Teaching and Learning Skills in the Organization of Distance Learning in Higher Education Institutions

Abstract

During distance learning, the roles of teachers and students inevitably change in comparison with the usual format of classes. Students are forced to carry out more work independently, without direct instructions from the teacher, which requires the formation of not only learning, but also self-learning skills, as well as the readiness to apply them. Based on the theory of independent learning activities and the theory of competencybased approach to learning, this study aims to analyze the experience of distance learning in March-June 2020 from the point of view of how the functions of teachers and students are redistributed, to identify a possible lack in the formation of self-learning skills among students and to outline ways to fill it.

Organization of skills upgrading using means of distance learning at the tertiary level

“…Аналіз останніх досліджень і публікацій. Численні наукові дослідження змісту загальної професійної компетентності викладача, що деталізується у низці компетентностей, представляють намагання авторів виокремити структуру означеного утворення залежно від змісту діяльності викладача закладу вищої освіти та вимог до якості такої діяльності, особливо в умовах дистанційного навчання [2,3,4,6,7,9,10]. Враховуючи думку експертів-роботодавців щодо діяльності освітніх інституцій, представлену на Всесвітньому економічному фо-румі (World Economic Forum) (Давос, Швейцарія, січень 2016 р.…”

Examining University Students’ Behavioural Intention to Distance Learning During Covid-19: An Extended Tam Model

“…Some universities, which invested in distance learning, used Moodle, Adobe Connect, ALMS, and Blackboard (Kacan& Gelen, 2020). With these portals for each university in Turkiye, the process of distance learning adoption for higher education has brought the technical challenges such as access failure mentioned by Kazakova & Murzich (2020), high cost of technology stated by Cacault et al (2019), and high user charge by Santos et al (2021). These also increase the requirements for acquiring knowledge for the online distance learning platforms (Barreto et al, 2020).…”