ORGANIZATION OF DISTANCE EDUCATION FOR STUDENTS OF TECHNICAL SPECIALTIES IN INSTITUTIONS OF HIGHER EDUCATION

Abstract

The article examines the problem of distance learning organization for students of technical specialties in institutions of higher education. The effectiveness of the main forms of organization of the educational process in distance learning was studied.

The purpose of the work is to analyze the process of distance education organization in higher education institutions for students of technical specialties.

The methodological basis is general theoretical methods: analysis of pedagogical and psychological literature on the research problem; comparison, systematization, generalization, interpretation of the obtained results from the research problem.

Scientific novelty. Forms of distance learning (lecture, practical, laboratory session, independent work, control measures, final certification) for students of technical specialties of higher education institutions were analyzed according to the criteria: methodical support, information support, quality of the achieved learning outcomes (program learning outcomes).

Conclusions. Conducted studies of the process of implementation and effectiveness of distance learning for students of a technical profile testify to the following: 1. In the conditions of a pandemic and martial law, distance learning is a fairly effective form of learning that allows higher education applicants to receive a basic level of professional training on the basis of which a young specialist, using self-education and adaptation directly at the workplace, can perform professional tasks with high quality. 2. Distance learning while studying disciplines of the humanitarian profile (with a qualitatively organized process) fulfills almost all educational tasks for training future specialists. 3. When studying technical disciplines, it is practically impossible to form practical abilities and skills of students during practical and laboratory classes, which require complex, high-tech material and technical support, which only an educational institution has. 4. The implementation of educational tasks during distance learning depends more significantly on the motivation and self-organization of students than during face-to-face learning in the classroom: the student himself must organize his time and actively participate during the lesson (listen, without being distracted by extraneous matters, take notes). 5. For a high-quality perception of information, a student must have appropriate technical support (computer, laptop, not just a gadget) and a suitable place to work (a separate room, an office), which in reality is often very difficult.