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TECHNOLOGIES OF SYNCHRONOUS AND ASYNCHRONOUS LEARNING IN THE PRACTICE OF DISTANCE TEACHING OF GEOGRAPHICAL DISCIPLINES
Abstract
Modern global challenges caused by the Covid-19 pandemic, which have been exacerbated by the martial law imposed in Ukraine for almost six months, have determined distance learning technologies with the help of information and communication technologies to be the only alternative to traditional education. The article is devoted to the analysis of synchronous and asynchronous learning technologies in the practice of distance teaching of geographical disciplines in higher education institutions. The article substantiates the expediency of combining both modes of online education organizing, the main goal of which is the formation of nationwide access to educational resources for all students. The application of specialized programs, principles, and trends of global teaching practices for the distribution of materials for teaching geographic disciplines on a digital platform is considered. The effectiveness and risks of synchronous and asynchronous combination in the practice of distance teaching of geographical disciplines are analyzed, based on the main principles of cooperation methods. As a result, it is claimed that the combination of synchronous and asynchronous modes during the implementation of the educational process of studying geographic disciplines remotely allows: 1) to receive quickly available materials; 2) to form a persistent interest in finding and solving problematic issues in the chosen specialty in combination with the study of geographical disciplines; 3) to develop soft skills and motivate students to informal education, as well as support the student community through the presence of cognitive, social and educational elements.
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References13
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