Conditions Of Distance Learning Research Articles

Theoretical Prerequisites for the Application of Interactive and Active Methods of English Language Instruction in Distance Learning

This article examines the theoretical prerequisites for the use of active, and interactive methods of teaching English in the conditions of distance learning. The analysis of literary sources and the semantic understanding of the content of the research topic made it possible to develop a methodological apparatus for distance learning. The research objective of the article: theoretical justification of the use of active and interactive methods of teaching English in the conditions of distance learning. The object of the study is the process of distance teaching of the English language. The subject of the study is the use of active and interactive methods of distance teaching of English. Within the framework of the study, the following hypothesis is put forward if digital means are used in the process of distance teaching as an important condition of a distance learning system. It is necessary to take into account their content components, and the relationship with the taxonomy of learning goals, and learning experience, since this will reflect the activity, and interactivity of teaching English in distance learning.

ПРАКТИЧНІ АСПЕКТИ ОЦІНЮВАННЯ ДОСЯГНЕНЬ МОЛОДШИХ ШКОЛЯРІВ УПРОЦЕСІ ДИСТАНЦІЙНОГО НАВЧАННЯ

. The article deals with correct organization of the system for evaluating the educational achievements of primary school children in the conditions of distance learning in the context of the ideas of the "New Ukrainian School" concept. Attention is focused on the main approaches to the use of technology for the implementation of the control and evaluation system based on the competence approach. Emphasis is placed on the fact that evaluation in the form of motivated evaluative judgment should dominate in primary school. The main approaches to the use of formative assessment in the educational process of primary school as an interactive type of assessment of the children's educational progress are revealed, groups of formative assessment methods are analyzed. The importance of adapting knowledge control methods to the conditions of distance learning is substantiated, the rules for evaluating the educational progress of primary school children in the conditions of distance learning are formulated, and the role of the teacher in this process is outlined. The advantages and disadvantages of distance education are determined, the need for educational and methodological support of the specified education and the peculiarities of evaluating the results of the educational activities of primary school children in the conditions of distance education are indicated. Attention is focused on significant changes in the implementation of assessment activities in the conditions of distance learning of primary school children. The role of modern information and communication technologies in solving the problem of evaluating pupil’s educational achievements in the conditions of distance learning is determined. The methodical aspects of using online services are disclosed, which will help the modern teacher to use the leading form of assessment of primary school children in the conditions of distance education. It has been found that for the effective application of formative assessment technology, various services are used, such as: LearningApps, WordArt, MindMeister and others. Examples of the use of various formative assessment technologies in primary school in distance learning conditions are given.

Организация и методика проведения полевой практики по ботанике в вузе в условиях дистанционного обучения

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.

Adaptation of the curriculum for physical education of students of higher education institutions in the conditions of distance learning

Adaptation of the curriculum for physical education of students of higher education institutions in the conditions of distance learning

Formation of professional competence in students of industry mechanical engineering specialties at chemistry tuition

The peculiarities of chemical education in training future specialists of the machine-building industry in the conditions of distance learning were considered. The need to update the content and quality of chemistry education based on a competency-based approach according to its structure was founded. A thorough review of the created distance course "1M Chemistry " and the algorithm for the formation of competencies in it according to Bloom's taxonomy, i.e. according to six main categories: knowledge, understanding, application, analysis, synthesis, evaluation were provided. The relevance of a purposeful, competent approach to the teaching of chemical material for the students of the Faculty of Mechanics and the importance of an emphasis in the distance chemistry course on the practical orientation of education, a combination of informational and problem-based methods of teaching the material were shown. Package of test tasks and calculation tasks of various levels of complexity were developed for the formation of the competence to analyze and evaluate. The role of independent work of students as a separate element of the distance course for the formation of higher-order cognitive skills that allow students to work at a creative level was proven. An analysis of students' assimilation of theoretical material and the ability to apply theoretical knowledge to solve problems of different levels of complexity was carried out. A diagram of students' qualitative success according to different types of knowledge diagnosis was presented. The ability of students to establish the correspondence between theoretical knowledge and the ability to apply it practically was assessed. Organizational and pedagogical conditions that allow the effective formation of professional competences when teaching chemistry in a technical university of a non-chemical profile were determined. The possibility of improving chemical education of students due to the development of educational and methodological materials in the distance course, which create an opportunity not only to form a system of subject skills and abilities, but also to carry out a qualitative diagnosis of the acquired knowledge in the discipline, was shown. Provision of effective teaching of chemistry based on new information and educational technologies and a modern strategy for effective training of qualified personnel were implemented

STRATEGIES TO MITIGATE THE IMPACT OF POST-COVID-19 SYNDROME ON HIGHER EDUCATION QUALITY

The SARS-CoV-2 pandemic has left a profound impact not only on the physical health of humanity but also on neurological, social, and ecological well-being. Neurological and psychological disorders resulting from the pandemic have negatively affected the quality of learning and significantly worsened learning outcomes among students in higher education institutions. The purpose of this study is to compare the prevalence and evaluate the symptoms of post-COVID syndrome, and to identify their impact on the quality of education among senior students in two higher educational institutions: Poltava State Medical University and Poltava National Pedagogical University named after V.G. Korolenko. It has been observed that damage to the nervous system and the simultaneous appearance of a combination of symptoms including headache, memory impairment, insomnia, anxiety, unmotivated weakness, and excessive fatigue are significantly high among students of both universities. The aforementioned complaints, along with the need for increased time to complete educational tasks post-illness, memory impairment, and sleep disturbances, indicate that the academic performance, psychological state, and psychosomatic background of students are at a low level. Therefore, it is essential to develop recommendations for cognitive rehabilitation tailored to this group of students, considering their significant educational workload (samples were collected from senior students). Moreover, the low and moderate physical activity levels of senior students in higher education may exacerbate symptoms of post-COVID-19 syndrome, necessitating the development of recommendations for physical rehabilitation. Students experiencing weakness, increased fatigue, reduced work capacity, sleep disturbances, and mood instability should consider reviewing the organization of the educational process, especially in distance learning conditions, and making lifestyle changes accordingly. Therefore, thoroughly elaborated healthcare recommendations and rehabilitation measures to enhance the quality of the educational process should be implemented into healthcare practice.

IMPLEMENTATION OF THE PRINCIPLE OF EMOTIONALITY IN THE PROCESS OF LANGUAGE TRAINING OF FUTURE SPECIALISTS THROUGH DISTANCE EDUCATION: THE VIEWPOINT OF HIGHER EDUCATION ACQUIRES

The article raises the problem of implementing the principle of emotionality in the process of language training of future specialists in the conditions of distance learning. According to the author’s observations, in the educational scientific field, the principle of emotionality is the subject of research by many scientists. The purpose of the proposed study is to analyze the results of a questionnaire of higher education graduates of various educational fields regarding the problem of implementing the principle of emotionality in the process of language training of future specialists in the distance learning format. The researcher believes that language classes are a fertile ground for the implementation of the principle of emotionality and the formation of the emotional sphere of learners, since language performs an emotional function in the process of any type of activity ‒ learning, education, development, communication, etc., and is a tool for creating positive (or negative) influence on the personality, and therefore the basis of the formation of positive emotional thinking and speech (communication). In order to achieve the goal of the study, we developed a questionnaire and conducted a survey of higher education graduates. Among the respondents are students of “Publishing and editing”, “Journalism”, “International journalism”, “TV host”, “Law”, “Ukrainian language and literature” specialties. Students were asked to answer the following questions: 1. Does the emotional background of the class have an impact on learning and the desire to get an education? 2. Are distance learning sufficiently emotional? 3. In which learning format do you get more positive emotions ‒ offline or online? 4. Name the emotions that specific activities evoke in you. 5. What is the cause of negative emotion? 6. What emotions lead to motivational activities in class? 7. What, in your opinion (forms, techniques, means of teaching), could enliven classes in the Ukrainian language in a distance format? The results of the survey showed that there is a certain discrepancy between the expectations of students regarding the implementation of the principle of emotionality in distance learning classes and the actual state of the situation. The student needs dynamic educational content that increases positive emotions in class and serves as a motivator for educational activities. A positive emotion is provided to the student not so much by the role of a traditional passive subject who is given the necessary knowledge system, but by the role of an active analyst, researcher, coach, moderator, innovator, inventor, representative. Providing a positive emotional background in the conditions of distance learning is the basis for the formation of positive thinking and positive communication, and as a result, a high level of education.

Features of organizing physical education for students in the conditions of distance learning

Over the past few years, the conditions under which Ukraine's development is taking place have been characterized by a number of changes and transformations. Undoubtedly, they were reflected in all social relations, including educational ones. Thus, as a result of the COVID-19 pandemic, as well as a full-scale war, from February 24, 2022, the educational process was organized in a distance format, which remains relevant to this day. At the same time, the correct selection of methods for teaching practical disciplines, such as physical education, which requires the student to use special tools and skills, is especially important. The aim of this study was to analyse qualitative approaches, on the basis of which it is possible to carry out professional training of students, including physical education, in current educational conditions. For this, the method of analysis and synthesis, comparison, deduction was used in the work. As a result, it was possible to reveal the main advantages and disadvantages of distance learning, namely the organization of physical education during it. In addition, priority tools were described, which were most often used by teachers during training sessions. It was also possible to analyse both positive and negative factors, which most affect the quality and dynamics of the educational process. It was important to form quality recommendations, related to increasing the effectiveness of teaching physical education in distance learning conditions. The practical value of the work is revealed in the fact that it can be used by educational workers during preparation for educational classes, as well as by students for independent work.

Lessons of the global COVID-19 pandemic in relation to the quality of education

The global COVID-19 pandemic has had a profound impact on humanity, affecting not only physical health but also neurological, social, and ecological well-being. Neurological and psychological disorders can negatively impact learning quality and significantly worsen learning outcomes for higher education students. The aim of this study is to compare the prevalence and evaluate the symptoms of post-COVID-19 syndrome among senior students in two higher educational institutions, Poltava State Medical University and Poltava National Pedagogical University named after V.G. Korolenko. The impact of these symptoms on the quality of education will also be assessed through analysis of the author's questionnaire. Rehabilitation measures will be recommended to improve quality of educational process. It has been determined that there is a high level of damage to the nervous system among students from both universities, which is accompanied by a combination of symptoms including headache, memory impairment, insomnia, anxiety, unmotivated weakness, and excessive fatigue. The aforementioned complaints and the need to increase time for completing educational tasks after illness, along with memory impairment and sleep disturbances, suggest that the academic performance, psychological state, and psychosomatic background of students are at a low level. Therefore, recommendations for cognitive rehabilitation of this category of applicants are necessary, taking into account their significant educational load. The samples were made by senior year students. Physical activity levels among senior higher education students may exacerbate post-COVID-19 syndrome symptoms. Recommendations for the physical rehabilitation of this patient group are necessary. Applicants experiencing weakness, increased fatigue, reduced work capacity, sleep disturbances, and mood instability should review the organization of the educational process in distance learning conditions and make changes to their lifestyle. Keywords: students of higher education institutions, post-COVID-19 syndrome, long COVID-19, trucker syndrome.

Physical education of students in the conditions of distance education

The article shows the importance of the role of motor activity in human life. The specially organized motor and physical activity of the student is distinguished, and the importance of vocational and applied physical training and general special physical training of the student for a person is proven. To overcome adaptation and transfer the whole organism to a higher level of functioning, movement qualities of different scales of influence are grouped. Ways to create effective conditions are shown for teaching the rational technique of sports movements. The purpose, task, organization, and stages of the process of physical education in higher education institutions in distance form are disclosed. The most effective methods and techniques in the conditions of distance learning, which change the attitude of students toward their health care, are analyzed. An experimental study of the analysis of the daily motor activity of students of higher education in the conditions of distance learning was carried out. Recommendations for overcoming the negative manifestations of distance learning have been developed and the most significant ways of reducing a sedentary lifestyle and maintaining an active physical form have been highlighted.

Formation of professional competencies of future specialists in the field of health protection in the conditions of distance education

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.

Innovative learning technologies in higher education

The issue of attracting innovative technologies to teaching activities has become particularly relevant over the past 2 years around the world. This concerns the spread of such an epidemiological disease as COVID-19, since it caused the transition from full-time to distance learning. Kazakhstan is no exception, therefore, the spread of such a trend is clearly manifested in it, which is why there is an active use of interactive forms of education, including a variety of innovative pedagogical technologies. The purpose of the study is to analyse the types of computer technologies used in universities of Kazakhstan, to determine their effectiveness in the conditions of distance learning, and to establish the prospects of their future use in the context of full-time education. To achieve this goal, the study uses various practical means for conducting research, in particular: functional and methodological, dialectical and methodological approaches, method of logical analysis, synthesis, comparative method, abstraction, and analysis of literature. As a result of the conducted research, the theoretical basis of the concept of innovative technologies in pedagogical activity was determined, their types and signs were formed. In addition, the methods and forms of implementation of such technologies were identified, the level of their effectiveness was determined, and methods for their improvement were proposed. Considering the areas of future study on this topic, it would be advisable to investigate ways to use artificial intelligence in distance learning. As for the practical value of the study, it is conditioned by the foundations formed in the work that can be used by both university teachers and schools to effectively organise the educational process during a pandemic.

ADAPTATION OF TECHNOLOGIES FOR THE FORMATION OF MOTOR ACTIVITY IN THE CONDITIONS OF DISTANCE LEARNING

The article considers the issue of technology adaptation for the purpose of effective formation of motor activity in students in the conditions of distance learning. In the context of modern educational challenges related to the pandemic and the spread of distance learning, the authors explore methods and tools aimed at supporting the physical development of students in a remote environment. Examples of successful practices are considered, including the use of virtual workouts, interactive applications for physical activity and innovative approaches to creating electronic physical education lessons. The results of the study emphasize the importance of integrating technology into the learning process in order to maintain an optimal level of motor activity and take care of the physical health of students in distance learning. The authors emphasize the need to develop effective strategies to promote an active lifestyle in a virtual educational environment.

ВИКОРИСТАННЯ ГЕЙМІФІКАЦІЇ В ПОПЕРЕДЖЕННІ ДИСЛЕКСІЇ У ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ

In this article, the use of gamification in the organization of preventive work with children prone to dyslexia is analyzed. The factor that causes dyslexia has been identified, emphasizing the need to promptly identify children at risk and intervene, in order to avoid negative psychosocial consequences during their education. The main achievements of scientists in this field have been summarized. The advantages of using individual elements of gamification for propaedeutic purposes in working with children prone to dyslexia are highlighted, and their description is provided. An algorithm for creating a game mechanism, criteria for selecting digital learning platforms, and developing games based on them are proposed. Considering the variety of available mobile applications and platforms that contribute to the implementation of propaedeutic and developmental goals in working with children with speech disorders, it is stated that they have some disadvantages. Therefore, the main approaches to developing custom digital games on gamified platforms, with the ability to modify their content and tasks, have been considered in such a way that they contribute to the implementation of the goals of corrective and developmental work with children prone to dyslexia. Several variants of such games are proposed as examples. The identified factors that can hinder the achievement of a positive effect of using digital games by a speech therapist in the classroom are discussed, and ways to solve them are explored. The perspective of using digital games in providing remote corrective and developmental assistance to children in conditions of distance learning is indicated. The article also emphasizes the need for speech therapists to possess a sufficient level of digital competence as a guarantee of methodologically correct creation and implementation of digital games into their work with children.

ЗАСТОСУВАННЯ СМАРТ-КОМПЛЕКСІВ У ПІДГОТОВЦІ МАЙБУТНІХ ВЧИТЕЛІВ

The article revealed the features of smart education as a leading concept for the development of professional training of prospective teachers. The main components of smart education, such as a smart student, smart pedagogy and smart environment, were characterized. The main principles of smart education and the features of using smart technologies were defined. The authors substantiated the peculiarities of the implementation of smart education in the conditions of the COVID-19 pandemic and the war in Ukraine. The functions of the smart system (site management system) and the smart complex in the process of studying the disciplines of the pedagogical cycle, their content and technological components were determined. The possibilities of smart complexes for students and teachers in the educational process of training prospective teachers were described. The criteria of smart complexes were singled out, among them: automation, sequence, assessment, real-time data collection, self-organization. The main advantages of smart complexes were determined, including: instant response to external changes, openness; expansion due to the integration of new functionality; easy access to educational material, mobility; ensuring compatibility between software for different operating systems; lack of dependence on time and place; constant updating of the content, the possibility of self-control and assessment of students’ knowledge. The authors considered the distance learning systems for creating smart complexes for studying the disciplines of the pedagogical cycle in the process of training prospective teachers. The results of the students’ survey on the use of smart complexes in the educational process were analyzed. Based on the obtained results, the advantages of smart education were determined: time saving, clarity, efficiency of use in distance learning conditions, etc., and the problems of using smart technologies in the educational process were described. The ways of further research work on the introduction of smart education into the educational process of pedagogical higher education were outlined.

Digital tools for gamification of the educational process of junior school students in conditions of distance learning

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.

Digital competence of the future accompanist-pianist in the conditions of distance learning: an essential analysis of the concept

This article is devoted to the study of the concept of "digital competence" in the context of the future concertmaster-pianist in the conditions of distance learning. The article provides a substantive analysis of the concept of "digital competence" and describes the main components of this concept. The authors investigate what digital skills and knowledge a future concertmaster-pianist needs to successfully perform professional tasks in the conditions of distance learning. In particular, the article considers such aspects as working with specialized software, using online resources for searching and analyzing information, the ability to cooperate and communicate with other musicians and specialists. The findings of the study may be useful for future concertmaster pianists who seek to develop their digital skills and knowledge to enhance their professional opportunities in today's music industry. In summary, digital competence is essential for accompanist-pianists in the conditions of distance learning. Piano education is actively developing in the format of online learning, which expands the possibilities of theoretical knowledge and practical skills of students regardless of place and time while having high efficiency. A study aimed to ascertain what competencies professional accompanists and accompanying teachers deem sufficiently important to have found that digital competence is one of the essential competencies for piano accompanying. A study investigated the effect of online teaching and individualized instruction in piano lessons. A paper suggests new learning approaches to interactive piano instruction. Online piano education, individualized online instruction, and interactive piano teaching are some of the ways in which digital competence is being applied in piano education.

Work on an orchestral work as a means of conducting training of an instrumental student

The article is devoted to the actual problem of orchestral-conducting training of instrumental students at the university. The author summarizes the scientific-methodical and own practical experience of the conductor's work on orchestral works of various genres and artistic epochs. The specifics of professional training of students-instrumentalists at the university and the importance of the disciplines of the orchestral-conducting cycle are characterized. The principles of their teaching (gradual and sequence, systematic and accessible, pedagogical expediency and artistic value, collegiality and interest in the results of joint musical-creative activity) are defined. The peculiarities of working with educational orchestras consisting of students with different levels of pre-university instrumental-performing training are revealed. The basic types of a student's work on an orchestral work in the class in orchestral-conducting disciplines: work with a score, analysis of the work by ear, manual technique, creative communication with an orchestral group using special terminology, etc. The work on an orchestral work is defined as a complex process that integrates the student's creative potential and natural musical abilities, his instrumental and musical-theoretical knowledge, musical-performance and emotional spheres, individual and collective. Attention is focused on the role of the teacher of orchestral conducting in the formation of professional skills of the student in the process of working on an orchestral work. Conductor's analysis of symphonic and operatic works studied by instrumental students. The peculiarities of students' educational activity in the class of orchestral conducting in the conditions of distance learning are revealed. The results of the study are summarized and conclusions are formulated: practical study of an orchestral work in a conducting class contributes to the formation of analytical-ear skills, conducting-performing skills, creative imagination, stage culture and professional experience in an instrumental student.

Humanitarian Disciplines in the Conditions of Distance Learning at the Stage of Higher Education Transformation in Ukraine

Humanitarian Disciplines in the Conditions of Distance Learning at the Stage of Higher Education Transformation in Ukraine

COMMUNICATION AS THE BASIS FOR SUCCESSFUL IMPLEMENTATION OF PARTNERSHIPS IN PEDAGOGICAL ACTIVITY IN THE MINDS OF DISTANCE LEARNING

Abstract: The article is devoted to the analysis of the communication process as the basis for the successful implementation of partnership interaction in pedagogical activity in the conditions of distance learning. The theoretical aspects of the communication process were analyzed, which included: understanding the role of participants in the communication process, means of communication (language, non-verbal, written), psychological features of communication in education. The specifics of partnership interaction in the educational process in the conditions of distance learning have been studied. The main structural components of partnership interaction are defined: participants, goal, resources, strategy, communication, interaction and cooperation, assessment. The directions by which communication ensures the success of partner interaction are identified, among them: formation and maintenance of trust relations, coordination of actions, conflict resolution, development of metacognitive skills, support of motivation and interaction.