Conditions Of Distance Learning Research Articles

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.

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 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.

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.

ADAPTATION OF FIRST-YEAR STUDENTS TO THE CONDITIONS OF DISTANCE LEARNING IN HIGHER EDUCATION INSTITUTIONS

The article deals with the issue of first-year students’ adaptation to the conditions of distance educational environment in a higher education institution. The theoretical aspects of the problem under study are revealed. The concept of "adaptation of first-year students" is clarified as a complex process of integration into a new social environment, which involves the assimilation and reproduction of relevant norms, values and roles, building new social relations for the purpose of harmonious coexistence and establishing effective interaction with participants in the educational process of a higher education institution (administration, teaching stuff, curator, parents, members of the academic group). The classification of types (forms) of adaptation is presented; the following forms are singled out: active, passive, social, didactic, psychological, formal, socio-psychological, physiological and professional. The characteristic problems of first-year students’ adaptation in the conditions of distance learning in higher education institutions are identified related to self-organization of activities and mastering new types of it, disorientation in the organizational issues of the distance educational process, lack of skills to independently process a large amount of material, the ability to use educational platforms, Google applications, video conferencing, social networks, general student communities, etc. The program "I am a student" is designed; it is aimed at optimizing the process of adaptation of first-year students in the conditions of distance learning in higher education and preventing their maladjustment. Its conceptual and content aspects are characterized. The directions (organizational, informational, psychological, preventive) and stages (organizational and diagnostic, motivational and content, final and reflective) of the program implementation are indicated. The content of each block of the program is described in detail; the following blocks are singled out: educational and orientation, social and orientation, social and adaptation, and sociocultural. The expected results of the program implementation are predicted at the level of each first-year student (activity, mobility, independence, stress resistance, self-control, self-organization, readiness to implement their own educational trajectory) and at the level of the student group (absence of conflicts, involvement in the academic community, academic performance, integrity of the student group, readiness to provide support and assistance, etc.)

Possibilities for Formation of Professional Competences of a Future Foreign Language Teacher in Conditions of Distance Learning

At present, in the process of training competitive specialists, the main importance is given to innovation. The training of a qualitatively new specialist, ready to work in new conditions, able to adapt to today's innovations and respond in a timely manner, is the main requirement of the time. Under these conditions, there is a public need to improve the quality of higher professional education and its compliance with the world level of education. Therefore, the process of reforming education, which is currently being intensively carried out in Kazakhstan, is aimed at implementing the idea of digitalizing the education of its citizens. Under these conditions, it is especially important to train future teachers who are ready to implement distance learning at school, who can communicate with colleagues, schoolchildren and parents, conduct classes, give feedback using digital tools, applications and platforms in a distance learning environment. In the article, the educational program within the framework of the state mandatory standard of higher education of the Republic of Kazakhstan in the specialty 6b01718-Foreign Language: two foreign languages the problem of mastering the skills of reading, writing, listening, speaking through modern innovative technologies on the basis of teaching the theory and methods of practical mastery of two foreign languages was also considered. In addition, in order to open up opportunities for the formation of professional competencies of a future foreign language teacher in the context of distance learning, the program of the author's course «organization and methodology of distance learning of a foreign language» was presented.

The use of video materials in online classes of English for specific purposes

Problem statement . In recent years, the distance format is no longer a rarity and is being actively introduced into the educational process. However, in higher school, when teaching specialised subjects, including English for specific purposes, there is a certain difficulty in making a class dynamic and interesting for students. The use of video materials seems to be one of the ways to solve this problem. The aim of the study - to consider the issues related to the use of videos in classes of English for specific purposes. Methodology . The research covers such topics as advantages of using videos in English language teaching and criteria for their selection as well as preparation of video-related tasks. It also highlights specifics of using news video content as a tool for teaching English. Particular attention is paid to the use of video content in distance learning conditions. The examples of practical experience of using videos in English classes for thirdand fourth-year students studying “Transport Processes Technologies” in Admiral Makarov State Maritime University of Maritime an Inland Shipping in St. Petersburg are given. Results . The use of videos in distance learning classes has a significant number of advantages for students. The practice showed that the most interesting and effective to be used in online classes are newscasts. Conclusion . It is concluded that the process of class preparation using video materials is challenging for teachers, but at the same time that its use has a positive impact on their professional growth and on the effectiveness of the educational process.

ПРОБЛЕМИ КОМУНІКАЦІЇ УЧАСНИКІВ ОСВІТНЬОГО ПРОЦЕСУ ПРИ ВИВЧЕННІ МАТЕМАТИКИ В УМОВАХ ДИСТАНЦІЙНОГО НАВЧАННЯ

The article considers the relevance of the problem of communication between the participants of the educational process at the faculty of primary education when studying mathematics in the conditions of distance learning. An analysis of the latest research and publications was made, and the main communication problems of participants in the educational process were revealed. This is a description of various Internet platforms for organizing educational activities. The methods of organizing the educational process of distance learning in the study of mathematics at the faculty of primary education are described.

Studying the school algebra course in the conditions of distance education

Distance learning is becoming more and more relevant in today's educational environment, particularly for learning complex subjects such as algebra. The article examines the challenges and opportunities teachers and students face when learning a school algebra course in distance learning conditions. The author considers various methods, tools, and strategies to effectively learn the material, increase motivation, and support interaction between the teacher and the student in a virtual learning environment. The study also considers the impact of distance learning on academic performance and the development of students' algebra skills. The results of the study can determine the optimal strategies for the successful study of algebra in the conditions of distance learning and contribute to the further improvement of the pedagogical process.

PROBLEMS OF STUDYING CHOREOGRAPHIC DISCIPLINES IN THE CONDITIONS OF DISTANCE EDUCATION

The article analyzes the process of distance learning of graduates of the Department of Choreography of Kharkiv National Pedagogical University named after H.S. Frying pans Factors affecting the formation of professional abilities of students with traditional and distance forms of education are considered. Introduction of distant education in Ukraine has been stipulated by objective demands of modern Society. Cause-and-effect relationships between teaching methods and the formation of pedagogical competences of choreographers-apprentices have been established. On the basis of the studied facts, conclusions were drawn and recommendations were made regarding the improvement of the quality of the educational process of students of choreographic specialties during distance learning. Having considered the positive and negative aspects of distance education of students of the Department of Choreography of the Kharkіv National University, it should be noted that this form of education is effective, but only in a mixed format together with traditional education, along with the acquisition of professional practical knowledge, skills and abilities. There must be specially equipped rooms, but, unfortunately, most of the students do not have any. Moreover, there is a lack of motivation, self-discipline, and a lack of system as for gained knowledge. It is proved that the effectiveness of the distance format of professional training of future teachers of choreography during martial law depends on the level of studentsʼ motivation for learning and their self-organization. Self-organization ensures the studentʼs ability to plan and carry out their own learning activities in accordance with the priorities of professional training. It is motivation that is the driving force behind the studentʼs acquisition of the necessary professional knowledge and professional skills.
 It should be noted that this work does not cover all the issues related to the study of choreographic disciplines in the conditions of distance learning. This study requires further study and determination of the impact of distance education on the formation of competencies of students of choreographic specialties.

DEVELOPMENT OF SPEECH COMPETENCES IN TERMS OF DISTANT LEARNING

Background. Features of formation of students’ abilities and skills concerning such speech competence, as speaking in the conditions of online learning.
 The purpose. Traditional education has many means to correct various issues that arise in the learning process. The conditions of distance learning consist of two important areas: technological and methodological and didactic, which cannot be separated from each other. The purpose of this article is to analyze and describe the various elements of modern online learning, both in terms of technology and in terms of methodological and didactic means. This goal involves solving the following tasks: the study of methodological and language didactic means that promote the development of speaking competence at foreign language classes during distance learning. Explore the benefits of different online means.
 Methods. Discriptive method. 
 Results. On the one hand, properly formed communication skills, thinking, directed motivation, as well as the topic and content of tasks play an important role in the development of speech competencies. On the other hand, the combination of synchronous and asynchronous means allows to implement the learning process on the internet in full.
 Discussion. The study describes a system of tools and methods for learning a foreign language, as well as. stages of learning to speak. This allows to summarize some elements of the didactic base. Knowing the stages of preparation for different types of communication, as well as the focus – situational or communicative, one can use a variety of methods and exercises to achieve free communication. The focused assistance during study is possible when some aspects of psychological development, personal knowledge of a particular student and the communicative situation are taken into account and it can give confidence to students and bring more satisfaction from the results. It is revealed that with the help of the most modern means for synchronous and asynchronous communication the distance learning system could be able to work in a constant normal rhythm. Thus, the distance learning process is carried out using a combination of synchronous and asynchronous means, while maintaining flexibility and convenience, and expands the quality and efficiency of both methods of communication. The application and combination of traditional knowledge and modern technologies allows to implement a successful distance learning in teaching a foreign language. The further development of our research lies in the field of linguodidactic description of means of listening competence development.

Formation of Professional Competence of Students in the Conditions of Remote Form of Education

The article is devoted to the study of the professional competence of students in distance learning conditions. Significant interest in the development of distance education allows us to conclude that the topic of developing the professional competence of students in the conditions and need for independent cognitive activity is in demand. The article examines the main ways of developing students’ professional competence based on cognitive independence — as one of the components of lifelong education in the conditions of distance learning. One of the conditions for the effective functioning of the distance learning system at a university is the preparation of employees and students to work in a virtual educational environment. Students’ mastery of methods of independent cognitive activity is due to the fact that during the training period the foundations of professionalism and competence are laid, and skills of independent professional activity are formed. Based on the results of the study, recommendations were developed for developing the professional competence of students in distance learning.

Особливості хімічного експерименту в умовах вимушеного дистанційного навчання

The article focuses on the study of online learning at school, the problems that arose during the school experiment and its impact on the quality of the acquired knowledge. The issue of the quality of knowledge obtained by means of distance learning, the organization of online practical and laboratory work, and the search for methods of diagnosing the quality of knowledge are quite relevant and in demand. The purpose of the study was to establish the level of quality of studying chemistry in the conditions of distance learning and to determine the factors affecting the success of students. The main tasks: to conduct a qualitative observation of the methods of conducting laboratory and  practical work (experiments) during online classes and the attitude of students to distance learning and to study the influence of practical and laboratory work (experiments) in chemistry on the quality of knowledge and the identification of students' misconceptions in chemistry that arose during distance learning. It was established that the main common problems for chemistry teachers were finding ways to conduct laboratory and practical work, identifying false (false) ideas and diagnostic tools. According to the results of the student survey, the main disadvantages of distance learning in general and conducting laboratory-practical classes in particular were determined: loss of direct contact, problems with the Internet, lack of light, understanding of the material, lack of skills in working with laboratory equipment, inability to manage time, unfair assessment, as well as the fact that that teachers conduct classes too quickly, leaving no time for questions and discussion. This, obviously, reduces interest in disciplines, understanding of certain concepts and quality of knowledge and level of success. Increasing the share of school and home experiments in chemistry contributed to interest in the subject, understanding of the topic and had a positive effect on the quality of knowledge. According to the results of four knowledge controls, positive dynamics were observed: the average increase was 0.66 points: from 0.2 (for 7th grade students) to 1.1 points (for 11th grade students). The use of conversations and various multi-level tests allows not only to discover which ideas and knowledge students have, but also to understand what actions need to be taken to eliminate them.

Instructional design of smart technology use in teacher digital educational environment

Introduction. According to the provisions mentioned in Digital Kazakhstan Programme and Digital Teacher national project, the teacher today is regarded not just as an active user of the novel digital and smart technologies, but as the creator and transmitter of the authors’ digital educational content. The modern teacher is supposed both to adapt to and perform the professional activity within the digital setting of the educational institution and be able to design his/her own digital educational environment to transfer the educational content and organise effective “educator-learner” educational interaction. This situation brings us to the issue of the necessity for the teacher to be aware and master the potential possibilities provided by the smart technologies in realisation of the educational activity in terms of online and mixed learning; this, in its turn, conditions the search for the solutions for the effective instructional design of smart technology application in a teacher digital educational environment.Aim. The present study aims to substantiate the instructional design of the implementation model of smart technologies when designing teacher personal digital educational environment (on the example of the authors’ Smart Assistant software as a means of optimising teacher activities and organising an online and mixed educational process).Methodology and research methods. The following categories of research methods were used to reach the goal set: 1) theoretical: cybernetics method, generalisation, analogy, abstraction, visualisation, modelling, and classification; 2) empirical: surveys and interviews techniques, as well as mathematical and statistical data analysis approaches.During the experimental part of the study an online questionnaire survey on “Implementation of smart technologies in designing a teacher personal digital educational environment in the conditions of distance learning at a university” was conducted among 201 teachers of Karaganda Buketov University (Republic of Kazakhstan) and Dokuz Eylul University (Turkey) from 12 December 2022 to 30 April 2023. The aim of the experiment was to identify problems with the adaptation and implementation of smart technologies in designing a digital educational environment. For this purpose, the respondents answered fifteen questions and made suggestions for improving the university digital educational environment.Results and scientific novelty. The article substantiates the design of smart technology implementation in a teacher digital educational environment as a means of optimising his/her activity in organising online and mixed learning process (on the example of the authors’ software Smart Assistant), and identifies the problems with the adaptation and implementation of professional activities in the context of a digital educational environment. The characteristic features of the problems of teachers’ adaptation in a digital educational environment and the difficulties of smart technologies implementation in their professional activity are defined.Practical significance. The Smart Assistant software product was developed as a means of optimising the teacher’s activities in organising an online and mixed educational process.

Formation of ICT competence in future specialists of physical education and sports in the conditions of distance learning

The article clarifies the peculiarities of the professional training of future specialists in physical culture and sports in institutions of higher education in the conditions of distance learning; the specifics of professional training of future specialists are considered; the types of distance learning, which differ in communication strategy and means of information transmission, are revealed; the features of remote and electronic learning methods for quality training of future specialists have been proven. The purpose of the article is to find out the basics of the formation of ICT competence among future specialists in physical culture and sports in the conditions of distance learning. The methodological basis of the article is a systematic combination of system-forming interrelated factors (goals, forms, and methods of pedagogical influence, principles, subjects, and conditions of the educational process, means of education, and content of education). The pedagogical conditions for the formation of ICT competence among future specialists in physical culture and sports for the effective and rational application of distance learning technologies are substantiated.