STUDENT-CENTERED DISTANCE LEARNING IN COMPLICATED CONDITIONS (PANDEMIC COVID-19, MARITAL STATE IN UKRAINE)

Abstract

The article updates the problems of student-centered learning, which is the core of modern higher education. The specificity arises during the implementation of student-centered distance learning in the complicated conditions of the global Covid-19 pandemic (2020-2021) and martial law in Ukraine (2022). The author included 1071, 443, and 834 university students in the anonymous online survey in 2020, 2021, and 2022, respectively. The computer program IBM SPSS Statistics 23 was used to process the results of the student survey. The obtained results indicate that the following means of distance learning were most widespread at the university at the beginning of the pandemic  (listed in order of decreasing number of used educational disciplines, 2020): Moodle, Email, messengers. Google Meet, Google Classroom, Zoom are gaining priority as distance learning tools for students in 2021, 2022. The majority of students (about 70%) easily register in the Moodle system, but about 20% experience minor and about 10% significant difficulties. Some students express dissatisfaction with the quality of Internet connection (about 25-29%), their own technical support (about 17-20%), psychological comfort (about 22-27%). The calculation of the t-test indicates the absence of a statistically significant difference (p≤0.05) for independent samples of neighboring years during distance learning according to the following characteristics: ease/difficulty of registering students in Moodle (2020-2021, 2021-2022), psychological comfort (2020-2021), satisfaction with the quality of Internet connection (2020-2021, 2021-2022) and the quality of own technical support (2021-2022); in other cases of comparison, a statistically significant difference is observed. We used computer-oriented re-testing in Moodle, taking into account the complicated conditions of distance learning in Ukraine (2020-2022). This approach helps to improve the learning results of bachelor and master students by almost 16% and 13-17% for training, as well as by 4% and 3-20% for modular testing, respectively. We believe that the positive results of re-testing in Moodle should be taken into account and disseminated in the practice of higher education.