Problems of using elements of distance learning under martial law

Abstract

The essence of the notions “blended learning”, “distance learning” has been emphasized, and the importance of their understanding in the realm of modern conditions (particularly under martial law) has been highlighted. We consider to assert that all components of blended learning are in the relations of matrix dependence, where any individual component is related to the rest of the components. For instance, if a significant proportion of the use of distance learning loses the environment of real personal communication, as it is carried out either in the electronic information and educational environment by means of messaging, or through the system of web conferencing, webinars, video communication, then blended learning (henceforthBL) corrects this deficiency, as it provides a direct contact with the student and a group of students. Methods. To achieve the goal of the research, such methods as student surveys, analysis, synthesis, study of scientific literature and Internet sources on the pertinent problem of distance learning (henceforth DL), as a key part of BL and its implementation within modern higher education conditions are used. Results. Based on the analysis of scientific and pedagogical literature, some tendencies in implementation of BL in the system of higher education have been summarized. It has been stated this groundbreaking technology can’t appear on its own and is unable to exist in its pure form but it must be a flexible system of DL, added with a direct interaction of a professor and education applicants during traditional learning that, in its turn, will predominantly allowintensifying the educational process, building out and increasing the effectiveness of independent learning. It is important to justify in the light of modern concept of ВL in higher education that if BL as a new technology cannot appear by itself and cannot exist in its pure form and it must be a flexible system of DL, it has necessitated the study of the status and problems related to using the elements of the latter in war conditions. The features and technological advantages of DL over other organizational forms of learning are investigated, its weaknesses are reflected, which can be leveled by the active use of blended learning models. DL is supposed to take into account the changes that have taken place in the educational information structure of modern society, which determines the relevance of the development and implementation of information and communication technologies ((henceforth ICT). It can be considered as a means of modernizing the education system, enriching the quality of BL by adding extensive application of ICT and lift it to new levels. The ins and outs of the DL implementation have been navigated. Its strengths and weaknesses are subjected to scrunity, where the latter can be weakened or eliminated through the active usage of the advantages of BL as a demanding form of modern education. Conclusion. It has been postulated that, firstly, the pertinence to the introduction of BL is predominantly based on the fact that it is impossible to accomplish academic achievements, realizing only one pedagogical technology. Secondly, it is not worth contradicting distance (online) and traditional (face-to-face, offline) learning, drawing attention that nowadays both forms of learning are not being applied in a pure form. Thirdly, DL will never displace offline learning and the main purpose of BL lies in not pushing out this form of learning, but with a view to integrating into it in an effective way. It has been inferred that DL has many problems related to the relationship in the plane of "teacher-student". The quality of DL has deteriorated since the beginning of the full-scale invasion of russia, that made it impossible not only to conduct classroom training, but also limitedthe possibility of conducting DL in synchronous mode. A survey of students has shown that the best ways to solve the problems of learning in modern conditions are obtaining educational information in a mixed (synchronous-asynchronous) mode, mandatory recording of classes and providing shared access to them or to the notes, conducting knowledge control in an asynchronous mode, reducing the amount of independent work and establishing communication between the teacher and students (for quick information about the cancellation, postponement or completion of classes).