Keyword: «distance learning teacher»

The author presents the author's functional-role model of the activity of distance learning teacher and its functions.

The problem is that the education system does not meet the challenges of the modern digital economy, which requires competent specialists who are able to use mobile devices, navigate a huge flow of information in order to structure, analyze and select the necessary information. Training with the use of distance education technologies in the framework of distance education in the context of a person-oriented approach is a likely solution to this problem. The aim of the study is to help improve the effectiveness of teaching university students through the use of a learner centered approach in distance learning. The learner centered approach is considered to be the dominant paradigm of modern education, in which the interaction of learning subjects is aimed at the professional growth of future specialists. New approaches to education require a new generation of teachers who know the techniques of a learner centered approach, on the one hand, and are able and ready to use distance technologies and develop interactive educational materials, on the other. In this regard, special training / retraining / advanced training of university teachers seems to be appropriate. The study used a personal approach that recognizes the individual as the subject, goal, and result of learning, and an anthropological approach that takes into account data from all human sciences. The main results of the study were: comprehensive analysis of the literature on the research topic; comprehensive consideration of the issue of training at a university using distance learning technologies; identification of advantages and disadvantages of using a learner centered approach in distance learning, the study of the conditions of distance learning use at the university. The theoretical significance consists in identifying the differences between the learner centered approach and the so-called traditional approach in teaching and the differences between the teacher of traditional and distance learning systems; elements of the distance learning teacher's work. Practical significance is in the use of research findings and previously developed e-courses and manuals in the educational process.

One of the priorities of Russian education that implements info communication and digital technologies is the widespread use of distance education, which is equated with traditional forms of education. The relevance of the work increases sharply due to the fact that in the conditions of the spread of coronavirus and the increase in the real risk of infection with it, almost all educational institutions are switching to distance learning. The key figure in solving this problem is the teacher, whose level of training largely determines the effectiveness of the entire distance learning process. The purpose of the research is to improve the quality of training of University teachers to work in the distance learning conditions through the gradual formation of their professionally significant qualities. Both theoretical (identification of contradictions of the problem under consideration, analysis, synthesis, comparison, etc.) and empirical (observation, survey, testing, monitoring, etc.) research methods were used in the study. The main results of the study were: a comprehensive analysis of psychological and pedagogical literature on the designated topics; based on previously developed technology for distance learning, we defined the stages of teachers’ training technology and gave the characteristics of the information stage; tools, methods and techniques used at this learning stage were presented, the activities of the course leader and teachers were shown. Theoretical significance of the work consists in: defining the term «technology», requirements for the development of distance learning technologies, designing the information stage of the technology for training distance learning teachers. The practical significance of the work is due to the opportunity to use the research findings in the process of training / retraining teachers for distance learning. The results obtained in the course of the research can be used to improve the professional readiness of University teachers to work in the system of distance learning in educational institutions of various types.

Currently, there is no need to talk about the prerequisites for digital transformation in the economy, digitalization of education, because they have already occurred. It would be illogical to assume that enterprises, including small and medium-sized businesses, will be able to remain effective, working according to the old model, using traditional approaches and methods. It is also well known that education is an essential part of the economy, and the level of education in society is compared with the parameters of economic development and population's well-being. In this regard, the need to use information communication and distance technologies in education is significantly increasing. A necessary condition for the effective use of these technologies is the availability of teachers who are capable and ready (professionally, technically, psychologically) to work in the distance learning system. The purpose of the research is to develop the structure of teacher's activity in distance learning conditions and to analyze the components of his / her activity. The leading approaches to research are a systemic approach (the study of any object as a complex integral socio-economic system) and an innovative approach (the ability to quickly respond to changes dictated by newly formed circumstances and the external environment). The novelty of the research consists in choosing a topic (not sufficiently developed at this stage) and considering it in the focus of socio-economic development of society. The main results of the work are: justification of the technique of a tutor / teacher of distance learning; development of the work structure of the teacher of distance learning; analysis of the components of his/her activities. The theoretical significance of the article is in expanding the knowledge concerning the specifics of the activities of distance learning teachers. The practical significance of the work consists in applying the results obtained in the organization of training / advanced training of university teachers to work in the conditions of distance learning. The acquired knowledge and skills can be used in training teachers not only in the system of higher education, but also in secondary educational institutions of various profiles.

In the distance learning system (DLS), as in any other pedagogical system consisting of components such as the purpose, content, means, forms and methods of teaching, students and instructors [1], the teacher acts as a key component that guarantees the effectiveness of the learning process. The relevance of the work is explained by the incredible surge in the use of distance learning, both in international and in Russian educational practice due to the ongoing coronavirus pandemic on the one hand and the lack of readiness of university teachers to use distance learning on the other. Thus, the training /advanced training of university teachers who are capable and ready (professionally, technically, psychologically) to implement activities in the DLS becomes one of the priorities of modern education. The purpose of this article is to develop a model of personal and professional competency of a distance learning teacher as a strategic perspective for his/her training and to analyze the components of his/her activities. The leading approaches in this work are polysubject (based on a rich and complex human being nature), professional (preparation for a profession through its detailed examination), culturological and innovative (the ability to react quickly to changes dictated by newly formed circumstances and external conditions). The main results of the work are to substantiate the specific features of the professional activity of a distance learning teacher; to develop a model of the integral personal and professional competency of a distance learning teacher; to analyze the components of his/her activity. The theoretical significance of the article lies in the expansion of knowledge concerning the qualification characteristics of distance learning teachers. The practical significance of the work consists in the application of the results obtained in the preparation / advanced training of university teachers to work in distance learning. The acquired knowledge can be applied in the training of teachers not only in higher, but also in secondary educational institutions of various profiles.