Keyword: «distance learning technologies»

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.

The article is devoted to the use of formation and communication technologies in the process of teaching foreign languages as the way to increase to motivation and effectiveness of learning a foreign languages. The author also gives examples of the use of digital technologies in foreign language education.

The article deals with the issue of transition to distance learning, which made it possible to organize training in a new form, which has both positive and negative consequences. The need to rethink the basic principles of organizing the education process has caused a surge of creative activity of teachers to search for new alternative solutions.

The article reveals problems of the organizational work on the transfer of all students of the university to training with the use of computer and distance learning technologies in the conditions of quarantine. The author of the article analyzes the experience of the parallel solution of several interrelated tasks, such as: search for optimal software to carry out different types of online classes; creation of the educational content required for students’ distance learning; development of local acts of the university regulating the process of the use of computer-aided learning and distance learning technologies. The article also specifies possible ways to solve the issues under consideration.