infojournalИнформатика и образованиеInformatics and education0234-04532658-7769Publishing House Education and Informatics10.32517/0234-0453-2023-38-1-72-82infojournal-923Research ArticleПЕДАГОГИЧЕСКИЙ ОПЫТPEDAGOGICAL EXPERIENCEДистанционное обучение в эпоху пандемии: опыт российских преподавателейDistance learning during the pandemic era: Russian instructors’ experiencehttps://orcid.org/0000-0003-1868-8336СадыковаГ. В.SadykovaG. V.

Садыкова Гульнара Василевна, канд. филол. наук, Ph.D., доцент, доцент кафедры романо-германской филологии, Институт филологии и межкультурной коммуникации

Казань, Республика Татарстан

Gulnara V. Sadykova, Candidate of Sciences (Philology), Ph.D., Docent, Associate Professor at the Department of Romance and Germanic Philology, Institute of Philology and Intercultural Communication

Kazan, The Republic of Tatarstan

gsadykov@kpfu.ruhttps://orcid.org/0000-0003-3803-7338СеверьяновО. И.SeveryanovO. I.

Северьянов Олег Иванович, канд. экон. наук, доцент, доцент кафедры экономической теории и эконометрики, Институт управления, экономики и финансов

Казань, Республика Татарстан

Oleg I. Severyanov, Candidate of Sciences (Economics), Docent, Associate Professor at the Department of Economic Theory and Econometrics, Institute of Managment, Economics and Finance

Kazan, The Republic of Tatarstan

Oleg.Severyanov@kpfu.rufu.ruКазанский (Приволжский) федеральный университетРоссияKazan (Volga region) Federal UniversityRussian Federation2023160420233817282Copyright © Садыкова Г.В., Северьянов О.И., 20232023Садыкова Г.В., Северьянов О.И.Sadykova G.V., Severyanov O.I.This work is licensed under a Creative Commons Attribution 4.0 License.https://info.infojournal.ru/jour/article/view/923

Статья посвящена изучению опыта преподавателей российских вузов, приобретенного в период экстренного удаленного обучения в 2020–2021 годах во время пандемии. Актуальность работы обусловлена необходимостью корректировки траектории развития системы дистанционного обучения. Новизна статьи определяется существенным дефицитом изучения, обобщения и осмысления данного опыта в научной литературе.

В исследовании использовались количественные и качественные методы сбора и обработки данных. Преподаватели российских вузов (N = 57) ответили на вопросы онлайн-анкеты, целью которой было выявить преимущества и недостатки дистанционной формы обучения. Для установления наиболее распространенных, ключевых тем применялись методы корпусной лингвистики, позволившие выделить частотные слова, используемые респондентами для описания своего положительного и отрицательного опыта. Ответы на открытые вопросы подвергались также контекстуальному и контент-анализу.

Среди наиболее существенных положительных сторон онлайн-формата респонденты выделили: экономию времени на дорогу, расширение репертуара педагогических стратегий и доступа к наглядным методам представления информации за счет технических возможностей онлайн-платформ, вовлечение молчаливых студентов в активное общение, безопасность коммуникации в период распространения вирусной инфекции, постоянный доступ студентов к информационным ресурсам. К недостаткам дистанционного обучения респонденты отнесли: ухудшение уровня взаимодействия со студентами при отсутствии личного и (или) визуального контакта, технические проблемы со связью, трудоемкость, сложность развития практических навыков, трудности эффективного контроля знаний и психологического состояния студентов, снижение мотивации у студентов, а также проблемы со здоровьем.

На основании результатов исследования сделаны выводы о необходимости повышения профессиональных компетенций преподавателей и расширения технической базы образовательных организаций. Последнее обеспечит доступ и использование многофункциональных систем управления дистанционным обучением и программ, позволяющих проводить видеоконференции, делиться файлами, а также демонстрировать мультимедийные презентации и онлайн-материалы.

Исследование значимо с точки зрения изучения и обобщения положительного и отрицательного опыта преподавателей для усовершенствования программ повышения квалификации, принятия решений по закупке и внедрению оборудования и программного обеспечения, внесения изменений в программы развития вузов.

The article focuses on studying Russian university instructors’ experience acquired during the emergency remote learning period in 2020–2021. The need to adjust the development route of the distance learning system determines the topicality of the research. The novelty of the article is determined by significant gaps in scientific literature concerning studying, generalizing, and comprehending such experience.

The study employed quantitative and qualitative methods of data collection and processing. Russian university instructors (N = 57) filled in an online questionnaire which aimed to identify the advantages and disadvantages of distance learning. Corpus linguistics methods were used to outline the most common key themes, which made it possible to identify the frequent words employed to describe positive and negative experiences. Responses to open-ended questions were examined using contextual and content analysis.

The most significant positive aspects of the online format identified by the respondents included travel time saving, extending the repertoire of teaching strategies and access to visual methods of presenting information thanks to the online platform technological capabilities. This enabled instructors to involve usually silent students in active communication. Moreover, the respondents cited safe communication during the spread of a viral disease as well as students’ constant access to information resources. As for disadvantages, respondents mentioned a marked deterioration in interaction with students due to the lack of personal and/or visual contact, technical communication problems, and labor intensity. Other often cited drawbacks were difficulties in developing practical skills and effectively monitoring students’ knowledge and psychological state, learners’ decreased motivation as well as health problems.

Based on the results of the study, the article concludes that it is necessary to improve instructors’ professional competencies and improve technical facilities of educational institutions. This would provide access to and usage of multifunctional distance learning management systems and programs that permit videoconferencing, file sharing and demonstrating multimedia presentations and online materials.

The research is relevant as it is important to study and summarize instructors’ positive and negative experience to improve professional development programs, make decisions on purchasing and using equipment and software, and change university development agendas.

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The authors declare that there are no conflicts of interest present.