Educational Activities Of Teachers In Distance Learning During A Pandemic

Abstract

The article examines the issues of organizing the educational activities of university teachers in the context of an emergency transition to the format of distance learning during a pandemic. The emergency transition created unique conditions for scaling classical forms of distance education, the experience gained requires description and analysis. Purpose of the study: to analyze the organization of educational activities of university teachers, to identify problems, advantages, positive and problematic educational practices. The study is based on theoretical approaches that describe changes in social practices under the influence of digital technologies, the impact of digital devices on the personality and the development of social relations. To identify positive and problematic practices of educational activity in the context of an emergency transition to the format of distance learning, a questionnaire survey method was used. The possibilities and limitations of digital educational technologies in the context of emergency scaling of distance learning, problem areas in the technical equipment of teachers, socio-psychological, methodological readiness of teachers to work in a digital environment were identified. It is shown that the development and preservation of the existing teaching corps require organized meaningful professional retraining associated with the formation of digital didactics skills. The scaling of the distance learning experience has launched the processes of qualitative changes in the education system. The groups of teachers and students were identified who consider the use of distance learning technologies as an opportunity to achieve well-being in education, implement an individualized and humanistic approach and equalize educational opportunities.