Introduction Of Distance Education Research Articles

Examining the Effect of Increased Screen Usage Time on Preschoolers' Cognitive Process Skills During Covid 19 Period

Today, due to various factors such as facilitation of access to digital technologies, widespread internet use, rapidly increasing urbanization, and digitization of education, children meet the screen at a much earlier age and screen usage times increase rapidly. Due to the COVID-19 pandemic affecting the whole world, the introduction of distance education has been another important factor that increases screen usage time. According to the results of the research, long-term screen use can cause eye health problems and sleep problems in children, inadequate and unhealthy nutrition, mood and behavioral disorders, impaired cognitive functions, and attention deficit, and hyperactivity disorder. This research aims to examine the effects of screen use on the cognitive process skills of preschoolers who are 5 years old. The research is designed according to qualitative research methodology and case study pattern. A total of 34 children (17 female and 17 male) who are the students of a kindergarten affiliated with the Ministry of National Education, three preschool teachers, and 34 parents (father/mother), were the main study group. Purposeful sampling technique was used in the creation of the working group. The research data were collected through a questionnaire for parents, a child observation form for preschool teachers, and a structured observation form developed for five-year-olds. The semi-structured observation form filled out by the researchers was filled out considering observations of children during seven different activities with children and children's cognitive process skills during activity tasks. The data obtained were analyzed by the content analysis method. As a result of the research, it was observed that children with a high screen usage time were more frequently disconnected from educational activities, had trouble focusing (such as forgetting the row and column they stayed in, mixing the star they were following, not noticing the lack of shape, having difficulty finding the color they were looking for in painting), shorter attention spans and time to engage with the activity.

Сучасні тенденції розвитку педагогічної освіти в умовах євроінтеграції

It was determined that at the current stage the formation of pedagogical education is under the influence of the European integration process. It was noted that the fulfillment of the tasks of the Bologna reform led to the formation of long-term trends as a result of the reform of pedagogical education: the introduction of two cycles of study – Bachelor’s and Master’s; implementation of the credit-module system, based on the European Credit Transfer System (ECTS); promotion of European cooperation in ensuring the quality of education; activation of mobility of students, teachers, scientists, administrators; ensuring employment of graduates, as well as attractiveness and competitiveness. We emphasize the formation of trends as challenges of the XXI century. social and economic needs of the development of Ukraine. Among them, we single out: reforming the system of pedagogical education within higher education; modernization of the educational process, which led to changes in forms, methods, means, methods of knowledge transfer; introduction of European educational standards into the educational process of higher education institutions of Ukraine; introduction of distance education in the process of teacher training in connection with the COVID-19 pandemic. The peculiarities of the development of the trend of international cooperation, which is relevant in the period of the involvement of domestic higher education in the European educational space, are considered, using the example of the Ivan Franko National University of Lviv. At the current stage of the development of higher education, we observe the active participation of bachelors and masters in the educational programs «Erasmus Mundus», «Erasmus+», «Erasmus+ KA107», DAAD, short-term academic mobility programs. Training and internships for students at universities in Poland, Germany, the Czech Republic, involvement of teachers in conducting research at universities in the USA, the UK, Spain, Turkey, Poland, etc. countries contribute to the formation of the trend of development of international cooperation and activation of mobility. Keywords: trends in education, teacher education, Bologna process, international cooperation, academic mobility, education reform, modernization, globalization.

Parental perception of distance learning and homeschooling during COVID-19 pandemic: an empirical analysis in Sri Lanka

PurposeMany countries around the world were compelled to adhere to rigorous practices of school closures due to the spread of the novel coronavirus (COVID-19). During the lockdown period, distance teaching and learning have become the only form to keep students on track. Reports have revealed that during this period, parents and students have strived hard to cope up with the learning method, which is new to the school education system in Sri Lanka. Against this background, this study explored the perceptions of parents in distance learning and homeschooling of their children during the COVID-19 pandemic in Sri Lanka. In addition, this study also attempted to assess the success of such educational practices in the country during the pandemic.Design/methodology/approachA quantitative research approach was used, and data were collected using a structured questionnaire. The questionnaires were distributed via Google Forms to a sample of 587 respondents through snowball sampling across Sri Lanka.FindingsAccording to the collected data, about 52% of participants positively responded to the current distance learning practices adopted in school education. Meanwhile, about 57% of parents were negatively concerned about current practices. The respondents had negative concerns about the new role of teaching at home, difficulties in balancing work-from-home activities, too many distractions and unfamiliarity with the teaching methods and the subjects. Further with regard to depression, the majority of respondents have moderate depression which could be led to not favouring or being active in teaching. Accounting overall fact, the success of distance learning and homeschooling was higher with parents who have a good educational and socioeconomic background. The impact of these education systems appears to be long-lasting and may contribute to rising disparities.Research limitations/implicationsThis study will help to pay close attention to the constraints and implications of distance learning activities, along with homeschooling and its adaptation in the future as a matter of urgency.Originality/valueSeveral studies described obstacles encountered by students and academics in the higher education sector. However, this study helps to understand the existing difficulties experienced by parents/guardians with homeschooling and the introduction of distance education via the virtual platform in the primary and secondary education system in Sri Lanka. The findings highlighted the importance of developing sufficient information technology infrastructure facilities throughout the nation before hosting such virtual teaching and learning across Sri Lanka.

Проблеми професійної підготовки вчителів музичного мистецтва з початковою музичною підготовкою та без неї в умовах сучасного освітнього середовища

Abstract. The article examines the problems of professional training of music teachers with and without initial musical training in the conditions of the modern educational environment. In the course of the study, a survey of students and teachers of music faculties of five pedagogical universities of Ukraine was conducted. As a result of the survey, it was found out that there are applicants without primary music education. It is noted that this makes it much more difficult for this category of students to master the subjects of the music cycle and indicates the existence of adaptive problems in them. It was established that this situation arose due to the lack of a creative competition during admission to the university. It was emphasized that part of the interviewed students expressed a desire to attend additional courses to improve their knowledge level, and a list of issues with which difficulties most often arise was clarified. Attention is focused on students' opinions on improving academic performance, improving musical skills and realizing their own creative ambitions. Respondents expressed their opinions regarding the introduction of distance education and the use of information technologies in certain subjects. The results of the teachers’ survey confirm the presence of students without initial musical training. It was established that in connection with this, part of the teachers has a need to find and develop new pedagogical methods or technologies, to create new didactic material. The main attention is focused on highlighting the environmental conditions for the training of future music teachers. The opinions of teachers regarding the use of innovative educational technologies, definition of the concepts of "personalization", "educational environment" and "personal educational environment" were clarified. The author's definitions of the concept of "personal educational environment" and proposals for the use of information technologies in the process of training music teachers are given. A list of disciplines that can be effectively studied with the help of information technologies (remotely) has been defined. It has been established that teachers are conducting search for new forms of work in classes, using elements of the educational environment, innovative educational technologies. The need to create a personal educational environment that will provide an opportunity to improve the quality of professional training of future music teachers is emphasized. Key words: educational environment, professional training of music teachers, elementary musical training.

Features of classroom training highly specialized aviation technical disciplines during distance education

The article was devoted to solving the problem of organizing the classroom training of highly specialized aviation technical disciplines such in distance education conditions. A number of tasks were solved to achieve this goal. The processes of organization of distance education in Ukraine were considered. The main problems that arise during the introduction of distance education in the Free Economic Zone are identified; ways to eliminate them are suggested. Were analyzed the features of regulatory and legal regulation and organization of the educational process in the higher educational aviation institution and identifies their impact on the organization of the distance education process. For better understanding the specifics of the training of aviation specialists, considered on the example of the program "Flight operation of aircraft", the training of a commercial pilot on the basis of the Flight Academy of the National Aviation University. The peculiarities of classroom training specialized disciplines as "Power Plant" and "Airframe and systems", as well as many years of personal experience proposed methods of classroom training these disciplines in distance education. The method of classroom training discipline "Power plant" in the conditions of distance education is offered, the standard plan of carrying out of employment is resulted. Information systems and educational platforms recommended for use are indicated. Were analyzed the specifics of classroom training the discipline "Aircraft and Systems", It was formed recommendations for conducting classes in the discipline on the basis of theoretical principles and available practical experience. The scheme of conducting a practical lesson on the discipline has been developed; electronic resources and educational platforms recommended for use are indicated. The expected result from the implementation of the developed recommendations is the optimization of the processes of teaching highly specialized disciplines in the conditions of distance education and, as a consequence, ensuring a high quality level of training of aviation specialists. Key words: distance education, educational Internet services, classroom training of aviation specialists

How University Teachers View the Digital Transformation of Higher Education

The absolute majority of publications about changes in higher education resulting from the COVID-19 pandemic focus on the problems faced by students. They fail to articulate the position of university faculty members who are concerned about their dwindling role as a result of the digital transformation of education. Since 2020, the Institute of Social Analysis and Forecasting at the Russian Presidential Academy of National Economy and Public Administration with the support of the Russian Ministry of Science and Higher Education has conducted a monitoring study of the attitude of university faculty members to the changes taking place in higher education. The present article is based on the results of three research waves (non-random, administrative, two-stream samples) conducted in April 2020 (N = 33,987), June-July 2020 (N = 27,484) and April-May 2021 (N = 26,334). An overall positive trend is observed in teacher attitudes: the peak of discontent about the introduction of distance education has passed, and the attitude to online learning has become calmer and more level-headed. Most teachers continue to express unconditional support for traditional in-person learning, however. The article takes a close look at the attitude of teachers to the digital transformation of higher education and analyzes their narratives. Teachers believe that the most promising aspect of the digital transformation of universities is the use of blended learning technologies that combine the benefits of classical and innovative teaching methods. The article identifies risk factors and further opportunities for digital innovations in higher education.

Perspectives of Students and Tutors on e-PBL Sessions Implemented in the Covid-19 Pandemic; Example of a Medical School

Aim: As a result of the measures taken within the scope of the Covid-19 pandemic, distance education has been started at Manisa Celal Bayar University as well as in other medical schools as of March 2020. The feedback of students and tutors was evaluated in the Problem-Based Learning sessions implemented as distance education (e-PBL) and it was aimed to compare their views on face-to-face PBL sessions held in previous periods. Methods: As of March 2020, the PBL, which is applied three times a year in Manisa Celal Bayar University Medical Faculty, has started to be done as e-PBL through Microsoft Teams with the introduction of distance education. PBL sessions in small groups in face-to-face training and distance education and accompanied by a tutor were evaluated with feedback. The feedback of the students, 273 PBL and 183 e-PBL received distance education, and 27 PBL and 33 e-PBL tutors were evaluated.Results: In face-to-face and e-PBL sessions, students scored the highest score in the contribution of group discussion (4.27±0.88, 4.85±0.59). The average score given by tutors to the same question is similar to that of students in face-to-face education (4.90±0.31), while e-PBL is statistically significantly lower (3±92>1.00, p>0.05). In open-ended assessments, students are present in person and during e-PBL sessions; they stated that the guidance of the faculty member is good, encouraging, directs to thinking and research, provides informed learning by discussing a more instructive and clinical subject than theoretical courses, directs them to in-depth research, learns to do accurate and detailed research, discussion and wants more sessions. Conclusions: In the education, which was revised according to the pandemic conditions at Manisa Celal Bayar University Medical Faculty, the e-PBL sessions implemented with the technical support provided by the faculty management were welcomed by the students and educational routers. However, from the feedback received, it is also emphasized that distance education does not fully meet the location of face-to-face education.

DISTANCE LEARNING IN UKRAINE: PROBLEMS AND PROSPECTS

Summary. The publication analyzes the problems and prospects of implementing distance learning in Ukraine. The role of distance education as an important mechanism of informatization and intellectualization of modern society is revealed. Based on sociological research, the main trends in the development of distance education at the regional level are shown. The main problems of introduction of distance learning in general educational institutions and institutions of higher education of Dnipropetrovsk region are revealed. A comparative analysis of the main trends in the introduction of distance education in Ukraine with global development trends. Particular attention in this publication is paid to the analysis of the main problems and prospects for the implementation of distance learning in the Dnipropetrovsk region. The analysis was conducted based on the results of sociological research of the Dnipro Academy of Continuing Education of the Dnipropetrovsk Regional Council. quarantine conditions. The results of the research revealed the peculiarities of the introduction of distance learning in the Dnipropetrovsk region in quarantine, identified technical means, platforms and cloud services used for distance learning and provided an opportunity to predict further ways to improve the implementation of digital technologies in the educational process at regional and national levels. The results of the research also provided an opportunity to conduct a comparative analysis with the results of other sociological studies on the specifics of the introduction of distance learning during the pandemic during 2019-2021 and identified many typical problems and trends for the formation and further development of distance education in Ukraine.

Development and testing of a model of distance education

This paper aims to present a universal model applicable at all levels of distance learning, in a region and particular educational organization. The authors applied a systematic approach to consider the introduction of distance education as an activity, which result depends on the current sociocultural conditions in the region, including the specifics of the population, the labor market, the socioeconomic and political situation, and the quality of teaching in educational organizations. The scientific novelty of the research includes the theoretical and methodological substantiation of a universal model for implementing distance education. It involves mandatory monitoring and support measures at all levels of administration: the micro- (an educational organization), meso- (regional and municipal administration), and macroadministration (the State). Exploring the research problem, the authors revealed that distance learning effectiveness is directly connected with the quality of the regional analysis of sociocultural factors at the planning and forecasting stage.

Adaptability of educational programs’ content to distance learning technologies in higher education institutions of Kazakhstan

The purpose of the article is to determine the level of adaptability of the of higher education institution educational programs’ content to distance learning technologies based on the application of the principles of synergy and coherence. The article is aimed at substantiating the indicators of the difference between traditional and innovative forms of education; it also aims to check if the content of educational programs fulfils the requirements of the transition to distance learning. It focuses on the factor analysis of changes in the forms of social interaction of subjects of the educational process in the new conditions of the educational environment; it seeks to develop specific recommendations for the transition to distance learning. The article identifies the factors affecting the adaptability of educational programs of Kazakhstan universities in training in for distance learning; it gives recommendations on the methodology for testing the adaptability of educational programs in the humanities, natural science and technical areas to the transition to distance learning. Based on the results of the of educational program assessment, it was found that university programs for each specialty in Kazakhstan are developed independently with a focus on the labor market. The article notes the need to adjust educational programs considering the introduction of distance education. Reorientation of the learning process in the areas of training and educational programs is possible through the supplementing of the distance learning database with information and content. The application of synergetic theory and connectivism principles in this process requires further research. Key words: educational programs, adaptedness of educational programs, inter discipline connection, distance educational technologies and online learning.

Intercultural communication as the basis for effective teaching of foreign languages

The article examines the role and importance of intercultural communication in the process of learning a foreign language at university. Intercultural interaction is viewed as a source of formation and development of professional and personal qualities of students, intercultural competency and interethnic tolerance, as a means of overcoming communication difficulties in situations of foreign language communication. In modern society, in the context of digitalisation, the development of informational and social networks, with the introduction of distance education, intercultural foreign language communication is considered an indispensable part of life and learning. It is characterised by an intensive exchange of information, values and experience, by networking and maintaining contacts, and developing cooperation. Intercultural dialogue allows students to expand their knowledge of cultural characteristics, traditions, etiquette and customs of people living in different countries; to understand and accept the linguistic and cultural diversity of communication partners; to improve their skills and abilities; to use language and speech means, choose strategies and tactics of behaviour and communication in order to achieve mutual understanding and goals following the communicative task and communicative situation. Reliance on intercultural communication in the process of learning foreign languages contributes to the interiorisation of new knowledge, the development of social activity, creativity and mobility of students, increases the motivation to learn a foreign language, inspires the use of new interesting psychological and pedagogic forms in studies and work, allowing effective interaction in a multicultural environment.

Evaluation of the social studies course on Education Information Network (EBA) in accordance with the opinions of pre-service teachers

The Fatih Project has been one of the big steps in the field of education in Turkey, which aims to reflect the developments in technology and communication to education. The Education Information Network (EBA), which was created in 2011 within the scope of the project, was put into service as an online platform for integrating technology with education. With the introduction of distance education in line with health and safety measures during the COVID -19 outbreak, the usage area and importance of the EBA has increased. Various courses and teaching materials suitable for all education levels was provided through this platform. The aim of the current study is to reveal the opinions of pre-service teachers about the social studies course delivered on the EBA during the pandemic process. Case study, one of the qualitative research models, was used in the current study. 25 pre-service social studies teachers who voluntarily participated in the study watched a total of 75 lessons delivered from July to October for 5th, 6th, 7th grade students and evaluated those lessons in terms of attention-drawing, motivation, teaching methods and techniques, teaching materials, evaluation and communication elements. "Course Evaluation Form" was used as data collection tool. Content analysis was carried out on the evaluations made by the teachers. According to the pre-service teachers, the attention-drawing phase of the social studies lessons delivered through the EBA was neglected in most of the lessons, and the teaching method was limited to the method of lecture, question-answer, and case method. In addition, it was determined that while the evaluation phase of the courses was insufficient, the use of teaching materials was sufficient. Some characteristics of the teachers who teach the lessons such as the tone of voice and body language were generally found to be sufficient.
 
 Keywords: Education Information Network, social studies, teachers’ opinions

HYGIENIC RECOMMENDATIONS FOR SAVING HEALTH OF CHILDREN IN THE QUARANTINE

Relevance. The introduction of the quarantine measures in Ukraine during the COVID-19 pandemic radically changed all aspects of children's lifestyles. Restricting of social contacts and traveling, the introduction of distance education are typical manifestations of quarantine measures’ application to schoolchildren. However, social distancing, the effects of the negative factors of distance education, and prolonged stress can threaten the health of school-age children both at the moment and have delayed consequences. The assistance of the optimal adaptation process to new conditions decreases risks to children’s health at various levels: physical, physical, social.
 Objective. Development of hygienic recommendations for saving the health of schoolchildren during the quarantine.
 Methods. Structural-logical and analytical methods were used, based on our own 20-year research and research by other authors, WHO, and CDC recommendations. The results of our research before and during the quarantine have been presented.
 Results. During the introduction of quarantine measures, the health of a schoolchild is formed under the influence of a complex of factors, among which a significant place is occupied by controlled ones: properly organized learning process, daily routine, including diet and drinking regime, ensuring sufficient physical activity and night rest. To ensure the optimal course of adaptation of children in conditions of social isolation, it is also necessary to take into account the individual characteristics of children, the peculiarities of the circadian rhythm of schoolchildren of different age groups, their physical and mental development.
 Conclusions. Maintaining and strengthening the health of children in quarantine depends on the individual characteristics of development and health of the child, the optimal organization of distance learning, ensuring sufficient duration of physical activity, sleep, screen time, optimization of nutrition, and water consumption schedule. The promotion of health maintenance and specific recommendations would help reduce the negative influence of the quarantine measures on the formation of children's health.

EDUCATION IN THE PATTERNS OF DIGITAL CULTURE: THE INDIVIDUALITY OF THE DETERMINISTIC SUBJECT

The article presents the problem of formation and determination of the individuality of the subject included in the world of digital culture. The study focuses on educational practices as one of the key factors influencing human subjectivity. The methodological basis of this research is a critical analysis and a multidisciplinary approach. This made it possible to consider a person, his characteristics and the problems of his personality in the postmodern era, as well as to determine the features of the current educational paradigm by comparing modern and postmodern educational models. The active development of mass media and Internet communications in the second half of the XX century is considered one of the factors that contributed to the significant ontological, axiological and anthropological transformations of modern culture, and also became one of the key factors in the formation of digital culture. The category of homo digitalis is explained as a unique phenomenon of the XXI century, its analysis is presented from different positions, including the definition of negative trends: decline of reflection, banalization of the New, primitive subjectivism, laziness, inability and unwillingness of analytical and critical mental activity, psychological problems, deviant manifestations, pedagogical vicissitudes and conflicts based on confrontations between generations, etc. Rejecting logocentrism and a rigid evaluative position, the study made an attempt to overcome skepticism regarding the expansion of digitalization into the educational process in the context of the modern problem of the massive introduction of distance education caused by the pandemic. It is proposed not to stigmatize the problems of individuality, which are characteristic of modern culture, as completely controlled by manipulative technologies, especially in relation to educational practices.

Современное университетское образование: административно-бюрократический произвол и его следствия

The article considers two interrelated problems of modern Russian higher education: the strengthening of administrative coercion and control as well as the introduction of distance education. As a theoretical and methodological basis of the study, the authors rely on the socio-philosophical analysis of the problems of education in the famous S.I. Hessen’s work, where three basic principles of the effective functioning of the university are highlighted: the completeness of scientific knowledge, the freedom of teaching and learning, and self-government. The authors substantiate the view that at present all these principles are violated. Violation of the first of them is manifested in a decrease in hours devoted to the teaching of fundamental disciplines and in a general orientation toward the graduation of a “narrow” specialist; the second principle is incompatible with the extremely increased reporting of universities and overly formalized indicators of the quality of their work. Violation of the third principle is manifested in the gradual elimination of university autonomy, in particular, free election of rectors. The most negative manifestation of administrative pressure, according to the authors, today is the forced introduction of distance learning. The authors critically analyze the main arguments put forward in favor of this project: saving university budgets, ensuring a higher quality of teaching, the need to follow the general logic of modernization of education as a whole. The solution to financial problems, according to the authors, should not be based on forced economy, but on the competent organization of the country’s economic life. An appeal to a higher quality of teaching, which, it is argued, must be provided by teachers from the country’s central universities, is based on biased and unproven ideas. In addition, for mastering critical and systematic thinking skills, conducting scientific discussions, direct communication between teachers and students is necessary, which is not feasible in the conditions of online teaching with a very large number of students. In addition, the authors highlight the idea that nobody takes into account the need for close knowledge of a particular audience by a teacher to choose an adequate style of lecturing or conducting practical classes. The article concludes that the current administrative-bureaucratic style of managing higher education, in which not only the basic principles of the successful functioning of the latter are violated, but also destructive reforms are carried out, is destructive not only for education as such, but also for the state itself.

Distance education during the pandemic: new challenges to Russian higher education

COVID-19 was the catalyst for many processes that were actively developing in the previous period, including the further introduction of distance education in Russian higher educational institutions. Russian higher education has faced new challenges due to the total transition to distance learning in the face of the pandemic. In March–May 2020, a sociological study was conducted in a number of universities in Yekaterinburg, Chelyabinsk, Moscow. The research purpose was to identify the main challenges universities faced during the pandemic and the prospects for the further development of distance education in Russian higher education. The study used the qualitative and quantitative strategies: a questionnaire survey of students (N=500) from different fields of study (social, humanitarian, technical, economic ones) who received distance learning experience during the pandemic; in-depth interviews with teachers of Russian universities (N=20), frame analysis of students’ cases on their daily practices in online educational interaction (N=42). The study made it possible to identify the challenges faced by Russian higher education in the total transition to distance education in a pandemic: the need to adapt students and teachers to work online (80% of respondents’ answers); decline in the quality of education (62.7% of respondents’ answers); changing the role of a teacher in the educational process (68% of the respondents’ answers); digital divide in the digital culture of the younger and older generation of teachers (67% of respondents’ answers); etc. A number of contradictions were recorded in the further implementation of distance education in Russian higher education. Considering that the policy towards digitalization in Russia has now been declared a priority, higher education cannot remain aloof from technological progress. Besides, the further introduction of distance learning should take place with overcoming the challenges and contradictions faced by Russian higher education during the pandemic, while maintaining the national achievements of Russian higher education, acquired over its long history.

Features of Distance Education in Ukraine during the Covid-19 Pandemic: Problems and Prospects

Our study reveals the peculiarities of the educational process in Ukraine after the introduction of distance learning related to the Covid-19 pandemic. The study was conducted based on two leading educational institutions in Ukraine. We have established that the introduction of distance education both in the world and in Ukraine has its pros and cons. In particular, it depends primarily on the initiative of the teacher to implement such technologies, as well as on the willingness of students to use them and the technical ability of both parties to use these technologies (because our country has faced the problem of Internet coverage). We found that in the era of information technology, the level of communication, both interpersonal and with students, has not changed among the respondents. It is established that almost all teachers who took the survey believe that distance education does not provide students with practical skills, competencies after graduation. Distance education from the point of view of management and administrative activity is more expedient, it gives educational institutions more decentralization and optimization in work.

Distance learning: opportunities and challenges in quarantine.

The urgent introduction of distance education into the learning process due to the COVID-19 pandemic has become a spontaneous experiment, requiring urgent decisions, effective mechanisms to implement into the educational process and analysis of ongoing educational process. The possibilities of modern digital technologies made it possible to quickly set up the information component of education and to controle student’s knowledge. A detailed analysis of the communication between the faculty members of the department among themselves and analysis of the features of teaching and self-education of students in the field of medical radiology and oncology based on answers and comments with using Google classroom, Socrative, Messenger Telegram, etc. was made. Issues of communicative interaction between faculty members and students, psychological aspects of distance communication, language of instruction, logistics of distance education and methodological problems are described in details. It has been suggested that distance education may be equally effective for theoretical subjects in full-time study form, but when studying clinical disciplines, the priority should be given to traditional methods of teaching, involving student's bedside training. Taking into account technical possibilities and high risk of development of extreme and emergency situations, it is suggested to introduce permanent readiness for distance education, to create all – Ukrainian distance imitation service of patients’ follow-up. The importance of using the state language in training as the basis for mastering the professional Ukrainian and English language as the basis for mastering international medical experience is indicated.

ВПЛИВ ДИСТАНЦІЙНОГО НАВЧАННЯ ШКОЛЯРІВ 1–11 КЛАСІВ ПІД ЧАС ПАНДЕМІЇ COVID-19 НА ЇХ ПСИХОЕМОЦІЙНИЙ СТАН

The introduction of distance education (DE) challenged all participants in the educational process and it was impacting the well-being of children. The purpose of the study was investigating the impact of different forms of DE on values of anxiety and depression (A&D) in school-age children. Methods. An online survey of 760 respondents was conducted with use RCADS. All respondents signed informed consent. ANOVA was used for statistical analysis (STATISTICA 8.0). The models were adjusted for age and gender of respondents. Results. More than 20% of parents have reported their own and their children's high psychological stress during DE. The adaptation was easier and faster for respondents who were able to organize a virtual communication and got support from teachers. Pathological increase of the level A&D has been detected in 14.4±1.3% of respondents. There were 2.8 times more girls with clinical A&D than boys (p<0.001). The DE formats of "All-Ukrainian online school" and individual learning did not significantly affect the level of A&D in school-age children (p>0.5). DE in the form of tasks in messengers and social networks significantly increased the level A&D (p<0.001), and DE offline increased only the level of Anxiety (p<0.05). Reductions the level A&D have been identified in online lessons with the teacher and the schoolfellows (p<0.001). The chances of increasing the level of anxiety and depression in school-age children grow in 1.8 times when using non-interactive forms of education (OR=1.78; CI 1.17-2.69; p<0.01). Conclusions. Teacher support and online lessons help reduce psychological discomfort during distance education. The surveillance the mental health of children is required during the implementation of various forms of DE.

Development of Online-Course “Physical and Chemical Bases of Nanotechnology”

Tendencies of development and introduction of distance education in Russia and the world are considered. The features of online education, including in the direction of training “Nanoengineering” are given. The article shows the necessity of formation of the basic course “Physical and chemical bases of nanotechnology” on the online-platform in the direction of training “Nanoengineering”. The structure of the course is given, the purpose, modules and control measures for checking the residual knowledge of the listener are specified. Presentation of the course “Physical and chemical foundations of nanotechnology” in MS PowerPoint and the availability of video materials makes it easy to integrate the course materials into the distance learning system. The development of the online-course “Physical and chemical foundations of nanotechnology” in the form of a modular structure in the distance education system allows you to embed modules, sections of the course in other disciplines of the specialty. It is proposed to develop a simulation program for practicing practical skills on the topics of the developed online-course.