The article deals with various organizational issues of distance learning in vocational education. The authors applied the theory of distance learning to vocational education in Russia. The research featured teachers of more than 40 educational institutions, who mentioned such problems as the lack of equipment, personal computers, software, and Internet access. Most respondents believed that the quality of vocational education deteriorated during distance learning mostly as a result of poor technical support. Another problem is the absence of personal contact between teaching staff and students. The authors analyzed the current situation and propose various means of improvement, e.g. asynchronous teaching methods.
The article deals with the experience of distance education during the COVID-19 pandemic. The author used on-line questionnaires to describe distance learning and proved that formal distance education cannot be carried out without the teacher as a transmitter of information. In fact, the teacher has as many as fourteen different functions in the academic process. The author used this list to analyze face-to-face, distance synchronous, and distance asynchronous education modes. Asynchronous distance education proved to be able to provide most of these functions. Distance education per se separates the teacher and the student both in space and time. As a result, distance education is impossible if the curriculum involves training with special tools or body work. Since one of these elements is always present, formal education cannot be exclusively remote. Distance education is fundamentally different from full-time face-to-face education. For it to be effective, it cannot be implemented as full-time education. The research creates practical grounds for designing effective methods of distance education in the future.
Background. This paper explores the conceptual and methodological problems arising from several empirical investigations of professional education and learning in the workplace.
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