Conditions Of Distance Learning Research Articles

Special Aspects of Educational Managers’ Administrative Activity under Conditions of Distance Learning

The eruption of the COVID-19 pandemic has become a major challenge for educators around the world, forcing educational organizations to look for alternative teaching methods, namely distance learning. It forced the managers of educational organizations to carry out management activities in the conditions of remote work. The article is devoted to the analysis of changes in the content of educational managers’ administrative activities under conditions of transition from traditional (full-time) learning to distance one. The article analyzes the challenges of organizing the educational process in a new context. Authors generalize advantages and disadvantages of blended learning based on the results of a sociological survey of heads of educational institutions in Ukraine. The level of readiness of educational managers to carry out educational activities in a distance format and factors of that are determined. It is emphasized that in managers' activity of distance learning, managers interact with various participants of the educational process. This interaction acquires new forms and new purposes in terms of distance education. It can be productive if the support of the educational environment and the managers' readiness to work in the new realities are determined as a systematic process.

Screen time and adolescent health: How to find a balance in pandemic

The article presents results of an empirical study of screen practices and health indicators of adolescents in a pandemic according to the all-Ukrainian mass survey «Media Culture in a Pandemic» (N=1,732, students of 7-10 grades from all macro-regions). It analyzes the duration of screen time and its contents due to distance learning conditions; the indicators of adolescents’ health and their connection to media practices; compensators of health-preserving training during a pandemic are offered. According to the duration and content of screen practices, compared to 2018, adolescents’ exploitation of different gadgets grew by 47,6%. The number of children who use the Internet 7 hours a day doubled in two years. More than 60% of adolescents use the Internet to study, more than half – watch movies and listen to music, more than a third – play online games and publish their work. In terms of distance learning, 69% of children began to look for more information to learn, 43% began to play online games less often, 34.4% began to look less often for new acquaintances on the Internet. Health scores (somatic discomfort and sleep) show that one in three teens constantly has pain in the back, one in four has constant headaches, and one in four teens often does not sleep through the night at all. A third of adolescents began to sleep less and a third more during distance learning. Spearman’s rank correlation coefficient reveals direct connections between sleep duration and screen time (с=0.56, p≤0,01), as well as between the sleep duration and back discomfort (с=0,30; р≤0,01) and headache (с=0.24; p≤0.01). The necessity of compensators of distance learning are outlined: increase of motor activity, sleep regulation, the introduction of online self-monitoring practice, distribution of screen time between studying and recreational practices. Both parents and educators are encouraged to find different ways to explain the causality between screen practices and these compensators, leading to progress in screen time health culture

EURO-INTEGRATION PARADIGM OF IMPLEMENTATION OF INNOVATIVE TECHNOLOGIES IN THE PROCESS OF DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF FUTURE SPECIALISTS IN THE CONDITIONS OF DISTANCE EDUCATION

The scientific article is devoted to the analysis of the features of the integration of innovative AR/VR-technologies in the process of developing the emotional intelligence of future specialists in the conditions of European integration changes and approaches to training a competitive specialist. The article analyzes the main models and approaches to determining the functional role of emotional intelligence in the process of performing professional tasks. The work details the main vectors of introducing the components of augmented reality both in the educational and cultural space and in the scientific and research plane. An analysis of the features and factors of the implementation of AR/VR-technologies in the context of the implementation of the competence approach in higher education and modern research on the impact of augmented reality on the emotional states of the individual and the educational process in the conditions of distance learning was carried out. The article describes the experience of the complex implementation of elements of augmented reality in the program for the development of emotional stability of future specialists, which was implemented as part of the certification program for future specialists in socionomic professions “Self-management: development of the professional and personal potential of an individual”, which was implemented using the MOODLE system in conditions of distance learning. The implementation of augmented reality components into a complex program was based on the implementation of the MARE methodology. The described experience of cooperation between applicants and teachers on the basis of the Laboratory of Psychophysiological Research, the Laboratory of Health Psychology and the STEM-Laboratory of Melitopol State Pedagogical University named after Bohdan Khmelnytskyi stands out as innovative in the research. Within the framework of the corresponding concept of cooperation, an integrative approach in the process of developing the emotional intelligence of an individual, which is based on a complex combination of traditional psychodiagnostic and training technologies with innovative AR/VR technologies, has been developed and implemented. According to the results, it was found that the implementation of a psychocorrective program with elements of AR technologies helped to increase the level of development of the components of emotional intelligence of the individual. The introduction of elements of AR/VR-technologies into the educational process provides an opportunity to deeply influence the emotional world of an individual, the possibility of visualization and reproduction of certain emotional states, the possibility of close to real immersion in one’s own emotional world, its active cognition and the development of emotional self-regulation, stress resistance and the ability to understand emotional another person’s world.

ANALYSIS OF STUDENTS' RESILIENCE AND MOTIVATION IN THE CONDITIONS OF DISTANCE LEARNING

The article studies the relationship between resilience and motivation among students in the conditions of distance learning. The urgency of the problem is due to the growing interest in the problem of resilience in conditions of extreme social challenges as a mechanism for activating personal resources, in particular its role in overcoming stress during the transition to the distance learning format. A review of existing research in higher education highlights the important role of resilience in helping students, overcoming obstacles, managing their well-being and completing their studies. The survey of students was carried out through Google forms. The following methods of data collection were used: “A short version of the resilience test” (E.N. Osin, E.I. Rasskazova) and “Methods of motivation and orientation to professional activity among students” (A.V. Krylova, I.A. Ignatkova). Methods of mathematical statistics were used to analyze the data. The relationship between resilience and professional external positive motivation was found. Resilience is higher in students with pronounced positive external positive motivation. Social motives such as status, prestige, the desire to get a second higher education, increase the resilience of students in the conditions of distance learning, allow them to effectively cope with stress, as well as turn a potentially traumatic situation into opportunities and use it for personal development. The revealed results can be useful for the organization of distance learning, the educational process of students in order to increase resilience and motivation in conditions of extreme social challenges, as well as for the intensification of educational work on the role of resilience in overcoming distress, the perception of obstacles as sources of additional growth and development.

THE USE OF HUMOR IN THE CONDITIONS OF DISTANCE EDUCATION OF PUPIL OF PRIMARY SCHOOL

The article describes humor as an inseparable component of the educational process, which promotes effective learning of primary school students and implements a set of functions (informational, emotional, motivational, regulatory, stimulating, coordinating and communicative, educational, cognitive, health preserving). The didactic and educational possibilities of humor in the conditions of distance learning of primary school students are determined. In the article are using theoretical and qualitative research methods to solve the tasks and achieve the research goal: analysis of pedagogical and psychological dissertations, systematization, observation, analysis of empirical experience, questionnaires. Special attention is paying the implementation of the educational function of humor and its influence on the emotional sphere of students in the conditions of distance learning. Effective forms are analyzing of using humor in distance education (comics, multimedia presentation, memes, and cartoons). The main advantages are determined of using humor as means of media education in the conditions of distance learning. The positive and negative aspects are specified of distance education. The algorithm was developed for working with media of a comic nature in elementary school. Characterize the media means of presenting humor in distance education (computer didactic games for primary school students, electronic educational game resources (EER), online environments for test tasks, programs for providing video communication for online classes, electronic textbooks).

Use of innovative technologies and features of the concert master’s work in the conditions of distance learning in vocal and choral disciplines

Use of innovative technologies and features of the concert master’s work in the conditions of distance learning in vocal and choral disciplines

ПРОБЛЕМА ОРГАНІЗАЦІЇ КЕРОВАНОГО САМОНАВЧАННЯ УЧНІВ З ХІМІЇ

The article highlights the organization of self-directed learning of chemistry among pupils as one of the ways to enhance education quality in the conditions of distance learning. Today’s education aims to provide equal conditions and access to quality education to all. In this regard, it is crucial to organize self-directed learning which depends on both the pupil’s personality and the elements of the external system. The article specifies the teacher’s main objectives in terms of managing self-learning: a) to involve pupils in independent cognitive activities; b) to provide emotional support for pupils; c) to create a winning situation by applying individual assessment standards, as well as enabling examination of the obtained results by both the teacher and the pupils. Besides, the article formulates the principles for self-directed learning of chemistry among pupils: self-determination, openness, links between self-learning and practice, visualisation, proactivity, adaptability and interactivity. Importantly, one should take into consideration the specifics of the subject itself. It refers to the scale of the material, abstractness, as well as the leading role of tasks. The main components of managing self-directed learning of chemistry are as follows: “the system of problems” (a set of specially selected chemistry problems, standard and non-standard both in terms of solution and content) and “the level of independence” (how involved the pupils are in determining the goal and choosing the ways to achieve it). A detailed analysis of how today’s education develops and is updated allows one to discover the conditions for effective self-directed learning of chemistry among pupils. They are the following: focusing on the creative nature of educational activity; building individual educational paths; using the latest technologies under the needs of the educational process. Finally, the article clarifies the three levels of managing self-directed learning of chemistry among pupils: internal management (following the curriculum); internal self-management (following the pupil’s internal motives); external management (performed by the teacher in case of supplementing and correcting internal management).

Поняття веб-середовища дистанційного навчання

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

Теоретичний аналіз проблеми моніторингу соціальних очікувань учнів з особливими освітніми потребами

The article highlights the results of a theoretical analysis of the problem of social expectations of students with special educational needs. The difficult socio-economic circumstances of life in Ukraine caused by the consequences of the pandemic and the war actualize the problems of medical, economic, social and psychological-methodological provision of reintegration and adaptation of youth with special needs as a socially vulnerable population group. At the same time, it is important to study the own social expectations of students with special needs and their transformations in modern conditions for the effectiveness of using technologies of socio-pedagogical support and successful integration.The purpose of the article is to analyse the problem of social expectations of youth with special educational needs, to define their structure and characteristics among students of boarding and inclusive educational institutions, to determine the technologies of social-pedagogical support and success of the integration processes of entering of students with special needs according to the modern concepts of personality socialization.To implement the outlined tasks, the following general research methods were used: theoretical analysis and synthesis to define the social expectations of youth and methods of their research, the structure of the social and educational environment for the formation of social expectations; comparison in order to determine the features of social expectations of students with special educational needs in the conditions of boarding and inclusive educational institutions and their peers without developmental disorders; modelling in order to determine and substantiate the main strategies of socio-pedagogical support of students with special educational needs for successful social integration.According to the results of the theoretical research, the main approaches to defining the definition of “social expectations” from the point of view of psychology, sociology, and social pedagogy are outlined. The main functions and structure of social expectations, the tasks and methods of monitoring studies of social expectations of young people, in particular with special educational needs in modern conditions, are defined. The aspects and results of the latest domestic and foreign research on the social expectations of young people are considered. A model for monitoring social expectations of youth with disabilities is proposed.The directions of future research are to define methods and experimentally verify the proposed model for monitoring social expectations of youth with disabilities; to indicate the impact of learning conditions (inclusive, boarding) on the formation of students’ social expectations; to substantiate the directions of socio-pedagogical support of students with special educational needs in the conditions of distance learning in boarding and inclusive educational institutions, to determine the strategies to overcome stigmatization and successful social integration of youth with disabilities.

САМОМЕНЕДЖМЕНТ ЯК ЗАСІБ ПІДВИЩЕННЯ ЕФЕКТИВНОСТІ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ В УМОВАХ ДИСТАНЦІЙНОГО НАВЧАННЯ

The work is devoted to the study of self-management`s theoretical foundations as an important means of increasing the effectiveness of educational activities in the conditions of distance learning. The essence of self-management is specified, modern concepts are considered. The key problems of selforganization of students’ educational activities in the conditions of distance learning are identified.

СУЧАСНИЙ СТАН ВОКАЛЬНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИЧНОГО МИСТЕЦТВА У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

The development of Ukrainian society requires new approaches in preparing students for professional activities. One of the urgent problems in training a future music teacher is vocal training. A modern professional and competent vocalist must have an impeccable vocal voice, vocal technique, be able to use the skills of various styles of world musical art, understand the specifics of vocal art and be fluent in modern information technologies. The article reveals the essence of such concepts as "vocal training", "vocal skill", much attention is paid to the methods of vocal training and directions of vocal training of future music teachers in the conditions of distance learning. In this study, the main attention is focused on the methodological principles of vocal training of future music teachers. The author identified and characterized the methods of vocal training, namely: explanatory-illustrative, reproductive, heuristic (search), research (creative), phonetic, concentric and the method of imaginary (internal) singing. It has been proven that the introduction of innovative technologies into the pedagogical process contributes to a more productive mastering of methods during vocal training, namely the remote form of conducting classes, which brings radical changes to the historically formed domestic system of student training. Areas of remote work in the vocal class are highlighted, including theoretical training, which involves studying the history of vocal performance; practical training (performance of individual sets of exercises, use of phonopedic method, development of repertoire works, etc.). It is noted that the use of work methods in the vocal class, appropriate for distance learning, on the one hand, allows to exclude long breaks that reduce the motivation of classes, and on the ot

Перетворення відеозапису з дошки на слайд-шоу

Introduction. Video recordings of lectures are no longer a rarity in the conditions of distance learning. Videos may be in an inconvenient format for students or contain different artifacts due to compression, camera quality, and other factors. It is useful to have a presentation of the study material, which contains only the text from the board because such a view of the material is most like the compendium. Purpose. The item of our work is creating an algorithm for obtaining panorama slides without a teacher from video lecture. To develop this algorithm, we use the Boykov-Kolmogorov Max-flow algorithm for obtaining a mask of moving objects. In some video lectures, the camera is moved so that the teacher is in sight, so some of the recordings are not visible. To do this, we make frames stitching to get a panorama. To reduce duplication of slides due to camera shaking, we perform video-stabilization as a preprocessing step, then replace the pixels using the mask. Finally, we create slides by comparing changes in the frames, binarizingand denoising. Methods. We used the Boykov-Kolmogorov Max-flow algorithm, SIFT, Laplace operator and Otsu binarization for developing information technology. Results.As a result, we get panorama slides with the extracted text or drawings from the board, which will help to simplify the creation of e-learning materials for both new and existing lecture recordings. Teachers will also be able to quickly provide lecture material to students even if they teach several complex subjects. Conclusion. We have developed an algorithm and implemented information technology for obtaining slides from video-lecture. Now, a teacher can give students short content of video material. The next steps are automatic detection of the board, division of the board into sections, and recognition of the text and formulas written on the board.

ФІЗИЧНЕ ВИХОВАННЯ В УМОВАХ ДИСТАНЦІЙНОЇ ОСВІТИ

The article identifies the possibilities of electronic resources in mastering physical training knowledge and abilities by education applicants in the conditions of self-isolation. It has been revealed that in the conditions of transition from the traditional form of conducting physical education training classes to distance learning is necessary, firstly, to fill the educational content of the electronic course and organize the process of physical upbringing based on the electronic educational environment, secondly – to reorient pupils and students to study using electronic resources. It has been determined that in the conditions of distance learning is worth to develop methodical support, which allows to organize, carry out and control the process of theoretical and methodological training of pupils and students in the system of physical education, as well as to adapt to new conditions, forms and methods of conducting lectures and methodical-practical classes. Electronic resources allow forming the didactic complex of disciplines, which must include: methodical developments for lectures (structure of lecture materials: the purpose of lecture, a glossary of basic concepts, a brief synopsis, questions for self-checking knowledge, a list of emerging competencies, a list of basic and additional literature; auxiliary visual materials: presentations, videos); methodical developments for practical classes (structure: the purpose of class, conceptual apparatus, a short content, control questions, a list of knowledge and skills that are being formed; illustrative materials: presentations, videos); methodical and practical tasks for individual work (task structure: purpose, key words, general information, task instruction, a list of competencies, which are being formed, a list of recommended literature); online tests that allow controlling student’s knowledge (test control is carried out after studying the topic to determine the assimilation of the studied learning material). It has been proven that multimedia tools, with the help of which pupil or student is able by himself to plan and organize the process of physical self-training, are of great importance in the formation of knowledge and skills.

Methodological basis for teaching graphic design to undergraduate students in conditions of distance learning (on the example of students of the Department of Fine Arts and Design of Abkhaz State University)

Methodological basis for teaching graphic design to undergraduate students in conditions of distance learning (on the example of students of the Department of Fine Arts and Design of Abkhaz State University)

РАЗРАБОТКА МЕТОДОВ ИНТЕЛЛЕКТУАЛЬНОГО РАНЖИРОВАНИЯ РЕЗУЛЬТАТОВ КОНТРОЛЯ ЗНАНИЙ С УЧЕТОМ АДАПТАЦИИ К ЦИФРОВОМУ ФОРМАТУ ОБУЧЕНИЯ МАТЕМАТИКЕ

The article is devoted to the development of methods for the intelligent ranking of the results of knowledge control, taking into account adaptation to the digital format of teaching mathematics. Approaches to learning associated with the use of a hybrid intellectual learning environment are characterized, taking into account the conditions of distance learning. The features of the digital transformation of mathematical education are considered, taking into account the use of methods of intellectual analysis. Methods for intelligent ranking of intermediate results of knowledge control are proposed, taking into account adaptation to the digital format of teaching mathematics. The issues of adapting intelligent learning technologies to the distance form of implementation are considered. The article develops a ranking methodology using the idea of V.P. Bespal'ko about the representation of the structure of human activity in the form of successive levels of assimilation associated with the evolution of the student's experience. The ability to solve problems of various levels of complexity is determined by such levels of assimilation as student, model, heuristic, research. Taking into account this approach, it is possible to use various indicators of students' achievement of one or another level of assimilation of educational material. The necessity of an additional assessment of the activities of students in the conditions of distance learning and establishing the dependence of learning outcomes on procedural aspects is substantiated. Ranking is carried out on the basis of artificial intelligence technologies. To model the educational process, algorithms based on machine learning have been proposed, in particular, a generalized clustering algorithm based on the k-means method has been developed. The developed software is aimed at intellectual evaluation of the results of intermediate knowledge control and at identifying research potential. A series of computational experiments based on a probabilistic model has been carried out, and the interpretation of the results obtained has been given. The proposed models and algorithms are focused on the creation of such a methodology that helps to increase the efficiency of the pedagogical process, and also provides control and assessment of knowledge, taking into account the processes of digital transformation of education. The results of this study are of practical importance for the development of methods for assessing knowledge in mathematical disciplines in distance learning. The results can be used in the tasks of predicting the indicators of the pedagogical process, taking into account its digital transformation.

Technologies of integration of educational resources and services in conditions of distance learning

The need for accelerated digitization of education, caused by the COVID-19 quarantine restrictions (general context) and military actions on the territory of Ukraine (local context), makes the research on the design of technologically enriched distance learning support systems in higher education institutions topical. The materials of the present paper are aimed at defining the influence of the content delivery information technologies and the support of educational communication of the educational process subjects on the degree of students’ satisfaction with the implementation of distance learning by a higher education institution. It offers an overview and classification of various types of integration of educational resources and services. The authors distinguish two approaches to integration (active and passive) and three main types (integration of authorization, storage and resources). They indicate the features of the application of certain types of integration to support student satisfaction and offer implementation examples using the LMS Moodle as a model. The paper presents the results of monitoring satisfaction with the described technologies for the integration of educational resources and services within the Moodle platform during distance learning of students of the Faculty of Information Technologies of the NULES of Ukraine. A total of 162 students indicated a high level of satisfaction with the use of the integration of external educational resources and services – the average value was 2.20 points with a positive attitude threshold of 1.5. According to all indicators, students positively evaluated the integration of educational resources and services in ELC, however, according to the students, the greatest impact on satisfaction is the integration of educational resources (with the average value of 2.41). It identifies the need to develop the methodological recommendations for the implementation of various types of integration of educational resources and services into the institutional environment of a higher educational institution.

САМОСТОЯТЕЛЬНАЯ РАБОТА СТУДЕНТОВ ПРИ ОСВОЕНИИ ИНОСТРАННОГО ЯЗЫКА В УСЛОВИЯХ ДИСТАНЦИОННОГО ОБУЧЕНИЯ

The article substantiates the importance of independent work of students in secondary vocational educational institutions in the conditions of distance learning. The article presents the online course “Car Device” developed on the On-LineTestPad plat- form for senior students of the specialization “Maintenance and Repair of Motor Trans- port”. The results of approbation of the online course, confirming its effectiveness, are presented.

Organizational conditions for the adaptation of first-year students in the conditions of distance learning

Organizational conditions for the adaptation of first-year students in the conditions of distance learning

A model of the formation of English-language communicative academic competence of future doctors of philosophy of the medical profile in the conditions of distance learning

A model of the formation of English-language communicative academic competence of future doctors of philosophy of the medical profile in the conditions of distance learning

ПРОФЕССИОНАЛЬНОЕ САМООПРЕДЕЛЕНИЕ ОБУЧАЮЩИХСЯ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ЗДОРОВЬЯ

The article presents the results of the development and implementation of effective practices aimed at assisting professional self-determination of disabled children with and children with physical condition (PC) in the continuing education system. The effectiveness of this work in the conditions of distance learning is shown. The professional self-determination of students with PC is complicated by a number of conditions, both related to health restrictions available to the student and a limited range of possible professions. Making a choice that meets the desires and opportunities of such a student is very important, since this ensures his independence and full life in the future. The article analyses the conditions of professional self-determination of children who are unable to attend educational institutions systematically and stay there or at home; the need and possibility of providing them with assistance in a distance school are justified. The results of diagnosis of parental position on vocational guidance of a disabled child and results of questionnaire of students are presented. An additional general-education program developed for children with disabilities and children with physical condition of 8 9 classes is described in order to update the process of professional self-determination of children with disabilities and children with PC, prepare them for making informed professional choices taking into account the individual characteristics and capabilities of students, implemented as part of distance learning in the context of continuing education.