “other subject” is the respondent (for ex-
ample, “insomnia”, “control”, “day mode”, “sleep”).
At the same time, in the associative chain for the
phrase-stimulus “full-time study”, respectively - ex-
teriorization (for example, “students”, “I know where
the child is”, “friends”, “noise”, “fun”, “long time to
get to”, “waste of time”).
Field 3. Feelings and emotions. The associa-
tive chain of the phrase-stimulus “distance learning”
is characterized by the narrowness and uniformity of
emotional characteristics, such as “sadness”, “worry-
ing”, and so on. The associative chain of the phrase-
stimulus “full-time learning” is dominated by con-
cepts that characterize feelings and emotions. They
differ in variety and bright emotional color, such as
“fun”, “contact”, “attentive”, “emotions”.
With the help of expert assessments, the associ-
ations were grouped into three groups: “negative”,
“positive” and “neutral”. Negative associations in-
clude those that have an expressed negative evalu-
ation attitude or emotional coloring, such as “sad-
ness”, “horror”, “forced step”, “low efficiency”, and
so on. Neutral associations include those that reflect
events, objects, phenomena, objective reality, such
as the “Internet”, “audience”, “Zoom”, etc. Positive
associations include those that have a positive emo-
tional color or evaluation, such as “fun”, “live com-
munication”, “good feedback”, and so on. By assign-
ing a numerical value to each group of associations
(”0” = “negative”, “1” = “neutral”, “2” = “positive”)
and using methods of statistical data processing, it
was found that associations of teachers of higher ed-
ucation institutions regarding distance and traditional
education differ significantly (t = 4.801, p 0.012)
(table 1).
It should be noted that in each of the three fields,
respondents focused on the concept of time spent on
distance and full-time study and their characteristics,
such as “more time for themselves”, “fast”, “slow”,
“waste of time”, “all day”, “round-the-clock access”,
“work after work”, “no waste of time”, etc. Peculiari-
ties of the perception of distance learning by employ-
ees of higher education institutions depending on how
much time they spent on average during the working
week on distance learning are presented in table 2.
The most negative perception of distance learning
is perceived by respondents who have been involved
in it for less than 6 hours (58.3%). Respondents who
spend more than 18 hours a week on distance learn-
ing also rate it rather negatively. The smallest num-
ber (32.0%) of negative associations regarding dis-
tance learning have respondents who are involved in
it for 6–18 hours. It should be noted that the more
respondents were involved in distance learning, the
less positive (4.5%) and more neutral (50.0%) associ-
ations they have with it.
Those who spend an average of 6 to 18 hours a
week on distance learning tend to describe it most
positively.
The results of the analysis of associations for the
phrase-stimulus “full-time learning” are fundamen-
tally different from the previous ones (table 3). Most
positive associations (40.9%) regarding full-time ed-
ucation occur in teachers who spend the most time
(more than 18 hours) on distance learning, and the
least in those who worked distantly the least (6
hours per week). The vast majority (61%) of re-
spondents generally have a neutral perception of tra-
ditional (classroom, offline) learning. It is worth not-
ing much lower rates of negative associations with the
phrase-stimulus “full-time learning”, compared with
distance (respectively, 3.4% and 42.4%).
For a more detailed interpretation of the pecu-
liarities of the perception of distance and full-time
learning, the subjective level of psychological secu-
rity feeling of teachers of higher education institutions
during the implementation of both forms of educa-
tion was determined (table 4). In general, respondents
rate their level of psychological security as equally
mediocre in distance and full-time learning ( ¯x = 2.808
and ¯x = 2.900, respectively).
However, we observe contradictions between the
emotional perception of online/offline learning and
the assessment of their own psychological security
in their implementation depending on the time of us-
ing ICT. Thus, full-time learning is assessed as the
most dangerous ( ¯x = 3.307) by teachers who are most
positive about it, and who spend more than 18 hours
a week on distance learning. The least dangerous
( ¯x = 2.423) full-time learning is for teachers who are
involved in distance learning for less than 6 hours.
The most dangerous ( ¯x = 3.305) feel in the online en-
vironment those who spend from 6 to 18 hours on it.
To find significant differences between the indi-
cators of experiencing a sense of security in the im-
plementation of online/offline learning by teachers of
higher education institutions we used calculations of
the Student’s t-criterion (table 5). No statistically
significant differences were found, but some trends
were indicated: teachers who are involved in distance
learning for less than 6 hours tend to perceive the
online environment as safer (t = 1.442, p 0.175),
those who work from 6 to 18 hours, on the contrary,
as more dangerous (t = 1.51, p 0.144). Those
Psychological Security in the Conditions of using Information and Communication Technologies
219
Table 1: Differences in associations of employees of higher education institutions about full-time and distance learning.
Paired Samples Test
Distance Paired Differences
t df Sig. 2-tailed
/
Mean
Std. Std. 95% Confidence
full Devia- Error Interval of the Difference
time tion Mean Lower Upper
-.593 .949 .123 -.840 -.345 -4.801 58 .012
Table 2: Emotional perception of distance learning by teachers with different times of using ICT.
Crosstabulation
Associations to the phrase-stimulus
Total“distance learning”
Negative Neutral Positive
Term of online
Less than 6
Count 7 3 2 12
% within 58.3 25.0 16.7 100.0
6-18
Count 8 11 6 25
study (hours) % within 32.0 44.0 24.0 100.0
More than 18
Count 10 11 1 22
% within 45.5 50.0 4.5 100.0
Total
Count 25 25 9 59
% within 42.4 42.4 15.3 100.0
Table 3: Emotional perception of full-time learning by teachers with different time of using ICT.
Crosstabulation
Associations to the phrase-stimulus
Total“full-time learning”
Negative Neutral Positive
Term of online
Less than 6
Count 1 7 4 12
% within 8.3 58.3 33.3 100.0
6-18
Count 1 16 8 25
study (hours) % within 4.0 64.0 32.0 100.0
More than 18
Count 0 13 9 22
% within 0.0 59.1 40.9 100.0
Total
Count 2 36 21 59
% within 3.4 61.0 35.6 100.0
who spent more than 18 hours distantly mediocrely
assessed their own safety both offline and online
(t=0.731, p 0.473).
Spearman’s correlation analysis was used for a
more detailed interpretation (table 6). It was found
that there is a statistically significant relationship
between indicators of psychological safety in dis-
tance and offline learning for both respondents of
the general sample (r = 0.358, ρ 0.001) and
teachers who are involved distantly for 6-18 hours
(r = 0.528, ρ 0.001). We do not observe such
correlations in respondents who are engaged in on-
line learning for a small or extremely large amount of
time.
As the result of the study it was determined that
the feeling of psychological security and the percep-
tion of teachers of higher education institutions about
distance and traditional learning have certain specific
characteristics.
5 CONCLUSIONS
1. Psychological security is defined as a state of psy-
chological protection from external and internal
influences. In the conditions of distance learning
the feeling of psychological safety of its partic-
ipants decreases, in comparison with the condi-
tions of traditional (classroom) learning.
2. There are differences in the perception of dis-
tance and traditional (full-time) learning among
teachers of higher education institutions. Associa-
tions for the phrase “distance learning”, “full-time
learning” are located in three semantic “fields”:
teachers of higher education institutions associate
distance learning with ICT and with feelings and
emotions, full-time learning is associated with
communication and interaction with others. There
is a significant difference between distance and
traditional learning associations: distance learn-
AET 2020 - Symposium on Advances in Educational Technology
220
Table 4: Level of psychological safety of teachers of higher education institutions ( ¯x).
Term of online learning (hours) Online (distance) learning Offline (full-time) learning
Less than 6 2.820 3.307
6-18 3.305 2.694
More than 18 2.576 2.423
Total 2.900 2.808
Table 5: The sense of security features of higher education institutions teachers with different time of using ICT in the
conditions of online/offline learning.
Paired Samples Test
Term of Paired Differences
t df Sig. 2-tailed
online
Mean
Std. Std. 95% Confidence
training Devia- Error Interval of the Difference
(hours) tion Mean Lower Upper
Total -.084 1.734 .225 -.536 .367 -.375 58 .709
More than 18 -.272 1.750 .373 -1.048 .503 -.731 21 .473
6-18 -.416 1.348 .275 -.986 .152 -1.51 23 .144
Less than 6 .846 2.115 .586 -.432 2.124 1.442 12 .175
Table 6: Relationships between psychological safety indicators in online/offline learning.
Sample/term of online training (hours) Offline/Online
Spearman’s rho
Total sample
Correlation Coefficient .358
∗∗
Sig. (2-tailed) .005
N 59
More than 18
Correlation Coefficient .241
Sig. (2-tailed) .280
N 22
6-18
Correlation Coefficient .528
∗∗
Sig. (2-tailed) .008
N 24
Less than 6
Correlation Coefficient .327
Sig. (2-tailed) .276
N 13
∗∗
Correlation is significant at the 0.01 level (2-tailed).
ing is perceived more negatively than full-time
learning.
3. There is a statistically significant relationship be-
tween the feeling of psychological security of re-
spondents in distance learning and the feeling of
psychological security in offline learning. The
subjective level of feeling of psychological secu-
rity has average indicators, both in terms of dis-
tance and full-time learning. Teachers who spend
a lot of time online tend to perceive more danger-
ous full-time learning. The least dangerous are
those who are involved in distance learning for a
short time. The most dangerous in the online en-
vironment feel those who spent on it an average
of 6 to 18 hours.
4. Contradictions between the emotional perception
of online/offline learning and the assessment of
the level of their own psychological security in
their implementation depending on the time of us-
ing ICT were defined.
The research hypothesis was partially proved. We
see prospects for further research in the study of the
features of psychological security of all participants
in the educational process in a wide sample.
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