ЄВРОПЕЙСЬКА ОСВІТА В УМОВАХ ДИСТАНЦІЙНОГО ФОРМАТУ: ТЕОРЕТИЧНИЙ АСПЕКТ

Abstract

The imposition of the quarantine caused by a global pandemic of Covid–19 forced education systems in many countries across the world, in particular in Europe, to shift to remote learning. Different terms (distance education, e-learning, online education, home education, etс.) are used to name the unprecedented educational practice that has developed in these conditions. However, these terms do not fully reflect the educational process that was practiced in these conditions, they are often misinterpreted and misused. The aim of the paper is to identify and clarify the semantics of the notions of distance learning/distance education, remote learning/emergency remote education in the European educators’ studies.The article reveals the essential characteristics of distance education, namely: learning at one’s own place /location, at one’s own pace and time; flexible teaching framework that is capable of sensitive reacting to all external and internal changes and adequately responding to them, as well as taking into account the diverse interests, experiences, learning styles, needs and levels of students’ abilities.It is concluded that the notions of “distance learning” / “distance education”, as well as “remote learning” / “emergency remote education” describe the method of delivery of educational content that is carried out at a distance via various means of communication and participation in educational activities. Significant differences between these pairs of terms are indicated, namely: “distance learning” / “distance education” – terms that were used before widespread availability of digital learning tools and were originally associated with distance learning in adult education; “remote learning” / “emergency remote education” are the embodiment of a traditional classroom that has moved to online learning environment, with participants accustomed to traditional classroom learning; “emergency remote education” in contrast to “distance education” is an option (alternative), and the latter is mandatory. The article stresses the influence of distance learning technologies on the availability of continuous and quality education in the conditions of the quarantine restrictions.