• N. О. Mosol Zaporizhzhya National University
  • O. V. Fil Zaporizhzhya National University
Keywords: distance learning, educational technology, educational innovation, principles of distance learning


The article deals with psychological and pedagogical principles of application of distance learning technologies in higher education. It is noted that despite the strong interest in distance learning, this method of organizing the educational process has recently become especially important due to the difficult epidemiological conditions. The effectiveness of distance education is based on the use of modern psychological and pedagogical, and informational-communication technologies, and the need and relevance of its development is enshrined in law. The authors emphasize that the notable features of distance learning as an individualized process of acquiring knowledge, skills, abilities and methods of human cognitive activity are the indirect interaction of participants in the learning process and the formation of a specialized educational environment. Under normal conditions, distance form of education in Ukraine is voluntary, but in the context of epidemiological emergencies, distance learning is almost the only possible way to ensure the continuity of the educational process, taking into account the individual educational trajectory of the learner. Rapid implementation and wide distribution of distance learning has revealed the following problematic aspects of its use: lack of proper software and hardware for educators and students, motivation of participants of the educational process, insufficient level of interpersonal communication (and, accordingly, the formation of communicative competence.) An important condition for the productivity of the organization of the educational process in the realities of distance learning is the observance of the set of principles that constitute a system of requirements for the process of professional training. The defined principles are grouped into three subsystems, namely: the principles that determine the motivation of students (professional orientation and conscious choice); principles that determine the nature of the learning process (flexibility, initiative and activity); principles that characterize the features of interaction between teacher and students (interactivity, mutual learning, self-control, self-regulation and self-correction, the principle of involving the professional “I” of the student).


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How to Cite
MosolN. О., & Fil, O. V. (2021). PSYCHOLOGICAL AND PEDAGOGICAL PRINCIPLES OF ORGANIZATION OF DISTANCE LEARNING PROCESS IN THE CONTEXT OF COVID-19 PANDEMIC. Bulletin of Zaporizhzhia National University. Pedagogical Sciences, (2), 276-282.