Abstract
The article focuses on the students’ readiness for online education in Ukrainian pedagogical higher education institutions, since distance learning is not only a new learning technology for teachers-to-be, but also the object of their study and further application in the pedagogical career. The study employed the authors’ questionnaires for 120 faculty members and 320 students, observations and diagnostic tests. To assess the students’ current readiness for e-learning, the following criteria were employed: independence in the acquisition of knowledge, cognitive activity, mastering methods of online education activities. Characteristics of levels of students’ readiness for e-learning are given. The need for initial training of teachers and students to use distance learning technologies is confirmed. Analysis of research data revealed mostly medium and sufficient level of teachers’-to-be independence of learning, cognitive activity and experience of application of online educational activities. Basic conceptual positions and conditions for effective e-learning in Ukrainian pedagogical higher education institutions as prerequisites for students’ readiness for e-education are described.
Highlights
The COVID-19 pandemic raging around the world has caused institutional and behavioral “shock effects” in various areas of human activity including education
The Questionnaires were distributed by e-mail, and the invitation to participate was sent to 650 faculty members and students, out of which 120 faculty members and 212 students – future teachers of Pavlo Tychyna Uman State Pedagogical University and Bohdan Khmelnytsky Cherkasy National University
The content of the questionnaires is given in Annex A (Questionnaire for students) and Annex B (Questionnaire for teachers)
Summary
The COVID-19 pandemic raging around the world has caused institutional and behavioral “shock effects” in various areas of human activity including education. Due to massive and unexpected closures, affected countries and communities have been forced to largescale lockdowns and pushed to seek alternatives in online platforms, including digital learning as a replacement for normal educational processes (The New Normal of Digital Learning Post COVID19, 2020). Universities around the world were largely unprepared for a sudden switch to online learning prior to the COVID-19 pandemic (Mitchell, 2020; Ochavillo, 2020; PrataLinhares et al, 2020). The following reasons are viewed as essential barriers of rapid transition to remote teaching and learning: lack of a certain provision: legal; methodical; financial and logistical; organizational process management, etc
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