Psycho-Emotional Reaction Of Students To The Distance Learning Format

Abstract

The article is devoted to the analysis of the speech receptive reactions of students who were forced to switch to a distance learning format due to the widespread spread of COVID-19 infection. In the fall of 2020, at Siberian State Highway University (Omsk, Russia), an associative experiment was conducted with secondyear students in order to assess the experience of mass introduction of distance learning technologies, assess the psychoemotional reactions of students, revealing the degree of psychological and emotional comfort of students studying in a pandemic circumstance. The aim was to identify zones of comfort and discomfort, difficulties that students had to face during the period of distance learning, their sources and degree of frequency. Based on the results obtained, a number of methodological recommendations were developed, the purpose of which is to reduce negative psychoemotional reactions and increase the degree of effectiveness of the educational process in a distance format. Through an associative experiment, we were able to identify and analyze the psychoemotional assessment of the components and their frequency within the modified concept of "distance education"; practical recommendations of a didactic nature were proposed for reducing negative connotations and removing psychological barriers in the process of distance learning.