=Paper=
{{Paper
|id=Vol-2914/Paper6.pdf
|storemode=property
|title=COVID 19 Accelerator of Changes in the Readiness of University Teachers to Use Distant Learning Technologies
|pdfUrl=https://ceur-ws.org/Vol-2914/paper6.pdf
|volume=Vol-2914
|authors=Vladimir A. Belenko,Alla G. Klepikova,Sergey N. Nemtsev,Tatiana V. Belenko
}}
==COVID 19 Accelerator of Changes in the Readiness of University Teachers to Use Distant Learning Technologies==
https://ceur-ws.org/Vol-2914/paper6.pdf
62
COVID 19 Accelerator of Changes in the Readiness of
University Teachers to Use Distant Learning
Technologies*
Vladimir Belenko1[0000-0002-1645-3050], Alla Klepikova1[0000-0002-6265-7871],
Sergey Nemtsev1[0000-0002-6324-450X], and Tatiana Belenko1[0000-0003-2115-4669]
1 Belgorod State National Research University, Pobeda str., 85, Belgorod, 308015, Russia
vbelenko@bsu.edu.ru
Abstract. The article describes the experience of the Belgorod State University
(BelSU) in organizing the educational process during the forced transition to full
distant learning due to COVID-19. The authors present the results of the study of
changes in the readiness of the university faculty to use distant learning technol-
ogies. Many years of experience in the use of digital educational technologies,
the availability of a well-developed distant learning system, and a high degree of
provision of the educational process with electronic educational resources al-
lowed BelSU to restructure the educational process in a short time. The results of
the study show that the forced transition to distant learning had a beneficial effect
on the readiness of teachers to use distant learning technologies, changed their
attitude to new approaches in the organization of the educational process.
Keywords: Distant Learning Technologies, Distant Learning, Digital Educa-
tional Technologies, Distant Learning System, Moodle, Online Course, Video
Conferencing Systems, Information and Educational Environment of the Uni-
versity, COVID-19.
1 Introduction
In March 2020, the Belgorod State National Research University (BelSU), was forced
to switch to distant learning. Thanks to the accumulated experience of using distant
learning technologies (DLT), the educational process at the university was rebuilt in
the shortest possible time.
Distant learning technologies have been used at BelSU since 2004. During this time,
the university has developed the Pegasus e-learning system based on LMS Moodle and
created more than 4,500 internal online courses that meet the approved requirements.
Since 2010, the Pegasus system has been used in the implementation of educational
programs in all forms and at levels of education. 82.2% of the courses taught at the time
of 16.03.2020 were provided with online courses of the "Pegasus" system. Until
* Copyright 2021 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
63
23.03.2020, temporary training courses were created in the "Pegasus" e-learning system
for disciplines that were not provided with online courses, where teachers could create
elements for the implementation of the educational process, interaction with students,
including in the webinar mode and post electronic educational resources.
Since the 2016-2017 academic year during the implementation of educational pro-
grams in 13 areas of training in the educational process, the university began to use the
model of organizing the educational process – "combined training" – which gives the
student the choice to come to classes full-time or participate remotely in the video con-
ferencing mode [1, 2, 3].
Since 2018, mass open online courses (MOOCs) have been used in the educational
process at the Belgorod State University. An open education portal was created to host
the MOOCs developed by the University. Currently, the portal of OpenBelSU is in-
cluded in the resource "Modern digital educational environment of the Russian Feder-
ation" [4].
Thus, in the situation of transition to distance learning, the university only needed to
scale already developed models of the implementation of the educational process. Of
course, in the new conditions, as in other universities, there were difficulties in specific
areas (the lack of readiness of the technical infrastructure for increased loads, the lack
of training of some teachers, the low motivation of some students to study online, etc.)
[5-12], but in general, BelSU was able to cope with the difficulties and rebuild the ed-
ucational process.
2 Purpose and objectives of the research
The purpose of this study was to determine the changes in the degree of readiness of
teaching staff for the use of digital educational technologies in the educational process.
The authors of the study set out to find out the opinion of respondents about their atti-
tude to work in the digital educational environment of the Belgorod State University,
in which they closely interacted with students during distance learning, how the time
labor costs of teachers changed in the mode of remote interaction, which features of the
distant learning format most caused them difficulties in the process of interaction with
students, which services during classes in the video conferencing mode caused them
preference.
3 Literature review
The analysis of the literature sources showed that educational institutions faced some
problems when switching to distant learning. The main technical problem is the unpre-
paredness of the network and server infrastructure of the information and educational
environment [13,14]. A sharp surge in the number of users of information and educa-
tional systems available in universities (LMS, video conferencing systems) has led to
failures in their work. The response to the problem was the modernization of the mate-
rial infrastructure, the rental of additional capacity, the use of new services, etc.
64
The problems of organizational and methodological nature include the lack of prep-
aration of the teaching staff for the use of remote educational technologies, the diffi-
culty in reformatting the traditional training course in a remote format, the increase in
the implementation time of the educational process [15-18]. Not all teachers were ready
to organize the educational process in a remote format. In the shortest possible time,
universities had to determine the optimal distant learning technologies in the current
conditions and prepare the teaching staff for the implementation of the educational pro-
cess in a remote format [19-21].
The transfer of the educational process of universities to a remote format during the
pandemic accelerated the processes of mastering remote educational technologies by
teachers. Even those teachers who had not previously planned to use distant learning
technologies in the educational process were forced to master new ways of organizing
the educational process in a short time. This circumstance caused some of the teaching
staff of universities to fear the decline in the quality of education. What the literature
sources say [8,18,22,23] and are confirmed by the studies, the results of which are given
in this article.
It is worth noting the growing interest of the teaching community in the use of digital
educational technologies in the educational process, even though the use of distance
learning technologies for some teachers was forced [21,24,25]. The analysis of search
queries in the Scopus and Elibrary citation databases.RU showed that the number of
studies related to distant learning technologies increased significantly in 2020 com-
pared to 2019, and this trend continues in 2021 (see Fig. 1).
The presented data show a significant increase in publications in 2020 related to the
queries: "online training", "distant learning", "Zoom". The number of publications in
the Elibrary database, where mainly Russian-language publications are presented, has
increased especially sharply for the following queries: "distant learning" (3.7 times),
"Zoom"(3.4 times), and training in "WhatsApp" (5.1 times). There is an increase in the
number of publications in 2020 compared to 2019, which are issued in the search list
for queries related to the organization of distant learning, which indicates an increased
interest of researchers in this issue.
4 Methodology
The determination of changes in the degree of readiness of teaching staff for the use of
digital educational technologies in the educational process was based on the experience
of using DLT by teachers of the Belgorod State University. The study was carried out
based on observation and analysis of survey data. Observations and interviews with the
faculty of the Belgorod State University showed that the transition to distant learning
in conditions of an increased risk of the spread of coronavirus infection COVID-19 has
become a kind of catalyst for a change in the attitude of teachers to the use of distance
learning technologies and improving the level of digital skills (Fig. 1).
65
Elibrary
29162
18747
3032
2462 2042 2633
1674 2101
1042 827 814 1037
657 769 674 673 660
203
2019 2020
Scopus
13271 15839
7551
5759
3784 4771 3893
807 3953
28 101246 891 50 71 418
420
10
2019 2020
Fig. 1. Dynamics of publications on the subject of distant learning
5 Discussion
Since 2004, the Belgorod State University has been training teachers to use DLT and
digital educational technologies both in the course of advanced training programs and
in the course of regular training seminars. For 16 years, internal online courses in the
66
Pegasus e-learning system, instructions, and methodological materials have been de-
veloped for the training of teachers. Almost all teachers before the pandemic used the
Pegasus system to some extent, had experience in developing materials for internal
online courses, and some used MOOCs and video conferencing systems to organize the
educational process. Therefore, in preparation for the transition to distance learning,
only a few departments and faculties requested a training seminar. New instructional
materials, including video instructions, were also updated and developed.
During the period of distance learning, the scheme of organizations of the educa-
tional process was used, as shown in Figure 2. The educational process was centralized.
Classes were held in online courses of the Pegasus e-learning system in asynchronous
and synchronous mode using the BigBlueButton and Zoom services integrated into the
courses of the distance learning system. Some of the disciplines were implemented in
the MOOC environment. Support for teachers during the period of universal distance
learning was mostly targeted (consultations by e-mail and by phone). The digital edu-
cational environment of the university made it possible to organize a convenient and
effective interaction of all participants in the educational process.
To automatize the processes of organization of educational activities, remote access
of teachers, students, and administrative staff to electronic educational and information
resources in the digital educational environment of the university, the previously cre-
ated information system for managing the educational process – "Electronic Dean's Of-
fice" - was used. This system provides end-to-end support for training from the creation
of electronic curricula, to the formation of a digital double of the document on educa-
tion (electronic statements, credits, electronic schedule, digital services for students and
teachers, a system for supporting the preparation of final qualification exams, etc.).
During the full transition to distance learning, new services were developed (electronic
statements, application for remote training, online selection of electives for physical
education, etc.).
For the organization of the state final certification and the implementation of the
educational process in the mode of combined training during the transition period, when
some students could not attend real classes for one reason or another, specialized mul-
timedia classrooms were used. This approach allowed teachers in heterogeneous study
groups to conduct simultaneous classes for full-time and remote students.
The university administration, heads of educational departments, heads of depart-
ments have access to analytical information on educational tedium and the organization
of the distant learning process.
The high degree of readiness of the information and educational environment of the
university for the organization of distance learning during the period of complete iso-
lation allowed us to rebuild the educational process on remote interaction without any
problems.
Universities with developed information and educational environment and a high
degree of readiness of teachers to use digital educational technologies, taking into ac-
count the experience of Belgorod State University, can be offered as a scheme for the
organization of the educational process that contributes to the enhancement of the qual-
ity of training when using distance educational technologies (see Fig. 2).
67
Fig. 2. Organization of the educational process using distance learning technologies.
6 Results
The study to determine changes in the degree of readiness of teachers to use digital
educational technologies in the educational process was conducted in the period from
April 2020 to April 2021. 497 teachers of the Belgorod State University participated in
the survey.
At the beginning (March-April 2020), the transition to distant learning in conditions
of an increased risk of the spread of COVID-19 coronavirus infection caused concern
and excitement among most teachers about the implementation of the educational pro-
cess in a remote format. According to the survey, 14.1% of respondents were concerned
about the problem of personal unavailability of the teaching staff to use DLT; 24% of
respondents were concerned about the insufficient level of readiness to use personal
technical means in the conditions of online and offline interaction; 23% were concerned
about the inability to reformat the traditional format of the academic discipline into a
distant learning format; 29.7% were concerned about the low level of readiness of stu-
dents to work in the distant learning mode; 53.1% of respondents were very concerned
about the decline in the quality of the educational process. 45.9% calmly accepted the
68
forced transition to distance learning, which was justified by the long experience of the
Belgorod State University using distant learning technologies (since 2004).
At the beginning of the study (March-April 2020), 16.2% of respondents did not use
the online educational environment "Pegasus" ("Pegasus") at all, preferring face-to-face
communication with students. 55.3% used "Pegasus" for testing students; 25.6% of re-
spondents actively used the resources of "Pegasus" in the educational process in all
forms of the educational process, 20.9% – only for interaction with students studying
by correspondence, 0.2% used a similar e-learning system. According to the criteria of
user satisfaction with the Pegasus e-learning system, the teachers ' assessment was gen-
erally satisfactory on a five-point scale. The average score for all criteria was 3.6. Er-
gonomics, ease of use, and reliability of operation received a low rating among the
respondents (the average score was 3.5). There were also problems with the quality of
the design, the presence of a clear interface, and the maintainability of the system – an
average score of 3.6. Users rated the system's versatility the highest (an average score
of 3.8). The low value of the average score for all criteria indicates that this system has
problems in functioning. This is a signal for the need to carry out work on its improve-
ment (see Fig. 3).
In their responses, teachers noted the difficulties they experienced during the period
of remote interaction with students since April 2020: the lack of traditional face-to-face
communication with students (50.3%); technical problems and interruptions to the In-
ternet (48.3%); difficulties in organizing independent work with students (13.7%).
Many respondents had to urgently develop electronic materials for "Pegasus" training
courses (11.5%). It was noted that it is difficult to support students ' attention when
conducting online lectures (14.3% of the surveyed teachers); insufficient methodolog-
ical support for organizing and conducting distant learning (5.8%); insufficient
knowledge of digital technologies (5%), low level of digital literacy for conducting
classes in online and offline formats (2.4%); lack of necessary technical devices
(webcam, microphone) on the home device (4.8% of the respondents). However, 32.2%
of respondents said that the distance learning format did not cause difficulties.
During the period of remote interaction, the temporary labor costs of teachers have
changed. Figure 3 shows that for 42.5% of teachers, they increased many times, in-
creased slightly-42.3%, did not change - 10.7%, decreased - 4.6% of respondents.
4,6%
increased many times
10,7%
increased slightly
42,5%
did not change
42,3% decreased
Fig. 3. Changing the time spent by teachers in the distant learning mode.
69
The main feature of the increase in the time spent by teachers was their direct work in
the "Pegasus" during classes, as for 92.8% of respondents, the e-learning system "Peg-
asus" became the main educational environment for interaction with students. On the
e-learning portal, they conducted online lectures in the video conference mode, checked
students ' assignments posted in online courses, provided feedback to students, com-
municated both in the forum and in personal correspondence through the exchange of
messages. In it, they could "pump" their digital skills. As a result of such activities,
37.6% wanted to modernize their online courses in the Pegasus system, add more edu-
cational information, interactive elements, and tools for interacting with students.
28.2% began to actively use various interactive elements of the "Pegasus" in the edu-
cational process for the collective and individual work of students. 59% conducted
online classes in the "Pegasus" training course using video conferencing (BigBlueBut-
ton or ZOOM). 38% actively used and continue to use the point-rating system in the e-
learning system "Pegasus". Only 5.4 % have not changed their attitude to working in
the digital educational environment, but they understand that "Pegasus" provides an
opportunity to effectively use the online format for training. To do this, first, it is nec-
essary to carefully develop online courses in all disciplines; second, to increase confi-
dence in the independent work of students; and third, to improve the level of qualifica-
tion in the field of IT technologies
At the final stage of the study (April 2021), the authors conducted a second survey
to determine the readiness of the teaching staff to use distant learning technologies (see
Fig. 4). The survey showed that 44.9% of teachers have a positive attitude to distance
learning, 37.0% have not changed their attitude, and 18.1% of respondents have a neg-
ative attitude to distant learning (see Fig. 4). Among the factors that positively influ-
enced the dynamics of changes in the attitude of teachers to distant learning were the
following: understanding the process of remote interaction with students (39.0%); ac-
quisition of skills in using distant educational technologies (45.7%); stable operation of
the Pegasus e-learning system (33.8%); the possibility of receiving feedback from stu-
dents regardless of their activity (32.7%); the ability of teachers to work at home (54%).
Teachers also positively noted the possibility of working in the classroom even in the
case of a mild form of the disease, both students and teachers, since the format of remote
educational technologies allow you to realize the effect of virtual presence.
18% have a positive attitude
to distant learning
45% have not changed their
37% attitude
have a negative attitude
Fig. 4. Teachers ' attitude to distant learning (April 2021).
70
The distant learning regime has also made certain changes in the attitude of teachers to
"Pegasus" (see Fig. 5). According to the survey, the assessment of the degree of satis-
faction with the teachers and users of the e-learning system "Pegasus" in the final stage
of the study was higher for all criteria (average score has increased from 3.6 to 3.9).
The average score on the Pegasus system's "versatility" criterion (from 3.8 to 4.2) and
the "practical utility" criterion (from 3.7 to 4.0) increased significantly. Users evaluated
the system's capabilities for conducting online classes, for working with students in
offline mode; they evaluated the system's controls and interactive capabilities when
interacting with students (see Fig. 5). The average score on the system's "reliability"
criterion remained virtually unchanged (from 3.5 to 3.6). However, there were negative
opinions of the participants of the educational process about the failures in the work of
the information and educational systems of the university due to a sharp increase in the
load on the means of online communication and the number of online users. For teach-
ers, the problem was also in the performance of their functions of monitoring independ-
ent work and the performance of certification tests by students in offline and online
mode.
Multifunctional
4,2
Ergonomics. Ease
Maintainability
of use 3,8
3,8 3,7
3,5 3,6
The quality of the
design, the 3,7 3,6 3,7
4,0 Practical utility
presence of a… 3,7 3,5
3,6
Integration into 3,9
the information Reliable operation
and educational…
2020 г. 2021 г.
Fig. 5. The degree of user satisfaction with the Pegasus e-learning system at the initial and final
stages of the study (average score).
A study of the readiness to use video conferencing systems during synchronous online
classes showed that only 1.2 % of respondents are not ready to use video conferencing
systems for organizing the educational process (see Fig. 6): 57.7% of respondents pre-
ferred using ZOOM, 18.5% – BigBlueButton, 21.1% of respondents are ready to work
with any service, 1.5% use other video conferencing systems (MS Teams, Diskord).
71
57,7%
18,5% 21,1%
1,2% 1,5%
ZOOM BigBlueButton are ready to work are not ready to use other video
with any service video conferencing conferencing systems
for organizing the
educational process
Fig. 6. Teachers ' preferences in using video conferencing systems when conducting online clas-
ses.
While before the pandemic, only a small part of teachers used online learning technol-
ogies in the educational process and most often in the correspondence form of training,
then after the experience of organizing the distance learning process, a significant part
of teachers considers it appropriate to use online learning technologies. Only 13.5 %
believe that online learning cannot be used in any form of training. A significant num-
ber of respondents consider it appropriate to use online learning technologies to organ-
ize the distance learning process (47.5% of full-time and part-time students-43.1%).
37.6 % of teachers allow the use of a mixed format of full-time education (see Fig. 7).
Most of the faculty of the Belgorod State University (89.0 %) believe that they are ready
to implement the educational process in a mixed learning format (see Fig. 8).
47,5%
43,1%
37,6%
14,7%
13,5%
on a full-time on a part-time on a full-time on a full-time on no account
basis in a basis, and part-time and part-time
mixed learning completely in basis, basis in a
format the format of completely in mixed learning
distant the format of format
learning distant
learning
Fig. 7. The feasibility of using online learning.
72
6,8% 4,2%
Rather ready
Completely ready
44,9%
Rather not ready
44,1%
Not ready
Fig. 8. Teachers ' readiness to use blended learning.
7 Conclusion
The COVID-19 pandemic has been a catalyst for changing the readiness of teachers to
use distant learning technologies and improve their digital skills. The study showed
that:
1. Increasing the interest and formation of a positive attitude of teachers to the use
of digital educational technologies in the educational process. More than 75% wanted
to modernize their online courses and began to actively use various interactive elements
of the distance learning system in the educational process. 59% began to conduct online
classes using video conferencing.
2. The positive dynamics of the faculty's readiness to use distant learning technolo-
gies. More than 85 % of the teachers of the Belgorod State University are ready to
effectively use digital educational technologies to organize the educational process in
all forms of education.
The results of the study showed a high degree of readiness of teachers to continue
using distant learning technologies. The results obtained can be useful to the world
educational community in the implementation of educational programs both in the dis-
tance and in the traditional format using online technologies.
References
1. Raes, A., Vanneste, P., Pieters, M., Windey, I, Van Den Noortgate, W., Depaepe, F.: Learn-
ing and Instruction in the Hybrid Virtual Classroom: An Investigation of Students’ Engage-
ment and the Effect of Quizzes. Computers and Education. 2020. Vol. 143, 103682.
2. Dragicevic, N., Pavlidou, I., Tsui, E.: Use of Hybrid Classroom and Open Educational Re-
sources: Experience Gained from a University in Hong Kong. Proceedings of the 14th
IADIS International Conference e-Learning 2020, EL 2020 - Part of the 14th Multi-Confer-
ence on Computer Science and Information Systems, MCCSIS 2020. P. 3-14.
73
3. Zydney, J. M., McKimm, P., Lindberg, R., & Schmidt, M.:. Here or there Instruction: Les-
sons Learned in Implementing Innovative Approaches to Blended Synchronous Learning.
TechTrends, 2019. 63(2), P. 123–132.
4. Belenko, V., Klepikova, A., Nemtsev, S., Belenko, T., Mezentseva, O.: MOOC Introduction
into the Educational Process: Experience of Online Courses Integration in University Edu-
cational Programs. CEUR Workshop Proceedings. Proceedings of the International Scien-
tific Conference Innovative Approaches to the Application of Digital Technologies in Edu-
cation and Research (SLET-2019) Stavropol-Dombay, Russia, May 20-23, 2019 – Vol.
2494.
5. Analytical report. Lessons from the "Stress Test": universities in the context of the pan-
demic. https://www.hse.ru/data/2020/07/06/1595281277/003_Доклад.pdf.
6. Lapitan, L.D., Tiangco, C.E., Sumalinog, D.A.G., Sabarillo, N.S., Diaz, J.M.: An Effective
Blended Online Teaching and Learning Strategy During the COVID-19 Pandemic. Educa-
tion for Chemical Engineers. 2021. 35, P. 116-131
7. Dietrich, N., Kentheswaran, K., Ahmadi, A., Line, A., Hebrard, G.: Attempts, Successes,
and Failures of Distance Learning in the Time of COVID 19. Journal of Chemical Education.
2020. 97(9), P. 2448-2457.
8. Narbut, N.P., Aleshkovski, I.A., Gasparishvili, A.T., Krukhmaleva, O.V.: Forced Shift to
Distance Learning as an Impetus to technological Changes in the Russian Higher Education.
RUDN Journal of Sociology. 2020. 20(3), P. 611-621.
9. Shtykhno, D.A., Konstantinova, L.V., Gagiev, N.N.: The Transition of Universities to Dis-
tance Mode During the Pandemic: Problems and Possible Risks. Open education. 2020. Vol.
24. No 5. P. 72-81.
10. Taran, V.N.: Use of Elements of Augmented Reality in the Educational Process in Higher
Educational Institutions. CEUR Workshop Proceedings. In 2019 International Conference
on Innovative approaches to the application of digital technologies in education and research
SLET-2019. 2019 – Vol. 2494
11. Vozdvizhenskaya, A.V., Koroleva, N.G., Lipatova, E.G.: Analysis of Transition to a Remote
Classroom: Psychological and Methodological Aspects. Teaching Methodology in Higher
Education. 2020. Vol. 9. No 34. P. 24-32.
12. Tantsura, T.A.: The Problem of Students Motivation to Learn a Foreign Language During
the Transition to a Distance Learning Format. Mir Nauki, Kul’tury, Obrazovaniya. 2020. No
3 (82). P. 281-282.
13. Rogacheva, P.S., Semergey, S.V.: Problems of Distance Education in the Pandemic Period.
Bulletin of Maykop State Technological University. 2020. Vol. 12. No 4. P. 85-93.
14. Smirnova, A.S.: Organization of Distance Learning of Students in the Conditions of the
Pandemic. Vestnik Sholom-Aleichem Priamursky State University. 2020. No 4 (41). P. 93-
100.
15. Vaimann, T., Stepien, M., Rassolkin, A., Palu, I.: Distance Learning in Technical Education
on Example of Estonia and Poland. 11th International Conference on Electrical Power Drive
Systems, ICEPDS. 2020 – Proceedings.
16. Taran, V.N.: Quality Criteria for Professional Training of Personnel in IT Industry. In: Pro-
ceedings of 2018 17th Russian Scientific and Practical Conference on Planning and Teach-
ing Engineering Staff for the Industrial and Economic Complex of the Region, PTES 2018
17. 2018. С. 47-50. DOI: 10.1109/PTES.2018.8604267
17. Secundo, G., Mele, G., Vecchio, P.D., Margherita, A., Ndou, V.: Threat or Opportunity? A
Case Study of the Digital-Enabled Redesign of Entrepreneurship Education in the COVID-
19 Emergency. Technological Forecasting and Social Change. 2021.
74
18. Galimullina, N.M., Korshunova, O.N., Sychenkova, A.V., Vagaeva, O.A., Melnik, T.E.: In-
troduction of E-learning under Corona-Crisis 2020 in Estimations by Professors and Stu-
dents. Journal of Physics: Conference Series. 2020. 1691(1), 012088.
19. Letyagina, E.A.: Problems of Transition from Traditional Forms of the Educational Process
to the Distance, Digital Format in the Context of the COVID-19 Pandemic: A regional as-
pect. Journal of Physics: Conference Series. 2020. 1691(1), 012072.
20. Aksenova, E.I.: Professional Skills and Competencies of a Teacher in the Conditions of the
Transition to Distance Forms of Learning. Labour and Social Relations Journal. 2020. No
6. P. 210-218.
21. Puchkova, E.B., Temnova, L.V., Sorokoumova Е.А., Cherdymova Е.I.: University Profes-
sors Ready to Work Remotely Implement Distance Learning During the COVID-19 Pan-
demic. Perspectives of science and education. 2020. No. 6 (48). P. 89-102.
22. Neborsky, E.V., Boguslavsky, M.V., Ladyzhets, N.S., Naumova, T.A., Anisimov, A.E.:
Transition to Distance Learning under COVID-19 in Assessments by Professors. Perspek-
tivy Nauki i Obrazovania. 2020. 46(4), P. 99-110.
23. Nazarov, V.L., Zherdev, D.V., Averbukh, N.V.: Shock Digitalization of Education: The Per-
ception of Participants of the Educational Process. Obrazovanie i Nauka. 2021. 23(1), P.
156-201.
24. Peng, L., Ruliene L.N.: Impact of the 2020 Pandemic on Educational Process Development
and Educational Management in Universities. Vestnik of the Lobachevsky State University
of Nizhni Novgorod. 2020. No. 4 (60). P. 161-167.