FEATURES OF INTRODUCTION OF DISTANCE LEARNING IN ZVO DURING THE COVID-19 PANDEMIC: WORLD EXPERIENCE
distance learning; institution of higher education; information and communication technologies; pandemic; educational platforms; educational technologies; Covid 19.
DOI:
https://doi.org/10.18372/2411-264X.19.16422Keywords:
distance learning; institution of higher education; information and communication technologies; pandemic; educational platforms; educational technologies; Covid 19.Abstract
The article analyzes the peculiarities of the organization of distance learning in higher education institutions around the world in a pandemic. The main elements, advantages and disadvantages of distance education are considered and analyzed, as well as the prospects of its development in the world as a whole are forecasted. The purpose of the article is to study the world experience of adaptation of free economic education to distance learning in a pandemic.
The results of the study showed that the transition to online learning has certainly helped prevent the spread of the virus in higher education institutions. At the same time, he forced colleges and universities to start working on improving online platforms for distance learning, to spend significant sums on the rapid translation of teaching into online format. Higher education institutions around the world have been forced to suspend most research activities, as well as to suspend international internships and exchange programs.
The biggest problem that arose in this issue - the lack of live communication with teachers, classmates and work in the university auditorium.
The transition to online teaching and learning has also exacerbated many cyber attacks. From benign Zoom intrusions to student and faculty phishing attempts, to more serious data theft and extortionist attacks, there has been a surge in cyber incidents as thousands of universities and colleges have expanded their digital reach.
Conclusions. Based on the results of the study, we can conclude that the transition of higher education institutions around the world to distance learning has become a challenge not only for countries with low levels of development, but also for highly developed countries.
At a fundamental level, COVID-19 challenges the core activities of higher education institutions to support students through a wide range of curricula. This significantly complicates the implementation of interactive, personality-oriented traditional classroom learning, based on many years of experience of universities. In order to adapt to the long-lasting pandemic, universities will need flexible and reliable models of education that will allow them to continuously adapt to different stages of the "new habit". COVID-19 has accelerated and intensified long-term pedagogical trends by creating a natural experiment in which numerous innovations are tested and evaluated. The first signs suggest that many of the innovations used during the pandemic will be useful to students after the crisis
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