Specifics of Pedagogical Speech in Distance Learning

The article is devoted to the study of the process of formation of professional competencies of future specialists in the field of health care in the conditions of distance learning. The article considers the main aspects of the educational process, in particular, the use of modern technologies in the learning process, the organization of remote practical classes, methods of evaluating acquired knowledge and skills. The effectiveness of the use of distance learning tools in the formation of students' key competencies was analyzed and recommendations for optimizing this process were offered. The results of the study can be useful for participants of the educational process working in conditions of distance or mixed learning. The article is aimed at identifying effective strategies, methods and tools that contribute to a successful educational process, as well as at developing recommendations for optimizing the educational process in the conditions of distance learning for students of medical specialties. The purpose of the article is to study and analyze the process of formation of key professional skills and knowledge in future specialists in the field of health care using distance learning methods. A complex of the following methods was used during the research: theoretical - analysis, synthesis, generalization, systematization, specification, comparison, theoretical modeling; empirical - observations, conversations, analysis of the results of students' activities. As a result of the study, it was found that the use of distance learning methods is an effective tool in the formation of key professional skills and knowledge in future specialists in the field of health care. The use of modern technologies makes education more accessible and flexible, providing students with the opportunity to receive quality education regardless of their place of residence and work schedule. However, it is important to emphasize that the success of the learning process depends on the correct organization of the learning process and the use of effective pedagogical methods. Recommendations for optimizing distance learning include the development of interactive online courses, the use of remote practical classes and a system of objective assessment of students' skills and knowledge.

The article examines the role of digital gamification tools in the educational process of junior high school students in the conditions of forced distance learning. The main online platforms and digital learning tools used during forced distance learning are highlighted, in particular: online learning platforms (Storyboard, Ed Puzzle, Edugames), mobile digital applications (MinecraftEdu, BookWidgets). The concept of gamification is defined as a powerful tool for engaging and motivating primary students, which refers to the process of adding game elements or mechanics to the learning process, which promotes the development of various cognitive skills, such as spatial imagination, imagination, reaction and mental abilities, which is of particular importance in children of primary school age. Gamification turns out to be an important strategy in distance learning, as it is aimed at engaging students in learning tasks. It was considered that one of the key advantages of using digital gamification tools is the possibility of increased individualization of training. This allows you to adapt the tasks to the level of development of each student, providing a personalized approach. Also, graphic and visual elements of gamification make learning more exciting and understandable for children, creating a positive attitude towards learning. Digital tools facilitate interaction and social support between students, even at a distance. They can include online team tasks that develop skills in collaboration and information sharing. In the absence of face-to-face contact, teachers can use digital gamification tools to effectively monitor student progress and provide quick feedback. This allows to identify and solve the learning difficulties of students. The main requirements to ensure the implementation of the idea of introducing gamification into the educational process of elementary school include giving students the opportunity to learn from their mistakes and try to cope with the task again in case of failure, providing students with a mobile environment for independent learning, providing constant and instant feedback with each other and with the teacher, create interactive tasks or quests instead of homework. In general, we note that digital gamification tools are a necessary advantage in the conditions of forced distance learning to create a stimulating and effective environment that contributes to the learning and development of junior schoolchildren.

The article shows ways to solve the problem of forming a digital educational environment for methodical training of teachers in the conditions of distance learning. Aspects of actualization of the problem are presented: heterogeneity of digital competences of teachers, selection of digital tools, psychological adaptation of teachers to the conditions of distance learning, social challenges and inequality of access to education. It is shown that the transition to distance learning in the digital environment requires not only new approaches to teaching, but also a careful selection of digital tools (platforms, systems, electronic educational resources in general) that take into account the interactivity and adaptability of digital technologies. Scientific works related to the role of the digital educational environment of the educational institution and methodical training of teachers in the conditions of distance learning are analyzed. Based on this, it is emphasized that distance learning should be seen as a challenge and an opportunity. The need to use the toolkit of free resources in the formation of a digital educational environment is emphasized (the list is given in the work table). Attention is focused on the ways of constructing a digital educational environment and one of the variants of the algorithm for its construction is proposed. The integration of software investments from developers into the process of forming a digital educational environment is a vivid example of approaches to the modernization of the educational process. The approaches that can be applied are described: synergistic approach (based on the idea of interaction of various components of the system to achieve maximum efficiency); competence approach (aimed at forming the necessary digital competences among teachers); resource-saving (implies the rational use of available resources, including free electronic digital tools in order to minimize the cost of creating and maintaining the environment); integrative approach, which consists in mutual complementation of various aspects of methodical training of teachers.

The aim of the article is to analyze the results of teaching the subject «Fundamentals of Health» in grades 5-9 in the conditions of distance learning with the application of cloud technologies. The following methods were used for the study: videoconferences, explanations, interviews, surveys, tests for formative and summative assessment, performing practical tasks, works, projects, compiling instructions to tasks, creating educational presentations and videos. The article substantiates the possibility of teaching the subject «Fundamentals of Health» in grades 5-9 using cloud technology and educational platforms in the conditions of distance learning, such as: Google Classroom, Zoom, Meet, Edpuzzle. The results of 5-9-grade students’ academic performance were analyzed and it was found that grades 5, 6, and 9 showed a fairly high level of academic achievement, while for the students of 7th and 8th grades this indicator was quite low. The obtained results are explained by the difference in motivation, experience of blended learning and students’ age psychological peculiarities, parents’ inclusion in the educational process, various types of practical tasks. The prospects for further use of distance education are highlighted in the article. They include application of tried and tested cloud technologies, systematic and comprehensive professional development of teachers; teacher-parent cooperation, preparing guidelines for students’ parents; adapting types of tasks and their content to the conditions of distance and blended learning; launching teachers’ own YouTube channels.

Researchers surveyed secondary school teachers characterizing the signs of emotional burnout during the educational process in a distance format. We considered preventive measures. The study aims to research the possible development of emotional burnout among teachers in the conditions of distance learning. We conducted a study with the participation of 72 teachers to identify signs of emotional burnout using the V.V. Boyko questionnaire and conducted statistical data processing using Statistica 13.0. The average age of teachers was 47.1 years; the majority were women. In addition, 70,0% of Teachers noted that they have chronic diseases. Based on the results obtained, we concluded that school teachers' lack of work experience in the conditions of distance learning and online classes was a traumatic circumstance for almost half of the teachers, which could serve as a triggering mechanism for the stages of development emotional burnout. Subjectively, teachers associated the formation of symptoms of emotional burnout and health disorders with two-thirds of all cases with working conditions, its intensity, and difficulties with maintaining a healthy lifestyle in self-isolation. The revealed indicators of the phases of the development of emotional burnout allow us to judge that 45.9% of teachers have a formed/dominant symptom of "experiencing traumatic circumstances" registered in the "tension" phase. 31.2% of teachers have a symptom of "anxiety and depression". There are high rates of symptoms of "inadequate selective emotional response" - 54.1% in the "resistance" phase, "emotional and moral disorientation" - 32.8%, "expansion of the sphere of saving emotions" - 31.1% and "reduction of professional responsibilities" - 50.8%. In the "exhaustion" phase, the symptom "psychosomatic and psychovegetative disorders" has a dominant value in 22.9% of teachers. Factors that, according to teachers, contribute to the formation of emotional burnout are: the intensity of work in the conditions of distance learning (61.1%); violation of lifestyle components (36.1%); lack of access to a doctor (29.2%). To prevent the formation of emotional burnout syndrome in the conditions of distance learning: it is necessary to observe for teachers the work and rest regime in compliance with the working time regulations within the framework of official duties and an employment contract, compliance with the rules of a healthy lifestyle, high-quality medical care, and mandatory professional development on online training.

The article deals with the peculiarities of professional speech training of future teachers of non-philological specialties in the conditions of distance learning caused the COVID-19 pandemic. The specifics of preserving the practical direction of non-philology students’ professional communicative training in the conditions of distance learning have been analyzed. The essence of future teachers’ of non-philological specialties communicative training through the system of integrated classes has been revealed. The possibilities of formation of students’ communicative skills combining 2 languages – native and foreign have been shown. The experience of conducting joint classes on «Educational Technologies» and «Foreign Language» in the conditions of distance learning has been described. We proved the necessity of revising the main directions of future teachers’ communicative training. We determined the importance of transformation of such training through the expansion of educational and methodical environment of future professional activity suggested to the students of non-philological specialties adjusting it to distance learning. The current urgency and the necessity of expanding the existing training courses by adding to them the themes devoted to information and communication technologies in general and distance learning technologies in particular have been substantiated. The most popular platforms (Moodle, Zoom, Google Classroom, Google Meet) and messengers (Skype, Viber, Telegram), which were used in distance learning during the quarantine in the spring of 2020 have been singled out, and the main tools of communication between students and teachers at a distance (chat, forum, blog, e-mail) have been described. The possibility of carrying out the training using these tools has been shown.The ways of future teachers’ speech training with the help of active teaching methods and the main problems that arose during the integrated classes in the conditions of distance learning have been analyzed. The ways of overcoming these problems have been suggested.

Purpose of study. In the situation of the coronavirus pandemic, distance learning technologies have become the only way to organize the educational process. The transition to distance learning required both adaptation of the content, tools and methods of teaching to the new conditions, and adaptation on the part of students, in particular, it demanded from them to be much more independent and responsible, as well as the ability to effectively use their time. In this connection, the aim of the study was to analyze how the technology of blended learning allows students to better adapt to the conditions of distance learning.Materials and methods. The author considered the following as the main indicators of students’ adaptation to distance learning: 1) actual results of learning activities; 2) the degree of students’ satisfaction with the results of their learning activity; 3) self-assessment of readiness to use ICT tools in learning process, development of independent work and self-organization skills, self-report on the psychological state. The analysis of pedagogical literature on blended learning made it possible to identify a number of important principles which the learning process should be based on in the flipped classroom model, the analysis of which, in turn, showed that they fully correspond with the principles of distance learning. All this suggests that blended learning as a component of full-time instruction, implemented from the first term when teaching English as an academic discipline, should help students better adapt to the conditions of distance learning. To confirm this hypothesis, an analysis and comparison of the results of learning activities in the conditions of blended and distance learning, as well as a questionnaire of students were conducted.Results. Comparison of the current and final performance in English as an academic subject in the conditions of blended and distance learning did not reveal any significant changes. Survey analysis showed that the transition to distance learning was a challenge for most students and demanded from them to make significant efforts to adapt, which was manifested in a decreased level of satisfaction with the results of their learning activities in general, an increased level of anxiety, as well as highlighting a number of difficulties that they had to face. However, a comparison of data obtained on the discipline “English language”, where training was initially built on the flipped classroom model, and data on distance learning in general allows the author to conclude that the technology of blended learning makes it possible to reduce a number of difficulties, in particular, technical difficulties when switching to distance learning, and the indicator of satisfaction with the results of their learning activities shows that the flipped classroom model allows students to more fully realize their abilities and achieve the desired results not only in the conditions of blended learning, but also when switching to distance one.Conclusion. The analysis made it possible to show a significant potential of blended learning in the conditions of introducing information technologies in education. At the same time, it is necessary to keep in mind the importance of pedagogical support in the context of e-learning.

In modern conditions it is necessary to master existing and new learning technologies. Among such technologies, distance learning is important. Participants in the distance learning process need to rethink the learning process in a new format. This involves identifying the main components of the process and new forms of its organization. The main problem, in our opinion, is the lack of many participants in the educational process of the concept of its system. Namely, they have a lack of understanding of the interaction of the constituent elements of distance learning. Therefore, our goal is to provide participants in the educational process with the concept of a single system of distance learning environment. The distance learning web environment is a specific set of conditions, methods and forms of learning. It is also a set of tools for joint distance learning, education and development of students. In addition, the web environment contains the means of interaction of distance learning entities and the means of managing distance learning. At the same time, the interaction between the participants of the educational process provides access to various educational web resources. Educational web resources are information resources that contain a set of specific educational information. The classification of network technologies for working with educational web resources is given. Distance learning tools, which are one of the components of the web environment, are considered. The scheme of the general structure of the web distance learning environment is given. An important place in this structure is occupied by the conditions of distance learning. The list of basic conditions is given. The concept of web-based distance learning as a single system of its components is formulated. It provides for the following conditions: – the educational process must be clearly organized. – the relationship between learning conditions and means should be established. – there must be technical means and possibilities of their use. Therefore, the web-based distance learning environment will be the only system that will enable applicants to receive quality education. Key words: web environment, web resources, distance learning, network learning technologies, web resource format

The article examines the role of electronic technologies in the systematization of school students’ knowledge under distance and blended learning conditions. It analyzes the didactic potential of digital platforms, interactive services, cloud tools, and online environments that support the structuring, organization, and consolidation of educational content. The study identifies key challenges faced by teachers and students in the digital learning process and outlines pedagogical conditions necessary for the effective implementation of ICT in school education.

The article presents the characteristics of the students’ self-organization and ways to increase it in the conditions of distance learning. It is noted that the self-organization of students testifies to their ability to show independence in work, the ability of self-analysis, adequate self-evaluation, self-regulation of behavior and attitude to learning. Students must have a high level of self-motivation, persistence and purposefulness. They must have a sufficient level of skills and abilities of independent educational and cognitive activities. The students’ self-organization is a clearly structured set of goals and motives for self-development, self-control, self-regulation, self-analysis and adequate self-assessment in the process of distance learning.The results of the self-organization study of students, trained in “Physical Therapy, Ergotherapy” in the conditions of distance learning, showed the presence of certain difficulties of self-organization, in particular: lack of students’ desire to learn distantly, lack of basic knowledge for distance learning in the chosen specialty, insufficient recommendations of teachers of the department on distant completion of educational tasks, etc.Ways to increase the self-organization of students training in “Physical Therapy, Ergotherapy” in conditions of distance learning are substantiated. These include: improvement of the professional and pedagogical skills of teachers in organization of distance learning for students in higher education institutions; mastering by students the necessary experience of self-organization in the conditions of distance learning; systematic use of innovative pedagogical technologies during distance learning; development of methodical recommendations on separate disciplines for the purpose of their processing in the distance form of training.

The article reveals the peculiarities of teaching the disciplines of chemical direction, in particular “Organic Chemistry” and “Biochemistry”, in distance learning in higher educational institutions from the point of view of practice. It was determined that computers with special software, communication and remote sources of information are the main means of learning in distance learning of chemical disciplines. Forms of teaching chemical disciplines in conditions of distance learning in higher educational institutions are considered. The advantages and disadvantages of distance learning in the course of studying the disciplines of chemical direction in higher educational institutions are highlighted. The peculiarities of using virtual laboratories in the conditions of distance learning in higher educational institutions are considered. The programs with which the distance learning process takes place are identified, in particular, special attention is paid to the Moodle program, which is used by most higher educational institutions for teaching chemistry disciplines in distance learning conditions.According to the results of research conducted during remote work with students, it was determined that the formation of high-quality chemical knowledge, skills and abilities that will become the basis of the future professional competence of students of higher education is possible in the conditions of distance learning, where students study theory with the help of modern ICT, and laboratory work performed with the help of virtual chemical laboratories. Distance education can be considered an alternative to classical education, as students have the opportunity to qualitatively learn the material of the educational components of the curriculum, in particular, “Organic Chemistry” and “Biochemistry”.

Global changes in ecosystems caused by human activities require modern education to develop the ecological competence of the younger generation. Under conditions of distance learning, it is rather difficult to purposefully develop the ecological educational component. The aim of the article is to consider the content and methods of environmental education and upbringing within the distance learning of high school students in the Slovak Republic during the Covid-19 pandemic. To reach the aim, the following theoretical methods have been used: systematisation, analysis, substantiation of the conceptual apparatus, formulation of conceptual regulations conclusions of the study, the method of analysis of pedagogical documentation and current regulations, content analysis of curricula and methodological support of the educational process to assess the level of environmental education during distance learning in a pandemic. The peculiarities of the use of Internet resources and innovative technologies during ecological education and upbringing in the Slovak Republic have been described. Attention has been paid to the need for environmental education during quarantine. The ways and mechanisms of introduction of ecological education in secondary schools of Slovakia under conditions of the quarantine have been investigated. Some methods for assessing the environmental component of study during distance learning in schools have been established. The normative acts and pedagogical documentation of several secondary schools of the Slovak Republic during the distance learning in the quarantine caused by COVID-19 have been analysed and the methods, forms and means for distance environmental education of schoolchildren have been identified. The obtained results can be used for the development of ecological competence of Ukrainian school pupils under conditions of distance learning.

Introduction. The article examines the peculiarities of emotional intelligence development in primary school students in the context of distance learning. Emotional intelligence plays a crucial role in children’s socio-emotional development, learning motivation, and adaptation to the educational process in a digital environment. Distance learning, despite providing access to educational content, poses challenges related to the lack of direct communication between teachers and students, limited non-verbal interaction, and potential risks of social isolation. Thus, the issue of fostering emotional intelligence in younger students becomes increasingly relevant, requiring effective pedagogical strategies and digital tools. Purpose. The purpose of the study is to investigate the specific aspects of emotional intelligence formation in primary school students under the conditions of distance learning and to propose practical recommendations for its effective integration into the educational process. Methods. The research employs psychological and educational literature analysis, analogy, induction, deduction, and empirical observations. Additionally, case studies on the use of digital technologies for emotional intelligence development in primary school students were analyzed. Results. The study highlights the main factors influencing the development of emotional intelligence in distance learning. These factors include psychological and physiological characteristics of children, digital communication barriers, and the role of the teacher in providing emotional support. The research outlines effective pedagogical methods and digital tools that facilitate the development of emotional competence. These methods include the use of interactive platforms such as Kahoot!, ClassDojo, Seesaw, and Mood Meter, which help students recognize, express, and regulate emotions. Additionally, teachers can employ reflective practices such as mood diaries, emotional check-ins, and group discussions to enhance students' emotional awareness and self-regulation skills. Originality. The study provides a comprehensive analysis of how digital technologies can be leveraged to foster emotional intelligence in primary school students. Unlike previous research, this article integrates various digital tools and methodological approaches to create a holistic framework for emotional intelligence development in an online educational environment. It also emphasizes the critical role of teachers in establishing a supportive emotional climate in distance learning. Conclusion. The findings indicate that distance learning, despite its challenges, offers opportunities for the development of emotional intelligence through interactive digital tools and pedagogical strategies. Teachers play a vital role in maintaining students’ emotional well-being and fostering an inclusive, emotionally supportive learning environment. The integration of emotional intelligence elements into the distance education process enhances students’ self-awareness, emotional regulation, and social skills, ultimately contributing to their overall academic success and personal growth. Practical recommendations include the regular use of mood tracking tools, digital storytelling for emotional expression, and structured emotional learning activities in the virtual classroom.

The trends in the formation of a digital society serve as benchmarks for the current and prospective development of higher pedagogical education. Therefore, one of the goals of biological and ecological education for future teachers is to master modern digital technologies. Federal projects for creating a digital educational environment include the development of digital services and content for educational activities. Thus, the development of distance learning technologies and blended learning has become a crucial condition for the digital transformation of biology and ecology teaching in higher education. The Federal State Educational Standards for Higher Education (FGOS VO) require the learning outcomes to reflect the components of information culture for future biology teachers and bioecologists. This includes skills such as obtaining necessary information from dictionaries, atlases, guides, the ability to navigate various sources of biological information, critically evaluate and interpret information about living and non-living nature in the media and other sources, and the ability to use information and communication technologies in solving practical tasks. In this regard, organizing field practice for biology students in botany under distance learning conditions is an important component in the subject, meta-subject, and methodological preparation of future biology teachers and bioecology specialists. The accessibility of modern information resources to students, including those with limited capabilities and athletes, in any location and time using distance technologies emphasizes the need to improve their information culture. By engaging students remotely in the study of living nature through mobile devices, virtual and augmented reality, university teachers shape their knowledge and skills in botany, ICT competencies, and information culture, which is part of general human culture and an important element in the development of every individual. Objective: To improve the effectiveness of organizing and conducting field practice for bioecology students in botany under conditions of distance and blended learning. Method or Methodology: The publication is based on information, technological, and competency-based pedagogical approaches. The article utilizes group natural science and pedagogical observations, mathematical methods, and the analysis of students’ activities resulting from individual independent collection of plant material with subsequent analysis and chamber processing. Results: Positive results have been obtained, allowing for the recommendation of implementing distance, mobile, and immersive technologies for organizing and conducting field practices in biology. Application Area of Results: The presented results can be applied in conducting educational activities in universities under conditions of blended and inclusive learning, particularly in biology field practices, both online and offline.

The article examines the current state of the workplace of a teacher at a higher education institution in the conditions of distance learning and remote work, which is primarily caused by the COVID-19 pandemic and the introduction of martial law in Ukraine, which was declared after the full-scale military invasion of the Russian Federation. In particular, the normative and legal support of teachers' activities in the distance educational environment is analyzed. The key aspects that determine the peculiarities of the organization of the workplace of a teacher of a higher education institution in the conditions of distance learning are highlighted, such as: technical support; organization of the educational process; psychological aspects; regulatory guarantees, etc. It was noted that the implementation of distance learning "devalued" the previous work with the saturation of educational institutions, in particular - higher education institutions with computer equipment and communication connections, primarily oriented to use in the mode of physical presence in the premises of higher education institutions. Attention is also focused on the problem of ensuring the physical safety of teachers of higher education institutions and students of higher education and their urgent distance learning of the key foundations of the educational process, focused on what the International Organization for Standardization (ISO) calls joint activities (Collaborative activities), which are provided by joint workplaces (Collaborative workplace). The provisions of international standards, as well as the norms of national legislation, which regulate the requirements and guarantees of the organization of the workplace of a higher education teacher according to the hierarchical structure, are consistently laid out. It is emphasized that the regulation of the professional activities of teachers of higher education institutions when performing remote work at the level of legal norms is more or less resolved, while the introduction of secondary legal documents and local acts of higher education institutions that regulate distance learning is unacceptably slow and harms the quality of higher education. It was noted that the Ukrainian legislation and the practice of its application in distance learning left higher education students and teachers of higher education institutions alone regarding the need to ensure safe and effective conditions in the new realities. There is a lack of recommendations on the organization and equipment of the workplace of a student of higher education. This is somewhat dampened by the creative practices of teachers of higher education institutions. It was concluded that the main reason for the intensive development of the distance education system in Ukraine is its integration capacity, and the five-year Ukrainian experience of conducting distance education in special conditions requires faster state regulation of this form of education and the conduct of relevant academic research, etc.