The growing role of distance learning platforms at higher educational institutions in developing countries, and the inadequate study of their effectiveness have necessitated the elimination of this imbalance. An additional problem in studying the issue of platforms’ effectiveness is the limitation of studies, which is based on qualitative methods of assessing the effectiveness. The quantitative assessment of the effectiveness and level of satisfaction with the implementation of distance learning platforms at higher educational institutions has been conducted in this academic paper. The assessment has been conducted using the System Usability Scale (SUS) to assess the Usability of the Moodle remote platform in Ukraine and the User Satisfaction Questionnaire (USQ) to assess students’ satisfaction. The article proves the connection between the Usability of the distance learning platform and the level of satisfaction with its use. This provides an opportunity to improve the problem areas of the Usability platform in order to increase the efficiency of its use. The following effects of application have been revealed, namely: increase of internal motivation, involvement in the learning process, level of satisfaction from courses and training programs (curricula), recognition of homework’s importance, increased interest in subjects, and students’ self-efficacy. Effective communication and quick response, an automatic control system are factors that contribute to the introduction of modern distance learning platforms in the educational process of HEI. The important elements of the effectiveness of distance learning platforms in the educational process of HEI are interactivity, simplicity, convenience, the speed of student-teacher interaction, platform flexibility, and quality control.
Electronic educational environments in the conditions of quarantine restrictions of COVID-19 have become a common phenomenon for the organization of distance educational activities. The purpose of the article is to analyze the role of electronic educational environments in the process of training applicants for higher education. General scientific, pedagogical methods were used. In the results, the general properties of the Internet educational platforms common in Ukraine, the peculiarities of using the Moodle and Prometheus platforms were discussed. The conclusions state that the military actions drew the attention of universities in Ukraine to the formation of their own educational platforms.
The article deals with the problem of unity and interrelation of educational, educative, and developmental functions of the educational process in the conditions of the COVID-19 pandemic. The authors substantiated the productivity of the attempt to study the unity and interrelation of educational, upbringing, and developmental functions of the educational process under the conditions of the COVID-19 pandemic. The authors used a survey of 189 respondents, scientific and pedagogical workers of higher education, as an experimental method of research: National University of Culture and Arts (Kyiv, Ukraine); Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics, (Vinnytsia, Ukraine); Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Vinnytsia, Ukraine); Zaporizhia National University (Zaporizhia, Ukraine); Alexander Dovzhenko Hlukiv (National Pedagogical University) (Hlukiv, Ukraine). The problem of the unity of educational, upbringing, and developmental function of the learning process in the conditions of the COVID-19 pandemic was considered based on the elaborated sources of foreign and domestic scientists. An empirical study was carried out, which helped to determine the situation in 2021 in retrospect of the considered problem. It is concluded that the unity and interrelation of educational, pedagogical, and developing functions of the learning process in the conditions of the COVID-19 pandemic are the key factors of identity formation because its formation is possible only in the context of dialogical and man-centered models of education, where it is fully possible to take into account the anthropological characteristics of man, in particular his need for dialogue as communication. The authors point out that in the article scientific and pedagogical employees prefer the distance form of education because they believe that it is possible to use more various platforms and services for training and education of higher education applicants. The data of the empirical study showed that the majority of educators believe that the educational function of the learning process under the COVID-19 pandemic has changed for the better because the applicants have become more self-organized and disciplined, tired and eager to learn new material through various Internet resources. It has been observed that academic educators show indicators of improvement in their competencies during practice in the COVID-19 pandemic. The study found that educators use a variety of online tools to work with applicants, such as: Zoom, Classtime, Google Meet, and others.
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