Motivative factors of ensuring the quality of education in higher education institutions in the conditions of distance learning
Abstract
The article emphasizes the need to ensure the quality of education during distance learning. It has been noted that this task becomes possible if the research and teaching staff learn ICT technologies and methods of interaction with higher education students at a distance, therefore, the use of additional intellectual and time costs by teachers, largely due to their motives to improve and intensify their activities in the direction of mastering online pedagogy, creating online courses and their presentation in the information environment, mastering the functions of the administrator of their courses, moderator and facilitator of subject-subject interaction with students.
It has been characterized the current demotivating factors of professional self-improvement of research and teaching staff in this area. The importance of such external social factors as unfavorable social situation in the higher education system, lack of centralized support of higher education institutions in the implementation of distance learning, its imperfect regulatory and material support, insufficient level of development of theory and practice of distance education in the country. It has been is revealed the influence of internal demotivating factors. Which are insufficient awareness of the irreversibility of digitalization of education, a negative attitude to increasing the load to ensure it, the loss of habitual physical contact with students.
The author of the article emphasizes that it is possible to increase their motivation to ensure the quality of education by promoting distance learning technologies; formation of the culture of quality of distance education in higher education institutions; special training that increases the ICT competence of teachers; broad informing teachers about innovations in the distance education system; enriching the academic environment of higher education institutions with digital tools, means of visualization of the educational process, intensification of electronic document management, etc .; providing psychological support to teachers, creating a comfortable climate at the departments and faculties (institutes) of higher education institutions; use of a system of adequate material and intangible incentives to provide teachers with quality education.
