Modification of the Role of a Teacher Under the Conditions of Distance Learning

Abstract

The article examines the features of the transformation of the role of a teacher in higher education in connection with the digitalization of education in the period before the pandemic, and during the transition of the university to a forced remote mode under the conditions of the pandemic. The assessment of the effectiveness of distance learning from the point of view of students and teachers is given. The purpose of the article is to determine expectations, the degree and nature of the influence of the teacher's personality on the effectiveness of educational process in general and distance learning in particular. Researching the effectiveness of higher education in the digital age and assessing the impact on teacher effectiveness involves the use of a number of scientific principles and research methods, theoretical and empirical. To achieve the goal, the scientific works of leading foreign and Russian scientists on the problems of digitalization of education, dehumanization of education, transformation of the role of the teacher have been analyzed, and our own research has been carried out on the basis of the Moscow Polytechnic University in the form of a survey. An assessment of the emotional consequences of isolation is given. The analysis of the effectiveness of distance learning, from the point of view of higher education teachers and students has been carried out. The expectations of students and the change in the role of a teacher of higher education as a result of expansion of functional responsibilities under the circumstances of distance learning are described. Long before the coronavirus pandemic, digitalization had been a trend in the education system. A year of distance learning has revolutionized higher education. The role of a teacher in higher education has been transformed with a significant expansion of functions and a rapid increase in the level of competencies.

A look at student performance during the COVID-19 pandemic

“…For those students that were already enrolled in online courses, the transition to online/remote learning would have represented near zero change, but for those students enrolled in face-to-face courses, this shift resulted to changes to everything from delivery mode to assessment procedures. Articles that have been published thus far on the effects of COVID-19 on learning have focused on faculty and student responses, as well as the achievement of learning outcomes during the shift to online and remote learning (Shim and Lee, 2020; Guo, 2020; Akram et al , 2021; Bergiel et al , 2021; Mamutovic, 2021; Otts et al , 2021). These studies highlighted instructor and class expectations being reduced to accommodate this sudden shift.…”

Use of Knowledge Acquisition Surface to Monitor and Assess Students’ Success

“…One of the challenges that teachers face during distance learning is the loss of control over students' motivation. In such a situation, the teacher is forced to choose between lowering the level of requirements or leading the audience strictly along one route without an individual approach [12]. We used the learning events offered by Gagne [5] as a basis for the design of an online course, looking for suitable solutions to make these events meaningful online.…”

The Teaching Process in Times of Covid-19: Between the Possible and the Idealized

“…The COVID-19 pandemic has profoundly marked the world's educational systems by imposing social distancing as a priority strategy to combat the pandemic, a fact that culminated in the closure of educational institutions and abrupt migration to the remote model worldwide (MOLOI; SALAWU, 2022), (AZIZAN et al, 2022), (BAI, 2022), (CHAMORRO-ATALAYA et al, 2021), (RANJAN et al, 2021), (JAMALOVA; BÁLINT, 2022), (OTTS et al, 2021), (BÉCHÉ, 2020), (ADNAN; ANWAR, 2020), (TESAR, 2020), (DHAWAN, 2020), (CHOI; TESSLER; KAO, 2020), (STANISTREET; ELFERT; ATCHOARENA, 2020), (SELWYN; JANDRIĆ, 2020), (ENES, 2021) and (ALGHANMI; NYAZI, 2022). In Brazil, the situation was no different: on March 13, 2020, Brazilian public and private schools and universities closed their activities in person.…”