The effectiveness of the pedagogical conditions for organizing the educational process using distance educational technologies at the university

Abstract

Abstract This article solves such a significant scientific problem as the identification of effective pedagogical conditions for organizing the educational process using distance educational technologies at a university. The article discusses three options for organizing the educational process at a university: traditional full-time and part-time education, part-time education with partial use of distance learning technologies, completely distance learning. The study defines the following conditions as pedagogical conditions, grouped into 4 clusters: training content, training time, training methodology, training control. The study examines motivation for learning, training level, learning ability, and the strength of learning outcomes (residual knowledge) as criteria that make it possible to compare the effectiveness of certain pedagogical conditions in the implementation of the educational process in traditional and remote forms. To determine the statistical significance of the research results, the Student’s t-test is used. The study was conducted on the basis of the Yelets State University named after I. A. Bunin in the period of 2018-2020. The study involved 3567 students and 440 teachers. The study revealed pedagogical conditions, the effectiveness of which is determined by general pedagogical mechanisms, as well as pedagogical conditions that are effective only for distance education.