Features of distance learning in chemistry at a technical university

Abstract

The introduction of distance technologies into the educational process is an urgent task at all stages of education, including in the higher education system. The complexity of implementing this kind of technology at a technical university is related to the practice-oriented nature of most disciplines, i.e. the need to develop practical skills in students.

The aim of this study is to analyse the peculiarities of organising the distance learning format of chemistry, to identify the most significant factors that influence the results of studying chemical disciplines in the implementation of distance learning and to identify ways to further improve teaching.

To solve this problem, we analysed the pedagogical literature, practical experience in organising distance learning for students, as well as the organisation of distance learning in chemistry for 1st year bachelors of technical specialities at the Technical University ‘Metinvest Polytechnic’ using the electronic information and educational environment Microsoft Teams and Moodle Moco, followed by generalisation and systematisation of the identified features.

The article analyses the organisation of the educational process, considers the structure of the course, forms and methods of lectures, practical classes and laboratory work. Particular attention is paid to the current control of knowledge in the course: the semester assessment consists of practical tasks, defence and preparation of reports on laboratory work, individual calculation tasks and module tests. Various assignments allow us to test the level of theoretical knowledge and practical skills acquired by students. Laboratory work, as provided for in the curriculum, is conducted in the form of watching videos from YouTube, with a detailed discussion of the chemistry of the processes and conclusions

A survey of students was conducted on the problems encountered in the study of chemistry. The most common problems are: low basic level of knowledge of chemistry; lack of live communication with the teacher; high pace of teaching; disconnection and low speed of the Internet during classes.

The article analyses the current performance of several groups and identifies the topics that cause the greatest difficulties in the distance learning format of chemistry.

The conducted research will allow us to identify areas for improving the quality of chemistry teaching.