Digital educational practices of students in lockdown conditions

 Introducing digital technologies in education is a priority task of the current stage of the country’s development, which relevance and significance has been manifested during the pandemic. The education system found itself in a situation of a total forced transition to the online learning format. This transition revealed a whole range of problems related to online learning. Organizational, technical, methodological, psychological problems faced the participants of the educational process. Forced digitalization became a test for the education system, which is aimed with training personnel for the digital economy. The discussion on ways to digitalize education was expanding in the context of a lockdown by assessing the experience gained during this period. It becomes obvious that digitalization is possible provided both by technical readiness of the system, and the psychologically prepared key participants in the educational process. The authors turn to the research of students’ readiness for online learning, digital methods of acquiring knowledge using the experience of online learning in a pandemic. The study methodological basis is the digital sociology theses on the role and significance of digital technologies as intermediaries in social interaction (F. Nitsevich). Digital technologies change the patterns of social interaction, social relationships, and human self- image. The study objective is to identify the innovative potential of students, their readiness to master and use digital technologies in the educational process, and to online learning. The main hypothesis of the study is online education requires the formed digital competencies of students, equipment availability, students’ internal readiness to study online, however, the previous educational experience of students does not provide them with digital learning skills determining the difficulties of online education in the pandemic. Based on a questionnaire survey of the technical university students the with online learning experience carried out by the authors, the paper identifies the students’ attitudes to (1) readiness for the transition to distance educational technologies; (2) continuing such practices after lifting the quarantine restrictions, using information and communication technologies for distance learning tech- nologies; (3) assessing the organization of the university and personal digital educational environ (availability of devices and software, access to the Internet), evaluating student involvement in the educational process in the context of online learning; (4) estimating the digital skills and competencies (user and professional) of students. Results: The study reveals a range of problems faced students during the period of distant learning; gives a characteristic of students’ readiness to use digital educational technologies. The work practical significance is the results obtained can be used to improve online learning methods, procedures for involving students in the educational process, and assessing their educational results.

digitalization of education, digital technologies in education, digital competencies of students, students’ readiness for online education, educational practices of students, e-learning, learning satisfaction,

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