Abstract
The prerequisites of this study were the practices of using innovative educational methods and technologies in higher education during the global COVID-19 pandemic, as well as their potential prospects for using already in the post-pandemic period. The purpose of the study was to assess the prospects and give innovative forecasts used in the framework of distance learning in post-pandemic higher education. To achieve this goal, such methods were used: analysis, inductive-deductive method, comparison method, as well as experimental and forecasting methods. The main result of the study is the conclusion that the prospects for using innovations of the pandemic period in post-pandemic higher education take place mainly in organizing the educational process in a hybrid (or a mixed) format, which involves the simultaneous use of traditional and innovative teaching methods and technologies. At the same time, among the innovative educational technologies that emerged during the pandemic and promising in the post-pandemic period, the following aspects were identified: remote lectures; remote seminars using online whiteboards, online video conferences, virtual and augmented reality technologies; interactive online learning technologies; remote technologies for organizing the educational process. Traditional educational technologies, in turn, included the following: personal consultations with a teacher; personal communication with a supervisor on student research papers; interactive practical classes, as well as a number of other technologies that are built on direct communication between students within a group or on communication between students and a teacher.
Highlights
In the forced transition of higher education to distance learning during the coronavirus pandemic, universities and teachers faced the need to revise the usual format of classes, using the latest technologies, both technical and methodological, to preserve the
The analysis of existing studies, deduction and comparison of innovations used in distance learning during the pandemic with innovations that appeared in pre-pandemic higher education, as well as the method of empirical experiment with the introduction of innovative technologies that entered pedagogical practice during distance learning, when returning to full-time training, allowed us to make a forecast of the development of higher education and the use of innovative and distance technologies in the post-pandemic period
It is necessary to shift the focus from the teacher to the students, which can be expressed in group activities, discussions, practical classes [26]
Summary
Many researchers note that modern educational technologies should be based on the principles of globalization, inter- and transdiciplinarity, proceed from active learning, project-based learning, a competence-based approach and a case study [7,8,9,10,11,12,13]. The use of ICT in education is widespread and its effectiveness has been proven, at the beginning of 2020, teachers and students had to master not just ICT in education, but a new learning format – distance learning, it is noted that in the first months, rather than distance learning was practiced, but an attempt to transfer the full-time format of classes to distance learning [14], which was ineffective [15] and caused “Zoom Fatigue” [16]
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