THEORETICAL AND METHODOLOGICAL FUNDAMENTALS OF DISTANCE LEARNING DESIGN IN THE CONDITIONS OF HIGHER EDUCATION INSTITUTION

Abstract

The relevance of the study is determined by the fact that distance learning is one of the promising areas of highereducation. To organize distance learning, higher education institutions build the process of educational interactionat a distance while preserving all the inherent components – goals, objectives, content, methods, organizationalforms, teaching aids – using information resources. However, as the results of empirical research show, distancelearning is not always implemented in higher education institutions at the required technical and technologicallevel. At the same time, higher education opens up new horizons related to innovative educational technologiesthat contribute to the creation of knowledge, management, dissemination, access to it and control over the qualityof learning and application in practice. Thus, the growth of manufacturability, modern educational trends arethe determining factors that set up distance learning as an effective mechanism for students to master the contentof educational programs. Therefore, the purpose of this article is to determine the theoretical and methodologicalfoundations of the design of distance learning in a higher education institution. The methodological basis of the studyare behaviorist, cognitivist, constructivist and connectivist approaches. The work uses a set of research methods: analysis of scientific and methodological works; systematization and generalization of data – to determinethe theoretical foundations of the use of distance learning tools in a higher education institution. The article statesthat distance learning is a set of modern psychological, pedagogical and telecommunication technologies, methodsand tools, which provides students with the opportunity to study without attending a higher education institution.The essential characteristic of distance learning as a purposeful organized process of active media-mediated jointactivity of teachers and graduates is proposed, during which future graduates acquire the competencies necessaryfor their professional activity. The content of distance learning design at the conceptual, technological and subjectlevel is determined.