Open AccessDistance learning development in COVID-19 context
Author(s) -
Oksana Voіtovska,
Kaleriia Kovalova,
Viktoriia Kuleshova,
Оксана Кравчук,
Olena Moroz
Publication year - 2022
Publication title -
international journal of health sciences (ijhs) (en línea)
Language(s) - English
Resource type - Journals
eISSN - 2550-6978
pISSN - 2550-696X
DOI - 10.53730/ijhs.v6n1.3711
Subject(s) - distance education , covid-19 , context (archaeology) , statistic , pandemic , online learning , adaptation (eye) , mathematics education , psychology , medical education , computer science , medicine , geography , statistics , mathematics , multimedia , disease , pathology , virology , neuroscience , outbreak , infectious disease (medical specialty) , archaeology
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.