Оrganizational and content fundamentals of distance learning in Ukraine under conditions of quarantine restrictions

Abstract

The article finds that under the conditions of quarantine restrictions, the only acceptable form of education was distance learning, which complies with current legislation, as it is included in the list of institutional forms along with full-time, part-time, online, etc.
 Each HEI within the given autonomy has developed and implemented a system of measures on the technological and technical aspect of the implementation of the educational process in quarantine. In this context, the analysis of the official websites of the HEI is carried out to generalize innovative practices and practical experience, which can serve as a methodological basis for research and teaching staff to improve and expand the forms and methods of distance learning.
 Along with the variety of forms of distance education, there are common problems and challenges for free education: the workload of both teachers and students has increased significantly; there was a need for intensive training in the use of distance forms in the educational process; the work was intensified and it became obvious that specialized distance learning centres were functioning based on the HEIs; the issue of social and psychological support of participants in the educational process etc. is left out of the recommendations of the Ministry of Education and Science. In this context, the need for psychological support becomes especially relevant, namely the need for a technological solution, the possibility of its implementation online or remotely, providing communication, interaction and support to students during their studies, especially in conditions of uncertainty. Students with special educational needs both in terms of social and psychological support and support in distance learning need significant attention.
 The recommendations of the world community on the course of the educational process in the conditions of quarantine restrictions are considered. Most international organizations have made statements and made several recommendations for education systems that countries can use to make policy decisions and implement concrete action plans.