The article deals with the actual problem of introduction of distance learning during lockdown. Quarantine measures in educational institutions made it impossible for traditional forms of education and direct contact of lecturers with students at the classroom. Acceptance of this fact indicated the distance learning is the only way of in the current circumstances, and forced skeptics to change their views and beliefs about distance learning and to take possession of its technologies. The authors carried out a careful analysis of the legal documents that became the basis for the introduction of distance learning in educational institutions of Ukraine, in particular at universities. World education and science trends in distance learning are explored and other countries’ experiences of using technological innovations in educational services was examined. The review of the psycho-pedagogical literature on the organization of distance learning helped to distinguish such basic features: interactivity; using of new achievements of information technologies in the educational process; business communication skills during video communications, and during group video conferencing. The conducted survey of students showed that the advantages of distance learning are: the lack of a rigid time frame for mastering the learning material; the opportunity to independently organize your time intended for training; access to training materials and educational services at any time; the use of modern means of communication with teachers; the opportunity to get advice at a convenient time, quickly get an answer to questions through chat services of instant messengers or video communication technology; lack of transportation and accommodation costs and etc. The article provides examples of use by teachers of the National University of Civil Defence of Ukraine of such web resources as Zoom, Skype and etc. for educational online lectures, online practical classes, and technology of 3D-virtual tours to production enterprises during quarantine.
The article outlines the features of using practical materials of European partners on the development of the democratic citizenship during the study of the integrated course in primary school. It is proved the importance of diversifying the content, forms and means of teaching of primary school students with the materials from the DOCCU project, which will contribute to the formation of key and subject competencies and cross-cutting skills. Group work is described as a leading form of organization of students' learning and the examples show the importance of its use in combination with the tools of the DOCCU project, which we understand as the content of lessons with a clear focus on civic education and guidelines for their use in education.The publication highlights the advantages of using group work in heterogeneous groups of 2nd grade students, when they master the skills of independent activity, take the position of a researcher, become equal participants in the educational process. At this age it is important to take into account young learners' psychological compatibility, preferences, potential opportunities of results achievement.The authors offer methodological ideas for organizing group work with second-graders on the example of an integrated course "I'm exploring the world". It is established that the exercises offered by the DOCCU project ("Europeans are different and equal", "My personal symbols", "All different, all equal", "Balloon races", "Differences") have a wide range of didactic opportunities for the formation of individual components of students' civic competence, such as: openness to cultural otherness, tolerance, cooperative skills, listening and observing skills. The formation of these qualities is enhanced by the clear content and guidelines for exercises that are aimed at group analysis of the obtained information, comprehensive interaction and discussions. The effect of performing exercises is enhanced by the following auxiliary methods and techniques: work with illustrations and in notebooks with a printed basis, verbal methods (explanation and dialogue), "Microphone" and others.
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