Abstract:

The purpose of the article is to analyze the key problems and risks that have arisen from the transfer of universities to remote learning due to coronavirus pandemic restrictions. The article considers the influence of distance learning on both a person and learning process. The study focuses on identifying problems in terms of educational inequality, quality of education, complexity of the educational process and cost of educational services and examines students of higher vocational education institutions who personally went through switching from remote to classroom learning. To analyze the opinions of the student community, a special questionnaire was developed. It consists of 10 questions and covers such aspects as the level of satisfaction before and after the introduction of distance learning, problems of mastering the discipline remotely, issues of objectivity of the current and interim assessment in distance and classroom learning, etc. A total of two hundred students from two universities took part in the survey. Grouping, classification, and structural analysis techniques were applied to analize the results obtained. It should be noted that students reacted positively to distance learning, only 25.5% of students from both universities considered this learning mode unacceptable. Most respondents indicate that it is preferable to implement distance learning in 50-75% of the total number of teaching hours. Modern students are sufficiently adapted to remote forms of conducting classes, only 10% noted their lack of readiness to be trained under the distance mode. The study suggests that it is important to apply blended learning methods in future. The authors identify a number of positive opportunities and prospects for using remote education technologies to diversify, enrich and, in general, improve the standard process of conducting classes.

Keywords:

Educational activity, restrictions, coronavirus pandemic, educational inequality, learning process.