Institutionalization of Distance Learning Technologies in a Law School

Abstract

The paper reveals the methodology of conducting a sociological study of the distance learning institutionalization in a law school, describes the main conclusions of an applied study on the effectiveness of implementing digital distance learning technologies in the educational process, traces the relationship between various educational strategies and the success of using digital technologies in new learning environments. The study reveals the factors of successful adaptation of technologies to the needs of students and teachers, analyzes the barriers to institutionalization, and provides recommendations for effective expansion of the use of distance learning technologies. The accuracy of the results of the sociological research is justified by a large sample of the survey, which included more than 1200 respondents, and the typology of respondents into three clusters: teachers, students, and support staff. In each cluster, a typology was carried out, which made it possible to identify different practices of using digital technologies during distance learning. The empirical material was collected in August 2020, which determines the relevance of the conclusions.