Distance Learning Technologies Research Articles

Особенности интеграции традиционного и дистанционного образования в обучении студентов по экономическим специальностям

The article summarizes the experience of teaching economic disciplines in the traditional and distance format. The results of a survey of students-economists on the effectiveness of the use of traditional and digital technologies in the educational process are analyzed. The advantages of distance education indicated by students are summarized and ranked; justified shortcomings and negative factors that determine them. The proposals of students to improve the quality of distance learning technologies are systematized. It is concluded that it is necessary to integrate both traditional and digital technologies into the educational process. It is substantiated that the observance of a certain balance, proportions of the use of classroom and distance learning in the educational process depends on the specialization of universities, areas and levels of education.

ДИСТАНЦІЙНЕ НАВЧАННЯ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ: ІСТОРИКО-ПЕДАГОГІЧНИЙ І ТЕОРЕТИЧНИЙ ДИСКУРСИ

The peculiarities of distance learning and its technologies in historical perspective, pedagogical methods and techniques used in distance learning are considered in the article. The purpose of the article is to analyze the historical and pedagogical aspects and theoretical foundations of distance learning and its introduction by higher educational institutions of Ukraine in modern conditions. Methodology of the article. Consideration of the essence of the concepts of “distance education” and “distance learning”. It is found out that distance learning involves the interaction between teacher and students at a distance with the use of information and communication technologies that allow to provide it in individual and group forms. It is revealed that in historical retrospect the stages of distance learning development are identified with the use of one-way information transmission (radio, television, video), case studies, two-way communication (consultations, correspondence, etc.), broadcast learning (conferences, forums, computer technology and educational platforms, etc.). The advantages and disadvantages of synchronous and asynchronous learning are demonstrated. The theoretical basis of distance learning is presented with the help of didactic teaching methods, scientific and methodological support, principles of didactics. Results. Analysis of historical stages of distance learning allowed to identify the peculiarities of the use of didactic models, methods, computer technologies (online learning, online interactive learning, e-mail, Web, multimedia programs, games, studying platforms, etc.). It is proved that the effectiveness of distance learning depends on taking into account the individual characteristics of the subject of studying, adherence to the appropriate rate of presentation and control of student’s acquired knowledge and skills, professional orientation of studying, essence of studying, development of individual and group creativity and competencies declared in the academic program. Practical significance of the obtained results is in the fact that they allow a teacher to choose time-tested methods and technologies of distance learning, take into account their advantages and disadvantages in the educational process. Key words: didactic principles of distance learning, transmission of information by means of communication, online services, advantages and disadvantages of distance learning, stages of development of modern distance learning.

ПРИМЕНЕНИЕ ТЕХНОЛОГИИ «ПЕРЕВЕРНУТЫЙ КЛАСС» ПРИ ДИСТАНЦИОННОЙ ФОРМЕ ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ В СТАРШИХ КЛАССАХ СРЕДНЕЙ ШКОЛЫ

The purpose of the study is to consider the possibility of using the “Inverted Classroom” technology in teaching senior schoolchildren a foreign language. The article considers the advantages of distance learning and the choice of technology “Inverted classroom” in the remote form of teaching English. The positive aspects of the use of this form of education for both the student and the teacher are noted. The scientific novelty of the research lies in the theoretical and practical justification of the benefits of using the “Inverted classroom” technology for distance learning and the ability to easily adapt our school study-guides within this technology. The change in the role of the teacher and students is practically shown. The results of the survey showed the inherent importance of distance learning and the correctness of using the “Inverted classroom” technology in this learning format

Anthropomorphic Character Animations Versus Digital Chalk Talks in a Resident Diabetes Pharmacotherapy Curriculum: a Randomized Controlled Trial.

BackgroundAnimation in medical education has boomed over the past two decades, and demand for distance learning technologies will likely continue in the context of the COVID-19 pandemic. However, experimental data guiding best practices for animation in medical education are scarce.ObjectiveTo compare the efficacy of two animated video styles in a diabetes pharmacotherapy curriculum for internal medicine residents.DesignLearners were randomized to receive one of two versions of the same multimodal didactic curriculum. They received identical lectures, group activities, and quizzes, but were randomized to either digital chalk talk (DCT) videos or Sugar-Coated Science (SCS). SCS is an animated series using anthropomorphic characters, stories, and mnemonics to communicate knowledge.ParticipantsNinety-two internal medicine residents at a single academic medical center received the curriculum within ambulatory medicine didactics.Main MeasuresKnowledge was measured at multiple time points, as was residents’ self-reported comfort using each medication class covered. Surveys assessed video acceptability and telepresence. Key themes were identified from open-ended feedback.Key ResultsBaseline knowledge was low, consistent with prior needs assessments. On immediate posttest, mean scores were higher with SCS than DCT (74.8% versus 68.4%), but the difference was not statistically significant, p = 0.10. Subgroup analyses revealed increased knowledge in the SCS group for specific medication classes. Delayed posttest showed significant knowledge gains averaging 17.6% across all participants (p < 0.05); these gains were similar between animation types. SCS achieved significantly higher telepresence, entertainment, and acceptability scores than DCT. Qualitative data suggested that residents prioritize well-designed, multimodal curricula over specific animation characteristics.ConclusionSCS and DCTs both led to learning within a multimodal curriculum, but SCS significantly enhanced learner experience. Animation techniques exemplified by both SCS and DCTs have roles in the medical educator toolkit. Selection between them should incorporate context, learner factors, and production resources.Supplementary InformationThe online version contains supplementary material available at 10.1007/s11606-022-07510-8.

THE USE OF DISTANCE LEARNING TECHNOLOGIES BY FOREIGN LANGUAGE TEACHERS

In the context of global changes in education in the context of the COVID-19 pandemic, the number and capabilities of distance technology, the availability of the Internet worldwide raises the importance of the issue of studying the use of distance technology in education, including foreign language learning. The paper finds that the distance learning process is carried out using a combination of synchronous and asynchronous tools, while maintaining flexibility and convenience and expanding the quality and efficiency of both methods of communication. The most effective forms of organizing foreign language classes with the use of distance technologies have been identified. Factors that should be taken into account when working with distance technologies in the process of learning a foreign language are identified: interface, the ability to present a variety of materials, including audio and video, presentations and links to useful Internet resources, automatic calculation of response statistics and activity monitoring. A brief description of some techniques and methods of teaching English remotely is given, their specificity is analyzed. The author also presents the main disadvantages and advantages of using distance technologies by teachers in the process of learning foreign languages, as well as outlines the prospects for their further effective use. It is emphasized that the advantages of distance learning technologies, such as the availability of materials, their ease of usage and the ability to manage the learning process are undeniable. It is stated that there are three main principles on which the distance education system is based: learn from native speakers, learn from authentic material, learn for free. The author also emphasizes that teacher’s feedback is an important factor in distance learning. It was found that a well-organized educational process using distance technologies can make learning a foreign language more effective and attractive to all motivated and modern people, regardless of their age, location and financial capabilities.

ОСОБЛИВОСТІ ЗАНЯТЬ З ХОРОВОГО ДИРИГУВАННЯ В УМОВАХ ДИСТАНЦІЙНОГО НАВЧАННЯ

The problem of using distance learning technologies in choral conducting classes is relevant and timely for institutions of higher pedagogical education. Despite the availability of some research on this issue, there is a lack of theoretical and methodological literature, distance forms, methods and techniques of teaching need further development. The problem of realization the technology of the distance studies is the main point in this article, especially during the choral conducting lessons for the future teachers of musical art. In the modern system of home education, taking into account realities of present time, priority is the controlled from distance education, and in the process of studies of future teachers of musical art in establishments of higher pedagogical education is conductor-choral preparation, in fact singing is one of basic types of activity on the lessons of musical art at general school, during organization of that a teacher comes forward person choir-master. For this reason, the problem outlined by us is actual, timely and needs a decision. On the basis of analysis of scientific and scientifically-metodological literature from the range of problems of research, the base concepts of research are certain by us such, as: the «controlled from distance education», «controlled from distance studies»; services, programs, platforms, additions of network, are the Internet, that are used in the process of the controlled from distance studies, in particular, Zoom, Google Meet, Skype, Viber, Telegram, Мoodle, e-mail, e-librarys and others like that. It is marked in the article, that computerization process of education causes the necessity of permanent perfection of methodology of teaching of disciplines, taking into account the features of the controlled from distance studies and requires preparedness of scientifically-teaching collective for her realization by means of informative facilities. The author the features of realization of employments are distinguished and reasonable after the choral conducting and tasks for independent work of students during realization of synchronous, asynchronous and mixed formats of the controlled from distance studies.

ПРОФЕСІЙНА ОСВІТА: ВИКЛАДАННЯ АНГЛІЙСЬКОЇ СТУДЕНТАМ ЕКОНОМІЧНИХ СПЕЦІАЛЬНОСТЕЙ

The article analyzes modern methods of teaching a foreign language for economic specialties, shows the feasibility of using these methods in higher education. The process of teaching English in non-linguistic higher education institutions has certain features that are related to the different initial level of language training of freshmen; the number of hours to study the subject; number of groups; low enthusiasm for learning a foreign language. We emphasize that motivation plays an important role in the educational process, and its formation should be one of the main tasks of the educational process of students of economic specialties. Motivation determines the productivity of educational activities and is an integral part of it. Practice has shown that high-quality training of foreign languages for economic specialties can be carried out through the introduction of modern educational technologies, such as: training, project methodology, technology of consolidation and distance learning, information and communication technologies, training and control work. It is determined that if the content of the subject «foreign language» is focused on the specialty of the free economic zone, the effectiveness of the curriculum can be significantly increased. The study found that the use of interactive learning technology involves seeking help in communication, including cognitive communication and constructivist methods of learning a foreign language. The evidence has shown that the use of innovative English teaching methods and multimedia teaching methods can increase students’ motivation to learn foreign languages, provide access to new alternative sources of information, develop independent psychological activities, develop communication skills, intercultural and professional skills. The formation of technical motivation of students of higher educational institutions of economic specialties is one of the main tasks of the educational process, and students should become active participants, not passive objects. The use of multimedia teaching aids to implement innovative methods of teaching English allows to increase students’ motivation to learn foreign languages, obtain new alternative sources of information, develop independent psychological activities, improve creative self-realization, cultivate communication skills, intercultural and professional skills. Therefore, these technologies help to qualitatively diversify courses, enrich them with information and diversify teaching, significantly increase the effectiveness of the professional content of “foreign” subjects in higher education in economic specialties. Methods of teaching foreign languages are constantly updated, so the demand for their study is growing. Since one of the most effective methods is communication, we see the prospect of further studies in its research.

SPECIFICS OF DISTANCE LEARNING IN THE SYSTEM OF POSTGRADUATE PEDAGOGICAL EDUCATION

The purpose of the study is to reveal the features of the application of innovative pedagogical technologies of distance learning of teachers in the system of postgraduate education in crisis conditions. The applied research methods, such as theoretical analysis and systematization of scientific sources, allowed to identify the state of the problem of application of innovative technologies of distance learning in the educational process carried out in crisis conditions; pedagogical observation and diagnostic research provided an opportunity to obtain research results on the active introduction of innovative pedagogical technologies for distance learning of teachers in the system of postgraduate education, including gaining practical experience in integrating information and communication technologies with interactive technologies and technologies of critical and creative thinking; systematization, generalization and structuring in order to record and present the results of the study. The article outlines the problem of finding a modern format of distance learning for teachers in the system of postgraduate education, which will contribute to the continuous development of their professional competence and soft skills, which are vital for their life and professional activities in today's crisis. The practical experience of using innovative pedagogical technologies, methods, techniques and forms of organization of the educational process in a distance format, which contribute to the active continuous professional development of teachers in the system of postgraduate education, is highlighted. A qualitative analysis of online tools use for distance learning of teachers in the system of postgraduate education.

Способ повышения качества оцифровки графических данных

This paper considers the actual problem of graphical information converting back into raw data format that was used to represent it. This is due to the great scientifi achievements contained in editions from the Soviet period, as well as the intention global publishers from "unfriendly" countries to close access for Russian and Belarusian organisations to scientific publications and technical information databases. As a result, Russian scientists can only have graphical materials in formats similar to PDF documents. This paper considers a fairly simple way of solving this problem when digitising graphs in printed or electronic publications with low resolution and a large picture scale, which does not allow to detail its separate fragments. The procedure for pre-processing the original image in bitmap format is described. In order to improve the numerical data resulting accuracy from the subsequent digitising, a number of features are recommended, which are available in the well-known and most common graphical editors. These functions include changing the color mode of the image, color inversion, sharpening and contrast, linear scaling (vertical and horizontal scaling), and graph line spline approximation. The above operations are accessible to users with the minimum familiarity of graphical editors Microsoft Power Point and Adobe Photoshop. As an developed procedure use example, the results of FRB 160317 signal digitising (a so-called Fast Radio Burst), are presented. The digitising of its graphical image has provided more accurate additional information on signal characteristics not given by publication authors. A visual evaluation of the digitised FRB 160317 signal accuracy by matching it with the original graphical image is presented, which showed a satisfactory match to the original. The numerical data array obtained by digitising the raw graphical material using a pre-processing procedure is becomes available for further analysis. The described way can be used by university teachers both at the initial stages of students teaching to work with images and carry out data analysis, and when preparing teaching materials when organising the educational process using distance learning technologies. The results are applicable at the starting stages of scientifi research in the initial data set formation for dependency analysis in various subject areas, where there are no initial samples refl the results of observation.

Background to the development of technology of formation of teachers readiness for distance learning

The current stage of distance education development demands enhancement of standards for training of teachers working in that area. Only professional teachers are able to provide quality education for people with different abilities, interests and needs, considering their personal characteristics and specifics of distance education. It is critically important to analyse the experience and professional qualities of teachers involved in distance learning given the uniqueness of the current situation and a high probability of transition to distance education. The study was focused on establishing the actual preparedness level of teachers for distance learning and identifying prerequisites for formation of teachers’ readiness to provide students distance education. Key words: teacher, readiness, distance education, distance learning technologies, information and communication technologies.

DISTANCE LEARNING TECHNOLOGIES FOR SCHOOLS OF THE FIRST DEGREE: STAGES OF IMPLEMENTATION

Modern society is constantly evolving, the educational community is facing new challenges and challenges, so the education system needs to innovative teaching methods that allow to achieve maximum involvement of all participants in the educational process with maximum productivity. One of the relevant forms to achieve this goal is distance learning. The purpose of the article is to define distance learning models, as well as to describe the stages and technologies of the distance learning model for school of the first degree. The research used theoretical research methods: analysis of scientific literature, generalization of information, systematization of scientific and scientific-methodological sources on the research problem. The study presents the features of distance learning technologies’ stage implementation in primary school educational process. The levels and sub-stages of distance learning implementation are revealed, which include: use of elements of distance learning technologies by the teacher; use of elements of distance learning technologies by teachers and students; independent work of students (under the guidance of a teacher) with elements of distance learning technologies; independent homework (short-term, medium-term and long-term use). The following classification of distance learning technologies is offered: according to the possibility of educational process realization, according to the directions (spheres) of the teacher’s professional activity in remote conditions and according to the environment and communication type. Thus, we have identified the following models of distance learning: minimal distancing of the subjects of interaction, significant (partial) distancing and complete distancing of the subjects of interaction. Prospects for further research are to uncover the next, broader level of computer education technology.

Psychological Difficulties of Adopting Distance Education Technologies in Higher Education During the COVID-19

The subject of the study is the psychological difficulties of adopting distance education technologies by university students. The materials of exploratory research obtained on a sample of students from several universities of the Sakha Republic (Yakutia) are presented. The study involved respondents aged 19 to 22 (N = 86), 39% of whom were males. In the research, the unstructured interview method was used, during which we asked students to share in detail about their user experience, describing not only the learning process itself but the whole learning context in general. Considering the results using the TAM model, it can be assumed that students are not satisfied with any of the components. Distance learning technologies are not perceived by students as easy to use, and there is a low assessment of the perceived usefulness of these technologies. The attitude towards technology is also rather negative. From the point of view of student acceptance of technology, it can be said that distance learning causes some difficulties associated with cognitive, and emotional aspects, as well as interaction in a virtual environment, and the learning process. Learning creates anxiety and dissatisfaction with the learning process itself.

The impact of the COVID-19 pandemic on educational technologies

COVID-19 has had a significant impact on many areas of society, and the education sector is no exception. The article is devoted to the impact of the COVID-19 pandemic on education. It examines the positive trends in the development of educational models (BYOD, Blended Learning) and technologies (e-learning, m-learning), Russian software (iSpring Suite, iSpring Suite Max, iSpring Space, EV Toolbox Advanced 9), educational services (Convenience, eTreniki, Learnis, Zoom, Skype, Yandex services: Teleconference, Workshop, School, Textbook, Lessons, Teacher, Tutor, Forms) and platforms (Core, Stepik, Russian Electronic School, Moscow Electronic School, “Yaklass”, “Uchi.ru”, “Lecta.rosuchebnik.ru”, “Enlightenment”), mobile applications (“Walking Museum”). This work contains an analysis of not only the positive, but also the negative impact of the pandemic on secondary and higher education; the results of surveys are given. The article shows that digital and information technologies are becoming one of the leading ones in the field of education. The large-scale development of new information tools, including Internet services, has led to the modification of the digital educational environment. The conditions of the pandemic revealed the need to adapt and make changes in improving the methods of teaching and the use of distance learning technologies that implement the principles of open education (freedom in choosing the time, place and pace of learning, free development of individuality, freedom to draw up an individual training program, etc.). Practice, adequately responding to the current situation, led to an understanding of the need to quickly create designers of electronic courses (iSpring Suite Max, iSpring Space). The pandemic has led to the urgent need to improve the competence of teachers in the field of ICT, and therefore in the development of appropriate training courses.

Distance learning: the view of students and teachers

The purpose of the article is to study the technologies of distance learning and the attitude to this form of education of students and teachers (on the example of VP "MF KNUKiM" and VP " Mykolaiv Faculty of Management and Business of the KUC"). The methodological basis of the study. In the course of the research scientific methods of analysis, synthesis, generalization, method of questionnaires of students and teachers of VP "Mykolaiv branch of KNUKiM", VP "Mykolaiv faculty of management and business of KUC" were applied. Quantitative methods were used to process the results of the survey. The scientific novelty of the work is the generalization of knowledge about the possibility of introducing distance learning in the educational process of training in the field of knowledge "Culture and Art", in particular, the specialty "Information, Library and Archival Affairs"; outlining the main features of distance learning through the prism of the views of students and teachers, their readiness for self-study and self-improvement; a vision of prospects for the development of distance learning, etc. Conclusions. It has been proven that distance learning technologies create conditions for fruitful interaction between teachers and students as subjects of the information environment and promote the development of their competencies, including the ability to self-development and analytical thinking. The survey found that more than half of students have a positive attitude towards distance learning and the use of modern information technology to obtain information. The most popular were practical and lecture classes using multimedia technologies. Among the prospects of distance learning by students on the ranked list are selected manufacturability, flexibility, and modularity. The results of the survey proved that distance learning technologies, based on the principles of open learning, create a modern information educational environment that is attractive to student youth. Based on the study, it was determined that distance learning can be actively used in the system of blended learning for students of the information sphere, and in times of crisis - as an independent element of modern education. Key words: information and communication technologies, distance education, distance learning, students, teachers.

The Problems of the COVID-19 Pandemic in Higher Education

Since the outbreak of the pandemic COVID-19, many studies have been conducted to examine how education has responded to the challenges of a completely new situation that has led to the spread of distance education as the only form of instruction. In this study, data were collected and analyzed to understand the difficulties of distance education that higher education students faced during the pandemic. Our goal was to present the results of a socio-psychological study of accessibility, educational resources, applications, and distance learning technologies. A total of 160 students from different Moscow universities participated in the study. A qualitative research method was used for the study. For this purpose, mainly in-depth interviews were conducted to find out the participants’ views on distance education. The data obtained were analyzed by the researchers using qualitative analysis methods. The results showed that all students faced technical difficulties during distance learning, such as poor internet connection, lack of access to online platforms due to the high number of users, lack of necessary equipment, and individual space for online learning. The results also showed low technical readiness for distance education and low quality of online resources, as well as cyber threats during online courses. In addition, the results showed that most students indicated that they would prefer a hybrid form of instruction that combines distance and face-to-face instruction. Implications for further studies are drawn in the conclusion.

Distance learning in higher education: problems and benefits

The basis of socio-economic development of society is not material production, but the production of information and knowledge. Acquiring new knowledge and skills that are practically useful and applied in the work of the information society significantly expands opportunities for self-realization and promotes career growth. Information resources play a particularly important role in the organization of distance learning. Under such conditions, there is a constant search for more advanced forms of organization of the educational process. It is possible to implement distance learning technologies by developing a model of using virtual learning environments and distance learning platforms: Zoom, Microsoft Teams, Webex, Google Classroom, ClassDojo, Padlet, etc. Due to this, non-traditional sources of information became available to students, the efficiency of independent work increased. They were able to study at a time convenient to them, in a familiar environment and at a relatively autonomous pace. Students have opportunities for creative self-expression, finding and consolidating various professional skills. Teachers have moved to a different format of teaching material, trying to create more interactive and interesting activities for students, implement new forms and methods of teaching, have the opportunity to give grades in ezines and leave comments on each submitted work. However, the distance learning system also has shortcomings. First, it is important to have direct contact with the applicant for successful correction of training and adequate assessment. In addition, it is impossible to accurately verify whether that person is working, performing a task, or whether someone else is doing it. In addition, not all localities have uninterrupted access to the Internet. And most importantly, in distance learning, direct contact between teacher and student is lost. At the same time, the distance education system is currently a promising form of higher education for Ukraine. It is this system that can most adequately and flexibly respond to the needs of society for the training of highly professional professionals, as it provides a high-tech approach to the process of knowledge transfer.

Students evaluation of the impact of distance learning technologies on the organization of practice as a factor for improving the quality of professional training

The problem and the aim. One of the problems of a modern university in the new sanitary and epidemiological conditions is the organization of students' practice. Changes are taking place when working with databases of practices, coordination of information interaction, network communication at enterprises. The purpose of the article – is an analysis of students' assessments of the organization of practice to gain professional experience before the pandemic and in the transition to distance learning technologies. Research methods. Students' assessment of the impact of distance technologies on the organization of practice was carried out during a questionnaire through forms of Microsoft Teams. 124 students of the Orel State Institute of Culture from the faculties of documentary Communications and socio-cultural activities were involved in the following areas of training: 46.03.02 Documentation and Archival Studies; 43.03.02 Tourism; 51.03.03 Socio-cultural Activities; 51.03.04 Museology and Protection of Cultural and Natural Heritage Objects; 51.03.06 Library and Information Activities. The average age of respondents was 22 years (48% of girls and 52% of young people). Pearson’s criterion χ2 (chi-squared) was used for statistical data processing. Results. The questionnaire in Microsoft Teams has been developed. It contains the following blocks: "Distance technologies at the stages of the organization of practice (assessment of the spectrum, validity of the choice and problems of the means used by the university and the practice base)"; "Satisfaction with the quality of the organization of practice without the use (with use) distance technologies"; "Directions for improvement in the university / practice base". The Moodle course implements an appropriate algorithm of organizing practice based on distance technologies. Statistically significant differences in the qualitative changes in the pedagogical system were revealed, χ2observ. 2 &gt; χ2critic0.05 (8,27 &gt; 5,99). In conclusion, the directions of modernization of the electronic information and educational environment of the university on the organization of practice in accordance with the identified problems are described.

Cognitive modeling the level of university students’ perceptions of distance learning in the COVID-19 pandemic

Introduction. The research problem is the contradiction between the widespread use of distance learning technologies at universities, not only during the COVID-19 pandemic, and the absence of an appropriate system of effective organizing the educational process, taking into account the peculiarities of students' perceptions of distance learning. The aim of the study is to identify and predict the features of the mutual influence of various factors on the level of perception of distance learning by university students using cognitive methodology to develop effective forms of organizing the educational process and management methods. Materials and Methods. The study follows the methodology of cognitive modeling developed by R. Axelrod for the analysis of problems that are difficult to formalize. The empirical data were collected using a survey based on Google forms and Internet technologies. The sample included 188 university students from Omsk and Norilsk. Cognitive models are developed as cognitive maps, which, as a rule, are weighted oriented graphs. Thus, cognitive methodology is a specialized approach designed to structure knowledge about complex systems, taking into account their relationships with the external environment, in order to comprehensively study the features of their functioning and predict state changes. In addition, questionnaires, expert evaluation and computer simulation were used. Results. In the course of the study, the controlling factors influencing the target factor – the level of perception of distance learning by university students in the context of the COVID-19 pandemic, as well as the relationship between these factors and the degree of their mutual influence were identified. Taking into account the data obtained, a cognitive model of the level of university students’ perceptions of distance learning in the context of the COVID-19 pandemic in the form of an oriented graph has been created. The developed cognitive model served as a basis for a series of simulation experiments using specialized software. The results of the simulation experiments are a system of predictions about the impact on the target factor of impulses which influence the control factors with different intensity. Based on the received predications, recommendations on the management of the educational process in the conditions of distance learning have been formulated. Conclusions. The results obtained can be used in the design and development of effective methods and specific didactics of distance learning, taking into account the peculiarities of its perception and the level of psychological comfort of university students. The forecasts of changes in the target factor obtained in the process of modeling under the influence of control factors are the basis for the design and development of effective methods and specific didactics of distance learning.

Risk management model for quality assuring of education at the university

Introduction. The actual internal and external context of the university, in particular the COVID-19 pandemic, creates generates risks for the quality of education at the university. Risk management should be carried out systematically to reduce the probability of occurrence and negative consequences of risks. The purpose of the research is to develop and implement a risk management model involving systemic actions with risks for education at the university and to study the impact of the COVID-19 pandemic on these risks. Methods. Identification of possible risks for quality of education was carried out for the Russian Technological University (Russia). The risk analysis was carried out by written survey with fixing the potential causes and consequences of the risk. The survey involved teachers of all institutes (8) and departments of the university (about 100). The number of participants was more than 2000 people including heads of institutes and departments. The risk method is the analysis of the types, consequences and criticality of failures – FMECA. Research results. The risk management model of the educational process allows organizing the management of internal and external risks for university is presented. The data obtained showed that "poor school preparation in mathematics for mastering the programs of the technological university" was recognized as an unacceptable risk (RPN=74.8). The risk of "full transition to distance learning technologies" was recognized as critical for the quality of the educational process of the university (RPN=40.8). The source of this risk is the existing epidemiological situation in the country and the world caused by the COVID-19 pandemic. Control actions to reduce this risk have been developed within the university: reducing the probability of a risk event and reducing the consequences. The remaining risks were moderate or insignificant, a decision was made to accept them, continue monitoring and analysis in subsequent periods. Conclusions. Proposed risk management model allows the university to identify risks that could potentially have a negative impact on the educational process, to analyze and evaluate them. Priority risks are eliminated or minimized ensures the university's resilience to the impact of internal and external factors for quality of education.

The Moderating Effect of Technology Readiness Towards Open and Distance Learning (ODL) Technology Acceptance During COVID-19 Pandemic

The Moderating Effect of Technology Readiness Towards Open and Distance Learning (ODL) Technology Acceptance During COVID-19 Pandemic