Individualization In Distance Education For Master’s Students In Russia And France

Abstract

The paper presents the results of study on the implementation of individualization during the transition of the educational process at universities of Russia and France to distance learning because of the pandemic. The study aimed to investigate the features of individualized distance learning of master’s students on the example of master’s degree program in pedagogy. A comparative analysis of the results of the survey on the problem of individualization in the conditions of distance learning was carried out. The survey involved over 160 university teachers in Russia and in France who deliver MA courses. The study analyzes the concepts of 'individualization' and 'personalization', which are currently widely used in education, and identifies the features of understanding the essence of these terms by Russian and foreign teachers. As a result, it was found that Russian and French teachers employ different learning technologies for individualization. The data obtained as a result of the survey can be used to improve the quality of education with regard to the experience of the two countries, and to improve the individualization process in the framework of distance and blended learning formats in higher education.