DISTANCE (ONLINE) EDUCATION IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION: PROBLEMS, CHALLENGES, SOLUTIONS

Abstract

Military actions on the territory of Ukraine led to the active introduction of distance education in educational institutions almost throughout the territory of our country. The purpose of the article is to analyze the main principles of regulatory support and the experience of implementing online education as one of the forms of distance learning for secondary education students. At this stage, this form of teaching and communication with students prevails, because the vast majority of educational institutions believe that this configuration of knowledge provision is more effective, since it is possible to control the presence of students in class and organize interactive interaction. The online survey was conducted during September-October 2022 with the aim of determining the opinion of teachers of the Zaporizhzhia region about the organization of online learning for students in the distance form of education. The survey was attended by 146 teachers of the region working in urban (61%) and rural (39%) educational institutions; 78% of respondents teach in schools, 22% - in gymnasiums. A survey of 90 people (including vocational training) was conducted among applicants for education in the Zaporizhzhia region (urban institutions of general secondary education - 84%, rural - 16%). 72% of the interviewed teachers, who are currently working in wartime conditions, answered that it is inconvenient for them to carry out the teaching load in real-time conditions. 87% of the surveyed school students answered that lessons in ZOOM are more exhausting than face-to-face ones. Therefore, it is difficult for teachers and students to spend an excessive amount of time in front of the computer. The analyzed aspects of the implementation of distance (online) education in the Zaporizhzhia region and the comparison with the situation in other regions showed that teachers in different parts of Ukraine faced similar difficulties to a greater or lesser extent and it is worth finding optimal ways to overcome them. We conclude that currently, perhaps the best form of education is hybrid learning - when a teacher meets with children synchronously (for example, on a video conference) and simultaneously uses asynchronous learning. The article examines the issue of compliance with regulatory documents regarding the conduct of online education. In the future, we consider it necessary to investigate the optimal forms and methods of conducting an online lesson.