Российский психологический журнал (Jun 2022)
Psychological and pedagogical problems of distance learning in the views of teachers and parents
Abstract
Introduction. In recent years, the attention of scientists and practitioners is increasingly drawn to the problems of organizing distance learning. The relevance of the study lies in the fact that distance learning, which appeared as an addition to the traditional education system, after 2020 has become a necessary and sometimes the only form of continuing education for students and schoolchildren. The article presents the results of an empirical study of teachers and parents on an online platform to study their attitudes and assessments to various aspects of distance learning, shows the similarity and differences in the assessments of teachers and parents to online technologies in teaching schoolchildren. Methods. 2758 respondents took part in the study in the online platform, including: teachers - 571 people, students - 703 people and parents - 1484 people. For each group of respondents, separate questionnaires were compiled, consisting of closed, semi-closed and open questions. Questionnaire questions were aimed at identifying the attitude of respondents to distance learning, assessing the difficulties and problems of organizing interaction between students, teachers and parents in online learning, as well as about the desire and possibility of continuing education in this format. Results. Teachers, like parents, point to communication problems as the main shortcomings of distance learning. The negative attitude of parents to distance learning was reflected in their assessment of the impact of this technology on the emotional and behavioral manifestations of children. Assessing changes in the learning activities of students in the context of distance learning, the majority of teachers (81%) believe that it had a negative impact on the motivation of students to learn. Yet, unlike parents, teachers gave a positive assessment to some aspects of distance learning. More than 16% of teachers believe that the use of online learning allows them to implement a differentiated approach to students and teach them at their own pace, and about a quarter of respondents (23%) see distance learning as a good opportunity to increase the level of student independence. Discussion of the results. The scientific novelty of the research is determined by an integrated approach to the analysis of the psychological and pedagogical problems of distance learning in the views of teachers and parents. With regard to proposals for improving the interaction between distance learning participants, the opinions of teachers and parents turned out to be similar. More than two-thirds of parents and the majority of teachers proposed to improve information and computer technologies, as well as to provide the child with high-quality computer equipment and uninterrupted Internet. Conclusion. The lack of interpersonal interaction between students and teachers is an obvious problem that somehow accompanies online learning. This psychological factor negatively affects both motivation and learning success. Under these conditions, further research into the problem of interaction between participants in the educational process and the development of optimal ways to organize their joint educational activities become extremely relevant.
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