Substantiation of Organizational and Pedagogical Conditions of Implementation of Extraordinary Distance Learning in Higher Education Institutions

Abstract

The article is devoted to the analysis of the potential of extraordinary distance learning of students. Emphasis is placed on the differences between this type of distance education and online education. Taking into account the latest publications, the domestic experience of introducing distance education in higher education institutions has been studied and the reasons for the unpreparedness of domestic higher education institutions for the transition to the distance mode of emergency distance learning have been clarified. It is emphasized that most researchers identify the positive aspects of compulsory distance education, including the possibility of using blended learning as the optimal format in an emergency situation. With the help of an online survey of teachers and students of Vasyl Stus Donetsk National University, the advantages and difficulties of transition to distance learning have been identified. It has been proven that technical difficulties are problems with power outages and problems with the Internet and so on. It has been found that the psychological disadvantage of distance learning is excessive workload, which leads to impaired vision, physical fatigue and spiritual limitations. In addition, many found it difficult to communicate with the camera and microphone turned off. Didactic difficulties of distance learning are revealed - it is identification of independence of performance by students of test tasks and necessity of creation of new materials, search of new pedagogical receptions for activization of educational activity in a remote mode. It was emphasized that the respondents mentioned the lack of all-round assistance from the management of distance learning and a large amount of reporting documentation as a lack of organizational and managerial nature. The advantages of extraordinary distance learning are identified - it is the ability to work remotely, mobility and convenience, transparency of the assessment system, the use of cloud technologies. It is stated that the most convenient communicator for online classes is Microsoft Teams. According to the survey, 67.4% of students did not have special problems with the acquisition of new knowledge, skills and abilities in the transition to distance learning. The definition of “organizational and pedagogical conditions for the implementation of distance learning in the Free Economic Zone” has been clarified. Psychological and pedagogical (subjective) and organizational and managerial (objective) conditions for the implementation of emergency distance learning in higher education institutions are substantiated.