Abstract:

In March 2020 Russian universities had to urgently switch to remote work with students due to the COVID-19 pandemic. This transition required the accelerated mobilization of various resources (organizational, material, technical). To ensure a continuous educational process in universities, first of all, was required a massive transition to distance learning. Various educational technologies were used to organize distance learning (online courses, LMS, as well as other digital communication technologies). As a result, many teachers had to develop digital competencies and solve non-standard problems. Teachers rushed to explore new digital platforms for themselves and remotely carried out lectures, seminars, laboratory classes. All questions on the organization of educational work were also resolved remotely. The university administration needed a clear understanding of the scope of work associated with this transition. For the effective organization of the educational process in the context of the coronavirus pandemic, an analysis of the teachers’ involvement in the distance learning process was carried out.

The aim of the presented study is to trace the teacher’s role during the compelled transition to distance learning. The objectives of the study were: analysis of the term “involvement in distance learning”, development of a methodology for analyzing involvement in distance learning, analysis of the provision of Russian university’s disciplines with educational e-resources, as well as a direct analysis of the teachers’ role in distance learning. The article examines the teachers’ role in one of the largest Russian universities, the Ural Federal University (Ekaterinburg). The main research method is document analysis. The University’s internal report for all disciplines (V-15137) taught during March 2020 was analyzed as the main document.

Keywords:

Distance learning, involvement in distance learning, teachers’ role, the COVID-19 pandemic.