Abstract:

Relevance:
The necessity to maintain the rhythm of the educational process in the context of pandemics and other unforeseen circumstances and to increase student satisfaction with the quality of remote education and their motivation for independent work, determines the relevance of the implementation of available methods for optimizing the educational trajectory of mastering the discipline during the forced transition from face-to-face to remote learning. The aim of this study is development of tools for improving the quality of remote learning organization and measuring student satisfaction.

Methodology:
A pedagogical experiment was carried out on the basis of the Kazan National Research Technological University (KNRTU), in two groups of 1st year students:
(1) of the Quality Management Bachelor program and
(2) of the Standardization and Metrology Bachelor program, during the period of the self-isolation regime (in the spring semester of 2020).

At the ascertaining stage of the experiment (March 2020), a survey of students was conducted on the problems of remote learning organization quality and their satisfaction in training, using the Likert scale. At the formative stage (March-May 2020), a calendar plan and a network schedule for mastering the discipline were developed to improve the quality of remote learning organization. In the experimental group of the Quality Management program the developed tools were introduced; in the control group of the Standardization and Metrology program these tools were not used. At the control stage, repeated survey of students of both groups was carried out, similar to the ascertaining stage.

Results:
In the course of the pedagogical experiment on the introduction of tools for improving the quality of the organization of distance learning, it was established: at the ascertaining stage, there were mostly “strongly disagree” answers in the students' responses to the Likert scale statements that digital resources, schedule, topics of classes and tasks for the period of remote learning are known in advance and are unchanged; at the control stage, to the same statements, 100% of the students in the experimental group chose the answer “strongly agree”. On the statements “the organization of training allows you to independently plan the course of mastering disciplines” and “I am satisfied with the quality of the organization of remote learning” at the ascertaining stage, the answer “strongly disagree” was chosen by 92% and 78% of students, respectively. At the control stage in the experimental group, 92% and 86% of students chose “strongly agree” for the same statements, respectively. At the control stage in the control group, 38% “partially disagree” with the statement “the organization of training allows you to independently plan the course of mastering the disciplines”, 52% “partially agree” with the statement “I am satisfied with the quality of the organization of remote learning”. The answers distribution histograms are presented.

The scientific and practical results of the study are aimed at maintaining the rhythm of the educational process in emergencies, pandemics, individual unforeseen circumstances and indicate the positive impact of the proposed tools for improving the quality of remote learning organization on student satisfaction with the learning process.

Keywords:

Learning organization, quality management, student satisfaction, schedule, learning path, remote learning, experiment.