PECULIARITIES OF DISTANCE LEARNING IN ADOLESCENCE

ОСОБЕННОСТИ ДИСТАНЦИОННОГО ОБУЧЕНИЯ В ПОДРОСТКОВОМ ВОЗРАСТЕ

Осытченко Владислав Викторович

студент педагогического института, Белгородский государственный национальный исследовательский университет, РФ, г. Белгород

Марков Александр Владимирович

научный руководитель, старший преподаватель кафедры иностранных языков, Белгородский государственный национальный исследовательский университет, РФ, г. Белгород

Abstract. In this article we disclosed the theme of the peculiarities of distance learning in adolescence, analyzed the theoretical provisions, as well as conducted experimental work.

Аннотация. В данной статье раскрыли тему особенностей дистанционного обучения в юношеском возрасте, разобрали теоретические положения, а также провели опытно-экспериментальную работу.

Keywords: pedagogy, distance learning, adolescence.

Ключевые слова: педагогика, дистанционное обучение, юношеский возраст.

1. Specifics of Internet learning in adolescence 

At present, the supplementation of traditional education with education through Internet technologies is constantly being carried out, online courses are being developed, and network libraries are being supplemented. Nowadays, a student is given the opportunity to study all available educational materials independently, as well as to ask the instructor questions even when the learner and the instructor are far from each other. N. B. Krylova notes that when using online learning, the student forms knowledge independently with the help of means of self-education technologies, and also the learner acquires by his/her own efforts experience both experimental and life experience [3]

One of the advantages of online learning is its accessibility, it allows to combine remote from each other for one reason or another teacher and learners. Wherever a student lives, he can always receive education, he only needs to have a gadget with him, with access to the Internet. This is a significant advantage that is not available in face-to-face education.

Nowadays, online courses that allow you to master specific useful knowledge in a particular field in a fairly short period of time are gaining great popularity. They can, for example, prepare you quickly enough to pass the Unified State Exam effectively. (As a rule, such courses allow you to master the program necessary for passing the exam in half a year). N.V. Grechushkina notes that online courses do a good job in solving the problem of additional training of students. Also, additional online courses form self-organization of the student and his ability to self-education. And this. in turn, helps to realize the concept of continuous. Continuous education [1] 

2. Impact of distance learning on students' academic performance

Distance learning has a number of disadvantages. One of them is the problem of including all students in the educational process: to a greater or lesser extent there may be no feedback from the student to the instructor, which cannot but affect the assimilation of the educational program. Among other things, it is extremely difficult to determine the validity of students' knowledge. Students are able to write a test or other test work in an unfair way, resorting to cheating or other help, thus deceiving not only the teacher, but also themselves. On the other hand, students often have to learn new topics on their own, since at the moment there is no standard for conducting distance learning classes, according to which their quality can be determined. Classes that are aimed at practical skills are extremely problematic to conduct in a distance format, because it is extremely important in such cases visualization, which may not be available for various reasons. [5]

Teachers of the Russian State Pedagogical University named after A.I. Herzen conducted a longitudinal study, which showed that distance learning, according to students, worsened the quality of knowledge and skills, decreased motivation for learning, and the study load increased. It was noted that it is extremely problematic to study in a distance format for first-year students. First of all, because the learning environment, teaching specifics, and assessment criteria are absolutely new for them. However, at the same time, students who have been studying for more than a year have accepted the new format of education quite easily and the results of assessment of their knowledge have not changed. [4]

According to the results of the study, which are published on the RBC website [2], we can say that initially students had no difficulties with the transition to online learning, but towards the end of the year, in the spring, some students see difficulties, namely: feelings of depression and loneliness, problems with organization and motivation to study. Also, some students note that in the online format it is much more problematic to ask questions to the teacher.

It is also necessary to mention those disciplines in which it is very necessary for students to communicate closely with the teacher: design, medical disciplines, ballet, etc. In these disciplines, in addition to the theoretical course, communication between the teacher and the student directly is very important. In this regard, it can be assumed that online learning for similar professions will have a negative impact on the quality of students' knowledge.

3. Practical identification of peculiarities of online learning among students

The study was conducted on the basis of NIU “Bel GU”, faculty of MENO, 2nd course

Purpose of the study: to study the features of distance learning in adolescence.

Objectives of the study:

1. to study the peculiarities of distance learning in adolescence.

2. To make practical recommendations to teachers on the organization of distance learning in adolescence.

Students were offered to take the questionnaire “Identification of peculiarities of online learning in students”, the purpose of which was to identify the subjective assessment of students in the effectiveness of distance learning.

The questionnaire “Identifying the features of online learning in students” was conducted in the course of the study.

55.6% of students often find it difficult to tune in to class in an online learning environment, 16.7% of learners always find it difficult to tune in to an online class, and 27.8% of students feel that they sometimes find it difficult to tune in to an online class. In response to the question “Do you experience boredom during class?” 44.4% of respondents said they often experience boredom, 33.3% said they sometimes experience it, and 11.1% of students experience it always. To the question “Do you experience satisfaction from the learning process?”, 77.8% of the subjects answered that they do not experience satisfaction from the learning process, 22.2% of students experience satisfaction from the learning process. To the question “Does distance learning contribute to the formation of love for the chosen profession?”. 55.6% of students answered that online learning does not contribute to the formation of love for the profession, 38.9% of students noted that online learning does not fully contribute to the formation of love for the profession, and 5.6% of students noted that online learning fully contributes to the formation of love for the chosen profession.

The questionnaire showed that most of the students have a negative attitude towards online learning: students often feel bored during online classes, online learning often does not contribute to the formation of love for the chosen profession, and it is problematic for students to tune in to online classes