Distance learning development in COVID-19 context

Oksana Voitovska; Kaleriia Kovalova; Viktoriia Kuleshova; Oksana Kravchuk; Olena Moroz

doi:10.53730/ijhs.v6n1.3711

Authors

Oksana Voitovska
ovoitovskaya@ukr.net
National Pedagogical Dragomanov University, Kyiv, Ukraine
Kaleriia Kovalova Simon Kuznets Kharkiv National University of Economics, Kharkiv, Ukraine
Viktoriia Kuleshova Educational-Scientific Professional-Pedagogical Institute of Ukrainian Engineering Pedagogics Academy, Kyiv, Ukraine
Oksana Kravchuk Pavlo Tychyna Uman State Pedagogical University, Uman, Ukraine
Olena Moroz Kherson State Maritime Academy, Kherson, Ukraine

Keywords:

COVID-19, distance education, distance learning, higher education, mental health, online education

Abstract

The purpose of the article is to evaluate the practice and experience in the development of distance learning forms. Methodology. This article used secondary data from the UK Student Survey (Office of National Statistic COVID-19 Insights Survey (SCIS) during May 4-12 and November 19-29, 2021, to assess trends in the impact of the pandemic on their success. Results. The study found that limitations in higher education due to the spread of the coronavirus have driven the need for online education. In the UK, the most common education form was self-study or distance learning with a lecturer. Its prevalence has decreased as restrictions continue due to the online learning forms development (from 14% to 55%). With the developments, the number of students wishing to continue learning may be related to the adaptation to the new educational environment. In the UK, the combination of different distance learning methods is also changing, and the availability of online materials is increasing. The reduction in the amount of students' group work, the number of pre-recorded lectures or content, and the number of scheduled online classes from 76% to 40% remains negative.

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