Keyword: «distance learning model»

The relevance of the article is due to the demands of the time associated with the global transformation of society, its digitalization, transition to online learning, remote work, etc. The accumulated experience of distance learning has revealed some problems. In this regard, the purpose of the article is to solve them by determining the legal and pedagogical foundations of distance learning at the university. To achieve the goal, the principles of activity-based and systemic approaches to learning were used. As a result of the study, problems associated with the organization and implementation of distance learning were identified: insufficient readiness of subjects of educational relations to switch to distance learning; inconsistency of the available equipment with the potential of distance learning; inadequacy of the regulatory framework associated with the advancement of scientific and technological progress; risk of the psychological health impairment for subjects of educational relations; specificity of the university that does not provide for a complete transition to distance learning. In search of ways to solve the problems that have arisen, a comparative analysis of different types of training related to the use of distance technologies was made; the experience of domestic and foreign scientists concerning distance learning organization was analyzed and summarized, and a pedagogical and legal model of organizing distance learning at a university was developed, which defined the regulatory and methodological foundations of organizing distance learning at a university, its subjects, means and results. The authors identified principles of training necessary and sufficient for its successful use in the educational process of the university, and a modular technology relevant to distance learning; models and types of distance learning were differentiated depending on the tasks to be solved. The theoretical significance of the article lies in the systematization of the material and accumulated experience in the field of distance learning. The practical significance of the article lies in solving the problems that have arisen, taking into account the specifics of the university, in defining and substantiating the legal and pedagogical foundations of organizing distance learning. The novelty of the research lies in the developed model of distance learning, which integrates pedagogical and legal experience in organizing distance learning at a university.