DISTANCE EDUCATION IN INSTITUTIONS OF HIGHER EDUCATION (ANALYSIS OF TEACHERS' OPINIONS)

The article examines the problem of implementing a distance form of higher education. The results of the study of teachers' opinions were analyzed. The purpose of the study is to determine the opinion of teachers about the positive and negative aspects of the distance form of higher education. Research methodology includes general theoretical methods: analysis and synthesis of pedagogical, psychological, sociological literature on the research problem; comparison, systematization, generalization, interpretation of existing theoretical approaches and empirical results; analytical induction as a technique for forming universal statements about the essence and peculiarities of the organization of distance learning in institutions of higher education. Scientific novelty. The teachers' opinion on the positive and negative aspects of distance learning in higher education institutions was determined (in the first approximation). Conclusions. As a result of the conducted research, we can state the following: 1. The vast majority of teachers (75%) consider it expedient to use a distance form of higher education in the presence of external negative factors affecting the health and life of participants in the educational process. 2. Comparing the full-time and distance form of higher education, teachers prefer the full-time form (90-95%), justifying their opinion by the possibility of better implementing the educational program in classrooms and by increasing the time for technical and methodical preparation for classes. 3. Teachers see the lack of direct communication with students and colleagues, a decrease in students' mental activity, the impossibility of forming a significant part of professional competences in students of technical bias without performing laboratory work in laboratories and practical tasks in educational workshops as the main difficulties in the remote form of higher education. 4. The absolute majority of teachers (95%) believe that the remote form of obtaining higher education affects them negatively, because: the level of teacher-student, teacher-teacher communication decreases; financial costs for the purchase of appropriate technical support and time for training and conducting classes increase; the psycho-physiological condition worsens as a result of waiting and communicating with students at an unscheduled time