Students evaluation of the impact of distance learning technologies on the organization of practice as a factor for improving the quality of professional training

Abstract

The problem and the aim. One of the problems of a modern university in the new sanitary and epidemiological conditions is the organization of students' practice. Changes are taking place when working with databases of practices, coordination of information interaction, network communication at enterprises. The purpose of the article – is an analysis of students' assessments of the organization of practice to gain professional experience before the pandemic and in the transition to distance learning technologies. Research methods. Students' assessment of the impact of distance technologies on the organization of practice was carried out during a questionnaire through forms of Microsoft Teams. 124 students of the Orel State Institute of Culture from the faculties of documentary Communications and socio-cultural activities were involved in the following areas of training: 46.03.02 Documentation and Archival Studies; 43.03.02 Tourism; 51.03.03 Socio-cultural Activities; 51.03.04 Museology and Protection of Cultural and Natural Heritage Objects; 51.03.06 Library and Information Activities. The average age of respondents was 22 years (48% of girls and 52% of young people). Pearson’s criterion χ2 (chi-squared) was used for statistical data processing. Results. The questionnaire in Microsoft Teams has been developed. It contains the following blocks: "Distance technologies at the stages of the organization of practice (assessment of the spectrum, validity of the choice and problems of the means used by the university and the practice base)"; "Satisfaction with the quality of the organization of practice without the use (with use) distance technologies"; "Directions for improvement in the university / practice base". The Moodle course implements an appropriate algorithm of organizing practice based on distance technologies. Statistically significant differences in the qualitative changes in the pedagogical system were revealed, χ2observ. 2 > χ2critic0.05 (8,27 > 5,99). In conclusion, the directions of modernization of the electronic information and educational environment of the university on the organization of practice in accordance with the identified problems are described.