Keywords
psychological perception of distance learning
professional training of a specialist
improving professional training
college
How to Cite
Abstract
The article actualizes the problem of perception of distance learning by subjects of the educational process in general and within institutions of professional pre-higher education (colleges). A possible way of its solving is proposed, which is based on a comparative analysis of teachers' and students' opinions of institutions of professional pre-higher education (colleges) on the psychological perception of distance learning. The experience of using distance learning abroad both before the epidemic of coronavirus infection (COVID-19) and during its spread is described. Domestic and foreign recommendations on the introduction of distance learning are summarized. The questionnaire survey results of distance learning and their analysis according to the developed author's questionnaire are presented. The survey questions were related to the general characteristics of the state of distance learning during the pandemic and the characteristics of teachers and college students' psychological perception of distance learning. The conditions of its positive perception by students and teachers are characterized. The emergence of causal chains is justified: "low quality of teaching materials – low level of knowledge – indignation at the unfairness of assessment – decreased motivation to learn" (for students) and "lack of technical and methodological assistance – problems with timely and high-quality assessment – conflicts with students – emotional stress and burnout" (for teachers). Based on the correlation analysis, a statistically significant connection between the thoughts of students and teachers about the prospects of distance learning and the ambiguity of the results of distance learning is shown. The problematic factors were identified: imperfect feedback, lack of empathy and interaction, which are able to motivate students to learn; low self-awareness and self-discipline of students, problems with the objectivity of the assessment of knowledge.
The ways of improving distance learning (technical, material, psychological, administrative), which can improve the attitude to distance learning, are described. Prospective ways to improve the psychological conditions of distance learning have been designed.
References
Міністерство освіти і науки України «Національна стратегія розвитку освіти в Україні на період до 2021 року» [Електронний ресурс]. Доступно: https://zakon.rada.gov.ua/laws/show/344/2013#n10. Дата звернення: Лютий 10, 2020.
Міністерство освіти і науки України «Стратегія розвитку вищої освіти в Україні на 2021-2031 роки» [Електронний ресурс]. Доступно: https://mon.gov.ua/storage/app/media/rizne/2020/09/25/rozvitku-vishchoi-osviti-v-ukraini-02-10-2020.pdf. Дата звернення: Лютий 11, 2020.
Пріоритетні напрями наукових досліджень НАПН України на 2018–2022 рр. [Електронний ресурс]. Доступно: http://naps.gov.ua/ua/press/announcements/1315/ Дата звернення: Травень 11, 2020.
Н. Тодорова, и Н. Бьорн-Андерсен, “Обучение в университете во время кризиса: роль ИТ”, Бухгалтерское образование, т. 20(6), с. 597-599, 2020.
M. Hannay, and T. Newvine, “Perceptions of distance learning: A comparison of online and traditional learning”, Journal of Online Learning and Teaching, vol. 2(1), pp. 1-11, 2006. [Online]. Available: http://www.sciepub.com/reference/298360. Accessed on: May 25, 2020.
M. Niari, E. Manousou, and A. Lionarakis, “The Pygmalion Effect in Distance Learning: A Case Study at the Hellenic Open University”, Hellenic Open University, pp. 36–52, 2016.
Sh. Dhawan, “Online Learning: A Panacea in the Time of COVID-19 Crisis”, Journal of Educational Technology Systems, Jun 20 2020. doi: https://doi.org/10.1177/0047239520934018.
O. Babatunde Adedoyin, and E. Soykan, “Covid-19 pandemic and online learning: the challenges and opportunities”, Interactive Learning Environments, doi: https://doi.org/10.1080/10494820.2020.1813180.
R.Winthrop, “Top 10 risks and opportunities for education in the face of COVID-19 education plus development”, Education plus development, April 10, 2020. doi: https://doi.org/10.1177/0047239520934018.
Z. Yan, and R. Gaspar, “Emerging Technologies, Human Behavior, and Human Behavior and Emerging Technologies”, Human Behavior and Emerging Technologies, vol. 1, pp. 4-6, 2019.
Е. О. Помиткін, Л. В. Помиткіна, та О. В. Іванова, “Дослідження емоційних станів учителів НУШ у період пандемії Covid-19 з використанням електронного ресурсу”, ITLT, т. 80, № 6, с. 267-280, 2020.
А. Г. Шевцов, О. В. Ласточкіна, та Н. В. Никоненко, “Підготовка вчителів спеціальної освіти в україні та за кордоном в умовах екстренного запровадження дистанційного навчання”, ITLT, т. 77, № 3, с. 240-261, 2020.
Центр соціологічних досліджень К. Разумкова. [Електронний ресурс]. Доступно: https://racurs.ua/ua/n141792-yakist-dystanciynogo-navchannya-ocinyly-ukrayinci-rezultaty-opytuvannya.html. Дата звернення: Травень 11, 2020.
М. Я. Лященко, та М. С. Головань. Чисельні методи. К.: Либідь, 1996.
T. Mladenova, Y. Kalmukov, and I. Valova, “Covid 19 – A Major Cause of Digital Transformation in Education or Just an Evaluation Test”, TEM Journal, vol.9(3), pp. 1163-1170, 2020.
P. T. Knight, “Education for all through electronic distance education. [Електронний ресурс]. Доступно: http://aie.msk.su/english/ confer /conf94/conf12.html. Дата звернення: Вересень 06, 2020.
T. Nestorenko, and T. Pokusa, Education during a pandemic crisis: problems and prospects, Opole: The Academy of Management and Administration in Opole, 2020.
O. Emily, and S.Ellen, “Establishing Presence in an Online Course Using Zoom Video Conferencing”. [Електронний ресурс]. Доступно: https://scholarworks.boisestate.edu/2019.html. Дата звернення: Вересень 06, 2020.
C. Gomez, R. Vuorikari, and Y. Punie, “DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use”, EUR 28558 EN, Publications Office of the European Union, Luxembourg, 2017. [Електронний ресурс]. Доступно: https://publications.jrc.ec.europa.eu/repository/handle/JRC106281. doi:10.2760/38842. Дата звернення: Вересень 06, 2020.
Yu. Rudenko, and O. Semenikhina, “Analysis of distance learning experience in colleges of Sumy region of Ukraine”, Education during a pandemic crisis: problems and prospects. Opole, pp. 175-181, 2020.
N. Dehtiarova, S. Petrenko, and Yu. Rudenko, “Pedagogical design in the context of blended learning for future computer science teachers”, Modern approaches to the development of knowledge management. Ljubljana. Slovenia. рр. 313-323. [Online]. Available: https://www.vspv.si/uploads
/visoka_sola/datoteke/mono__ljubljana_school_of_business_2020.pdf Дата звернення: Вересень 06, 2020.
V. K. Gokuladas, and S. K. Baby Sam, “Psychological and Operational Challenges in Educational Field amidst Pandemic”, Revista Romaneasca pentru Educatie Multidimensionala, vol. 12(2Sup 1), pp.143-151, 2020. doi:https://doi.org/10.18662/rrem/12.2Sup1/300.
R. Molea, and A. Năstasă, “How Romanian Higher Education Institutions Have Adapted to Online Learning Process in the COVID-19 Context through a Student’s Eye”, Revista Romaneasca pentru Educatie Multidimensionala, vol. 12(2Sup1), 2020, 175-181. doi:https://doi.org/10.18662
/rrem/12.2Sup1/304
X. Zhu, and J. Liu “Education in and After Covid-19: Immediate Responses and Long-Term Visions”, Postdigital Science and Education, pp. 1–5, 2020. doi: https://doi.org/10.1007/s42438-020-00126-3.
REFERENCES (TRANSLATED AND TRANSLITERATED)
Ministry of Education and Science of Ukraine «National Strategy for Education Development in Ukraine for the period before 2021». [Online]. Available: https://zakon.rada.gov.ua/laws/show/344/2013#n10. Accessed on: February 10, 2020. (in Ukrainian).
Ministry of Education and Science of Ukraine «Strategy for the development of higher education in Ukraine for 2021-2031». [Online]. Available: https://mon.gov.ua/storage/app/media/rizne/2020/09/25/rozvitku-vishchoi-osviti-v-ukraini-02-10-2020.pdf. Accessed on: February 11, 2020. (in Ukrainian).
Priority directions of scientific research of the National Academy of Pedagogical Sciences of Ukraine for 2018-2022. [Online]. Available: http://naps.gov.ua/ua/press/announ cements/1315/ Accessed on: May 11, 2020. (in Ukrainian)
N. Todorova, N. Born-Andersen, “University studies in times of crisis: the role of IT”, Bukhhalterskoe obrazovanye, vol. 20(6), pp. 597-599, 2020. (in Russian).
M. Hannay, and T. Newvine, “Perceptions of distance learning: A comparison of online and traditional learning”, Journal of Online Learning and Teaching, vol. 2(1), pp. 1-11, 2006. [Online]. Available: http://www.sciepub.com/reference/298360. Accessed on: May 25, 2020. (in English).
M. Niari, E. Manousou, and A. Lionarakis, “The Pygmalion Effect in Distance Learning: A Case Study at the Hellenic Open University”, Hellenic Open University, pp. 36–52, 2016. (in English).
Sh. Dhawan, “Online Learning: A Panacea in the Time of COVID-19 Crisis”, Journal of Educational Technology Systems, Jun 20 2020. doi: https://doi.org/10.1177/0047239520934018. (in English).
O. Babatunde Adedoyin, and E. Soykan, “Covid-19 pandemic and online learning: the challenges and opportunities”, Interactive Learning Environments, doi: https://doi.org/10.1080/10494820.2020.1813180. (in English).
R.Winthrop, “Top 10 risks and opportunities for education in the face of COVID-19 education plus development”, Education plus development, April 10, 2020. doi: https://doi.org/10.1177/0047239520934018. (in English).
Z. Yan, and R. Gaspar, “Emerging Technologies, Human Behavior, and Human Behavior and Emerging Technologies”, Human Behavior and Emerging Technologies, vol. 1, pp. 4-6, 2019. (in English).
Е. Pomytkin, L. Pomytkina, and О. Ivanova, “Electronic resources for studying the emotional states of New Ukrainian School teachers during the Covid-19 pandemic”, ITLT, vol. 80, no. 6, pp. 267–280, 2020. (in Ukranian).
A. G. Shevtsov, O. V. Lastochkina, and N. V. Nykonenko, “Special education teachers’ training in Ukraine and abroad in the conditions of distance education emergence implementation”, ITLT, vol. 77, no. 3, pp. 240-261, 2020. (in Ukranian).
Center for Social Sciences K. Razumkov. [Online]. Available: https://racurs.ua/ua/n141792-yakist-dystanciynogo-navchannya-ocinyly-ukrayinci-rezultaty-opytuvannya.html. Accessed on: May 11, 2020. (in Ukrainian).
M. Ya. Lyashchenko, and M. S. Golovan. Numerical methods. K .: Libid, 1996. (in Ukrainian).
T. Mladenova, Y. Kalmukov, and I. Valova, “Covid 19 – A Major Cause of Digital Transformation in Education or Just an Evaluation Test”, TEM Journal, vol.9(3), pp. 1163-1170, 2020. (in English).
P. T. Knight, “Education for all through electronic distance education. [Online]. Available: http://aie.msk.su/english/ confer /conf94/conf12.html. Accessed on: September 06, 2020. (in English).
T. Nestorenko, and T. Pokusa, Education during a pandemic crisis: problems and prospects, Opole: The Academy of Management and Administration in Opole, 2020. (in English).
O. Emily, and S.Ellen, “Establishing Presence in an Online Course Using Zoom Video Conferencing”. [Online]. Available: https://scholarworks.boisestate.edu/2019.html. Accessed on: September 06, 2020. (in English).
C. Gomez, R. Vuorikari, and Y. Punie, “DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use”, EUR 28558 EN, Publications Office of the European Union, Luxembourg, 2017. [Online]. Available: https://publications.jrc.ec.europa.eu/repository/handle/JRC106281. doi:10.2760/38842. Accessed on: September 06, 2020. (in English).
Yu. Rudenko, and O. Semenikhina, “Analysis of distance learning experience in colleges of Sumy region of Ukraine”, Education during a pandemic crisis: problems and prospects. Opole, pp. 175-181, 2020. (in Ukrainian).
N. Dehtiarova, S. Petrenko, and Yu. Rudenko, “Pedagogical design in the context of blended learning for future computer science teachers”, Modern approaches to the development of knowledge management. Ljubljana. Slovenia. рр. 313-323. [Online]. Available: https://www.vspv.si/uploads
/visoka_sola/datoteke/mono__ljubljana_school_of_business_2020.pdf Accessed on: September 06, 2020. (in English).
V. K. Gokuladas, and S. K. Baby Sam, “Psychological and Operational Challenges in Educational Field amidst Pandemic”, Revista Romaneasca pentru Educatie Multidimensionala, vol. 12(2Sup 1), pp.143-151, 2020. doi:https://doi.org/10.18662/rrem/12.2Sup1/300. (in English).
R. Molea, and A. Năstasă, “How Romanian Higher Education Institutions Have Adapted to Online Learning Process in the COVID-19 Context through a Student’s Eye”, Revista Romaneasca pentru Educatie Multidimensionala, vol. 12(2Sup1), 2020, 175-181. doi: https://doi.org/10.18662
/rrem/12.2Sup1/304. (in English).
X. Zhu, and J. Liu “Education in and After Covid-19: Immediate Responses and Long-Term Visions”, Postdigital Science and Education, pp. 1–5, 2020. doi: https://doi.org/10.1007/s42438-020-00126-3. (in English).
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2021 Юлія Руденко