DISTANCE LEARNING: ANALYSIS OF CONCEPTS, FORMATS, PLATFORMS, ADVANTAGES AND DISADVANTAGES

The aim of this study is to design and implement the educational learning environment for international students’ studying in Ukrainian universities in the form of distance learning courses based on Moodle system. Objectives of the study is to analyze the existing approaches to constructing distance learning courses of training requirements in preparatory phase for foreigners in order to form a remote environment, experimental use of distance learning courses for foreigners in form of blended and distance learning during their preparation for entering universities in Ukraine. The object of research is the process of functioning of blended and distance learning for foreigners who plan to study in Ukrainian universities in Ukraine, Russian, Ukraine and English languages. The subject of research is the use of blended and distance learning for foreigners in organizational, scientific and educational activities of the Department of Natural Sciences of the Faculty of International Education of NTU "KhPI". In the work the analysis and systematization of research on the use of cloud-based ICT in education, research and organizational activities of the university, experimental implementation of the designed cloud-based environment for the subdivision of university using open source software. To assess the effectiveness of the use cloud-based learning environment created a separate department university planned to hold teaching experiment. In this work the analysis and systematization of use the blended and distance learning for foreign citizens in educational process was made, and the experimental introduction of advertising-course "Welcome to study!" developed on the basis of Moodle system in the distance learning courses NTU "KhPI" was fulfilled. To assess the efficiency of distance learning courses for international citizens’ preparatory phase of training according to the basic natural sciences, the pedagogical experiment will be done. Results of the study is planned to summarize the development of recommendations for the design of distance learning courses for foreigners with special courses for distance or blended learning in universities Ukraine.

The article examines the features of organizing and conducting the educational process under martial law in Ukraine. It focuses on the formation of organizational conditions for collaboration with various groups of service recipients. This includes social support for citizens who have been discharged from military service or retired, as well as their families, work with internally displaced persons, and other categories affected by the war. The features of organizing the educational process under martial law have been identified. An analysis has been conducted, and forms and methods of distance learning have been substantiated, which include elements of electronic and modular learning for students in higher education institutions. Particular attention is paid to the development of platforms such as Moodle, Classroom, Zoom, Google Meet, and others. For the rapid exchange of information, teachers and students use corporate emails, as well as platforms like Viber and WhatsApp, which contribute to the formation of theoretical knowledge and practical skills in modern conditions. The aim of the research is to analyze the features of organizing the educational process in higher education institutions, as these issues require more in-depth study during the period of martial law. In this context, distance and blended learning, as well as the combination of classroom and extracurricular activities, have become commonplace for all participants in the educational process. It is essential to ensure that nothing threatens the life and health of higher education students. The main tasks of the research identify a number of key aspects that contribute to a deeper understanding of the organization of the learning process in higher education institutions. Structuring the content of educational material is an important element that ensures logical and sequential knowledge acquisition by students. Thanks to this structuring, the learning process becomes clearer and more organized, allowing students to systematically achieve their educational goals. The organization of modular distance learning in higher education institutions has its peculiarities due to the introduction of martial law in Ukraine and depends on the material and technical resources, as well as the safety conditions for both teachers and students. This includes the duration of classes, breaks, the format of the educational process established by the academic council of a specific institution, as well as the academic workload. An important aspect is the formation of individual educational trajectories for students who, for objective reasons, have missed some classes. A key task for the management of higher education institutions is to adapt the educational process to the conditions of martial law by implementing appropriate methods and tools that will help minimize traumatic experiences and negative psychological states, as well as ensure the effective realization of the learning process. These tasks require urgent resolution. It is particularly important to develop an algorithm and sequence of actions during air alarms, as well as to consider possible Internet disruptions that students may experience during classes and the psychological state that affects their ability to actively engage in the educational process. The conclusions of the research indicate that the organization of the educational process in higher education institutions during martial law must take into account the main trends of distance, online, and blended learning. In particular, attention should be given to: adjusting curricula based on the chosen form of learning; recording video lectures, creating presentations, and conducting online classes in video format; ensuring the mental and psychosocial health of both students and teachers; as well as learning to assess the reliability of information and respond promptly to potential threats.

The article reveals the peculiarities of teaching the disciplines of chemical direction, in particular “Organic Chemistry” and “Biochemistry”, in distance learning in higher educational institutions from the point of view of practice. It was determined that computers with special software, communication and remote sources of information are the main means of learning in distance learning of chemical disciplines. Forms of teaching chemical disciplines in conditions of distance learning in higher educational institutions are considered. The advantages and disadvantages of distance learning in the course of studying the disciplines of chemical direction in higher educational institutions are highlighted. The peculiarities of using virtual laboratories in the conditions of distance learning in higher educational institutions are considered. The programs with which the distance learning process takes place are identified, in particular, special attention is paid to the Moodle program, which is used by most higher educational institutions for teaching chemistry disciplines in distance learning conditions.According to the results of research conducted during remote work with students, it was determined that the formation of high-quality chemical knowledge, skills and abilities that will become the basis of the future professional competence of students of higher education is possible in the conditions of distance learning, where students study theory with the help of modern ICT, and laboratory work performed with the help of virtual chemical laboratories. Distance education can be considered an alternative to classical education, as students have the opportunity to qualitatively learn the material of the educational components of the curriculum, in particular, “Organic Chemistry” and “Biochemistry”.

The article determines that the basis for providing distance learning in the military education system is the subject-activity approach. The positive aspects of the application of distance learning technology from the perspective of a teacher and from the perspective of a learning subject are summarized. The processes of organization and implementation of distance learning are determined by the specifics of a military educational institution and depend on the psychological and pedagogical characteristics of the teacher, his professional skills to use modern interactive teaching methods and information and communication technologies. An attempt was made to determine the main psychological and pedagogical features of the teacher, which are needed in the process of organizing distance learning. This is a high motivation for cognitive activity, the acquisition of new professional competencies, the ability to avoid subjectivity during assessment. The use of distance learning can significantly reduce the cost of training, to intensify the process of learning thanks to a variety of visual means of presenting new educational information using modern information technologies. It is proved that a promising direction of training in the system of higher military education is blended learning. This is an interactive form that optimally combines the format of full-time and distance learning. The organization of blended learning makes it possible to create an appropriate environment for the successful fulfillment of military duties while studying at a military educational institution, self-preparation for classroom studies and self-assimilation of training material at a convenient time. The use of this form of training will contribute to enhancing cognitive activity, expanding the possibilities of forming both professional competencies and “soft” skills, which are the basis for the upbringing and harmonious development of the individual in the military education system. The development of the military higher education system is connected specifically with distance learning as a priority technology based on the Moodle educational content management system. The proper organization of training allows you to create the conditions for increasing the motivation of the subject of training to mental activity and to obtain high-quality military-vocational education.

The article focuses on the fact that the use of distance learning in higher education institutions of Ukraine is due to the needs of modernization of the system of professional training of higher education applicants, which is able to ensure the competitiveness of future specialists in the modern labor market. The psychological and pedagogical literature on the problem of introducing distance learning, in particular in the educational activities of higher education institutions, is analyzed. The advantages of distance learning are indicated, namely: it provides an individual approach, optimal schedule, selforganization, taking into account the abilities of higher education applicants, the use of interactive teaching methods, systematic control, discipline, allows you to combine professional activity with study, makes it possible to receive education regardless of place of residence or health status, to acquire new teaching skills, as the way of presenting the material changes, the creative component grows, the digital competence of teachers is improved, etc. The disadvantages of distance learning are highlighted, which include the problem of student identification, objectivity of assessment, lack of direct communication, lack of motivation and self-organization of students. It is noted that distance learning is effective from an economic and informational point of view, creates conditions for lifelong learning due to its accessibility, it corresponds to the rapid pace of development of society and is the newest form of intellectual and professional socialization of a person in modern society. It is emphasized that distance education has significant potential in the formation of professional and universal competencies of future specialists. Modern research and interpretation of skills, which researchers divide into Soft skills and Hard skills, are considered. The special importance of project technologies is emphasized, which are focused primarily on independent activities – individual, group or collective, which participants perform over time to form Soft Skills. It is indicated that the project method is an effective addition to other pedagogical technologies that contribute to the formation of the individual as a subject of activity and social relations, since education should become innovative. The proposed of organizing and conducting projects are presented, examples of individual project topics used in the training of future psychologists are given.

The purpose of the study is to analyse features of organising distance learning for non-linguistic students in the context of the pandemic. The article examines advantages and disadvantages of distance learning in higher education institutions, presents results of a survey that has revealed students’ opinions on various aspects of online education during the ongoing pandemic. Scientific novelty of the study lies in the fact that the authors’ assessment of students’ distance learning organisation in the context of the pandemic reveals the necessary forward-looking measures for online education organisation in higher education institutions. As a result, the study has clarified the notion “distance learning” in connection with digital transformation of the higher education system, identified positive and negative aspects in distance learning organisation in higher education institutions during the pandemic, identified the measures necessary for effective organisation of distance learning.

The topical problem of using the tutoring system of education and upbringing of student youth during the introduction of distance learning has been considered. The purpose of the article is to investigate the role of a tutor in the formation of professional competence of students in the training of future health and safety specialists during the introduction of distance learning. The main types of distance learning technologies have been analyzed, which allows to carry out distance learning, not only without losing the quality of learning, but on the contrary improving it through individualization, active learning methods, bilateral interaction between a teacher and a student. The author substantiates the advantages of introducing distance learning to prevent the complication of the epidemiological situation and the creation of favorable learning conditions in the context of the spread of COVID-19. The peculiarities of the work of a tutor in the conditions of online learning have been described. It has been established that the introduction of distance learning via the Internet, with periodic counseling of students by teachers-consultants (coordinators, tutors) – is a resource to fully ensure the level of knowledge acquisition and skills necessary for future professional activity and further career growth labor protection specialists. The author reveals the essence of the concept of «tutor». The importance of a tutor in the application of distance learning in higher education institutions is theoretically substantiated. It has been established that a tutor is a key figure in the distance learning process. The responsibilities, roles, functions and tasks of a tutor in modern educational conditions, to ensure the quality of educational services in higher education institutions and to achieve the goal of education are highlighted. The pedagogical conditions of training, which are realized by a teacher (tutor), during the introduction of distance learning, during the professional training of future specialists of occupational safety in order to obtain a competent specialist, are presented. It has been estimated that the role of a teacher (tutor) is expanding and updating in the system of distance education. It has been established that a teacher (tutor) coordinates the cognitive process using various forms of interaction (seminars, webinars, video-lectures, video-conferences), improves digital educational content, provides meaningful advice, manages educational projects and other.

Online education is a significant part of the educational process in Ukraine, particularly with the onset of the COVID-19 pandemic and, in 2022, a full-scale war, which determines the relevance of research on the regulatory framework to ensure the quality, accessibility and inclusiveness of distance education. The study aims to address and evaluate the legislative regulation of distance learning in higher education institutions. The study analysed regulatory documents and statistical data from education authorities in Ukraine. The study determined that the existing legislation does not fully meet the requirements of the 21st century and needs to be updated and integrated with new provisions that consider the specifics of digital education. The study established that the existing legal norms do not guarantee equal access to educational resources for all students, especially in the context of distance learning. This underscores the need for legislative changes to ensure that all students have equal access to the necessary materials and technology, regardless of their socio-economic status or place of residence. For instance, the Law of Ukraine No. 2145-VIII “On Education” does not contain sufficiently clear provisions that would oblige educational institutions to provide technical support for distance learning. The analysis of the Law of Ukraine No. 2145-VIII “On Education” shows that the regulatory framework does not include quality standards adapted to distance learning. The results of the study highlight the need to develop comprehensive legislation that would cover all aspects of distance and online learning. This includes harmonisation of national regulations with international standards, introducing flexible quality control mechanisms, and supporting equal access to educational technologies. For instance, the experience of Germany, with its regional laws that detail general federal requirements, can serve as an example for the development of such regulations in Ukraine. The practical significance of the study is to develop recommendations for improving the legislative framework for online and distance learning in higher education institutions

The introduction of distance learning was the feature of teaching students during the last third of 2019-2020 academic year in the conditions of quarantine measures for SARS-COV-2. Partly traditional and partly distance learning fragmentariness of this academic year of different students’ groups allows substantiating the possibility and necessity of the comparative assessment and comparison of the results of these teaching approaches. The purpose of the study was to assess the features of the influence of traditional education and distance learning on the graduate students’ performance in “Internal Medicine” based on the results of the state exam. Materials and methods. The study of the results of the final exam of the 6th year students of the Medical University of the IV level of accreditation was carried out. The examination for distance students was held using “Standardized patient” model which was in the form of the situational task based on a real clinical case with laboratory instrumental data in the subdisciplines of Internal Medicine (“cardiology”, “pulmonology”, “gastroenterology”, “endocrinology”, “nephrology”, “rheumatology”, “hematology”). We identified 2 main groups for the comparative analysis. Group I consisted of 110 students who studied during the autumn and early spring terms in the context of traditional education with practical training of full value. Group II included 55 students who were taught in the form of distance learning using such educational platform and resources as Google Classroom, Google Meet during the spring term. Statistical processing of obtained results was carried out using the Statistica-Stat-Soft, USA and Microsoft Excel software package. Results and discussion. The analysis revealed the small differences in the levels of current academic performance in the subject of Internal Medicine in the context of distance learning in relation to the traditional one. When comparing the results of the two training forms we noted prevailing results of qualitative progress with the most pronounced differences in the subdisciplines “cardiology”, “gastroenterology”, in Group 1 and they reliably depended on the academic ranking in the discipline. The nature of the decline in the levels of general and high-quality academic performance based on the exam results with the most pronounced differences in the subdisciplines “rheumatology” and “gastroenterology” did not correlate with the academic ranking indicators of the current training in Group 2. When analyzing the structure of standardized exam questions, the highest efficiency of the answers was demonstrated basing on the skills of “Diagnosis of the leading syndrome”, and “Determination of a preliminary clinical diagnosis”, “Determination of the plan of examination, prognosis and prevention” in the general discipline and, especially, in such subdisciplines as “cardiology”, “gastroenterology”, “nephrology” in both groups, and, with Group 1 predominating. The lowest rates of the answers of Group 2 were recorded for the skills “Treatment, management tactics”, “Evaluation of laboratory and instrumental methods of examination” in the discipline in general and to a greater extent in the subdisciplines “gastroenterology”, “endocrinology”, “rheumatology”. Conclusion. The study showed a negative tendency of the peculiarities of the influence of the distance learning form on the current and final academic performance in the absence of the possibility of mastering theoretical material during direct work with the patient. The use of distance learning is possible as an addition to the traditional one in the blended learning and is promising in the implementation of high-tech informative methods to improve the quality of self-preparation of students for classroom studies

The article deals with the peculiarities of distance learning organisation in a sport higher education institution during the pandemic. The subject of the study is the process of distance learning organisation in higher education institute during the period of COVID-19 restrictive measures. The Churapchinsky State Institute of Physical Culture and Sport is one of the first higher education institutions located in a rural environment, with more than 90% of its students coming from the heritage and districts of the Republic of Sakha (Yakutia). The specifics of higher education institute imply a large volume of practical training sessions and daily training in selected sports in equipped sports facilities. The distance learning format has made significant adjustments to the content and forms of practical training, in particular student sports training. A total of 320 full-time and part-time students from 7 areas of study took part in the survey. The results revealed the degree of students' readiness for the transition to distance learning, assessment of the possibility of full training for credit-examination session and state final attestation, features of practical training in elective courses of physical education and sports disciplines, the level of satisfaction, advantages and disadvantages in the organization of distance learning in higher education institution. The results of the study can be used to improve the organisation of distance learning in higher education institutions, while maintaining the quality and accessibility of the educational process. The novelty of the study lies in the investigation of the organisation of the distance learning format and the attitudes towards it of the students of a physical education institution located in a rural area. It has been established that the transition of the educational process to a fully distance format in a sports university has intensified the resources of the institute, forcing the use of information technology in training, while revealing certain difficulties.

The paper examines the problem of blended learning modeling to ensure high-quality vocational training of specialists-to-be of various profiles at higher education institutions of Ukraine. The purpose of the research is to develop a model of blended learning for higher education institutions and to analyze the results of its implementation in the educational process. It was concluded that there are quite a few approaches to the development and practical implementation of blended learning models. In the paper blended learning is considered as a reasonable combination of the traditional educational process in classrooms with distance learning, students' self-study and the use of digital technologies, which takes place according to a certain scheme. The concepts of "blended learning" and "hybrid learning" as well as several existing models of blended learning are analyzed. The generalized model of blended learning at higher education institutions along with its visual representation has been developed. The implementation of this model allows practitioners to combine different types of educational activities in the process of face-to-face and remote classes in exactly the combination that is necessary to achieve the expected results under the conditions of a specific higher education institution. The results of a survey conducted at Bogdan Khmelnitsky Melitopol State Pedagogical University are given. During the survey attention has been paid to the following aspects: how students understand the essence of blended learning as well as the difference between the use of distance learning elements in the face-to-face learning process and the full application of distance and blended learning technologies during quarantine; students' attitude to traditional, blended and distance learning; how students perceive the educational process organized on the basis of the proposed generalized model of blended learning. In addition, it has been found out which digital technologies are used at universities for the organization of blended learning. In general, according to the results of the survey, the expediency of using the developed model has been confirmed and promising directions of scientific research in the field of blended learning have been determined.

Covid-19 forced the entire global education system to adapt to the new circumstances. This chapter continues the worldwide discussion on how student learning on courses and programs that were moved partially online due to remote teaching and learning in higher education institutions (HEI) during the Covid-19 pandemic was assured and what opportunities this has brought to higher education. Although there is a tendency in the theoretical literature to focus on the problems, difficulties, and challenges associated with the transition to remote learning in higher education during the pandemic, this study suggests that, contrary to the common belief, students actually identify a great number of positive issues associated with remote learning. The findings of this study highlight that students see both personal benefits and challenges in remote learning. Overall, students are satisfied with the quality of the remote teaching and learning process, and students’ positive assessment of the quality of their studies’ organization increased with age. Stability and routine were important for the students in the study process. These ensure that the study process continues uninterrupted and thus that results can be achieved. The results of this study bring us to the conclusion that the Covid-19 pandemic could be used to speed up changes in HEIs around the globe to find better and more student-centered and innovative solutions in teaching and learning in the future.

The research is devoted to the analysis of the peculiarities of learning professional English in the context of distance learning. The purpose of the research is to study the effectiveness of distance learning of ESP, taking into account the experience of leading Ukrainian researchers in this field as well as clarifying an appropriate way to reform education and to increase the effectiveness of learning, create and introduce the advanced educational systems and technologies. Information and communication technologies have been adopted in education through online learning environments “platforms” and are used worldwide to offer complete courses, or even entire programmes in e-learning mode. The main emphasis is placed on approaches to adapting the learning process to the needs of a modern student and the use of the latest technological tools. The study uses general scientific research methods, including analysis and systematization of literature sources, comparative analysis. The results of the study show that the COVID-19 pandemic has forced the world, including educational institutions, to switch to remote communication. In Ukraine, additional pressure has arisen due to military actions with Russia, which has led to mass migration of citizens for whom knowledge of English has become a necessity. The interest of Ukrainians in English is confirmed by the EF EPI rating, reflecting the country's desire to integrate into the global space. Distance education in Ukraine is based on online technologies, supported by platforms such as All-Ukrainian School Online, and receives government support. English teaching has two models: British and American, which take into account the needs of students. Digital globalization is changing the way we communicate and do business. Distance learning helps to adapt to these demands by providing flexibility and innovation. However, traditional classes that promote deep learning and teamwork remain indispensable. For young people, smartphones have become a window into the world of learning. Teachers use a variety of online tools, such as Microsoft Teams, Google Classroom, Skype, and ZOOM, to deliver lessons and interact with students, each with its own characteristics. Technologies such as Google Meet and Trello facilitate distance learning, and platforms such as Microsoft Teams, Google Classroom and Skype help with student interaction and assessment. Practical implications. The study can be useful for teachers involved in teaching foreign languages in higher education institutions, as well as for students looking for the best methods of learning languages in distance learning.

The article is dedicated to analyzing the implementation of distance learning in higher education institutions in Ukraine, as well as the challenges and prospects associated with this process. It discusses the main distance learning platforms used in Ukrainian higher education institutions such as Moodle, Google Classroom, Microsoft Teams, Coursera, EdX, Prometheus, and the National Distance Learning Platform. Each of these platforms has its own features and advantages, ensuring accessibility and flexibility in education for students and educators. In addition to the advantages of distance learning, the article also focuses on cybersecurity issues, which are becoming increasingly relevant with the growth of online education. The main cybersecurity threats are analyzed, including software vulnerabilities, personal data protection, network security, and the low level of user awareness. Approaches to managing innovations for protection against cybercrime and stimulating investments in cybersecurity are discussed, highlighting their effects on educational institutions, the country, and society. The article highlights ways to enhance cybersecurity in HEIs, including implementing modern security technologies, developing strict data access policies, and increasing cyber literacy among students and faculty. The legislative framework of Ukraine regulating data and information protection is also discussed, with particular attention to the laws «On Personal Data Protection» and «On Information Protection in Information and Telecommunication Systems,» as well as recent changes in copyright legislation emphasizing the protection of intellectual property in the digital environment. The article concludes that distance learning in Ukraine has great potential but requires improvements in cybersecurity and updates to legislation for the digital age. The implementation of cybersecurity measures and the modernization of the regulatory framework will help create a safe and effective learning environment.

The global spread of coronavirus infection has paralysed the work of many areas of economic, business, and, of course, educational activities of almost all countries on the planet. Unfortunately, Ukraine is no exception and a quarantine regime has been introduced in this country. The way out of the current situation in education in Ukraine was the introduction of distance learning in all educational institutions, which created new challenges for both teachers and students. The purpose of the paper was to study information technologies, tools and methods of learning that can be used for distance learning in educational institutions under quarantine. As a result, authors analysed world practices in ensuring the educational process within the framework of distance learning. The advantages and disadvantages of distance learning technologies for both higher education institutions and higher education seekers were identified. The research algorithm was presented in the form of systemic interrelations between the form of distance learning and information and software resources. The main features of such remote technologies as Moodle, Google Classroom, and video communication systems Zoom and Hangouts Meet were analysed.