Specific View of Schoolchildren and Students on Distance Learning

Abstract

The article presents arguments for necessity to determine the attitude of education actors to a new distant form of learning. The results of the study of semantic assessment of distant learning by students and schoolchildren have been presented. The sematic differential has been used to analyze the data obtained. The semantics of distant learning identified by its actors on the basis of the categories of “comfort”, “intellectual efficiency”, “workload”, and “externality”. There are differences in the semantic assessment of distant learning by students and schoolchildren. Students gave much lower estimates to distance learning by intellectual efficiency parameter, while estimating the workload parameter higher. Schoolgirls gave negative assessment to distance learning by all parameters. The findings indicate that there is a need to arrange personalized distance learning.