Abstract:

The article describes the characteristics of the methods of organizing students' independent work in the conditions of distance learning in higher education institutions. The article reveals the following methods of organizing students' independent work in the conditions of distance learning: the case method; chat conference method; the Webquest method; methods of individualized teaching and learning; project method; research method; method of modular training; interactive method; «brainstorming» method; synchronous and asynchronous method. It is noted that the greatest efficiency in distance learning can be achieved when using mixed methods of distance learning. It is revealed that the teacher's role in organizing students' independent work when using case technologies lies in the creation of a teaching-methodical complex of the discipline provided to the student and conducting consultations. The main stages of "brainstorming" are characterized. In the practice of distance learning, methods of synchronous and asynchronous learning are used. The development of these methods is connected with the holding of educational collective discussions and conferences.

A methodical feature of distance learning is that the assimilation of knowledge, skills and abilities provided by educational programs is carried out over traditional forms of education (lectures, seminars, etc.), and through independent work of the student with the help of various means – information carriers. At the center of the distance learning process is not teaching, but learning, that is, the student's independent cognitive activity of mastering knowledge, skills and abilities. At the same time, the learner must not only have computer skills, but also methods of working with educational information that he encounters in the distance learning process.

The considered methods of distance learning combine both traditional methods of communication between the teacher and students at lectures and seminars in the classroom, as well as synchronous and asynchronous contacts using the Internet. Existing methodologies pay a lot of attention to technology, not to mention what needs to be analyzed. First of all, it is the need for training and goals. It is important to consider the content part of training, the combination of theory and practice, points of attention, the formation of motivation and the desire to continue training.

Therefore, distance education is a new form of education. Innovative forms of organization of the educational process both facilitate the assimilation of educational material and provide new opportunities for the development of creative abilities of gifted students, constantly stimulating their personal growth.

Keywords: independent work, student, education, distance learning, organization of the educational process.

References:

1. Bochar, I. (2022). Osoblyvosti interaktyvnykh tekhnolohiy v umovakh dystantsiynoho navchanny. [Features of interactive technologies in the conditions of distance learning]. Ternopilʹ.

2. Vlasenko, L. V. (2011). Metody dystantsiynoho navchannya. [Distance learning methods]. Sofiy.

3. Hitun, N. I. (2012). Vykorystannya interaktyvnykh metodiv navchannya v protsesi pidhotovky fakhivtsiv sotsialʹnoyi roboty v Lutsʹkomu instytuti rozvytku lyudyny Universytetu «Ukrayina». [The use of interactive learning methods in the process of training social work specialists at the Lutsk Institute of Human Development of the University «Ukraine»]. Lutsk.

4. Holub, N., Horoshkina, O. (2023). Metody dystantsiynoho navchannya ukrayinsʹkoyi movy. [Methods of distance learning of the Ukrainian language]. Kyiv.

5. Dystantsiyne navchannya: dydaktyka, metodyka, orhanizatsiya. (2017). [Distance learning: didactics, methodology, organization]. Chernihiv. 

6. Kapchenko, L. M. (2014). Informatsiyno-komunikatsiyna modelʹ dystantsiynoho profesiynoho navchannya bezrobitnykh. [Information and communication model of distance vocational training of the unemployed]. Kyiv.

7. Kozak, L. V. (2015). Keys-metod u pidhotovtsi maybutnikh vykladachiv do innovatsiynoyi profesiynoyi diyalʹnosti. [Case method in training future teachers for innovative professional activity]. Kyiv.

8. Kukharenko, V. M. (2002). Dystantsiyne navchannya. Umovy zastosuvannya. [Distance learning. Terms of use]. Kharkiv.

9. Surmin, YU. P. (2005). Metod analizu sytuatsiy (Casestudy) ta yoho navchalʹni mozhlyvosti. [Method of analyzing situations (Casestudy) and its educational possibilities]. Kyiv.

10. Tekhnolohiyi dystantsiynoho navchannya. [Distance learning technologies]. Kyiv.

11. Shpontak, I. M. (2010). Vykorystannya interaktyvnykh komp'yuternykh tekhnolohiy u navchalʹno-vykhovnomu protsesi yak tsilisnyy tvorchyy pidkhid shchodo formuvannya maybutn ʹoho fakhivtsya. [The use of interactive computer technologies in the educational process as a holistic creative approach to the formation of a future specialist]. Kyiv.