A MODEL FOR OPTIMIZING THE STRUCTURE OF TEACHING TECHNIQUES FOR DISTANCE LEARNING IN THE RUSSIAN HIGHER EDUCATION SYSTEM

Abstract

Purpose of the study: This study aims to develop a methodical approach to optimize the structure of teaching techniques and approaches to distance education, as exemplified by Russian universities, to enhance students’ professional competencies. Methodology: A pedagogical experiment was conducted with the participation of 746 second- to fourth-year students majoring in engineering at the Ural Federal University in Russia. The coefficients for the relative importance of professional competencies were obtained through expert assessment. The number of experts was 40 faculty members with teaching experience of more than five years. Main findings: The pedagogical experiment revealed the regularities of the influence of the forms of distance learning on the formation of students’ professional competency levels. The values of students’ developmental competency levels have been determined. Non-linear regression models have been developed based on the values of the integral level of professional competencies and the percentage of distance learning forms in the number of instructional hours. Applications of this study: The proposed methodological approach will be useful for university professors and teachers in identifying the most effective forms of distance learning and in differentiating teaching methods not only in the context of the general pandemic but also in the natural conditions of the educational process. Novelty/originality of this study: The originality of this study is in the application of empirical methods to obtain a quantitative assessment of certain distance learning methods use effectiveness and their trend towards the professional competence formation level. This enables us to take into account students' characteristics in the process of distance learning and to correct the academic discipline teaching technologies in time.