Distance learning as an integrative response to contemporary challenges

Abstract

The COVID-19 pandemic has raised the issue of using distance learning as a separate independent model of organizing the educational process. The purpose of the article is to analyze distance learning as a form of organizing the educational process, which is dynamically developing in response to global challenges, from the point of view of an integral approach. Accordingly, the object of the study is modern forms of distance learning as a way of organizing the educational process. To achieve this goal, an analytical research approach was used that allows correlating and identifying effective solutions taking into account the unique features of the educational system: content analysis (32 items of scientific literature were analyzed), prognostic, systemic, structural methods, as well as methods of specification and abstraction. The empirical data for the study were obtained by using a survey method, which involved 100 higher education students. Its main goal was to determine the readiness of students to perceive distance learning not only as a response to the challenges of quarantine restrictions but also as a separate form of educational activity. The results showed that despite the efforts of teachers and the use of modern digital technologies, students had to study a lot of new educational materials on their own. The transition to distance learning has led to an increase in the importance of homework and independent work compared to traditional forms of educational activities. The majority of respondents noted that despite the increase in the share of online tests and other control activities, the average academic performance has not decreased. It was found that the number of students who improved their performance did not differ from those who used traditional forms of education. As a result, many higher education students expressed the opinion that studying remotely was generally easy, despite all the obstacles. Such a positive assessment allows us to interpret distance learning as a promising and independent vector for the development of future education. The conclusions emphasize that a condition for the further development of distance education is the development of digital technologies that form the basis of the technical implementation of distance learning. We believe that distance learning should be perceived as a separate branch of the educational system. The practical significance of the study lies in proving the functioning of distance education as an original form of organization of the educational process.

The role of innovative educational technologies in the training of specialists in the field of culture and arts: European experience

“…As demonstrated in studies (Ali, 2022;Zhang & Aslan, 2021;Tsekhmister, 2022), digital innovative technologies play an important role in the organization of a modern learning space. They contribute to the formation of relevant competencies, increase students' interest in gaining knowledge (Kostenko et al, 2023). Also, the studies of other modern scholars have proven the effectiveness of digital learning (Aldhafeeri & Alotaibi, 2022;Cavalcanti et al, 2021;Stoika, 2022).…”

“…the ability to analyze information, make informed decisions, and solve complex problems -important qualities that modern employers demand. Educational technologies enable the implementation of personalized learning approaches tailored to individual students' needs and learning styles (Kostenko et al, 2023). This adaptability allows students to progress at their own pace, explore their interests, and focus on specific areas of culture and arts that align with their passions.…”

“…Combinatorial innovation, which consists in the formation of a qualitatively new educational technology by combining already known methods, partially modifying them, or inventing new elements. The modern use of digital technologies makes it possible to apply this process widely, as the opportunities for creating something new in the context of digitalization are much greater (Kostenko et al, 2023).…”

Unified educational information space

“…1. Componente científica e orientada (define a finalidade e princípios metodológicos básicos de organização do espaço de aprendizagem); KOSTENKO et al, 2023;HORDIICHUK et al, 2022).…”