• Svitlana O. Shekhavtsova SI “Luhansk Taras Shevchenko National University”, Starobilsk
Keywords: distance form of learning, subjectness, subject-subject pedagogical interaction, personal qualities of students, virtual communication, distance technologies


The article provides theoretical background and experimental substantiation of the organization of distance subject-subject interaction in the course of future English philologists training. The actual course of subjectness development in students which is directed to vocational and pedagogical activities applies those informational and communicative technologies which would contribute to the personal development of the students as the subjects of vocational and pedagogical activities. It also deals with the the most rational Internet technologies which provide the didactic resources and the ability to implement subject-subject interaction between the teachers and the students. Hence, distance form of interaction has particular advantages, for example: prompt transmission of different amounts of information to any distance and in any form: sound (Podcast), visual (PowerPoint Presentation), text (a report on teaching practice, exercises, portfolio), graphic, etc.; possibility to effectively change the information via the Internet from the workplace; possibility of interactive communication with the help of purposefully created multimedia information and operative feedback etc. The criteria for the subjectness development in the future English language philologists have been identified. It has been found out that the first criterion concerns value-motivational sphere of the personality of the future philologist; the second criterion is the criterion of subjectness, which characterizes self-knowledge and self-education of the future teachers; the third criterion allows to determine the subjectness of the future teachers concerning self-improvement and self-development at the university; the fourth criterion proves the acquisition of subjectness related to self-reflection by the future philologists. The experimental system of the subjectness development in the future English philologists included four blocks, which define the stages of the subjectness development, and which are united by the common goal and contents. In practice, this system was introduced at the stage of the developing experiment, which provided for the development of methodological recommendations for the university teachers on the organization of subject-subject interaction of the future English philologists within the distance specialized course.

Author Biography

Svitlana O. Shekhavtsova, SI “Luhansk Taras Shevchenko National University”, Starobilsk
Doctor of Pedagogical Sciences, Romance and Germanic Philology Department, Professor


I. Bekh, Self-realization as a personal reality, Updating content, forms and methods of education and education in educational institutions, no 12 (1), 2015. (in Ukrainian)

M. Yevtukh, Innovative Methods for Evaluating Academic Achievements, 1st ed. Kyiv: KNEU, 2010. (in Ukrainian)

V. Kremen, Philosophy of education and pedagogy: controversy of modern discourse, Updating content, forms and methods of education and education in educational institutions, no. 12 (1), 2015.(in Ukrainian)

O. Kucheryavyi, Profesional Self-upbinging in High Education, 1st ed. Kyiv: Ukrainian Osvita, 2010. (in Ukrainian)

E. Sidorenko, Methods of Mathematic Processing in Psychology, St.Ptersberg: ooo Rech, 2000. (in Russian).

T. Anderson, Distance Learning – Social software’s killer app? Proceedings of the Open and Distance Learning Association (ODLAA) of Australia. Adelaide: ODLAA, 2005. (in English).

T. Anderson, Modes of interaction in distance education: Recent developments and research questions, Handbook of distance education. Mahwah, NJ: Lawrence Erlbaum, 2003. (in English).

D. Conrad, Building and maintaining community in cohort-based online learning, Journal of Distance Education, no 20 (1), 2005. (in English).

C. Ford, J. Zuengler and R. Young, Socialisation into subject matter discourse. [online]. Available: (in English).

N. Kalatskaya, O. Selivanova and R. Ilesanmi, Personal Meanings of Learning in the Process of Formation of Students’ Subjectivity, International Journal of Environmental & Science Education, no. 11 (5), 2016. (in English).J. Schmidt and C. Werner, Designing online instruction for success: Future oriented motivation and self-regulation, Electronic Journal of e-Learning, no. 5(1), 2007. (in English).

M. Scott, Innovations in Distance Learning Program Development and Delivery, Online Journal of Distance Learning Administration. vol. 6, no 2, 2006. (in English).

S. Bude, The Importance of Interaction in Web-Based Education: A Program-level Case Study of Online MBA Courses, Journal of Interactive Online Learning, vol 4, no1, 2005. (in English).

J. Villamor and J. Domingo, The Subjective Computer Experience of University Students, Problems of Education in the 21st Century, vol. 5, 2008. (in English).

A. Wang and M. Newlin, Online Lectures: Benefits for the Virtual Classroom, T.H.E. Journal, no 29 (1), 2001. (in English).

ICT and learning tools in the higher education establishments