UDC 378-042:004::308
https://doi.org/10.20339/AM.07-21.043
S.P. Koryakovtsev is Cand. Sci. (Pedagogy) at Yaroslavl Higher Military School of Air Defense e-mail: youth1@mail.ru
Analyzed is, how widely and effectively information and communication technologies are used at the higher educational system. As a result of the study, it was found that in the process of distance learning students who belong to high and medium resource groups are more motivated, creative and efficient than students from families who belong to low resource groups. It has been determined that the main advantages of the distance learning format are the possibility of implementing individual educational trajectories of students, improving communication and the effectiveness of interaction between students and teachers, the ability to invite experts and practitioners to classes online, creating a more open and friendly educational environment. The study revealed the preferred forms of distance learning. Students from families who belong to highly resource groups, for the most part, believe that distance work of a teacher and student should be implemented mainly in the form of synchronous learning. Students from families who belong to medium resource and low resource groups generally prefer the format of asynchronous learning (recording lectures) and expanding students' independent work. Analyzed digital educational resources used by students of different groups. Regardless of gender, age, course of study and university, students widely use the digital educational resources of CyberLeninka. At the same time, it was found that students from families who belong to highly resource groups systematically turn to other digital educational resources: video lectures from Harvard and Stanford Universities. Based on the results of the study, measures are proposed to improve the effectiveness of distance learning at the university.
Key words: distance education, distance pedagogy, information and communication technologies, online learning, e-learning.
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