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3- overcoming the interdisciplinary, interagency and international disunity of scientists and practitioners working in this direction;
- involvement of the mass media (including Internet sources in the discussion on a scientific basis of the problems of fostering a culture of a healthy and safe lifestyle, countering advertising of products, means that pose a risk to the life and health of all participants in the educational process).
6. Recommendations
This article can be recommended for bachelor and master students of full-time and part-time education, psychologists, teachers, educators and anyone interested in healthy and safe lifestyle issues.
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Garayeva E. A. Health-saving technologies in vocational pedagogical education: a tutorial / E. A. Garayeva: Orenburg state. un-t. - Orenburg: OSU. 2013.-175s.
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Fundamentals of the formation of children's health. Zhdanova L. A. , Fundamentals of the formation of children's health / LA Zhdanova [and others]; ed. L. A. Zhdanova - M.: GEOTAR-Media, 2017. - 416 p.
Pakhalyan, V. E. Psychoprophylaxis in practical psychology of education: methodology and organization: textbook / V. E. Pakhalyan. - 2nd ed. - Saratov: Higher education, 2018 - 233 p.
Tatarnikova L. G. Problems of the formation of noospheric science about the culture of health in the system of noosphere-valeological education and upbringing: monograph-essay / L. G. Tatarnikova, A. I. Subetto. - SPb: Asterion, 2018 . - 288 p.
Tsibulnikova V. E. Pedagogical technologies. Health-saving technologies in general education: a textbook (with a workshop) for students of pedagogical universities / V.E. Tsibulnikova. E. A. Levanova; under the general editorship of Dr. ped. Sciences, prof. E. A. Levanova. - Moscow: Moscow State Pedagogical University, 2017 . - 148 p.
SUCCESSFUL DISTANCE LEARNING CONDITIONS IN HIGHER SCHOOL
The importance of the problem under study is due to the realities of modern society. This is the rapid development of information technologies, which, penetrating into all processes of modern society, change, modernize and improve it. The use of modern information and communication technologies in the field of education has provided the emergence of a new, different from the traditional form of education - distance learning. Distance learning is a unique opportunity to get higher education, regardless of place of residence, age, social and epidemiological conditions. The purpose of this article is to clarify the conditions under which university students can successfully master the educational material through distance learning. We used a questionnaire method in the study of this problem - a questionnaire survey of students. The article discusses the
prerequisites for the emergence of distance learning. The importance and degree of study of this issue are shown. The article describes the results of an empirical study, which was conducted at the Faculty of Psychology and Pedagogy and the Institute of Education and Practical Psychology of the Chelyabinsk State University. Based on the results of the study, the conditions for the successful mastering of educational material in distance learning were identified: technical equipment and information and communication competence of a teacher and a student, the use of a single and accessible service for training, the use of synchronous and asynchronous forms of distance learning, fixed / free class time, the presence of certain personal qualities of students, the ability to communicate with the teacher and increased attention to health.
Keywords
distance learning conditions, higher school, information and communication technology
AUTHOR
Irina V. Prikhoda,
Senior teacher, Chelyabinsk State University, Chelyabinsk 129, st. Kashirin brothers, Chelyabinsk, 454001, Russia prihoda-irina@mail.ru
1. Introduction
Globalization is a process of development of the whole world. In the 21st century, it has reached a completely new level. Globalization is a new level of international relations, and education is no exception. The globalization of education is the creation of a unified information field that allows obtaining all the necessary data. Information technology plays an important role in this process. The main factors that influenced the development of the globalization of education were the provision of modern means of communication and information technologies (they are used as a new pedagogical tool that can significantly increase the efficiency of the educational process), the use of modern means of information and communication technologies and databases (they allow to provide remote work and access to methodological and scientific literature) and the development of distance learning (Globalization in Education, 2020).
However, the processes of globalization and informatization of modern society are occurring rapidly, and the education sector does not keep pace with these changes. In this regard, the issue of reforming the organization of the educational process towards availability and increased efficiency becomes especially relevant (Kosenok, 2007).
One of the possible options for achieving this goal is distance learning using information and communication technologies. This issue was studied by A.A. Andreev, I.G. Khokhlov, A.N. Tikhonov, E.S. Polat, V.I. Soldatkin, V.P. Tikhomirov et al. (Kalmykova, 2006). The basics of using computer technologies in the educational process were studied by P.Ya. Galperin, V.S. Gershunsky, V.V. Davydov, N.V. Apatova, I.V. Robert et al. (Kosenok, 2007).
Distance learning opens up completely new opportunities for learners. According to V.G. Kinelev, it can become the basis for the formation of an unlimited educational environment (Kinelev, 2011). As globalization has leveled the borders between countries in their multilateral interaction, so distance technologies can provide an opportunity for learning where traditional methods and means are powerless.
V.V. Kalmykova, understanding by distance learning an interactive interaction between a student, a teacher and an information resource, carried out using information and communication technologies, believes that distance learning at a university can create a common educational space. This, in turn, will contribute to the development of students' activity, cognitive independence, and tolerance to other opinions (Kalmykova, 2006).
The choice of the students themselves makes this issue relevant. According to statistics, the number of people wishing to study remotely is increasing every year. Undoubtedly, the support of the state, which pays special attention to electronic forms of education using information and distance technologies, contributes to the development of distance learning. As evidenced by the Federal Law of 29.12. 2012 № 274 - FZ "On education in the Russian Federation", article 16 "Implementation of educational programs using e-learning and distance learning technologies" (Consultant Plus, 2020).
The same law defines distance education technologies as educational technologies implemented using information and telecommunication networks with indirect (at a distance) interaction between students and teachers (Consultant Plus, 2020).
E.S. Polat considers distance learning as a form of learning, in which the interaction of all participants in the educational process (teacher - learners / learners - learners) occurs at a distance. At the same time, this form has all the components of the educational process - the goal, content, methods, forms, teaching aids, but they are implemented by means of interactivity (Internet technologies) (Polat, 2020).
The official date for the emergence of distance learning in Russia can be considered May 1997, when order No. 1050 of the Ministry of Education of the Russian Federation was issued, which allowed the use of distance learning technologies in education (Andreev, 1999).
The improvement of the Internet and technology has greatly accelerated the development and spread of distance learning, especially in higher education. Many universities have introduced distance education opportunities into their programs. A large number of research papers have appeared in this area. However, the epidemiological situation in the world in 2019 revealed insufficient practical readiness of both universities and schools to switch to distance learning. Educational organizations have encountered serious obstacles and problems in the course of the educational process. Of course, many have coped with the difficulties that have arisen. However, the current situation with covid - 19 does not exclude a repetition of the full transition to distance learning. In this regard, it becomes necessary to comprehend and analyze the previous experience of teaching in distance technologies.
The purpose of this work is to identify the factors of success in mastering the educational programs of the university using distance learning technologies.
2. Materials and methods
The work used a questionnaire method - a questionnaire survey conducted in October 2020, during the training of students in offline mode (in person, in class). The research was based on the Chelyabinsk State University. The survey involved second and third year students of the Faculty of Psychology and Pedagogy and the Institute of Education and Practical Psychology, who were studying remotely from March to July 2020 and successfully passed the test of students' residual knowledge (for "good" and "excellent") in September 2020.
3. Results
The analysis of the results of the questionnaire showed, on the one hand, - a number of conditions necessary, according to the students' opinion, for successful learning (understanding, assimilation, active use of the studied material and successful passing of certification - test, exam) and, on the other hand, factors, hindering this process.
Let us consider the main ones. We distributed these factors / conditions according to their importance in the opinion of the respondents in descending order.
1. Availability of technology and the Internet:
• personal computer / laptop / tablet / mobile phone with certain characteristics;
• sound transmission devices (speakers, headphones, smartphone);
• web-camera;
• software (Internet browser, Adobe Flash Player, etc.);
• workplace;
• stable Internet connection (at least 10 Mbps).
In the digital age, the availability of these tools is considered common, mandatory and necessary for the quick search, processing and transmission of the necessary information in the learning process. The use of these tools provides convenience, mobility, speed and modernity of training. However, as the survey has shown, today there are difficulties with failures in the Internet connection and power supply, with insufficient technical security and the capacity of our own electronic devices, which are necessary for full-fledged distance learning. Moreover, some students noted the lack of their own workplace. In most cases, this is due to nonresident students living in a hostel, or to the presence of more children / adults in the family on distance learning / remote work. 21% of respondents consider this condition to be the most important for successful distance learning.
2. Information and technical competence of the teacher and student (20% of the respondents).
According to the distance learning experience, its effectiveness largely depends on the level of proficiency in information and communication technologies, not only by teachers, but also by students. If for students accustomed to various products of digital technologies and Internet opportunities, this did not cause difficulties, then for teachers it certainly was a kind of challenge. Both in domestic and foreign literature there are many studies devoted to the problem of introducing distance education. The authors describe in detail and in an accessible way the options for using and the possibilities of various distance learning technologies. However, in connection with the massive transition of universities to remote work in the spring of 2020, many teachers had to independently and in a short time familiarize themselves in detail and master how to work online - use various programs and software, cloud and video hosting platforms, systems and services.
3. Convenient service (18% of respondents).
According to the experience a considerable number of various means for the implementation of the educational process in a remote mode - Internet resources, platforms, systems, programs, etc. - are not the main condition for the effectiveness of distance learning. The use by teachers of various means for remote work led to significant time costs (for the development of the tool itself, for the transition from one tool to another in the course of one school day), information overload of students. Some respondents noted that they faced the problem of inaccuracy of information on the Internet, and as one of the important conditions for effective distance learning, they indicated mandatory (fast) access to electronic libraries and databases.
In addition, it was noted the need to use both synchronous (simultaneous participation of the teacher and students in the educational process) and asynchronous (not mandatory simultaneous participation, the student has the opportunity to independently choose a convenient time for classes) distance learning systems. With asynchronous learning, the educational process, according to the students, is more individualized and flexible. The level of independence and effectiveness is increasing. The non-fixed time of the assignments makes it possible to study and understand the material more deeply. The respondents noted that they are gaining new experience that contributes to an increase in personal responsibility and personal self-development. Synchronous learning eliminates one
of the often mentioned disadvantages of distance learning - the lack of direct and personal communication with both the teacher and classmates - students. The assimilation of the material without explanations and comments of the teacher significantly deteriorates. Self-study of unclear points leads to time costs and informational and psychological overload of students. Synchronous online communication with the teacher solves this problem. The lack of dialogical communication, the ability to discuss, express and argue one's opinion does not contribute to the development of speech-thinking activity and communication skills. In addition, some respondents noted the need for direct online communication as a condition of psychological comfort in the learning process.
4.Fixed time of assignments (15% of respondents).
This factor is associated with the ability to manage their own resources - temporary, informational, personal. 9% of respondents consider a positive aspect of distance learning to be able to independently choose the time to study the material and complete assignments. The lack of a strict timetable allows you to plan a school day in accordance with personal characteristics: getting up and starting the working day at a convenient time; the choice of a break between tasks in accordance with biological characteristics and health status; regulation of information flow; control of time spent at the computer. The relevance of this opportunity is very high in connection with the marked deterioration in the health of both students and teachers. Exacerbation of chronic diseases, deterioration of vision, the appearance of pain in the back and limbs, physical and emotional fatigue (as a result of long-term work at the computer in a seated position) - this, unfortunately, is a clear drawback of distance learning and an urgent problem that needs to be solved.
On the other hand, 6% of students indicated the condition for successful training was a fixed task time and a clear schedule. This is also due to the individual characteristics of the students. A clear and familiar time for conducting classes does not allow you to relax, gives a feeling of working in the system, helps to control oneself, correctly calculate the time for completing tasks and rest. Some students noted that the usual classroom schedule helped to smooth out the stress when switching to a new distance learning form. In addition, there are students who need management and control from the outside - by the teacher for more effective learning.
5.Certain personal qualities (10% of respondents).
Of course, the basis of successful and effective distance learning is free and active independent cognitive activity of students. The ability to correctly and productively calculate the time for mastering the material, completing tasks, searching for additional information on a topic, while taking time for rest, health, personal affairs - in other words, mastering the skill of time management. The ability for self-education is a voluntary, conscious and purposeful activity focused on the acquisition, deepening and improvement of knowledge, controlled by the student himself. This is the ability to independently find material for performing basic and additional, creative tasks; satisfaction of their own cognitive ambitions; achieving their personal learning goals; professional and personal self-development. Ability for strong-willed efforts and self-motivation - the ability to ignore distractions during learning (online advertising, offers, games, social networks, etc.); the ability to concentrate attention, overcome laziness and the desire to change activities to lighter and more entertaining ones; the ability to set goals and objectives, use various types of motivation (external, internal) to achieve them.
6.Feedback from the teacher.
9% of respondents consider the opportunity to contact a teacher as one of the conditions for successful distance learning. From a pragmatic point of view, this allows you to clarify, analyze the material, if there are certain difficulties with its assimilation. The teacher has the opportunity for an individual approach - analysis of errors, explanation of correct decisions, comments, recommendations, etc. From a psychological point of view,
reducing the social distance with the teacher helps to reduce anxiety on the part of students and, as a result, improve understanding and assimilation of the material.
7.Close attention to health.
7% of the surveyed students note the need for increased attention to physical and psychological health for more effective results of distance learning. The problem of physical health was mentioned in paragraph 4 of this study. This item is related to the individual and personal characteristics of students. There have been cases where students found it difficult to overcome their fear of working under the camera; constraint on working / living conditions; a feeling of loneliness and abandonment in the absence of synchronous activities and communication with the teacher and students.
4. Conclusion
Analyzing the results of this study, we can identify some conditions for effective distance learning at a university:
• Technical equipment and information and communication competence of students and teachers;
• Using a single accessible and understandable service for training;
• Application of synchronous and asynchronous forms of distance learning;
• Fixed / free class time (individual approach);
• Certain personal qualities of students;
• Possibility of communication with the teacher (Feedback);
• Close attention to health.
Thus, the study made it possible not only to determine some conditions for the successful and effective mastering of educational material in a distance mode, but also to see a number of problems identified by previous experience in distance learning - technical, informational, personal. The need to solve these problems poses topical questions and tasks for further research.
REFERENCES
Andreev, A.A. (1999). Didactic Basics of distance learning. Moscow: MESI Publishing.
Globalization of Education. (October 28, 2020). Retrieved October 28, 2020, from https://spravochnick.ru/pedagogika/globalizaciya obrazovaniya/
Kalmykova, V.V. (2006). Organizational and methodological support for the development of pedagogical communications in the conditions of the functioning of the information environment of distance learning: On the example of the course for teachers "Distance learning in higher education". Moscow
Kinelev, V.G. (2011). Philosophy of education in the 21st century and its informational aspects // Bulletin of the Chelyabinsk State Academy of Culture and Arts. 2011.
Kosenok, S.M.(2007). Distance learning in the development of the regional system of continuing education. (Doctoral dissertation). Surgut.
Polat, E.S. (2020). Theory and practice of distance learning. Moscow: Yuright Publishing.
Federal Law "Education in the Russian Federation" 29.12.2012 № 273-FL. (October 28, 2020). In Consultant Plus. Retrieved October 28, 2020, from http://www.consultant.ru/document/cons doc LAW 140174/
