METHODICAL LEVEL CULTURE OF DISTANCE LEARNING ORGANIZATION

The article presents data from a study of the methodological level of the culture of distance learning. The purpose of the study was to confirm the emergence of a methodological level of distance learning culture and its characteristics. The basis of the study was: materials of educational and methodological support of academic disciplines in the electronic educational environment of the Omsk branch of the University «Synergy», interviews with teachers of this branch. The chronological scope of the study was limited from March 2020 to January 2022. The selection of materials for the study was carried out by the method of content analysis. The analysis of the obtained data made it possible to formulate the concept of distance learning, to introduce the concept of «culture of distance learning», to define the «methodological level of the culture of distance learning», to identify the components of the methodological level of culture. As a result of the study, it became clear that the methodological level of distance learning culture includes three components: methodological support, methodological techniques and time interval. We also found that over the past 2 years there have been changes in the methodological support of distance learning, a search for new methodological techniques is being carried out and the emphasis is shifting to taking into account time intervals when teaching academic disciplines in a distance format. Regarding new methodological approaches and opportunities in teaching an academic discipline with the help of IT technologies, it became clear that they are associated with the visualization of educational material. The obtained data of the study include the understanding that IT technologies drastically reduce, if not completely remove the direct control functions of a teacher. The obtained data of the study include the understanding that IT technologies drastically reduce, if not completely remove the direct control functions of a teacher. Therefore, «auditory» control methods began to stand out, when the teacher is forced to memorize each of the students by ear, and when answering a training question, not to confuse one student with another, and «written» control methods, when the teacher formulates a control question via chat.

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