ОЦІНКА ГОТОВНОСТІ КРАЇН ДО ДИСТАНЦІЙНОГО НАВЧАННЯ

Background: The relevance of the study is caused by the implementation of modern information and communication technologies into the educational process of higher education institutions, that induces the appearance of new kinds and forms of its organization. Purpose: To analyze of the interpretation of the definitions of “distance learning” and “blended learning”; to identify of problems of their use in professional training of future primary school teachers at the V. O. Sukhomlynskyi Mykolaiv National University. Materials and Methods: Theoretical and empirical methods are used in the work: analysis, classification and generalization of the source base of the research; normative documentation regulating the activity of higher education institutions (educational and professional programs, curricula); experience in the educational process organizing; diagnostics of students majoring in 013 Primary education (questionnaires, observations, introspection). Results: The structure and content of “distance learning” and “blended-learning” are disclosed, considers its advantages and its efficiency. The scientific approaches principles mean and forms of organization of the process of distance learning and blended-learning while training of elementary school teachers are investigated. The advantages of using the Moodle platform at the V. O. Sukhomlynskyi Mykolaiv National University are proved. The possibility and expediency of using distance and blended learning in the process of professional training of future primary school teachers is proved. Conclusions: The development of computer and information and communication technologies, the use of distance and blended learning have significantly changed the role and place of teachers and students in the educational process in higher education institutions. Their implementation promotes the formation of professional competence of future primary school teachers.

Purpose – This research is motivated by the challenges faced by students and teachers at SMP Negeri 1 Pameungpeuk, Garut, West Java, in conducting effective distance learning during the COVID-19 pandemic. Recognizing the limitations impacting students' understanding and the subsequent learning effectiveness, the government authorized face-to-face learning under specific conditions. This study explores the implementation of hybrid learning at SMP N 1 Pameungpeuk as an alternative to address the constraints faced by students in distance learning. Design/methods/approach – Conducted as a qualitative descriptive study, this research utilizes purposive sampling to select informants. Data collection methods include observation, interviews, and documentation. Analysis techniques involve transcript analysis, coding, grouping, and comparing and contrasting. Validity is ensured through source triangulation. Findings – The study reveals that hybrid learning, as implemented by SMP N 1 Pameungpeuk, is an effective solution for students facing constraints in distance learning. The hybrid approach allows teachers to understand students' states, characters, and academic development. Adjustments to the learning plan involve a single-sheet lesson plan, thirty-minute subject sessions using various applications, and evaluation through assigned student tasks. Research implications/limitations – The research implies the potential of hybrid learning as a viable alternative in challenging circumstances. Rules include the specific context of SMP Negeri 1 Pameungpeuk and the dynamic nature of distance learning constraints during the pandemic. Practical implications – The findings offer valuable insights for educational institutions considering hybrid learning as an alternative to address challenges in distance learning. Adjusting learning plans and utilizing various applications highlights practical strategies for effective implementation. Originality/value – This research contributes to the literature by showcasing the implementation of hybrid learning as a response to the limitations of distance learning, particularly during the COVID-19 pandemic. The study's originality lies in its detailed exploration of the practical aspects of hybrid learning, offering valuable insights for educational institutions navigating similar challenges.

Since March 2020, many school districts across the country have employed remote learning procedures in response to the COVID‐19 pandemic. During the pandemic, schools continued to provide special education services, yet little is known about how services were adapted for remote or hybrid learning during the height of the pandemic in the United States. In the current study, 332 respondents completed a web‐based survey that asked what special education services were provided remotely, whether services were deemed effective, and how remote learning has influenced their well‐being. Most respondents identified as White (79.5%), females (92.4%), and worked as special education teachers (52.9%) and school psychologists (35.4%). In compliance with federal guidelines, most respondents continued to hold individualized education plan meetings, conduct assessments, and provide interventions and related services. There was a significant decrease in respondents' reports of efficacy and sense of school connectedness during remote and hybrid learning. Respondents' identification as a person of color, along with reports of higher school connectedness and self‐efficacy were positive predictors of their perceived effectiveness of remote special education service delivery. Recommendations are made for school districts to inform decisions regarding their approach to special education services and staff support during remote or hybrid learning.

The present requires new approaches to learning. Due to the martial law, many educational institutions provide distance or blended learning. The organization of the educational process is complicated because of technical problems: lack of electricity or the Internet, availability of technical equipment, etc. In order to motivate studentsbetter, actively engage them in cognitive activities and reduce educational losses due to martial law, it is appropriate to apply the «Flipped classroom» methodology to the educational process. The main purpose of this method is to form an active student involved in the educational process who is able to think, cooperate, ask questions, help, ask for help, discuss, argue, analyse and express their own opinions. The article discusses the theoretical foundations and methodological features of this method, as well as describes the practical experience of using the «Flipped classroom» or «Flipped learning» method. Advantages of the flipped classroom: children come to the class prepared; students have the opportunity to study video materials at a pace that suits them; students have the opportunity to stop at the most difficult for their perception places; students' motivation increases; it is easier for the teacher to monitor students' progress; advanced diagnostic tools appear. The key factors that led to the emergence of the Flipped learning technology are as follows: Passivity of students in the classroom. The role of the teacher (the role of the teacher still occupies a leading position in the learning situation, and consists mainly of the transfer of information, control of knowledge and maintenance of discipline in the classroom. Unfortunately, this is not enough in modern conditions); A lack of individual approach, focus on the «average» student; Use of technologies and ICT tools; The need to increase class time for practical consolidation of knowledge, activation of students' cognitive activity and focus on complex issues; Students who are absent due to illness or extracurricular activities need to catch up on their own. Hence, the flipped model requires a professional teacher to constantly monitor the activities of their students to determine who needs help, what they need help with, and why. Teachers need to be responsive and flexible, and they need to understand that this highly active teaching style requires great pedagogical skill. Although they are less visible, instructors need to be at the top of their game to educate students in a flipped classroom. Consequently, «flipped learning» is a new, modern pedagogical technology based on a different organization of teacher and student activities, unlike the conventional one. The role of students is changing – theoretical preparation for the class is carried out using electronic educational resources, and the process of practical consolidation of the acquired knowledge is going on directly in the classroom, enabling students to become active participants in learning activities, to be independently responsible for the knowledge gained, to seek practical application of the information received, which increases the interest of students in the process of mastering the material and the formation of key competencies. Key words: martial law, blended learning, distance learning, «Flipped Classroom» methodology, «Flipped Learning» methodology.

Quality of life, emotional state, and sleep are closely related to the process of education and successful mastering of disciplines within the framework of the main curriculum in a higher educational institution. Student academic performance, working capacity, and health depend on the quality of the parameters listed above. Since March 2020, the world has been facing the SARSCoV-2 pandemic. The COVID-19 pandemic has changed significantly the socio-economic and political situation in countries and affected the way of life of the whole world. Changes have taken place in the educational process as well; the integration of distance learning technologies and the global digitalization of the learning process have affected all countries. Purpose of the study. To compare the quality of life, sleep, and psychological health in students enrolled in higher nursing education programs during periods of distance and blended education. Materials and methods. The study was conducted from September to May of the 2021–2022 academic year. Due to the COVID-19 pandemic, students had distance and blended forms of education. The study involved 1st and 2nd year students enrolled in higher nursing education programs at the Department of Nursing Management, Medical Institute, Peoples' Friendship University of Russia. The study used the following questionnaires: Medical Outcomes Study 36‑Item Short Form Survey, Epworth Sleepiness Scale (ESS), Quick Inventory of Depressive Symptomatology (QIDS), Pittsburgh questionnaire on determination of the Pittsburgh Sleep Quality Index (PSQI). Results. Due to the transition and adaptation of students to distance learning at the university during the period of social isolation, violation of the generally accepted schedule of classes and physical activity, physical inactivity, a large load on the musculoskeletal system and vision, as well as digital load, students began to notice a decrease in the psycho-emotional state, mild depression, apathy, decreased motivation to learn, increased mental fatigue, cognitive disorders, disturbed night sleep and insomnia. According to the results of the study, the quality of life, physical and mental health, psycho-emotional well-being, general mood, sleep quality and its characteristics are significantly better among students with a blended form of education compared to distance learning

This article deals with the problem of foreign language blended learning in higher educational institutions. Technological progress, the development of educational innovative forms requires the introduction of blended learning technology in educational institutions. The article notes the relevance of using digital educational resources and online platforms in the educational process. The combination of electronic resources and traditional methods contributes to the individualization of education, the formation of skills for independent students’ activity, the achievement of higher learning outcomes which contributes to an increase in competitive specialists in the labor market. The authors identified the main advantages and disadvantages of the blended learning technology for a foreign language based on the study. This study shows that blended learning is a preferred mode of learning over e-learning or distance learning and offers many advantages for learners, teachers and educational institutions.

The article analyzes the reasons and results of the first experience of mass work of Ukrainian educational institutions in the remote mode, which showed that in general it was possible to change and adapt them for full functioning. The prospects for the development of distance learning technologies have been determined that provide people with access to education without restrictions on age, gender, social status, health status and in emergencies, which increases the mobility of society. It was revealed that the problem of professional training of future teachers for the organization of the distance educational process in primary school requires special attention, since children of primary school age are characterized by a low level of independence in organizing their own educational and cognitive activities, a weak arbitrariness of attention, and a high need for personal contact with a teacher. This determines the special specifics of the teacher's activities. A summary is presented and the effectiveness of the selective course «Distance education in primary school» aimed at the formation of professional competence of future teachers, in particular its component, ensuring the readiness to implement the educational process in primary school in the format of distance learning or blended learning, is experimentally proved. Students have the opportunity to explore the essence of distance learning in primary school; understand the specifics of communication between teachers and students, parents, administration during distance learning, work with children with special educational needs in such conditions; to study methodical recommendations on the organization of online classes; define technical, ergonomic and ethical criteria for quality video conferencing; to master the experience of working with various services for the organization of video communication; master the general principles of organizing the distance learning process with the help of Google Classroom; to get acquainted with high-quality Ukrainian-language video resources for visualization of educational material of the lesson, services for conducting online testing of students, conveniences of interactive online boards. Key words: training of future primary school teachers, distance educational process in primary school, digitalization of society, digital pedagogy, technologies for distance learning, selective discipline.

Purpose of research.Today, one of the main tasks of distance education is a personification of learning, taking into account the mental and physical states of students. Therefore, the purpose of research, conducted by the Institute of Distance and Additional Professional Education of Ulyanovsk State Technical University is to develop a model of a regional distance education system for persons with disabilities based on an inclusive paradigm. One of the model’s components is the organization of training methods, the identification of which was the original purpose of the study, the intermediate result of which is described in the proposed paper.Materials and methods.In order to achieve the purpose of the research, we use a systematic approach, since the inclusive regional distance education system for persons with disabilities is a part of the social system with its structure, characteristics, principles, and laws of development, and a subject-subject approach based on the idea of the individual’s subject activity in his/her life processes.The paper provides a brief retrospective analysis of the distance education development in Russia and abroad. The foreign authors’ works in the field of distance education (D.R. Garrison, B. Holmberg, M. Jeffries, D. Keegan, O. Peters) belong to an earlier period and serve as a starting point for Russian scientists A. Andreev, E. Polat, V.Soldatkin, V. Tikhomirov, S. Shchennikov.A number of well-established classifications of training methods are given and the thesis is suggested that technological innovations lead to a significant expansion of pedagogical methods and techniques, pedagogical innovations that affect the nature of distance education activities for people with disabilities.Results.The result of the first stage of our research work is the propose and description of the author’s methods of organizing the education for children with disabilities: the method of adaptive and expert borrowing, the method of variable and dual training, the method of evolutionary and expert development, and the method of inclusive group virtual learning. These methods expand pedagogicalknowledge. The authors validate feasibility of the possibility of borrowing the benefits of e-learning to study humanities, natural and technical sciences, and propose the tools that allow adapting training to the students’ characteristics, regardless of their physical disabilities. Since the introduction to various fields of activity is difficult for children with disabilities, a dual education system based on the interaction of vocational education institutions and enterprises may provide an opportunity to try themselves in different professions. A virtual company is proposed to be an “employer”.Conclusion.The project deliverable will be a model of an inclusive regional distance education system for children with disabilities, developing and supplementing the theoretical, methodological and technological foundations of e-learning. In the future, a set of conditions for the functioning and development of an inclusive regional distance education system for children with disabilities will be identified, causing the learning process in the system under study. This system is characterized by the use of distance learning technologies with adaptive and expert support of the educational process, borrowing the benefits of e-learning from various areas of knowledge, and defining organizational, technical and pedagogical support for the implementation of the learning process for persons with disabilities.

The article deals with the problem of compensation for educational losses in pedagogical higher education institutions. It is outlined that the full-scale invasion of Russian troops on the territory of Ukraine has changed the course of all management processes in the field of higher education, where the heads of higher education institutions had to take all necessary measures to ensure the protection of participants in the educational process. It is stated that the problem of compensation for educational losses of students in wartime is turning into a global problem for our society, which requires prompt scientific understanding and search for the most optimal ways and means of solving it. Educational losses can have a significant negative impact on both the development of individuals and the well-being of entire societies in the future; deepen inequalities in education by widening existing educational gaps; can lead to serious economic consequences in the future, including a decrease in gross domestic product; have a cumulative effect, i.e. a tendency to accumulate and deepen, in the absence of timely and effective measures to identify and overcome them. The world still does not have a unified approach to defining and measuring educational losses, despite a significant number of studies. It is determined that it is critical to develop an effective strategy aimed at ensuring the fastest and at the same time effective overcoming of educational losses in Ukraine. The author specifies that an important basis for an effective solution to the problem of educational losses in Ukraine is a generalisation of the experience of organising the educational process in the EU countries in the context of the transition to distance and blended learning (due to the unpredictable global impacts associated with the Covid-19 pandemic); analysis of the specifics of successful organisation of the educational process in the context of distance and blended learning; and search for ways to overcome the negative impacts on the functioning and performance of the national education system in Ukraine.

Recognition of the implementation of the modern information and communication technologies as a priority in the development of education, creation of the distance learning system, provision of educational process by resources of information and communication technologies are making adjustments to the organization of the educational process in higher education. This sharply affects the preparation of students for the economic sphere, in which economic and legal academic disciplines should take a main place. The article focuses on the difficulties of using traditional approaches to the forms of interaction between a teacher and students in the process of remote organization of the educational process in economic and legal disciplines, taking into account their applied nature and the need to form the corresponding special competencies of future specialists in the field of economics. The research of the main teaching forms (lectures, practical classes, control measures) of legal disciplines of the specified cycle with use of information and communication technologies is carried out and options for using of various tools of modern information and communication technologies are presented, examples of their use regarding to specific topics of different legal disciplines are given. According to the results of the research, the application of the appropriate method for conducting classes is proposed for each considered tool. The proposals on increasing the motivation of students to actively participate in lectures and practical online classes are substantiated, the use of certain forms of work with students to ensure confidentiality in assessing their knowledge is substantiated, etc. The article proposes directions for improving the teaching of disciplines of the economic and legal cycle in the form of recommendations for the use of different methods in distance and blended learning, which can be used in teaching other disciplines to future lawyers.

Two professors implemented a hybrid pilot program for college preparatory English as a Second Language (ESL) courses. The development and integration of ESL hybrid courses presented pedagogical and technological obstacles that included computer access, learner attitudes and the need to develop online learner skills (computer skills, time management practice, a disciplined dedication to be online, and practice in meeting deadlines). Ward labeled the pilot courses “Handheld Hybrids” to describe the style and range of flexibility in the courses to accommodate students with little to no familiarity with computers or computer-based instruction. The handheld approach allowed for gradual instruction in computer-based coursework, which helped mitigate intimidation and foster student empowerment. Besides freeing adult students to care for their family and work needs, the hybrid courses also developed online learning skills students would need in order to successfully undertake other hybrid and distance education courses in the future.

BackgroundAs COVID-19 has been declared as a pandemic disease by the WHO on March 11th, 2020, the global incidence of COVID-19 disease increased dramatically. In response to the COVID-19 situation, Jordan announced the emergency state on the 19th of March, followed by the curfew on 21 March. All educational institutions have been closed as well as educational activities including clinical medical education have been suspended on the 15th of March. As a result, Distance E-learning emerged as a new method of teaching to maintain the continuity of medical education during the COVID-19 pandemic related closure of educational institutions. Distance E-Learning is defined as using computer technology to deliver training, including technology-supported learning either online, offline, or both. Before this period, distance learning was not considered in Jordanian universities as a modality for education. This study aims to explore the situation of distance E-learning among medical students during their clinical years and to identify possible challenges, limitations, satisfaction as well as perspectives for this approach to learning.MethodsThis cross-sectional study is based on a questionnaire that was designed and delivered to medical students in their clinical years. For this study, the estimated sample size (n = 588) is derived from the online Raosoft sample size calculator.ResultsA total of 652 students have completed the questionnaire, among them, 538 students (82.5%) have participated in distance learning in their medical schools amid COVID-19 pandemic. The overall satisfaction rate in medical distance learning was 26.8%, and it was significantly higher in students with previous experience in distance learning in their medical schools as well as when instructors were actively participating in learning sessions, using multimedia and devoting adequate time for their sessions. The delivery of educational material using synchronous live streaming sessions represented the major modality of teaching and Internet streaming quality and coverage was the main challenge that was reported by 69.1% of students.ConclusionWith advances in technologies and social media, distance learning is a new and rapidly growing approach for undergraduate, postgraduate, and health care providers. It may represent an optimal solution to maintain learning processes in exceptional and emergency situations such as COVID-19 pandemic. Technical and infrastructural resources reported as a major challenge for implementing distance learning, so understanding technological, financial, institutional, educators, and student barriers are essential for the successful implementation of distance learning in medical education.

Currently, global socio-economic trends have intensified the process of informatization of society in Ukraine. The modern concept of the work of modern higher education institutions is based on the active use of innovative digital tools and information and communication technologies. At the same time, during the training of technical specialists, the role of teachers and higher education applicants has undergone significant changes. The arsenal of digital tools and information educational technologies used in the process of implementing educational and professional programs and work programs of academic disciplines has also changed. To implement educational and management processes of training applicants for technical specialties according to educational programs, an integrated approach to the use of digital tools is used, which involves the simultaneous use of a complex of various methods for their application. The quality of learning materials offered for study by students in the process of distance and blended learning through personal offices of the single client-server system «JetIQ», developed at Vinnytsia National Technical University of the integrated information ecosystem «Electronic University», can be tracked and analyzed using documents recording success by the relevant dean's offices. Analysis of the results obtained showed that the results of success during training in different forms of training do not have significant differences. Therefore, the proposed approach can be used for both distance and blended learning. Analysis of the teachers' own experience proves that the best results in the formation of professional competencies in higher education applicants are achieved when digital tools are combined with their own teaching methods in blended learning.

Online education is a significant part of the educational process in Ukraine, particularly with the onset of the COVID-19 pandemic and, in 2022, a full-scale war, which determines the relevance of research on the regulatory framework to ensure the quality, accessibility and inclusiveness of distance education. The study aims to address and evaluate the legislative regulation of distance learning in higher education institutions. The study analysed regulatory documents and statistical data from education authorities in Ukraine. The study determined that the existing legislation does not fully meet the requirements of the 21st century and needs to be updated and integrated with new provisions that consider the specifics of digital education. The study established that the existing legal norms do not guarantee equal access to educational resources for all students, especially in the context of distance learning. This underscores the need for legislative changes to ensure that all students have equal access to the necessary materials and technology, regardless of their socio-economic status or place of residence. For instance, the Law of Ukraine No. 2145-VIII “On Education” does not contain sufficiently clear provisions that would oblige educational institutions to provide technical support for distance learning. The analysis of the Law of Ukraine No. 2145-VIII “On Education” shows that the regulatory framework does not include quality standards adapted to distance learning. The results of the study highlight the need to develop comprehensive legislation that would cover all aspects of distance and online learning. This includes harmonisation of national regulations with international standards, introducing flexible quality control mechanisms, and supporting equal access to educational technologies. For instance, the experience of Germany, with its regional laws that detail general federal requirements, can serve as an example for the development of such regulations in Ukraine. The practical significance of the study is to develop recommendations for improving the legislative framework for online and distance learning in higher education institutions

The COVID-19 pandemic affected educational institutions and caused the transfer to distance learning. The study aimed to assess medical students' satisfaction with synchronous distance learning (SDL) during the pandemic and predict their choice of it in the future. A cross-sectional study was conducted among undergraduate medical students at the Al-Farabi Kazakh National University in July 2021. An online questionnaire was used to collect data on demographic and educational characteristics, satisfaction, and perspective on the future choice of SDL. IBM SPSS Statistics, version 26, was used to analyze the qualitative data on descriptive and inferential statistics. Students' satisfaction and future choice of SDL were 43.2% and 20.2%, respectively. Regression analysis revealed the significance of SDL predictors with a direct relationship in the case of gender and academic performance and predictors with an inverse relationship in the case of residency, student life satisfaction, and SDL with student satisfaction. In the predictive model, student satisfaction and probability of future choice of SDL over traditional learning were 59.5% and 43.5%, respectively; over hybrid learning, it was 20.2% of students. The research findings suggested that slightly less than half of the respondent medical students were satisfied by distance learning during the COVID-19 pandemic when their satisfaction probability was significantly higher in the predictive model. The predictive model of perspective of choice of distance learning did not show statistically significant results compared with traditional and hybrid learning.