Abstract
The article examines the problem of organizing distance learning in the conditions of uncertainty and the forced transition of teachers and students to online interaction. The situation that has arisen is viewed as a natural experiment the education system finds itself in requiring an understanding of its results at a certain stage. A theoretical analysis of the most popular distance learning organization technology implemented in Russian universities under current conditions (the coronavirus pandemic) is conducted and a critical evaluation of the obtained initial results of the readiness of higher education system to transition into the new digital education reality is provided. The discovered problems of distance learning include: the insufficient level of teachers’ digital tolerance and the lack of necessary competencies in them; the psycho-emotional instability of the online interaction participants; low learning motivation and the level of students’ practical skills; the lack of a universal digital platform for the organization of activity of all participants of the learning process. The perspectives for solving the aforementioned problems and priority directions in the improvement of this form of education are established, specifically: the technological direction (the formation of teachers’ ability to create online courses and effectively combine the functions of different digital platforms); the methodical direction (the formation of a set of professional and personal qualities necessary to effectively address professional tasks and expansion of the set of methods and means of organizing students’ activity considering the conditions of online interaction); the psychological dimension (teachers’ awareness of the need for self-improvement in the sphere of digital technologies and the formation of interest in learning and satisfaction with the process and results of distance learning in students). The identified areas are considered as risks the consideration of which in educational activities will make the distance learning process flexible and manageable.
Highlights
Preserving its main principles but transforming them following the development of science and society, traditional didactics is being gradually replaced by digital didactics
Digital didactics involves a complete transformation of the elements of the educational process [1,2,3,4,5,6,7,8,9,10,11,12], one of the forms of education in it being distance learning realized through the specific means of internet technologies
2 Methods Analysis of scientific literature presenting the methodology and technology of organizing remote work of universities including the conditions of a pandemic; the first results of studies of the readiness of the education system and its subjects for the transition to distance learning; analysis and generalization of the experience of distance learning at a university in the conditions of unforeseen circumstances and the results of surveys of students and teachers
Summary
Preserving its main principles but transforming them following the development of science and society, traditional didactics is being gradually replaced by digital didactics This transition is determined by: - the development of digital technologies forming the modern educational environment; - the specifics of the modern generation of students; - the demands of the post-industrial society for the personal and professional competencies of its citizens; - the increased number of risks of unforeseen situations calling for emergency decisionmaking. Digital didactics involves a complete transformation of the elements of the educational process [1,2,3,4,5,6,7,8,9,10,11,12], one of the forms of education in it being distance learning realized through the specific means of internet technologies. The study objectives include: - evaluating the opportunities of distance learning in replacing traditional learning; - determining the risks presented by the established practice of distance learning
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