DISTANCE LEARNING: EXPERIENCE, PROBLEMS, PROSPECTS

Introduction. The article considers the issue of introducing distance learning elements in the preparation of students of the second (master's) level of higher education in the specialties 012 Preschool education and 013 Primary education. The purpose of the article is to highlight distance learning experience and determine its problems and prospects. Methods. In the study the theoretical (analysis and systematization of scientific and pedagogical literature, legal documents, instructional materials) and empirical (study and generalization of domestic and foreign experience, surveys, mathematical processing of results) research methods were used. They allowed determining the essence of the main research concepts, students' attitudes to distance learning, as well as their impressions of working with a distance course. Results. Based on the analysis of scientific and pedagogical literature, the structure of distance learning is determined, which includes all the components inherent in the educational process: purpose, content, methods, technologies, organizational forms, teaching aids. The analysis of the survey results is presented. It was conducted with full-time and part-time students of the last year of study at the bachelor's degree level in the specialties 012 Preschool education and 013 Primary education and concerned their attitude to the use of distance learning in the master's training. The results of the survey indicate the desire of students at the second (master's) level of higher education to combine learning with work and therefore consider it appropriate to use blended learning. For students of these specialties a distance course «Technologies to study the mathematical education» was designed using a systematic approach ADDI, which includes the following phases: analysis, design, development, implementation, evaluation. The article presents an analysis of the results of the survey «My impressions of the distance learning course». It was determined which tasks the students liked, did not like and which tasks caused complications. The reasons for this choice are substantiated and the ways of solving the complications that have arisen are presented. Conclusion. 1. The use of distance learning elements in training students of the second (master's) level of higher education is appropriate, as evidenced by the results of students' survey and distance learning outcomes. 2. The ADDI system approach proved to be effective when designing the distance course. 3. For organizing blended learning, in particular elements distribution, that will be implemented through distance and classroom learning, it is appropriate to use Bloom's taxonomy, which allows selecting appropriate tasks and implementing them on the basis of the certain course objectives. Other types of distribution, such as lectures – in online format, and practical classes – in the classroom, or vice versa – are formal and have a number of disadvantages.