Psychological and Pedagogical Aspects of Distance Education in a Pandemic: Based on the Materials of a Survey of Students – Future Psychologists

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Abstract

The article presents the results of a questionnaire survey of students – future educational psychologists, which made it possible to determine the main advantages and disadvantages of the forced transition to distance education in a pandemic, and present conclusions about the possibilities and prospects of using this type of education in vocational education. The study involved 1-4 year students of full-time and part-time forms of study of the Faculty of Psychology of Tula State Pedagogical University named after L.N. Tolstoy in the amount of 289 people. The main advantages of the distance learning student are the availability of educational materials and information in the individual trajectory of passing the disciplines at any time, convenience in organizing independent work, the ability to plan their own time. The main difficulties identified by students are associated with high workload, insufficient time allotted for interaction with teachers, lack of technical capabilities for implementing the distance learning process at home. In general, students positively assessed the use of distance education and spoke about the advisability of using a mixed form – distance and fulltime education, the importance of psychological and pedagogical support for the subjects of the educational process in solving problems arising in the process of distance learning.

General Information

Keywords: distance technologies, quality of online education, professional education, educational psychologist

Journal rubric: Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2020120305

For citation: Shalaginova K.S., Dekina E.V. Psychological and Pedagogical Aspects of Distance Education in a Pandemic: Based on the Materials of a Survey of Students – Future Psychologists [Elektronnyi resurs]. Psychological-Educational Studies, 2020. Vol. 12, no. 3, pp. 80–94. DOI: 10.17759/psyedu.2020120305. (In Russ., аbstr. in Engl.)

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Information About the Authors

Ksenia S. Shalaginova, PhD in Psychology, Associate Professor, Department of Psychology and Pedagogy, Faculty of Psychology, Tula State Pedagogical University n.a. L.N. Tolstoy, Chairman of the Tula Regional branch of the Federation of Educational Psychologists of Russia. Professor of the Russian Academy of Natural Sciences., Tula, Russia, ORCID: https://orcid.org/0000-0002-9037-449X, e-mail: shalaginvaksenija99@yandex.ru

Elena V. Dekina, PhD in Psychology, Leading Research Associate, Associate Professor, Chair of Psychology and Pedagogy, Tula State Pedagogical University. L.N. Tolstoy, Associate Professor of the Volgograd Humanitarian Academy of Professional Training of social sphere specialists. Expert practitioner of the National Research Institute of Additional Education and Vocational Training. Expert of the Internet project "Electronic scientific and educational Library "Modern educational technologies in the social sphere", Tula, Russia, ORCID: https://orcid.org/0000-0003-4995-9071, e-mail: kmppedagogika@yandex.ru

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