Distance Learning Mode Research Articles

A question-answer generation system for an asynchronous distance learning platform.

Distance learning frees the learning process from spatial constraints. Each mode of distance learning, including synchronous and asynchronous learning, has disadvantages. In synchronous learning, students have network bandwidth and noise concerns, but in asynchronous learning, they have fewer opportunities for engagement, such as asking questions. The difficulties associated with asynchronous learning make it difficult for teachers to determine whether students comprehend the course material. Motivated students will consistently participate in a course and prepare for classroom activities if teachers ask questions and communicate with them during class. As an aid to distance education, we want to automatically generate a sequence of questions based on asynchronous learning content. In this study, we will also generate multiple-choice questions for students to answer and teachers to easily correct. The asynchronous distance teaching-question generation (ADT-QG) model, which includes Sentences-BERT (SBERT) in the model architecture to generate questions from sentences with a higher degree of similarity, is proposed in this work. With the Wiki corpus generation option, it is anticipated that the Transfer Text-to-Text Transformer (T5) model will generate more fluent questions and be more aligned with the instructional topic. The results indicate that the questions created by the ADT-QG model suggested in this work have good fluency and clarity indicators, showing that the questions generated by the ADT-QG model are of a certain quality and relevant to the curriculum.

Attitudes of Caribbean undergraduate medical students towards e-learning of orthopaedics during the Covid-19 pandemic

ABSTRACT Objective To determine undergraduate medical students’ attitudes to e-learning of orthopaedics implemented due to lockdowns resulting from the Covid-19 pandemic. Methods An anonymised online survey was distributed to all final year medical students at The University of the West Indies (UWI) in Trinidad after completing the distance-learning module of the Trauma and Orthopaedics clerkship. Results Sixty-seven completed questionnaires were analysed, response rate 32.7% (67/205). There were 37 female students (55.2%), with a mean age of 24.7 years (range 22 - 44 years, SD 3.13). Although all students were familiar with e-learning platforms, only 44.8% had previously used e-learning resources. Minimising exposure to Covid-19 was identified as the most significant benefit of e-learning (17.9%, n=12). Other advantages included being able to work at their own pace and style of learning (11.9%, n=8), ease of access to teaching material (10.5%, n=7), and equity of resources (10.5%, n=7). The greatest disadvantages to e-learning were loss of direct interaction with patients (26.9%, n=18) and lack of privacy at home (19.4%, n=13). Most students (71.6%, n=48) were satisfied with e-learning; however, the majority (67.2%, n=45) felt that this method could not singularly achieve clinical competence. Conclusion E-learning was widely accepted by students as an effective method of curriculum delivery but insufficient for mastering the clinical skills required to be a competent doctor. The use of blended programmes which combine e-learning and traditional bedside teaching should be encouraged in the post-pandemic future. Keywords: Caribbean, e-learning, Covid-19, orthopaedics, medical education

Edukacja w dobie pandemii oczami nauczycieli współorganizujących proces kształcenia i rodziców dzieci ze spektrum autyzmu

The article deals with the issue of distance learning on children with autism spectrum disorder during the COVID-19 pandemic. Although in-person teaching is currently being implemented, the issue is still relevant, as it is still possible that schools could close again, not only due to the pandemic threat. As of the 2022/2023 school year, a legal regulation came into force that broadened the catalogue of causes for the transition of educational establishments to a distance learning mode. In addition, there is little research in this area, especially concerning the organisation of distance learning and the education of students with autism spectrum disorder in mainstream primary schools. There is therefore a need for research reports to present the matter from different perspectives and thus contribute to the development of various types of solutions to enrich the process of remote learning for this group of students, or even to propose an alternative solution for their education. The article present the results of research conducted with the use of an interview technique among teachers of primary schools co-organizing the educational process and parents of children with the autism spectrum living in the Mazowieckie Voivodeship (Poland). Scientific inquiries concerned the positions of both research groups with regard to the organization and course of education of autism spectrum children in conditions imposed by the pandemic. Due to the characteristics of the functioning of people on the autism spectrum, the thesis was adopted that this is a group that may require special support during remote education. As in remote education, next to the student, teachers and parents play a leading role, which is why the research was carried out in these two groups. The results of the research confirmed that educating students with autism in this form does not bring the expected results and even causes negative emotions not only in students, but also in their parents and teachers. The analysis of the statements of both research groups shows that it is necessary to introduce new solutions in the field of educating students with autism, useful in crisis situations.

Досвід застосування інформаційно-комунікаційних технологій у викладанні предмету Патоморфологія

The information and communication technologies introduction is a necessary component in education. With the help of these technology methods of active memorization of educational material can be significantly improved. In terms of an intensive information and communication technologies implementation in education, it is necessary to prepare the teaching staff of a higher education institution. Namely, to develop skillfully possessed information culture and competence at the level of a modern student, or maybe even a little better. The article is about the possibilities of improvement of information technologies in the educational process. These are, for example, the use of visual material with the help of interactive posters and mind maps, as well as the latest methods of conducting classes – WebQuests, the use of the scribing technique when presenting the material of a practical lesson or lecture. The purpose of the study was to consider and propose some methods of presenting educational material, first of all, the use of the possibilities of an interactive poster and mind maps, as well as the method of presenting educational material – scribing and the use of WebQuests. Results and discussion. The teaching staff of a higher education institution today faces a difficult task – to win the attention and affection of a modern student. The vast majority of students belong to generation Z (born in 2003), for whom communication on the Internet is a priority. They best perceive information visually (pictures, images, videos). Generation Z are talented, creative, imaginative individuals, leaders by nature, and express their feelings with the help of emoticons and various emojis, statuses in social networks. Distance education has emphasized the role of the teacher by making him or her a guide, adviser and tutor. The teaching staff of the higher education institution in the distance learning mode coordinates the student’s cognitive process and constantly improves the distance courses of the discipline in the Moodle system, increases own original creativity and qualification in accordance with innovations and license conditions. The use of interactive possibilities of distance education should also be used during face-to-face training, it will help students to learn the educational material better. Constant search for new didactic approaches and tools, the use of modern and diverse teaching methods will contribute to the training of specialists who possess not only the knowledge and skills of professional activity, but also think strategically, systematically approach the analysis and solution of real situations. For future doctors, it is a primarily important aspect of clinical thinking. Thus, all the available possibilities of modern presentation of the material will help future specialists in the medical field to develop it. Conclusion. Thanks to the transformation of the educational material in pathological anatomy to the form of an even more visual image or layering of knowledge with each learned practical lesson, the methods of presenting the material scribing, using WebQuests, using mind maps and interactive posters ensure greater systematicity, coverage of significant parts of the material, deeper assimilation, generating interest in the subject as a whole

Evaluation of the Quality of Life of University Students in Prague after the Annual COVID-19 Restrictions

Background: The COVID 19 disease brings about a variety of restrictions that affect the quality of life. For Czech students across all tiers of the educational system, the 2020/2021 academic year was very challenging as they basically spent all of it in a distance learning mode. In addition, the restrictions put in place by the Czech government did not allow for the value of health to be upheld in all of its components.
 Objective: The objective of this study was to look into the views on the quality of life in a group of 381 Prague university students who had gone through distance learning. As part of the study, we divided the set along faculty and year-of-study lines.
 Methods: As a research tool, we used the Czech version of the World Health Organisation’s WHOQLBREF Quality of Life Questionnaire. Within the descriptive statistical analysis we worked with the basic quantities of central tendency and variability. For the purposes of inferential statistical analysis, we used Cronbach's alpha (to determine the set consistency), correlation to determine domain dependencies, and ANOVA to test statistical hypotheses.
 Results: The set was content with the overall quality of life, with Faculty of Physical Education and Sport students and second- and third-year students coming on top as the most satisfied once the set had been divided. The lowest values were reported in the physical health domain, which is inconsistent with the findings of other research conducted on this topic; on the contrary, the highest values were shown for the set in the environmental health domain; this is in line with foreign research. In our set, we found statistically significant variations in the metal health and social health and environmental domains once the set was divided along the faculty, and year-of-study lines, respectively. There are statistically significant differences between the individual sets.
 Conclusions: Based on a comparison with foreign research, we recommend a deeper investigation into this issue since the perception of the quality of life in secondary and tertiary students is a key factor in the development of society.

From Face-to-Screen to Face-to-Face Learning: Students’ Vaccination Status and Willingness for Blended Learning Modality

The trend of transitioning back to face-to-face classes from an online, virtual, distance learning and other learning modality during the time of pandemic has started in the Philippines. This study aimed to determine the vaccination status, willingness of the students for the resumption of face-to-face classes as well as parental support or approval of the reopening of in-campus classes. Descriptive design is used in this study with the use of online survey as the primary data gathering method. Using a convenience sampling technique, it garnered 1137 responses at a local college in the Olongapo City, Philippines. Based on the survey result, 84.3% of the students are fully vaccinated with one booster shot while 9.4% are fully vaccinated as of the rollout of this survey. Exactly 50% of the students are willing for the resumption of face-to-face classes, 7.7% are willing with the intention to get vaccinated for the resumption of face-to-face classes. It may seem to have low willingness among the student but among respondents, of about 17.2%, are graduating students, will transfer to another school, and will stop for the next academic year. In terms of parental support and/or approval for the resumption of classes, 64.4% of the parents and guardians showed support to the resumption of in-campus face-to-face classes. Lastly, the result of this survey will serve as an input and basis for the preparation of the academic year 2022-2023 for the blended learning modality with shifting schedule of face-to-face classes.

ATTITUDE OF GRADE VI PUPILS IN THE IMPLEMENTATION OF ONLINE DISTANCE LEARNING

This study sought to determine the attitude among Grade VI pupils in the implementation of online distance learning of Borongan City Division in school year 2020-2021. Specifically, it aimed to identify their reading abilities and their association with their attitude toward online distance learning. To address the objectives, this study used a correlational design. A total of 217 Grade 6 pupils from the five districts of Borongan City Division served as respondents of this study. A survey questionnaire was adapted to gather necessary data on the reading levels of learners and their attitudes toward the online distance learning modality. Meanwhile, inferential statistics such as Pearson r Coefficient were used to identify the association between the reading levels of pupils and their attitude toward online learning which was found to have a significant relationship. KEYWORD: attitude, online distance learning, correlation

A Comparative Study of the Effects of Distance Learning and Face-to-Face Learning during the COVID-19 Pandemic on Learning Mathematical Concepts in Primary Students of the Kingdom of Bahrain

The main objective of this study is to compare the effectiveness of face-to-face learning and distance learning in helping fourth-grade primary students learn mathematical concepts. The data were collected from 120 fourth-grade students selected purposively and divided into two groups: a control group comprising 60 students, who used a face-to-face programme in their third grade, and an experimental group comprising 60 students, who used a distance learning programme in their third grade. A diagnostic test was used to measure their understanding of previous mathematical concepts. The current research revealed two interesting results: First, there were no statistically significant differences (p-value < 0.05) in rounding and ordering numbers, space concept, perimeter concept, and graphs between the face-to-face mode and distance learning mode, where students’ results were almost similar. Second, there were statistically significant differences (p-value < 0.05) in the concepts of expanding pictures of numbers (verbal, analytic, and standard), compare numbers, basic arithmetic operations, units of measurement, geometric shapes, sides, and data visualisation in favour of the group of students who were taught in a face-to-face learning mode.

COVID-19 Precautionary Measures and Practices for Delivering Modular Distance Learning

The purpose of this descriptive study is to investigate the safety precautions and delivery methods for the modular distance learning modality during the COVID-19 pandemic. This empirical study employed a quantitative approach and descriptive research design to address the research problem and questions. The respondents for primary data collection were the junior high school teachers who were identified through a referral sampling technique. The frequency count, percentage, ranking, and Chi-square test for homogeneity and independence were the statistical tools employed in the study. The alpha threshold for all inferential statistics was set at 0.05. The outcomes showed that the safety precautions in the modular distance learning delivery provided equitable and inclusive access to favorable learning environments. Teachers' evaluations of the methods employed in the modular distance learning program revealed that parents were urged to play a significant role as home facilitators. The data analysis revealed that there were significant differences in how the modular distance learning was carried out. According to the findings, there is no conclusive link between the prevention measures and the delivery of the distance learning mode. To strengthen this investigation, additional research is required with a larger focus and new factors.

Parental Monitoring Intervention Measures for Distance Learning Modalities

Given the escalation of the COVID-19 pandemic and efforts to contain its spread, a large number of educational institutions around the world have completely shut down face-to-face teaching and learning activities. This lockdown exposed emerging vulnerabilities in the world's education systems in low- and middle-income countries. This lockdown exposed emerging vulnerabilities in the educational sector in low- and middle-income countries around the world, including Philippines. This demonstrates the importance of adaptable and resilient education systems in the face of an uncertain future.
 The salient findings of the study are as follows: the assessment of teachers and parents on the parental monitoring intervention measures adopted are as follows: all items rated as Effective as to organize, measure, control, and analyze; and the computed t-values in organize, measure, control and analyze were all lower than the critical value, hence, there is no significant difference on parental monitoring intervention measures for distance learning modalities as assessed by teachers and parents.

Challenges of Junior High School Chemistry Learners in an Enriched Virtual Mode

This study identified the experienced challenges of junior high school chemistry learners of private and public schools in parts of Nueva Vizcaya in the enriched virtual mode. A qualitative approach was used to describe the lived and actual experiences of the learners. Responses gathered from the Google Form link of the four open-ended questions were coded, clustered into categories, and derived into emerging themes. Results from the learners’ responses revealed three emerging themes regarding their challenges—pedagogical, technological, and sociological. Pedagogical challenges revolved around their learning environment, inability to understand the lesson, quality of learning materials, limited access to learning resources, and overloaded lesson activities. Problems with technological insufficiency and technological literacy were under technological challenges and time management, lack of interest, lack of confidence, too many social media distractions, lack of support, difficulty in establishing connection and communication, and compromised health and wellness of the learners were among the specific sociological challenges. In conclusion, the unprecedented uncertainties brought by the sudden shift of learning modalities brought immense difficulties on the part of chemistry learners. Keywords: pedagogical challenges, technological challenges, sociological challenges, distance learning modalities

Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners.

This paper reports a study on the perceived usefulness of university students on open educational resources (OER) in relation to the switch of learning mode to online learning during the COVID-19 pandemic. The participants involved two groups of students, one studying in a face-to-face mode and the other in a distance learning mode. They took part in a survey which was conducted in 2019 before the pandemic (with a total of 912 responses) and 2021 during the pandemic (with a total of 1,018 responses). The results show that both groups of students generally perceived OER to be more useful during the pandemic. The specific types of OER which were perceived as relatively more useful include open online courses and open access textbooks. Face-to-face students showed a higher level of perceived usefulness of OER for preparing tests and examinations, while distance learning students perceived OER as more useful for supplementing course materials. They both concerned about the limitations of OER, especially on accuracy and comprehensiveness. The findings suggest the importance of recognizing the diverse needs of the two groups of students and offering appropriate OER support for them.

Parents’ Perspectives on Distance Learning Mathematics During the COVID-19 Pandemic: A Phenomenological Study in Indonesia

<p style="text-align:justify">‘Panic-gogy’ is a term that describes the educational situation during the pandemic due to the transformation phenomenon from face-to-face learning to distance learning. Various types of research are used to uncover the constraints of this phenomenon, but not many researchers use phenomenological studies with parents as participants. Therefore, we used a phenomenological study to describe parents’ views on the constraints, expectations, and approvals regarding the preparation of distance learning modules at the junior high school level (aged 13-15 years). Data collection was carried out using semi-structured interviews. Data were analyzed using NVivo-12-assisted thematic analysis. The main findings are that most parents experience problems. Namely, children do not understand mathematics material, incomplete explanations of material from teachers, internet disturbances, and quota limitations, and children cannot learn mathematics optimally during the distance learning period. Most parents want face-to-face learning to be carried out immediately, teachers to provide detailed explanations, and use digital learning platforms. In addition, 85% of parents agree that mathematics teachers should develop distance learning modules. However, because the pandemic is still not over, this study recommends using blended learning to maintain the quality of mathematics learning.</p>

Students’ Acceptance towards Microsoft Teams for Learning Arabic Language

The Arabic language is one of the third languages offered for degree students at UiTM. The students must complete three levels (I, II and III). Before the COVID-19 pandemic, the methodology of teaching the Arabic language was by using the traditional way, which was face-to-face instruction. Since the outbreak of COVID-19, the methodology of teaching in UiTM has shifted to Open and Distance Learning (ODL). This new way of teaching affected the students’ acceptance of learning the Arabic language as they were familiar with the traditional method of teaching. This study aimed to get feedback on student’s acceptance of using Microsoft Teams in teaching and learning the Arabic language. The objectives of this study are (i) to evaluate the Perceived Usefulness (PU) of Microsoft Teams among UiTM Students learning Arabic Language, (ii) to assess the Perceived Ease of Use (PEU) of Microsoft Teams among UiTM Students learning Arabic Language and (iii) to investigate the students’ attitudes towards using Microsoft Teams in learning the Arabic language. The sample consisted of 121 students from three different faculties: Faculty of Computer and Mathematical Sciences (FSKM), Faculty of Sports Science and Recreation (FSR) and Faculty of Administrative Science and Policy Studies (FSPPP). The data were collected using Google Forms. The result shows that the students agreed that the application of Microsoft Teams for learning the Arabic language was easy to access, convenient and user-friendly. Other than that, they also agreed Microsoft Teams helped them to learn the Arabic language efficiently and perform a task quickly and were interested in using the apps for learning. It is suggested that MS Teams is one of the convenient online applications that can be used in learning the Arabic language via the Open Distance Learning (ODL) mode.

Tecnologias de informação e comunicação no acesso aos cursos de especialização nas áreas das ciências da saúde: ensino a distância

The aim was to identify the role of information and communication technologies in specialization courses in the areas of health sciences in the distance learning modality. Descriptive qualitative research. Research subjects: professors/coordinators of lato sensu courses in the areas of health in Distance Education. For data collection, a semi-structured interview was used. For data analysis, the content analysis method was used. Teachers identified that the tools that provide the exchange of information, experiences with people with the most different realities, and the possibility of discussions, are the most widely used, also due to the difference in costs. However, they are aware that its use at random is not enough to achieve quality teaching. Distance Education provides expansion and deepening of knowledge. This research showed that teachers are aware of the presence, inevitability, functionality and opportunities that this type of course can provide. At the same time, they raise the need for the proper use of new tools, so that there is no damage to the training of health professionals and the population they serve.

КОНЦЕПЦІЯ ЗАСТОСУВАННЯ ІНТЕРАКТИВНОЇ ДОШКИ PADLET ПРИ ВИКЛАДАННІ АНГЛІЙСЬКОЇ МОВИ У МЕДИЧНОМУ ЗАКЛАДІ ВИЩОЇ ОСВІТИ

The article is devoted to how foreign language training of medical students takes place in the distance learning system. It is noted that to increase the competitiveness of a medical worker, in particular a doctor, it is possible if he receives a high-quality higher medical education. In order to optimize the learning of English by future doctors in the distance learning mode, it is important to use two directions of organizing their cognitive activities: firstly, it is the development and implementation of online classes and, secondly, directing future specialists to work independently with Internet resources. Many new opportunities for both teaching and learning foreign languages are represented by digital distance learning technologies. Therefore, in the article, the author considers the expediency of using the Padlet online board during online English classes in a professional direction, as a way of diversifying and increasing the effect of distance learning. The term "Padlet interactive board" is explained, its functions are characterized, namely: visual, informative, interactive. The advantages and possibilities of the Padlet virtual board in the implementation of the educational process were analysed: the availability and freeness of the web resource; easy intuitive use; multimedia; the possibility of simultaneous work of several participants; possibility to adjust privacy; mobility; creative and attractive interface; consistency with other web services; the ability to work in synchronous and asynchronous mode; the ability to save the virtual board in JPEG and PDF format; the ability to work on Android and iOS smartphones; possibility of regular feedback, correction and editing; easy access by link; the possibility of placing the board on other information resources; providing blogging and social bookmarking for Twitter, Facebook, Slack. Key words: distance learning, Padlet interactive board, synchronous learning mode, asynchronous learning mode, future doctors.

Підвищення ефективності самостійної роботи здобувачів вищої освіти за умови дистанційної форми навчання

Independent work is an important component of professional training of specialists in the higher education system. The paper considers the importance o f independent work of higher éducation learners in the organization o f distance learning. It is aimed at mastering and consolidating the theoretical knowledge acquired by the student during his studies, deepening them, as well as acquiring and improving professional skills and abilities, competencies in accordance with the chosen specialty. Independent work maximally develops creative thinking, individual abilities, and research skills of higher education students, allows training of proactive specialists, develops scientific intuition, depth of thinking, creative approach to knowledge perception, and practical application in solving certain tasks. The transition to distance learning has significantly increased the role of independent work for higher education students. Distance learning is not just a tribute to fashion or a desire to copy the successful educational solutions of developed countries. It has been revealed that the teacher can create problem-based situations at all stages of the learning process, namely: when explaining, consolidating the material, during control of knowledge, when directing students to solve it. It has been found that the students' independent work obtains importance in distance learning mode. Distance education is not just a tribute to fashion or a desire to copy the successful educational decisions of developed countries. At the heart of the distance educational process is the independent cognitive activity of learners, self-education, the opportunity not only to instill the skills of independent acquisition of new knowledge, but, most importantly, their practical use. The popularity of distance education is due to the flexibility and availability of these technologies. Increasing the number of extracurricular hours encourages teachers to seek new forms of teaching material, to develop new teaching methods, as well as ways to manage self-independent cognitive activity of students, which are the basis of modern educational technologies. Distance education is a fundamentally new, high-tech approach to the process of knowledge transfer, a very flexible education system that helps to solve these problems. The advantages of distance learning systems of providing educational process have been identified. It is emphasized that the using of social networks in the organization of independent educational activity provides an opportunity to develop communication skills, enhance the information culture, exchange views during the performance of educational tasks. It is noted that for the effective organization of independent educational activities of higher education applicants must be developed appropriate methodological advices and documents.

Arow (Augmented Reality Overlaid Worksheets): Strengthening Engagement of Science Learners in Modular Distance Learning Modality

Arow (Augmented Reality Overlaid Worksheets): Strengthening Engagement of Science Learners in Modular Distance Learning Modality

Construction of a course on Mini-CEX in the distance learning modality for medical residence preceptors

Resumo Introdução: A avaliação é primordial no processo de ensino-aprendizagem do médico residente. O Mini-CEX é considerado um instrumento apropriado para realizar uma avaliação formativa, permitindo um feedback educacional estruturado. Nesse contexto, os preceptores de residência precisam estar em contínuo processo de capacitação para melhor direcionar os seus residentes, e uma forma viável de capacitação é por meio do ensino a distância (EaD). Objetivo: Este estudo teve como objetivos desenvolver e validar um curso na modalidade de EaD sobre Mini-CEX para preceptores da residência em mastologia. Método: Trata-se de desenvolvimento e validação de um produto técnico-educacional no formato de curso de capacitação e na modalidade de EaD. No processo de validação de conteúdo do produto, utilizou-se a técnica de grupo de consenso. A validação semântica foi realizada através de questionário de validação aplicado aos preceptores envolvidos na residência em mastologia. Resultado: Foi elaborado e validado um curso autoinstrucional e sem mediação, com carga horária total de duas horas. O curso teve aprovação do público-alvo por apresentar um escore médio global de 98% de satisfação e um alfa de Cronbach igual a 0,8. Conclusão: O curso desenvolvido e validado sobre Mini-CEX apresenta-se como opção relevante para a formação de preceptores de residência médica em mastologia, podendo se estender para qualquer serviço de residência médica. Ressalta-se que o curso na modalidade de EaD favorece a adesão do público-alvo apresentando um formato acessível para fortalecer o conhecimento sobre o tema, além de incentivar os preceptores a utilizar a ferramenta de avaliação educacional.

THE EFFECTIVENESS OF «TED TALKS» VIDEO MATERIALS IN TEACHING ENGLISH AT A MEDICAL UNIVERSITY

The article examines the methodological potential of video materials from the TED Talks resource (Technology Entertainment Design) in the context of teaching English for Professional Purposes and Academic English at medical higher education institutions. The TED Talks video materials cover not only topical issues of natural sciences but also modern problems of education, culture, history, business, sustainable development, etc., therefore, they can contribute to the development of both hard and soft skills of undergraduate and Ph.D. students majoring in Health Care and Biology. Short TED talks delivered by experts from various spheres can be used to develop public speaking skills, analytical listening, rhetorical text analysis, etc. The paper presents several linguodidactic mechanisms aimed at the development, practice, and systematization of the above skills to optimize students’ mastering of grammatical constructions and lexical material. The methodological algorithm is represented by receptive, reproductive, and productive types of exercises and can be used to improve communicative competence and English language proficiency, to organize the classroom and extracurricular activities, as well as a distance learning mode. The research may be of interest to teachers of English at medical universities, as well as specialists from other fields, in the process of planning training sessions and developing educational and methodological materials.