SUBSTANTIATION OF ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF IMPLEMENTATION OF EXTRAORDINARY DISTANCE LEARNING IN HIGHER EDUCATION INSTITUTIONS

Abstract

The article is devoted to the analysis of the potential of extraordinary distance learning ofstudents. Emphasis is placed on the differences between this type of distance education and onlineeducation. Taking into account the latest publications, the domestic experience of introducing distanceeducation in higher education institutions has been studied and the reasons for the unpreparedness ofdomestic higher education institutions for the transition to the distance mode of emergency distancelearning have been clarified. It is emphasized that most researchers identify the positive aspects ofcompulsory distance education, including the possibility of using blended learning as the optimal format inan emergency situation.With the help of an online survey of teachers and students of Vasyl Stus Donetsk National University, theadvantages and difficulties of transition to distance learning have been identified. It has been proven thattechnical difficulties are problems with power outages and problems with the Internet and so on. It has beenfound that the psychological disadvantage of distance learning is excessive workload, which leads toimpaired vision, physical fatigue and spiritual limitations. In addition, many found it difficult tocommunicate with the camera and microphone turned off. Didactic difficulties of distance learning arerevealed - it is identification of independence of performance by students of test tasks and necessity ofcreation of new materials, search of new pedagogical receptions for activization of educational activity ina remote mode. It was emphasized that the respondents mentioned the lack of all-round assistance from themanagement of distance learning and a large amount of reporting documentation as a lack of organizationaland managerial nature.The advantages of extraordinary distance learning are identified - it is the ability to work remotely, mobilityand convenience, transparency of the assessment system, the use of cloud technologies. It is stated that themost convenient communicator for online classes is Microsoft Teams. According to the survey, 67.4% ofstudents did not have special problems with the acquisition of new knowledge, skills and abilities in thetransition to distance learning.The definition of “organizational and pedagogical conditions for the implementation of distance learningin the Free Economic Zone” has been clarified. Psychological and pedagogical (subjective) andorganizational and managerial (objective) conditions for the implementation of emergency distancelearning in higher education institutions are substantiated.