The study of factors affecting student satisfaction with learning using distance learning technologies

The article considers the peculiarities of providing English-language training of (future) aviation specialists for professional self-realization and performance of professional duties with the use of modern distance learning technologies. The specifics of distance learning are revealed. Terms and concepts, forms of learning are provided. Distance learning technologies, namely: psychological and pedagogical, information and communication, web-environment provide an opportunity to implement the process of distance learning in educational institutions. There are also two strategies for organizing distance learning: asynchronous distance learning and synchronous distance learning. During the planning and organization of distance learning a great role is given to the independent work of cadets. There are also IT elements that a lecturer and a cadet should be able to use in professional interaction. It is noted that Internet technologies, the ability to use Internet resources have a special place in the formation of professional self-realization of a future aviation specialist and providing innovative approaches to the educational environment. The main tasks of English language training in the educational language centers of the Flight Academy of NAU are: improving language skills and strengthening the communicative competence of the teacher / instructor to teach the professional disciplines in English, teaching professional English, preparation for the general English exam at level B2. The use of distance learning technologies in the English-language training of future aviation specialists requires a high level of knowledge, both theoretical and practical. It is necessary to interest and direct students to the use of innovative methods in order to build their professional capacity to use information and communication technologies in their further professional self-realization. Key words: distance learning, English language training of an aviation specialist, ICT, Internet resources, innovations, professional self-realization.

Aim. To compare the results of using traditional and distance education technologies in the training of obstetricians and gynecologists in the continuing medical education cycles.
 Methods. The effectiveness of the use of traditional and distance learning technologies in the training of obstetrician-gynecologists on the continuing medical education cycles was assessed based on Bashkir State Medical University. The study included an assessment of the knowledge of obstetricians and gynaecologists trained in the 36-hour program. Two study groups were selected. The group I included 28 doctors, whose training and knowledge assessment was carried out mainly using traditional education technologies. The group II consisted of 30 doctors, whose training and knowledge assessment was carried out using distance education technologies. The final effectiveness of the use of the studied technologies was evaluated based on the analysis of the final test results and the solution of situational clinical tasks as a General interview. The research results processing was performed by IBM SPSS Statistics Version 25.0.
 Results. The study revealed that the use of distance learning technologies does not lead to a decrease in the physician's level of training: 70.0% in group I, 60.7% in group II (2=0.11, df=1, p=0.74). Meanwhile, the distance learning format causes difficulties for doctors of the older age group: in group I, there is a direct moderate correlation between age and performance (r=0.497, p=0.007), in group II a noticeable inverse correlation (r=0.689, p 0.001).
 Conclusion. Based on the results of the study, it is necessary to take a differentiated approach to the formation of groups for distance learning in the future.

Introduction. The spread of coronavirus infection COVID-19 has led to a forced and rapid transition of educational institutions, including law universities, to distance learning, which has become its predominant and even exclusive form in some periods. The research purpose is to study the features of the transition from traditional to distance learning during the COVID-19 pandemic based on the opinions of students and teachers at a law university. Materials and methods. The survey was attended by the teaching staff and students of Kutafin Moscow State Law University. In June 2020, eighty (80) teachers and sixty-five (65) students and in December 2020 – one hundred and thirty (130) teachers and four hundred and sixty-three (463) students took part in the survey. The survey was conducted remotely using Google Forms. Methods of mathematical statistics were used: descriptive methods (percentages, graphical data presentation), Spearman’s rank correlation coefficient. Research results. The forced large-scale transition of practicing lawyers to the work with digital technologies in the context of the spread of coronavirus infection revealed the lack of digital competencies in many of them and demonstrated the need to prepare law students for future work in the digital environment. A two-stage survey of teachers and students at a law university made it possible to reveal a significant change in attitudes towards the electronic educational environment and distance learning technologies. An improvement in the quality of education in the second period was noted by 43.0% of students and 41.5% of teachers. Due to the transition to learning with the use of distance learning technologies, teachers began to communicate more often with students and colleagues (r = 0.203; p < 0.05), as a result of which the emotional perception of the educational process in many teachers changed for the better (r = 0.236; p < 0.01). Discussion and conclusion. Learning with the use of distance learning technologies allows students to form new digital competencies that are necessary and in demand in the modern world. In this case, an important role is given not only to remote lecture- and seminar-type classes, but also to remote academic training, which is close to real conditions of the activities of practicing lawyers.

The aim of the research is to analyze the results of the implementation of network education module in Physics into the bachelor education process, which is carried out with the use of distance learning technologies and e-learning platform Blackboard. In accordance with the Federal Law «On Education in the Russian Federation» at the present stage the organization of educational process for bachelors of engineering specialties of the University may be carried out through an integrated combination of traditional full-time study with the possibilities of distance learning technologies. In order to realize the benefits of such an education the authors of the article have been already using e-learning platform Blackboard for four years. On the basis of e-learning platform Blackboard a number of network educational modules with the integrated point-rating system of assessment of learning outcomes were created. In order to improve the educational process, organized with the use of distance learning technologies, and making any necessary adjustments, the students were surveyed and the results obtained in the last two years were analyzed on the basis of the course of physics. The sample was made for those students who studied the course «Mechanics and Molecular Physics» at the Mining and Geology Faculty of Petrozavodsk State University. The comparison of the survey results with objective data obtained with the help of e-learning platform tools was made. The results of the research have shown, that it was possible to organize the systematic work of students during the semester on all proposed educational activities, to provide the students with self-study opportunities in the course of the semester, to motivate students to study physics, as well as to reduce the number of underachieving on this academic discipline. The use of point-rating assessment system was highly appreciated by the students and allowed to implement personality-oriented approach to learning, which combined motivation, ability to select individual educational paths and self-esteem. The results have allowed to carry out the feedback between the subjects of innovative educational process, looking at it organization by the eyes of students and university lecturers. This has confirmed the correctness of the chosen approach to the complex organization of the educational process with the use of e-learning platform, network educational module «Mechanics and Molecular Physics» and point-rating assessment system. On the basis of the results of the responses to the questionnaire and the results of students’ work with a network educational module, designed on the Blackboard e-learning platform, necessary adjustments have been implemented into the educational process and in the proposed means of assessment. It is advisable to continue working in this direction, summarizing learning outcomes for all engineering bachelor students.

Background. Improving the effectiveness of training of future highly qualified personnel requires the improvement of existing and search for new forms and methods for organizing the educational process. Such approach requires the use of complexes of technical and didactic means that ensure the interconnection between classroom and non-classroom forms of the educational process. Objective. To analyze the existing conditions for the implementation of information and educational environment. Methods. Analysis of theoretical sources on the problem of the use of the information and educational environment in higher medical education, studying and generalization of leading experience in teaching student courses using information and communication technologies. The analysis of the results of the efficiency of implementation of the educational and informational environment has been carried out on the departments of phthisiology and pulmonology, histology, cytology and embryology, medical physics, biophysics and higher mathematics and analytical chemistry. Results. The article presents certain results of the work of lecturers concerning the development and use of the informational and educational environment in the context of continuing learning of present-day information-oriented society. Creating information and educational environment that supplies interaction between lecturers and students in classroom through interactive forms of communication on the basis of edХ platform promotes the optimization of the learning process. The basic principles of providing innovative approaches, methods, technologies of the uniform informational and educational environment of higher education medical institutions are substantiated. The necessity of disclosing the experience of higher education institutions regarding the creation of the informational and educational environment as part of the optimization of the student's educational process is emphasized. The experience of using new learning form confirmed the simplicity and interactivity of interaction of the student and the lecturer, gives the wide opportunities for learning process arrangement, enables the student to model learning process individually, as well as new forms of learning process supervision. Conclusion. In our opinion, online courses based on edX platform facilitate the optimization of the learning process in higher education institutions. The prospect of further work is the continuation of the development and implementation of the online course for students on edX platform in the learning process.

This work is devoted to the analysis of the digital tools that a modern teacher should possess to implement the educational process using distance learning technologies. Based on the conducted research, the main competencies that a teacher should have to conduct professional activities from the point of view of students were established. Digital tools are urgently needed to implement these competencies. In this paper, we will show our view on the algorithm for using digital tools in the educational process. A teacher should have a wide arsenal of digital tools: be able to use office programs, be able to search, to select, to analyze and to interpret information. To be able to create a teacher’s website, record digital audio and video content, to be able to place it for easy access for students, and, of course, be able to use the University’s learning management system.

The article is devoted to the actual problem associated with the introduction in March 2020 in educational institutions of e-learning and learning using distance learning technologies in order to prevent the spread of a new coronavirus infection. Students involved in professional and amateur sports during the pandemic faced additional difficulties associated with a completely remote format for mastering the educational program and conducting training. The purpose of the study is to identify the assessment by students involved in professional and amateur sports of the level of formation of their professional and supra-professional competencies in the context of organizing the educational process exclusively with the use of distance learning technologies and e-learning during the COVID-19 pandemic. Materials and methods. The study included 110 students of the KSPU named after. V.P. Astafiev and KrasSMU named after prof. V.F. Voyno-Yasenetsky: 62 professional athletes, and 48 students involving in amateur sports. Instrumental methods of research and electronic questioning Google Forms were used. Statistical analysis was carried out using the Microsoft Office Excel 2017 software package and Google Forms. Research results. More than half of the students noted significant differences in the formation of their professional competencies in the conditions of the pandemic (52.36% of respondents in both groups noted a decrease in the level of academic competencies, in 47.64% the level did not change). Students noted a sharp decrease in the level of formation of supra-professional competences (soft skills). Only emotional intelligence remained unchanged for the majority (53.64% of respondents), 46.36% noted its decline. Conclusions. Empirically obtained data allow us to state that the implementation of the educational process using exclusively e-learning and distance learning, in the opinion of students of educational institutions of higher education involved in professional and amateur sports, negatively affects the effectiveness of the educational process: 52.36% have a decrease in the level of formation of professional competencies and there is a sharp decrease in the level of supra-professional competences (the level of formation of cognitive intelligence, creativity, critical thinking, the level of communication).

The introduction of various information technologies into the learning process remains relevant. Higher schools are developing new forms and methods of teaching, focused on the use of computer Internet technologies. In the context of informatization of the education sector, the introduction of blended learning, as one of the varieties of e-learning, is best suited to the task of forming the cultural and professional competences of the future engineer. Blended learning technology has significant didactic capabilities and is characterized by a variety of forms, methods and learning tools provided, their interactivity, different ways of interaction between the subjects of the educational process and most fully meets the specifics of the university. The features of the use of distance learning technologies for students of the day department of engineering and technical specialties are considered in the article, the use of the basic elements of the e-course is described. Elements of electronic courses introduced in the educational process are presented, one form of blended learning is described. Within the course of higher mathematics, which is taught at Sumy State University, an information and practical block was formed. The information block is presented by electronic lecture notes with a built-in dictionary, video lectures and presentations. Information from the theoretical unit of the discipline is available to the student at any time when accessing through the student's personal office. Practical block of study of mathematical discipline includes tasks for individual work, simulators, tests. The article describes the peculiarities of implementation of these elements in the educational process. It is noted that the mixed approach to learning gives more interactivity and stimulates active learning, motivates students to educational and cognitive activity, allows to develop skills of independent learning, promotes the development of creative thinking and search for non-standard solutions. The introduction of electronic control elements of training (tests, tasks for joint performance, etc.) allows the teacher to get rid of the routine work of checking the intermediate learning result. Electronic systems allow you to do this quickly, efficiently, impartially. Conclusions have been made regarding the effectiveness of introducing blended learning into the learning process.

The authors analyze the problems of digitalization of education in Russia. Realizing that the widespread introduction of information and communication technologies in educational activities is dictated by the need to train new qualified personnel for the labor market in the digital economy, the authors at the same time draw attention to the possible negative consequences of this process. In their opinion, the use of digital technologies in the educational process, in addition to the undoubted advantages, which are the expansion of the resource of educational information, the ability to use educational content at a convenient time and in a convenient manner, the ability to build individual educational paths, improve educational system management tools, etc., can contribute and a decrease in the quality of education, since it changes the mechanisms of perception of information, without forcing a person to think creatively and reducing his communication skills.

Statement of the problem. The article studies the problem of formation of students’ readiness for independent work when studying a foreign language. The article substantiates the necessity of using distance learning technologies for the effective organization of students’ independent work in foreign language classes. The article analyzes the work with a foreign text in the formation of students’ readiness for independent work through distance educational technologies. The purpose of the article is to identify methods and tools for step-by-step work on the text of a foreign language through distance educational technologies for the formation of students’ readiness for independent work. The methodology is based on the analysis and synthesis of the experience gained in science and practice of teaching a foreign language to students of various specializations. Research results. Based on the analysis of published scientific studies, the methods and tools of working with a text in a foreign language are identified. The choice of the methods and tools is determined by the purpose of the lesson, the type of text chosen for reading, and the stages of working with the text. A system of exercises for students’ independent work on the development of reading skills based on the electronic platform LMS Moodle is proposed. LMS Moodle has many tools for creating these exercises. One can select tools that correspond to the level of students’ training, the type of text and technical capabilities. Conclusion. The use of distance learning technologies in teaching a foreign language significantly increases the intensity of the educational process. It contributes to the formation of students’ readiness for independent work when learning a foreign language in general, and, in particular, when working with a text.

This article gives a brief description of the principles of organization of Internet education in the teaching of “Mathematical modeling of information technology and processes” to students on the basis of “Moodle LMS” system distance learning at the Tashkent Pharmaceutical Institute and shows its main features and advantages. Extensive use of educational technologies, optimization, humanization and innovation in the National Program of Personnel Training to solve the tasks of training and educating young people to be highly moral, spiritual and enlightened, conscientious at work, deeply aware of their responsibilities to society and family, competitive, qualified professionals. The organization, management and control of the learning process on the basis of methods is relevant. Nowadays, a wide range of opportunities are being created for students to have fast, plentiful, reliable information and to acquire knowledge independently. In particular, electronic systems allow students to use important information related to science at any distance, depending on their capabilities. “Moodle” open source software complex is a system designed specifically for the management of the educational process using the Internet (Learning management system - LMS). Distance learning is a modern form of organizing the learning process using distance learning technologies. Its development was due to the increase in the number of Internet users, the availability and quality of open learning electronic resources. The use of distance learning technologies undoubtedly has a wide range of advantages: the organization of the learning process in an Internet environment, so the student location does not prevent high-quality training, regardless of the location of the educational institution. Distance learning is based on the principle of independent preparation of students through teacher guidance and allows you to choose a convenient time for lessons. It includes interactive communication between teachers and students, information resources of the educational institution and information resources of the Internet, the rapid delivery of the Internet in electronic form.

Modernization of educational activities determines the necessity for the formation of educational and developmental environment. Today, the development of students' self-organization in an educational and developmental environment is one of the main demands that modern society puts forward to the system of primary education. The purpose is to study the features of the educational and developmental environment, its classification; development of didactic games at the lessons of Writing and Mathematics that promote the development of pupils’ self-organization in an educational and developmental environment. Research methods: a logical method; methods of system analysis; comparative analysis has made it possible to compare phenomena in order to establish similarities or differences between them. The academic paper has highlighted the essence of the concepts “educational and developmental environment”, “self-organization of educational activities”. The components of the educational and developmental environment of primary school and its classification have been formed. The basic types of primary pupils’ self-organization under the influence of the educational and developmental environment have been considered. The stages of the ability of self-organization of primary schoolchildren’s educational activity within the conditions of educational and developmental environment have been determined. Examples of Writing lessons in grades 1 and 4 have been given at the above stages, which contribute to the formation of skills of self-organization of pupils’ learning activities. Thus, types of didactic games at the lessons of Writing and Mathematics have been offered, which make it possible to provide material in accessible, interesting form, form skills of self-organization of schoolchildren in educational environment.

Introduction. In light of the increasing significance of training highly qualified specialists, enhancing the information and educational environment of Russian universities has emerged as a key trend in improving the effectiveness of teaching practices.Aim. The present research aims to analyse students’ assessments of the characteristics of the information and educational environment in higher education within the context of digitalisation, identifying priorities and deficiencies in its development. Methodology and research methods. The study employs systemic, situational, axiological, and socio-engineering approaches. This article presents the findings of an empirical investigation into the priorities and deficiencies in the development of the information and educational environment within higher education. A total of 1,107 students, aged 17 to 29 years, participated in the study. The primary method utilised was a questionnaire survey, which effectively captured the nuances of the information and educational environment in the context of digitalisation. It also reflected the students’ perceptions of the semantic meanings associated with digital transformations, as well as their opinions on the priorities and shortcomings in the evolution of the contemporary information and educational environment in higher education. Results and scientific novelty. The data obtained allow us to discuss the positive expectations of young people regarding the digital transformation of the educational process in higher education. This analysis examines the influence of teachers’ digital skills on the meaningful enhancement of the information and educational environment, as well as the formation of new psychological and pedagogical opportunities for fostering cooperation during the educational process. Several barriers to the development of the information and educational environment have been identified, including insufficient material and technical resources in universities, a low level of digital competence among teachers, and a limited range of interactive technologies being utilised. Furthermore, it has been established that the psychological and pedagogical risks associated with the development of the information and educational environment are linked to a decline in students’ knowledge and communication skills. Practical significance. The results obtained can be utilised by administrators and educators in higher education institutions when evaluating deficiencies in the development of the information and educational environment.

The relevance of the study deals with the importance of improvement of student readiness to overcome IT-related obstacles in post-Soviet social studies education. In this regard, this paper aims at identifying the concept of pedagogical interaction in the information and educational environment and revealing the effective use of pedagogical interaction to improve student readiness to overcome IT-related obstacles. The leading research method used to solve the problem is teaching project, which allows an integrated treatment of methodology in developing student readiness to overcome IT-related obstacles. The paper presents such methods as creating positive motivation, arranging interactive educational cognitive and practical student activities and boosting the personal educational environment; it is shown that a distinctive feature of pedagogical interaction is the acquaintance of students with various elements of the information and educational environment, leading to the development of student readiness to overcome IT-related obstacles; it is found out that the use of pedagogical interaction in the information and educational environment ensures the purposefulness and efficiency of educational process; it is justified that using interactive means of information and educational environment in the context of arrangement of pedagogical interaction can enrich educational process, develop specific student skill that will definitely help them in future professional activities. The research materials are of practical value to the further expansion of functional and methodical aspects of using interactive media in the information and educational environment.

The purpose of the paper is to study the effectiveness of the use of informational and educational environment during the study of students of the training course Informatics to enhance their cognitive activity. The use of educational technologies with the use of ICT tools allows you to modify the entire teaching process, implement a model of student-centered learning, intensify classes by improving cognitive activity, and most importantly, improve senior students' self-training. The main tasks of modern pedagogical technologies using ICT tools are the development of interactive environments for managing the cognitive activity process, access to modern information and educational resources (multimedia textbooks, various databases, educational sites and other sources). The informational and educational environment is based on the integration of information on traditional and electronic media, computer-telecommunication interaction technologies, virtual libraries, distributed databases, educational and methodical complexes and an extended didactic device. In the concept of information-educational environment, the pedagogical system and its support are combined. The scientific novelty of the paper includes analysis of the works of scientists on increasing the cognitive activity of students through means of ICT and improving the forms of organizing classes in computer science using ICT tools. The article presents informational and educational environment for the study of computer science in secondary schools, namely Internet portal Virtual office of computer science and ICT. The purpose of creating an Internet portal is to coordinate the efforts of all participants in the educational process (students, teachers, parents), the organization of educational and non-academic work, as well as the activation of cognitive activity of students during the study of computer science. The practical value of the study is to refine the concepts of cognitive activity, educational activity, cognitive interest, the development and improvement of technology for raising senior students' cognitive activity by solving mathematical problems by means of computer mathematics at computer science lessons. The use of computer mathematics as an educational tool makes it possible to rethink traditional approaches to the study a lot of issues of computer science and mathematics, to increase the experimental activity of students, to bring the learning process closer to the real cognition process.