=Paper=
{{Paper
|id=Vol-2914/Paper9.pdf
|storemode=property
|title=The Analysis of Some Medical Biological Aspects of Distant Learning Technologies in Russian Regional State Universities
|pdfUrl=https://ceur-ws.org/Vol-2914/paper9.pdf
|volume=Vol-2914
|authors=Yuriy M. Brumshteyn,Konstantin A. Markelov,Anastasiya I. Krivenko,Roman V. Kozyrkov
}}
==The Analysis of Some Medical Biological Aspects of Distant Learning Technologies in Russian Regional State Universities==
https://ceur-ws.org/Vol-2914/paper9.pdf
97
The Analysis of Some Medical Biological Aspects of
Distant Learning Technologies in Russian Regional State
Universities *
Yuriy M. Brumshteyn [0000-0002-0016-7295] and Konstantin A. Markelov [0000-0001-8218-4496]
and Anastasiya I. Krivenko [0000-0003-4851-8717] and Roman V. Kozyrkov [0000-0003-3757-6364]
1 Astrakhan State University, 20a Tatischeva str., 414040 Astrakhan, Russia
brum2003@mail.ru
2 Astrakhan State University, 20a Tatischeva str., 414040 Astrakhan, Russia
asu@asu.edu.ru
3 Astrakhan State University, 414040, 20a Tatischeva str., Astrakhan, Russia
krivenkoanastasia33@gmail.com
4 Astrakhan State University, 16 Ostrovskogo str., 416540 Znamensk, Russia
roman@kozyrkov.ru
Abstract. The paper refers to the necessity of investigation of “Russian regional
state universities” (RRSU) as a special category of educational establishments.
Authors have investigated the role of distance learning technologies (DLT) in the
organizing of educational process at RRSU with the students of different forms
of study; advantages and disadvantages of DLT using in comparison with contact
forms of study, under the conditions of the system of anti-epidemic measures. To
formalize the concept of the «level of medical-biological danger» of the individ-
uals living environment the mathematical model is proposed. On its basis ap-
proaches of evaluation and management of medical-biological factors (MBF) of
the individuals living environment in any degree connected with DLT use are
substantiated. The main MBF groups are analyzed: sanitary and hygienic condi-
tions of educational activity of tutors and other RRSU staff, student of different
forms of study; measures to counteract the spread of infectious diseases in regions
and settlements; their effect on DLT application volumes, the possibilities of us-
ing population intellectual potentials; the effect of DLT implementation at RRSU
on well-being and objective indicators of the student and staff health. From the
point of view of the MBF effect characteristics, the following categories of ob-
jects of different hierarchical levels are considered: regions and settlements; em-
ployers for university students; RRSU in general; RRSU units; some RRSU tu-
tors; student educational groups; some students; tutors and students families. Au-
thors have also investigated the MBF risks structure for the categories of “ob-
jects”; available methods of MBF control characteristics on the part of various
groups of legal entities and individuals including DLT implementation in the
combination of full-time studies or the order of its replacement.
* Copyright 2021 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
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Keywords: Russian Regional State Universities, Activity Conditions, Distance
Learning Technologies, Medical-Biological Factors, Risks Control, Information
Telecommunication Technologies, Anti-Epidemic Measures System.
1 Introduction
In the framework of the Russian higher education system, state universities play a key
role. They provide students training at budgetary funds expenses and a commercial
base, using different education forms. Russian regional state universities (RRSU) are
the most numerous. This category includes universities located outside the cities of
Moscow and St.Petersburg and which don’t have the status of national research or fed-
eral university.
It is generally recognized that the use of distance learning technologies (DLT) in
universities has both advantages and disadvantages [5,10]. In available publications
DLT has analyzed in some areas: its implication methods; DLT implication for self-
education [6] and for “education quality” providing [8]; DLT implication specifics for
different areas of studying, including medicine [12,16]. At the same time, medical-bi-
ological factors (MBF) connected with DLT use are practically not considered in the
available publications.
At the present moment, RRSU is subordinated to different state departments: The
Ministry of Science and Higher Education of the Russian Federation, the Ministry of
Agriculture of the Russian Education, some security agencies, as well as authorities in
the regions. Various departmental subordination is one of the reasons for the fact that
approaches of DLT implication in the Russian Universities are not unified, and the pro-
cesses of educational materials “consolidating” for DLT at the country level are not
taking place.
Different RRSU has definite peculiarities, including DLT implication and MBF con-
trol, in the following directions.
(а) Access control organization at the entrance to educational buildings and dormi-
tories; less often – to sport facilities. At the same time, physiological state control of
the incoming persons is usually not carried out. Additionally in the universities subor-
dinating to security agencies the access of private persons (PP) to their territories is
controlled; the possibility of cadets (and in some cases of tutors) exit from these terri-
tories are “regulated”. For the university branches, located in «closed administrative-
territorial units» (CATU), it’s also necessary to note the restrictions on entry-exit from
such territories. The restriction (or exclusion) of unauthorized person's access to the
territories, to educational buildings, and the dormitories of RRSU significantly reduces
not only criminal but also medical-biological risks.
(b) Technical equipment levels including DLT implication ensuring means.
(c) Availability in buildings and the air conditioning systems effectiveness including
centralized ones. At the same time, separate air “disinfection” systems of the “recircu-
lation with ultraviolet irradiation for passing air” type in RRSU are not used as a rule.
(d) The comfort of tutors and students staying in the RRSU classrooms, including
typical densities of students in the classrooms in the classes of different types, in the
libraries.
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(e) Terms of RRSU staff and students catering, including in educational buildings
and dormitories.
(f) Quantitative and qualitative characteristics of tutors contingents, Russian and for-
eign students, post-graduate students including their health state, chronic diseases, im-
munity level, etc.
(g) Academic exchanges intensity [9] of tutors and students with other universities,
including the foreign ones.
(h) The number of international conferences with a large number of participants
from abroad and other regions held at RRSU.
(i) The quality and the comfort level of dormitories for students, post-graduate stu-
dents, and young scientists, including the “density” of their accommodation in the
rooms.
(j) Technical and staff equipment of RRSU medical centers, and also their
“branches” in the large universities.
(k) Availability and technical equipment of dispensaries, operating at RRSU.
(l) The quality and the quantity of RRSU sports facilities, including sports gyms,
swimming pools, etc.
(m) Salary levels of tutors and other university staff. These levels affect the follow-
ing: the possibility of purchasing quality computer equipment, including for use in the
DLT framework; comfort and sanitary conditions of home “workplace”; food quality;
rest conditions; health conditions and treatment options; immunity level, etc.
(n) For universities subordinated to security agencies and for some specialties in
“civil” universities – the amounts of general and special physical training (they also
influence the students’ health conditions).
The enumerated peculiarities must be taken into account when planning and realiza-
tion of the educational process at RRSU, including DLT; training environment for tu-
tors, staff, university students; vital activity environment (VAE) for other residents at
the RRSU regions. At the same time, DLT use can have a positive or/and a negative
impact on the VAE conditions of PP, organizations, regions. However, these items in
the available literature practically don’t have any complex observations. It determines
the necessity and the relevance of this article.
2 General Characteristics of DLT Application Areas in RRSU.
Currently, DLT is used for all three education forms realization. (а) For full-time stu-
dents, DLT is used in general as a self-guided work organization means [2] – while
carrying out the full-time classes (lectures, seminars, laboratory, and practical classes,
etc.). At the same time, the tutors can use DLT while at the university's “territories”; at
home; at business trips, including only abroad Russia. The full-time students can use
DLT, being in RRSU reading and computer halls; at home; at dormitories, and even
during trips by transport. As a rule, any strict time limits for DLT use in RRSU are not
set (except examinations and tests). Therefore, tutors and students usually use DLT in
offline mode at any time, convenient for them, except for cases of teleconferencing. (b)
For students of mixed attendance and part-time modes, DLT at RRSU is usually used
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as a basic means in educational process organization. Such students use DLT in general
at home, sometimes additionally at work (after the working period is finished). Combi-
nation of work and study by part-time students can lead to their physical overloading –
especially if employers don’t want to give them educational vacations and “days off”,
which are officially fixed in legislation.
With the introduction of the anti-epidemic measures system (AEMS) in the country
and the regions the volume of DLT implication in RRSU, of the staff distance work
implication significantly increases (fig.1). The following is used: DLT support systems
(“Moodle” more often); video conferencing tools (e.g. “Zoom”); two-way audio-video
communications (e.g. “Skype”); RRSU sites; other Internet-resources, including edu-
cational; Automated university control systems; e-mail systems; telephone communi-
cations.
Fig. 1. To characteristics of AEMS introduction consequences for RRSU
At the same time, the materials quality used in DLT and distance learning organizations
begins to affect to a greater extent the university image perception by the students. Due
to the changes in the job places structure in economics, services for “new qualification”
quick obtaining are becoming more popular allowing “work from home”.
The main directions of DLT implementation at RRSU are the following: training
materials presented to students (texts, including formulas, static graphics, audio, and
video clips, etc.); remote consultation carrying out, including in online mode [3,15],
teleconferences [7]; learning operational control; students assessment – including in
automated form. At the same time various types of educational materials, teaching
methods, and knowledge control can be used in the DLT framework. Most RRSU are
oriented at creation, accumulation, and use of their own “training materials bases” for
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their implementation in the DLT framework; they don’t put forward any strict require-
ments to hardware and software characteristics of DLT users. In practice, the DLT
“points of use” (PoU) can significantly vary in terms of sanitary and hygienic and other
conditions, including the different concentration of people, the speed of the Internet
resources access, and communication channels stability (the latter can significantly af-
fect the emotional and psychological state of DLT users).
Therefore, it is important to analyze the medical-biological factors (MBF) nomen-
clature, connected with DLT implication; directions of their influence on the levels of
medical-biological hazard (LMBH) of VAE; goals and possibilities of LMBH control
– including in conditions of AEMS realization.
3 «The Levels of Medical-Biological Hazard» for Vital Activity
Environment and Education, their Evaluation Approaches
In general, LMBH can be evaluated for «objects» of different hierarchical levels. For a
definite j-th private person LMBH from his external environment ( L j ) will be evalu-
ated as
K I
L j Pi ,(1j), k Pi ,( 2j )U i , j , k (1)
k 0 i 1
where: K is the number of objects «categories», which can be damaged, connected with
the PP. Let’s take, that к=0 corresponds to the «country in general» without taking into
consideration the PP location region; к=1 corresponds to his location region; к=2 is PP
employer itself; к=3 is RRSU in general; к=4 is RRSU branch; к=5 is other students
from the student group; к=6 is PP himself – a tutor or a student; к=7 is PP’s family.
Other values in (1) are as follows: i is the number of external environmental factors,
(1)
which can have medical-biological influence at PP; Pi , j is the probability of the fact
that in the selected period (for definiteness per day) such influence will be affected from
( 2)
the i-the factor at j-th PP; Pi , j , k is the probability of that such influence will lead to
negative consequences; U i , j , k is the damage amount value (monetary expression) if the
negative consequences will take place. Thus, the evaluation L j is carried out as the
sum of “components”.
For the region and the settlement with J population amount the evaluation of the
probable loss experience for the chosen period
J
L( R ) L j (2)
j 1
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The evaluation of mean cost (it is defined as LMBH for the region and the settlement)
we will give as
_ ( R)
L L( R ) / J (3)
LMBH control for VAE can be carried out due to the measures taken by the PP
himself, and by other «object categories», including country and region government,
(1)
RRSU management, etc. In this case, the coefficient values in the formula (1) Pi , j ;
Pi ,( 2j ,)k ; U i , j ,k have to be changed. In most cases, these measures' realization requires
either direct costs, or leads to «losses». For example, it may be losses, associated with
the decrease in economic activity in the regions connected with AEMS use. The costs
of implementing measures, reducing LMBH are economically justified by reducing the
values of «prevented damage». In this case, AEMS influences at MBF of VAE, includ-
ing factors directly connected with DLT implementation.
4 The Main Group of Factors, which Can Influence DLT
Implementation Effectiveness by Students
Schematically the influence of different groups of factors is shown in Fig. 2
Fig. 2. To the characteristic of interconnections of students and the environment in the DLT
framework.
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The 1st group of factors is connected with the equipment and hardware, used by DLT
final users. (f1) The size and resolution of the monitor screen, image contrast, the screen
flickers intensity, etc. The negative influence can be provided by such factors: the use
of desktops with large grain size and low contrast, with insufficiently high brightness,
with a large «response time»; with the insufficiently high frequency of image regener-
ation. It can lead to an increase in the load on the visual apparatus of a person, the
appearance, and accumulation of eye fatigue; with prolonged effects, it may lead to the
appearance (or to the development) of diseases. Earlier the factor of «soft x-ray radia-
tion» from monitors on cathode ray tubes was also taken into account, however, at pre-
sent these monitors are practically not used. (f2) Convenience and intuitiveness of the
interface of a software tool (SWT), that implements DLT affect user fatigue. (f3) The
presence in the SWT of the contextual prompts means of identifying, signaling, and
correcting the results of user error activity. Adequate implementation of SWT on the
points «f2» and «f3» reduces the intellectual load on DLT users, it helps to maintain
their concentration and attention during the DLT use.
The 2nd group of factors corresponds to DLT's “points of use”. (f4) The PoU illumi-
nation levels, direction and spectral composition of lighting, brightness fluctuations ex-
istence. (f5) Noise levels in PoU, including related to the operation of computer and
other equipment, the volume of domestic and industrial noise. (f6) The vibration level
– mainly at DLT use in moving transport. (f7) The levels of electromagnetic radiation
– this fact is essential only for long-term work in PoU with an increased electromagnetic
background. (f8) The levels of «infectious» (bacteriological) danger in DLT PoU in-
cluding associated with the existence of other PPs. (f9) The PoU DLT information se-
curity levels, including determined by the ability to visually familiarize unauthorized
persons with the «login-password» of the DLT user, with his answers to DLT ques-
tions/tasks, etc. (f10) The levels of physical and criminal security at DLT PoU – they
can affect the physiological tension of the user, his attention concentration, etc. (f11)
Distracting factors. For example, it may be some periodic addressing of children to the
DLT user during his work at home; numerous phone calls to him; the existence of peo-
ple in the family, who are receiving treatment at home [1], require care and constant
monitoring.
The 3rd group of factors corresponds to DLT users themselves – students and tutors.
(f12) Possibilities of hypokinesia appearance at the prolonged work at PC. It is espe-
cially important if part-time students as part of their production activity are constantly
working on a PC. (f13) The existence of diseases (or predispositions of diseases) among
DLT users, including vision organs; for example, legs thrombotic phlebitis. (f14) In-
sufficiently high perseverance of the users, preventing them from DLT fully use. (f15)
The presence of necessary vaccination of DLT users, their general level of immunity.
These factors affect the possibility of the appearance/development of diseases and as a
consequence the possibility and productivity of their DLT use.
The 4th group of factors relates to the PP «movement space», including their DLT
PoU attending. (f16) The levels of «bacteriological danger» at PP moving outside the
house or to the other PoU. It can refer for example to travel by transport, especially in
tight conditions. (f17) The levels of physical load affecting DLT users at space move-
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ment, including vibrations, shocks, etc. It can lead to their fatigue, decrease in the sub-
sequent opportunities for work with DLT. It should be noted that the larger the settle-
ment is the longer students and tutors get to RRSU. (f18) The levels of criminal danger,
including associated with the possibility of inflicting (or threatening to inflict) various
injuries to PP. (f19) Urban injury risks levels not connecting with criminal threats. For
example, there are high injury risks at PP walking along the city streets in ice condi-
tions, with a strong wind and intensive rain, etc.
The use of RRSU dormitories and hostels located in their “isolated” territories may
be important to reduce the number of RRSU students and tutors contacts with the «ur-
ban population», as well as to reduce the criminal threats levels for them. At the same
time creation of special opportunities for DLT implementation are often specially pro-
vided at University dormitories, including rooms for self-education, wired Internet ac-
cess, Wi-Fi access points, etc. As a maximum special university “campuses” with edu-
cational buildings, dormitories, service institutions can be created. Even more opportu-
nities for “relative isolation” from the “urban environment” are provided by the “mili-
tary schools” territories and similar “regime” organizations.
The 5th group of negative factors is related to the DLT materials themselves: small
print in combination with large, low-contrast, and blurry images, use of complex sty-
listic expressions, non-structured texts, etc.
The 6th group of factors is reliability (time stability) of DLT server work at RRSU;
the speed of access to the DLT materials at the university server.
Thus in the context of AEMS introduction in regions the requirements to DLT in-
formation and technological base at RRSU are increasing and the university's costs for
this base development are becoming more profitable.
5 DLT Implementation Medical-Biological Items Analyses for
the “Objects” with Different Hierarchical Levels.
Regions and settlements. The DLT implementation allows expanding the possibilities
covering the population with different forms of education and additional training in-
cluding RRSU activity. It contributes to an increase in the “intellectual potentials” of
the regions, an increase in the qualifications and capabilities of their “labor resources”
including PPs working in the health care sector, an increase of tax revenues to the budg-
ets of the country, regions, and settlements.
Actual opportunities for labor resources using in the regions are provided by some
medical measures, the development of hospital and outpatient medical institutions net-
work [4], ambulance stations; preventive medical examinations of the regional popula-
tion; vaccination [4]; “electronic health passports” use; public sports facilities network
expanding; healthy lifestyle promotion; taking measures for improving the environ-
mental situation in regions, settlements, etc.
State authorities in the country and the regions have a significant impact on the im-
plementation of information and telecommunication technologies (ITCT) by organiza-
tions and by the population, on increasing ITCT competence of the population. For
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these purposes, special federal programs such as «Russian Federation Digital Econom-
ics» (http://government.ru/info/35568/); national project “Education”
(http://government.ru/info/35566/) are implemented. Besides preferential taxation is
used for organizations working in the field of “high technologies”, including the ITCT
sector. As a rule, the ITCT increasing implementation leads to an increase in gross
domestic products of the country and regions; and in many cases to expanding of the
“distance use” of specialists labor within the Russian Federation, including at large dis-
tances from the employers. The growth of regional informatization usually leads to an
increase in the “services export” from Russia including ITCT development form. For
example – in the form of creation and maintaining sites for foreign organizations (such
tasks are carried out even by the RRSU full-time students). However according to the
information known by the authors, Russian ITCT specialists are more in demand abroad
for solving complex, science-intensive tasks, but not for performing typical tasks of
ensuring business activities. Besides attracting Russian specialists to ITCT develop-
ments on an individual basis, large foreign companies also practice opening branches
in Russia and recruiting Russian students for internships. For such individual's adapta-
tion for solving special ITCT tasks, solved by the firms, DLT tools are widely used,
including tools designed abroad.
The overall growth of the ITCT competence of organizations and populations in the
regions as well as the development of the infrastructure to support ITCT use also po-
tentially contribute to the expansion of DLT use possibilities within the framework of
RRSU activities.
Below we will more in detail observe state authority's decisions influence related to
AEMS introduction in regions on the DLT use at RRSU. These measures are aimed at
reducing the intensity of “personal” contacts among PPs, including university students
and tutors.
(а) “Compulsory self-isolation” introduction for PPs in “risk-groups”. In these
groups, there are many RRSU staff and tutors, including “Categories 65+». (b) An ac-
cess control introduction in settlements. It significantly restricts PPs moving possibili-
ties, including tutors and those students, who are not included in “production activity».
(c) The widespread use of «test systems», to identify PPs carries infectious diseases.
(d) The introduction of «mask mode», including when PPs are in buildings. It can re-
duce PPs usability and dialogue options. (e) Limiting the PPs entry intensity to the re-
gions from outside, the use of compulsory self-isolation for these PPs for two weeks
period. When entering from abroad such PPs can be placed for observations in medical
institutions. As a result of AEMS introduction in regions, the RRSU part-time students
(especially from other regions and from abroad) can simply lose the possibility to per-
sonally visit universities even during the session period. Under such circumstances,
RRSU is forced to take exams and tests only using DLT [14]. (f) For the AEMS intro-
duction in the regions, there is the termination or significant restriction of full-time
classes at universities, with the transition to DLT implementation.
It is significant that AEMS, introduced in regions, usually don’t affect the organiza-
tions selling computer equipment, communications, etc. Therefore the opportunities in
technical resources “increasing” for DLT remain for RRSU, tutors, and students.
106
Employers where RRSU students work (or can work). In some cases the organiza-
tions are significantly interested in their employee's qualifications improving (including
full-time and part-time students) with the DLT use, So they allow the use of personal
computers and the Internet for these purposes at workplaces after their working hours.
Also for some activities, employers can use the labor of «distance workers» (including
full-time and part-time students) – especially when AEMS are introduced. Besides
women having small children, persons with disabilities, etc. can be used for distance
work.
Employers usually do not accept RRSU full-time students for practical training in
the conditions of AEMS introduction. The temporary “loss” of practice places is nega-
tively influenced by RRSU activity, and as a rule, it can’t be fully compensated by the
use of DLT by tutors.
RRSU as a whole. As it was already mentioned above at most RRSU DLT is used
mainly for work in “mixed” mode and with part-time students. For full-time students,
it is used as a means of their self-work supporting [2], including those students who
have an individual schedule. To ensure some favorable medical-biological conditions
of the students and tutors educational activity environment such methods are imple-
mented. (а) The formation of the ergonomic environment of university educational
classrooms. (b) Ensuring the living and classroom comfort in RRSU dormitories. How-
ever, in most cases, RRSU can’t form student campuses. So they are forced to use dor-
mitories in different parts of the cities. As a result, the DLT implementation allows
reducing the number of student trips to the RRSU buildings. (с) The first-aid posts use
at RRSU. They can provide the “first aid”, prompt identification of PP patients, suspend
them from classes for infectious diseases spread reduction; support for vaccinations of
universities staff and students, preventive medical examinations. (d) Creation and use
of dispensaries at universities – for tutors and full-time students. (e) Ensuring the sports
facility's accessibility for students, tutors, and staff.
Currently, the analyses of issues related to the organization of RRSU education ac-
tivities during the AEMS implementation in the regions are relevant.
(*) «Primary» measures to limit the epidemiological diseases spread at university
sites. (pm1) PP entering the RRSU building control using infrared thermometers or
thermographs to identify individuals with high body temperature. (pm2) periodic airing
of the rooms. (pм3) The use of mobile ultraviolet emitters for disinfection of the air in
the rooms. (pm4) «Frequent» wet cleaning using antiseptics. (pm5) Their use for disin-
fection of the objects, that may be touched by PPs, including door handles, PC key-
boards, etc. (pm6) Mandatory use of the mask mode in the university buildings. How-
ever, masks can bother the staff's speech (especially in a loud voice), dialogue between
them.
(**) Secondary character measures: limiting the number or suspension of full-time
classes at universities; in some cases – cancellation of university buildings visiting for
some staff categories, including tutors. This measure can have the following effects.
(ef1) Full-time class cancellation (especially laboratory practical classes) can lead to a
decrease of students' educational activity control level; to aggravation in the quality of
their adopting of learning materials. At the same time, additional labor costs for tutors
using DLT can’t always compensate for such aggravation in quality. (ef2) The need for
107
DLT resources at universities is growing – «information» and «technical support
means» [14]. (ef3) The DLT use by tutors and students especially by full-time students
is increasing. (г) Significantly changing the MBF, which is affecting tutors working
conditions. (ef4) The conditions for full-time student education are also changing – by
expanding the DLT use. (ef5) For the students of part-time and “mixed” education
mode (including students from other cities), a transition can be made to taking exams
and tests, defending final qualification works fully based on DLT. (ef6) The RRSU
control technologies are also changing, including the part of the meetings are hold in
the distance technologies forms. (ef7) Academic exchanges between universities
(among students and tutors) [9] are significantly reducing, especially with foreign uni-
versities. (ef8) The applicants of “agitation” technology are changing about RRSU ad-
mission. The reasons are the following: the possibility of personal agitation of the
RRSU representatives can be excluded (or can be significantly limited) including at
regional schools, at secondary specialized educational institutions. In such conditions
the RRSU sites need to be used in most cases, video conferencing systems for groups
and couples; should be involved in e-mail and social networking options. (ef9) The
RRSU new employee hiring is more complicated. (ef10) The use of RRSU dispensa-
ries, indoor sports facilities, including swimming pools, are excluded. (ef11) The «ac-
cess mode» to the RRSU student dormitories becomes more strict. Also in some cases,
the possibilities to exit from the dormitories are restricted for students living in. The
permanent presence of students in restricted spaces of the dormitory rooms (especially
as there are several students in rooms) can have a negative psychological effect and
makes DLT use more difficult. If there is no wired Internet connection in the dormitory,
the students need to use radio modems for DLT. However, most of the tariff plans of
mobile operators provide some restrictions in traffic amount for «mobile users». There-
fore when the constant use of DLT at a large scale, these restrictions can be significant.
RRSU departments. With the DLT use increasing the labor technologies of tutors
and support staff are changing. The processes of planning, accounting, and control of
the educational activities of the department heads, tutors, and other RRSU employees,
including processes of interactions with students, are also changing. In the case of
AEMS introduction in regions, some RRSU employees (not only tutors) can be trans-
mitted at “work at home”. The aim is to reduce the number of their contacts with other
PPs; their moving within settlements, especially by public transport means.
The possible negative consequences of such «transmissions». (а) Aggravation of
conditions of university staff interact with each other (including tutors and support
staff), and also with students. (b) Additional emotional and psychological stress on the
RRSU department employees caused by the inability of personal communications. (c)
An increase in the employee's work amount including associated with the DLT use
expansion the needs of taking into account the result of their implementation. (d) Sig-
nificant difficulties in document processing requiring personal PPs signatures – because
the electronic signature technologies are not implemented at most RRSU. (e) Certain
difficulties in meetings effectiveness ensuring and of other event groups in the distance
form.
RRSU tutors. In the framework of DLT realization, they can use their workplaces at
the RRSU site or home. Let’s state once more that the DLT implementation enlarges
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instead of full-time classes often increases the time spent by the tutors and the load on
their vision organs. It is necessary to indicate the specific consequences of the DLT
implementation for tutors.
(а) Some students using the DLT for interaction with tutors have poor skills in the
written Russian language (mainly they are students from abroad and from some Russian
regions). In such cases, tumors can’t promptly clarify with students the meaning of the
written phrases. Consequences for tutors: the emergence of additional intellectual and
emotional psychological stresses; the need of additional «time expenditures» to com-
prehend the materials sent in “poor” Russian to formulate comments and answers to
such students in the simplest form.
(b) In the case of DLT implementation tutors often work with students in the indi-
vidual form using video conferencing in online mode. If students live in some remote
regions (about tutor settlement) the differences in time zones can be significant. As a
result, the problem is in establishing the mutually acceptable time for the tutor and the
student for the communication session. If such sessions are carried out (forcedly) in the
early morning or the late evening so this can “knock down” the tutor's biological
rhythms (especially if they are elderly persons) and can lead to a violation of their sleep
patterns.
In the case of AEMS introduction in settlements, tutors in some cases are forced to
work only at home. It can require equipping their home workplaces not only with PCs
but also with printers, scanners, video cameras, “sound columns” or headphones, mi-
crophones. It can lead to a certain increase in the number of not only electronic but also
paper form documents stored at home. As a result, the volume of available personal
space of tutors can decrease. Besides tutors working at home can be distracted from the
work performance related to DLT implementation by children, by other family mem-
bers. Also, VAE limited space within city apartments can have a negative influence:
reduction in the number of direct informational contacts with other persons outside their
families; decrease in the volume of physical activity and the possibilities of the outdoor
recreation; restrictions on a trip to other regions, including participation in scientific
events.
RRSU students study groups. During studies such students (especially full-time stu-
dents) have close information contacts with each other; for a long time, they are at a
close distance. Therefore the changing of full-time studies for DLT implementation
provides a significant reduction in the risks of epidemiological diseases spreading in-
side the groups. However, at the same time, the possibilities of student's mutual assis-
tance within groups are also reducing.
Students and other persons studying at RRSU. Favorable factors connected with
DLT use. (а) Universities and specialties choice expanding for studying at full-time,
part-time and mixed-mode. (b) The possibility for full-time students to take the second
high education with the DLT use, including outside of the RRSU where they have full-
time studies. (c) The best opportunities for full-time students to combine the work with
the study. (d) Attracting additional contingents for post-graduate courses through the
DLT, including from other regions. (e) For persons having higher education – expand-
ing the opportunities for advanced training by choosing any universities and specialties,
including those who live outside regions of their residence. (f) Reducing the number of
109
student trips to the university buildings provide the following advantages: saving on
transportation costs; reduction of public transport risks during epidemics, especially by
using minibusses; the exclusion of infection possibility in the university buildings.
Additional benefits of DLT using for the students living in other regions of Russia
or abroad are connected with the reduction of trips to RRSU. (а) The risks of getting
epidemic infections while traveling by intercity transport are eliminated or reduced;
«motion sickness» with such a passage, getting colds due to drafts, violation of the sleep
mode when traveling to long distances, etc. (b) The loads on the student's organisms
associated with a change in climatic conditions during such trips are reduced; with
changes in atmospheric pressure; with the existence of large amounts of pollen of unu-
sual allergenic plants at the RRSU location; the risks of drinking water that is unusual
in salt composition (if students do not use bottled water); effects of ionizing radiation
influence on aircraft passengers during long flights.
Besides for the regions and for RRSU the absence of long-distance student travel
reduces the risks of epidemiological diseases being transmitted across the borders of
regions or of Russia.
Possible negative factors of DLT use for students studying at RRSU. (а) Students
(especially working ones) often use DLT at night. Moreover, they are forced to work
in low light in the rooms in which other persons live (for example children are sleeping).
It can not only violate the biological rhythms of students but also impair their vision.
However, the use of backlight keyboards can help to extend this unfavorable factor. (b)
When using mobile devices with small monitors (smartphones, e-books, or small tab-
lets) the load on the students’ vision apparatus can significantly increase. It is especially
important with small print and small sizes of images and/or formula in educational ma-
terials, with jolting in transport, with intense external illumination of monitors, etc. (с)
The appearance of hypokinesia with long durations of work with desktop PCs and lap-
tops. (d) A long stay in confined places including the presence of other persons applies
first of all to the students living in city apartments. At the same time persons, which are
living in cottages, can dispose of themselves for DLT use on summer verandas, near
cottages, etc.
Students families. The DLT use makes it possible to reduce the number of the RRSU
student's contacts with the “external” (with families) environment - it is especially im-
portant during epidemics. As a result, the risks of family member's infection through
the “transfer” of student illnesses are also reduced. It is necessary to note some negative
effects of the DLT use by students. (а) The student’s frequent use of a single computer
in the family can limit the possibilities for others to use it. (b) Increased risk of computer
crashes that are used most of the day. (c) The use in families with children a single PC
for games and entertainment can reduce the level of “reliability” concerning the use of
it for DLT. (d) A student’s permanent residence within a city apartment (especially with
a small area) can significantly limit the amount of “available space” for other family
members. It is especially important if students are “on self-isolation” during the period
of AEMS introduction in regions or if they cannot leave the apartment due to the pres-
ence of diseases of the musculoskeletal system. At the same time, when families live in
cottages, the “available space” restriction factor is less significant - especially in the
spring-summer season. (e) Long students stay “at home” together with other family
110
members in confined spaces can, in some cases, lead to additional emotional and psy-
chological stress due to the excessively large number of interpersonal contacts. (f) The
closest contacts with other persons usually take place in families. Therefore, the infec-
tion risks in families are high enough – especially if a sick person cannot be allocated
to a separate room for the disease period. As a result, under AEMS conditions intro-
duction in populated areas, RRSU students, who temporarily leave their permanent res-
idence places, can not only become infected themselves but also infect other family
members - especially those with weakened immunity.
6 Conclusions
1. The DLT use at RRSU is an important technical tool to support the educational
process. It has some advantages in terms of ensuring the accessibility of higher educa-
tion, in some cases, it can improve the quality of education. For example, it applies to
the use of additional training materials; opportunities for students to familiarize them-
selves with such materials at a convenient rate; to materials revision - if necessary. At
the same time, unwanted emotional and psychological stresses associated with students'
misunderstanding of the material in the process of education can be eliminated. It ap-
plies, in particular, to foreign students who do not speak Russian well enough; “poorly
progressed” Russian students, etc.
2. At the same time, DLT use can lead to negative effects, especially concerning the
quality of full-time student's education.
3. The expansion of the DLT use allows reducing the diseases spread possibility
during epidemics - including within regions, settlements, student groups, and certain
RRSU staff.
4. Besides, the DLT use can improve the "educational environment comfort" - espe-
cially for students with disabilities [11,13], including due to musculoskeletal system
disorders.
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