Please use this identifier to cite or link to this item: http://ekrpoch.culturehealth.org/jspui/handle/lib/340
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dc.contributor.authorPolishchuk, V. M.-
dc.date.accessioned2020-09-17T16:21:58Z-
dc.date.available2020-09-17T16:21:58Z-
dc.date.issued2020-06-30-
dc.identifierDOI: 10.26697/ijes.2020.2.29-
dc.identifier.citationPolishchuk, V. M. (2020). Psychology of Distance Education. International Journal of Education and Science, 3(2), 43. doi:10.26697/ijes.2020.2.29-
dc.identifier.issnPrint ISSN: 2618-0553; Online ISSN: 2618-0561-
dc.identifier.otherDOI: 10.26697/ijes.2020.2.29-
dc.identifier.urihttp://ekrpoch.culturehealth.org/jspui/handle/lib/340-
dc.description.abstractDistance education in the conditions of viral pandemic has actualized the importance of the main half-forgotten “innovative technology” which is related not to the technical but to the subjective (human) factor (a researcher as a teacher, scientist, mentor). 2. At least three cognitive guidelines strengthened in the public consciousness: 1) impossibility of making absolute any methodology of the educational process; 2) the inviolable dominant basics of the conservative forms of educational work due to which the education system remains stable (lectures, seminars, practical classes in the mode of “live communication”); 3) the harmonious combination of conservative forms of educational work and various technical innovations as auxiliary educational tools. 3. The “online” system has proven itself in business, crisis management, optimization of the workplace at home (while in the educational process its dominance is unacceptable as it was noted).uk_UA
dc.language.isoenuk_UA
dc.publisherХОГОКЗ / KRPOCH Publishinguk_UA
dc.relation.ispartofseriesInternational Journal of Education аnd Science, 3(2)-
dc.titlePsychology of Distance Educationuk_UA
dc.typeArticleuk_UA
Appears in Collections:Vol. 3, No. 2, 2020

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