Abstract
The pandemic of the coronavirus infection COVID-19 has made great adjustments in all aspects of the life in the global community, and education has not been left aside. The purpose of the present article is to reveal the psychological and pedagogical consequences of the spread of the coronavirus on the organization of higher education in Russia, the readiness of participants of the educational process to switch to distance learning. The article shows the results of a survey of students of Russian universities on the organization of distance learning in the context of the coronavirus pandemic. A comparative analysis of the possibilities and advantages of traditional and distance learning, of the distance learning methods used by university teachers, as well as the psychological and pedagogical readiness of participants of the educational process of Russian universities for the transition from classroom to on-line and off-line training is carried. The authors conclude that modern living conditions require adjustments, revision and rethinking of the educational process, partial transition to distance learning, which in the future may become prevalent. Today, the educational environment is not yet ready to switch to full distance learning, due to the lack of new and proven distance learning methods aimed at developing practical skills and abilities. Nowadays, there are no research results regarding the attitude of university students, especially Russian, to the urgent transition to distance learning in the context of the coronavirus pandemic. The present study is a pioneer in this field of study.
Highlights
The pandemic of the coronavirus infection COVID-19 has made great adjustments in all aspects of the life in the global community, and education has not been left aside
How did students react to the transition from traditional to distance learning? What difficulties did students face in learning? How prepared were teachers for such changes when organizing the transition of the educational process from classroom to distance learning? What distance learning methods occurred to become the most effective in mastering training courses and have been used by teachers? In search of an answer to these questions, as well as in order to study and evaluate the experience of distance learning in Russia, the North-Eastern Federal University conducted a survey of students of Russian universities. The answers to these questions generally demonstrate the psychological and pedagogical consequences of the spread of the coronavirus infection COVID-19 pandemic on the organization of higher education in Russia, the readiness of participants of the educational process to switch to distance learning
This study was conducted using the following methods: analysis of Russian and foreign literature on the research topic, as a result of which modern methods of distance and interactive learning have been generalized, as well as their application in universities in the context of traditional education and transition to distance learning, in connection with the coronavirus pandemic; a survey of university students in order to study and evaluate the experience of distance learning in Russia in modern conditions; quantitative method of analysis of survey data, the results of which were subjected to mathematical analysis and statistical processing
Summary
The pandemic of the coronavirus infection COVID-19 has made great adjustments in all aspects of the life in the global community, and education has not been left aside. According to UNESCO, on April 20, 2020, the closure of educational institutions affected the educational interests of 1575270054 or 91.3% of students around the world, and this number includes university students [1]. There are a lot of scientific studies on the closure of educational institutions to minimize the spread of infectious diseases in different locations [2,3,4]. Universities quickly switched from full-time education to online mode for all courses and programs [5,6,7]. The authors point out a number of problems associated with the technical possibilities of distance learning, and with the lack of practical experience of online learning and of the psychological readiness of parents and students for distance learning, etc
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