Abstract
Research background:The current situation in the country and the world related to the COVID-19 pandemic has had an impact on almost spheres of human life including Education which have undergone total functional changes. The key aspects of the transition to remote learning are: monitoring the process of remote learning and feedback from students; technical and competence-based equipment of the educational process; the organization, format and quality of training; self-organization of educational activities and its effectiveness.Purpose of the article:To study the strengths and weaknesses, of the activities for the transition to remote learning mode in order to develop technologies to improve these processes if there is a need for them in the future.Methods:The tools of empirical sociological research are based on the author’s questionnaire, structured in blocks in accordance with the key aspects of the transition to remote learning. Respondents: students of Ural Federal University named after the first President of Russia B.N. Yeltsin.Findings & Value added:Strengths include technical equipment and respondents’ digital competence. The weak points include the general methodological unavailability to study remotely, namely, the development and implementation of educational tasks; shortcomings in supporting the learning process by the Department/Dean’s office/teachers; the inability of students to self-organization and self-control. The main recommendations include the need to develop digital competencies of respondents, mastering self-management technologies; creating digital studying methodical complex of disciplines in parallel with traditional studying ones; mastering digital communication without losing the content and meaning of training and education.
Highlights
The current situation in the country and the world related to the CONID-19 pandemic has had an impact on all spheres of human life
Block 1 - Monitoring the process of distance learning and feedback from students: A) the majority (75%) of students report that the dean's office as a whole timely notifies about changes, but does so with a slight delay (48%). (Fig. 1) At the same time, half of the students (50%) report that they periodically need additional support when learning remotely. (Fig.2)
The conducted study allowed us to identify the strengths and weaknesses of the process of organizing and implementing distance learning in the context of the constraints caused by the 2020 COVID-19 pandemic
Summary
The current situation in the country and the world related to the CONID-19 pandemic has had an impact on all spheres of human life. Education is one of the main areas that have undergone total functional changes. The global nature of the pandemic has hit universities hard. As Tufan et al [1] notify, ‘The most important topic for universities during the pandemic was distance and remote learning, which become widespread already. The pandemic will cause profound impacts and changes on the higher education system around the world in terms of education-teaching methods, research, internationalization and mobility’. As in any other sphere of life, education has experienced specific problems due to the pandemic. The main of them is adaptation to “new reality” in the wide context
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