Distance learning as the alternative to tradional education in times of COVID-19 pandemic

Abstract

The article deals with the analysis of the world education situation caused by the COVID-19 pandemic. Distance learning has commonly been accepted as the sole and exclusive education solution at the time of emergent events resulting in closing of educational establishments in the world in 2020. The distance learning ideas, introduction and organizational issues have found their partial coverage in certain scientific works, but the problem of crisis replacement of traditional education by distance learning remains insufficiently studied. The distinct difference between the terms “distance learning” and “crisis distance education” is represented. It lies in sudden, unready and forceful implementation. To the differences we refer: suddenness, internationalism, popularity, expansion, imposition, etc. The advantages, disadvantages and problems of the distance learning in higher education during the pandemic are studied. Crisis can produce an environment where current changes in the system of education are more accessible than in regular times. The transition of the traditional education into the crisis distance education must be developmental. Presently the scientific researchers state that the role of the educator must be reinterpreted. So, we come to the problem which remains a sharply debated question leading to a conflict between two prevailing teaching orientations: the teacher-centered approach against the student-centered approach. Today, the teacher-centered approach is criticized for the reason of traditional standardized testing, failure to measure acquired knowledge and stimulate learning. Most online educators have found that a helpful way to think about teaching in a student-centered fashion will transform the distance learning into a producrive, effective and progressive process. Using distance learning technology, teachers should: inspire students, express creativity, provide individual support, encourage to learn, motivate students and engage them in the knowledge acquisition process. The three forms of interaction for students in the online environment (student-content, student-student, student-instructor) are analyzed. The situation of distance learning introduction in Ukraine is represented. Despite the fact that Ukrainian population is not characterized by a high level of digital literacy, there appear a number of other problems such as decreasing success rate of students, poor Internet quality and the lack or absence of devices for online learning. The study emphasizes that successful functioning of distance learning in crisis period should be based on a student‐centered approach to learning. The role of the teacher must be focused mainly on students and identifying of potential barriers of learning.