Distance learning is a social risk factor

Abstract

The article is devoted to an actual problem – distance learning. Distance learning is a qualitatively new progressive type of training based on modern information technologies and means of communication, the rapid surge of which is caused by the pandemic that has engulfed most of the planet. Interest in the study of the realities of post-industrial society is dictated by the need to study the nature of the transformations that occur with a person under the influence of those technological changes that have penetrated into all spheres of human existence: on the one hand, a new environment is being formed, opening up unlimited opportunities for the accumulation and transmission of information, communication in electronic network communities, on the other – these acquisitions carry potential threats and risks in both the distant and foreseeable future, and to a greater extent, in our opinion, the expected consequences of global modernization pose the greatest threat to such a specific area as education. The subject that caused the greatest number of the most acute discussions was the impact of distance learning on the quality of training of future specialists, on the degree of development of their communication skills. The main task of the article is to justify and argue distance learning as a new form of learning, to identify its problems and positive aspects. The article presents an analysis of theoretical approaches to distance learning for Russian and foreign researchers. Based on the results of a sociological study, the attitude of students to distance learning is revealed, and their assessment of the degree of development of their own communication skills in remote learning is obtained. The authors conclude that distance learning to a certain extent becomes a risk factor, depriving students of the opportunity to develop the qualities that modern conditions require of them: self-organization, self-control, and communication skills. Despite the fact that distance learning has become an integral part of the educational process, we are convinced that this form should only be a part, a component of the educational process, a "safety cushion" in a situation of force majeure. The leading form of educational classes at the university should remain the traditional classroom form of conducting classes as the only form that can prepare a person for life and successful functioning in a risk society