Abstract: The article deals with psychological conditions impacting distance education in high school. Information on the
specifics of the use of distance educational technologies is analysed. Special attention was paid to motivation and reflection.
Following methods were used: psychological and formative pedagogical experiment, testing, observation, analysis of percentage
trends, Student’s t-test. The independent variable of the experiment is motivational exercises and reflective reports of distance
courses, and the dependent variable is professional competence of the research participants. The domination of the medium
indicators of motivational, cognitive, operational-activity, reflective components of professional competence of students was
revealed. The students’ ability to carry out self-analysis is the least developed. A formative experiment conducted in the control
group revealed a shift in cognitive and operational-activity components. Positive dynamics was found for all studied parameters
in the experimental group, which used motivational exercises and reflective reports. The calculation of Student’s t-test confirmed
significance of all detected transformations. The study proves the importance of creating psychological conditions to improve the
effectiveness of distance education. We see the possibility of improving the developed methodology in the individualization of
psychological assignments. The results of the study can be used as a basis for specialized psychological training programmes for
the teachers who deliver distance learning courses. Further prospects for the research on the problem are studying the impact of
the psychological state of teachers on the effectiveness of distance education, as well as comparing the results of the introduction
of certain psychological conditions in traditional and distance learning.
Keywords: Cognitive component, distance education, motivational component, motivational exercises, reflective reports,
operational-activity component, reflective component.
Received: September 12, 2021. Revised: August 12, 2022. Accepted: September 16, 2022. Published: October 6, 2022.
1. Introduction
HE COVID-19 pandemic and related quarantine
restrictions have dramatically changed the usual content
and forms of many areas of life. For more than a year, society
has been trying to solve the problem of maintaining the
effectiveness of social practices in the face of limited physical
contact. The importance of implementing an effective distance
education system is growing rapidly. While the theoretical and
practical justification for the use of distance learning
technologies often remained at the level of declaratory
statements before, the fulfilment of this task has become a
vital necessity in modern realities. Quality education is the
starting point for building a successful state, which is
especially relevant in the context of higher education
providing training for specialists in various social fields.
The aim of the article is to evaluate the effectiveness of the
use of motivational exercises and reflective reports as
conditions for the implementation of distance education in the
professional training of students of higher pedagogical
educational institutions.
Research objectives are to determine the psychological
conditions for the effective implementation of distance
education in the system of professional training of students of
higher pedagogical educational institutions and to analyse the
effectiveness of the use of motivational exercises and
reflective reports for distance education in the professional
training of students of higher pedagogical educational
institutions.
Psychological Conditions for the Effectiveness of Distance Education
OLEKSANDR V. ZINCHENKO1, ANDRII V. SHERUDYLO1, ANNA V. ZHURAVEL1, IRYNA V.
MOZUL2, OLEKSANDR V. IHNATENKO2
1 Department of Pedagogy, Psychology, Social Work and Management, Educational and Scientific
Institute of Pedagogy and Psychology of Oleksandr Dovzhenko Hlukhiv National Pedagogical
University
24 Kievo-Moskovska Street, 41400,
Hlukhiv, UKRAINE.
2 Department of Theory and Methods of Primary Education, Educational and Scientific Institute of
Pedagogy and Psychology of Oleksandr Dovzhenko Hlukhiv National Pedagogical University
24 Kievo-Moskovska Street, 41400,
Hlukhiv, UKRAINE.
T
WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
DOI: 10.37394/232010.2022.19.21
Oleksandr V. Zinchenko, Andrii V. Sherudylo,
Anna V. Zhuravel, Iryna V. Mozul,
Oleksandr V. Ihnatenko
E-ISSN: 2224-3410
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2. Literature Review
The phenomenon of distance education is a relevant subject
of research in modern psychological and pedagogical science.
Distance learning is most often interpreted as a form of
organization of the educational process based on student’s
independent work [1] Analysing the theoretical sources that
study this problem, [2] identifies the following main
components of the phenomenon: learning is carried out in
synchronous and asynchronous form; elements of the
educational process are organizational forms, content, goals,
teaching aids, methods; availability of the subjects of learning;
use of information and communication technologies (ICT). It
should be noted that the use of ICT has recently become the
basic criterion for distance learning.
The terminological problem of using the terms “distance
education” and “distance learning”. Let us note that quite
often these categories are used as synonyms. In our opinion,
the position of delimitation of these concepts is correct, where
distance education is interpreted as a result of distance
learning [3]. At the same time, distance education is
characterized by a number of positive features compared to the
traditional educational process, namely: the formation of a
global educational space; possibility to choose the optimal
pace and time of study; studying in off-work hours; the ability
to access many sources of educational information; providing
mobile communication through network resources;
concentrated teaching of educational information; mastering
the skills of working with the latest information technologies;
equal opportunities for education; the ability to overcome
communication barriers; expanding the teacher’s role, which
provides for more creative involvement in the pedagogical
process [1].
One of the main positive aspects of distance education is the
ability to freely complete educational assignments, as they are
not limited by time and space [4]. It is also worth emphasizing
the typical problems of introducing distance education in
higher education: lack of personal communication between
teacher and student; low learning motivation; lack of
possibility of mobile practical application of obtained
knowledge; technical problems — Internet access and the
availability of the necessary hardware and software; the need
for strong investment at the initial stage of the organization of
distance education [1]. However, these difficulties are
becoming less significant every year. In particular, access to
distance learning systems and ICT is improved, providing
constant high-quality communication between the subjects of
the educational process.
The analysis of the psychological specifics of distance
education is topical in the context of our study. A study
conducted with students from Ukraine, Portugal, and the UAE
identified the main psychological difficulties in perceiving
distance education courses: self-planning, motivation level,
and language barrier [5]. The main directions of optimization
of distance learning are the development and adaptation of
pedagogical methods to online courses, social and personal
support of students, which is carried out through network
resources; staff training and development in the context of
introducing distance education [6].
Distance learning involves activities in which the subject is
engaged in learning while managing this process
himself/herself. In this context, the phenomenon of readiness
for distance education should be considered as the ability to
manage, which involves fixation of the project and its
implementation in the minds [7].
It should be remembered that the implementation of
distance education is especially difficult in times of crisis.
Undoubtedly, the COVID-19 pandemic is a powerful stressor
affecting education. With this in mind, there are five key
components of distance learning that should be considered
during an epidemic: proper instruction, course content,
motivation, relationships between actors, and maintaining
mental health [8].The latter component is especially relevant
in modern conditions, in particular, the need to create an
accessible distance education system, design optimal learning
communities and prevent stressors [9].
According to [10] we can identify the following main
psychological effects of quarantine: fear, apathy, stupor,
depression, bad mood, irritation, insomnia, anger, emotional
exhaustion. All these emotional phenomena must be taken into
account in the implementation of distance learning courses in
high school. Attention should be paid to the research of
Indonesian scholars, which aimed to study the psychological
consequences of distance learning at the beginning of the
pandemic [11]. The researchers came to the following
important conclusions: 1) the subjects got tired of distance
learning and most of them began to experience intense
boredom within two weeks; 2) mood swings associated with a
large number of educational assignments and the lack of their
proper justification. At the same time, the analysis of research
on the problem indicates that not only negative consequences
such as depression or anxiety are recorded in the period of
distance education [12]. The positive ones include the
improvement of students’ digital literacy, as well as
information retrieval skills, the development of independence
and responsibility in solving educational problems [13]. At the
same time, the participants of this study noted an increased
volume of information allocated for independent processing
among the difficulties of the educational process. It should be
noted that most of the negative psychological consequences of
distance education were recorded at the beginning of the
pandemic, when the level of general anxiety and panic of the
population was the highest. That is, the identified aspects can
be explained by the general unfavourable social situation,
which involves the continuation and improvement of research
into the effects of distance education.
The analysis of theoretical literature showed an increased
intensity of research on the peculiarities of the implementation
of distance education in higher education. However, those
studies are usually of a theoretical or ascertaining nature,
while there are almost no experiments on process
optimization.
WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
DOI: 10.37394/232010.2022.19.21
Oleksandr V. Zinchenko, Andrii V. Sherudylo,
Anna V. Zhuravel, Iryna V. Mozul,
Oleksandr V. Ihnatenko
E-ISSN: 2224-3410
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3. Methods and Materials
The aim and objectives of the study involved planning and
conducting a pedagogical formative experiment. Testing and
observation were used as auxiliary methods. The experiment
was implemented in the context of distance learning, which
was carried out during the quarantine period of 2020-2021. An
experimental hypothesis is formulated, according to which the
creation of specific psychological conditions has a positive
effect on the effectiveness of distance education. Independent
variable is psychological conditions for the organization of
distance education, which involved the use of motivational
exercises and reflective reports. Motivational blocks are a set
of assignments aimed at stimulating the productivity of
educational activities, increasing cognitive interest, skills of
independent work.
Reflective reports are open questionnaires where the student
must indicate the results of the self-analysis. In these reports it
is necessary to evaluate own achievements, indicate possible
difficulties, as well as the ways to improve the results. The
dependent variable of the experiment is the professional
competence of future teachers, which was studied through the
following components: motivational, cognitive, operational
and reflexive [14]. The levels of each criterion (high, medium,
low) were determined through a set of diagnostic tools: 1)
motivational — The Level of Satisfaction with the Profession
test [15]; 2) cognitive — test technologies to determine the
level of knowledge of future specialists, which was
implemented depending on the chosen major of the
respondents; 3) operational-activity — observation of
professional skills and abilities, carried out according to a
certain programme; 4) reflective — a questionnaire to
determine the level of pedagogical reflection. Each of the
levels of the component corresponds to the scales of the
methods used. The tests selected to diagnose the motivational
and reflective component meet the psychometric requirements
of reliability and validity. Test technologies to determine the
level of the cognitive component are tested by many years of
experience in their practical use and consistency with the
curricula. The observation was based on the developed system
of criteria and indicators for the practical implementation of
professional qualities of students in the pedagogical process.
The experimental and control groups were formed from
among the students of the Institute of Pedagogy and
Psychology (former Faculty of Primary Education of Olexandr
Dovzhenko Hlukhiv National Pedagogical University. The
sample included 102 people (control sample) and 110 people
(experimental sample). The respondents aged 21-22 (master’s
students) All participants of the experiment previously agreed
to participate in the study. The experiment consisted of the
following stages: 1) conducting an initial empirical section,
which aims to establish the levels of certain components of
professional readiness; 2) conducting experimental exposure;
3) conducting and processing the results of repeated diagnostic
sections; 4) comparison of the obtained data in order to
determine the effectiveness of the implemented psychological
requirements for the effectiveness of distance education; 5)
drawing conclusions.
The following methods were used in the research: 1)
pedagogical experiment; 2) testing; 3) observation; 4)
Student’s t-test to determine the significance of the identified
differences. The data were calculated using the SPSS
software.
The study involved full-time and part-time students
majoring in Primary Education, Social Work, Psychology.
Students of both forms of education were evenly distributed
when forming the samples. We focused on master’s students,
because in this period we can talk about the development of
the components of professional competence, and not just about
the accumulation of knowledge, skills and abilities. A number
of academic subjects and programmes of industrial practices
in the form of distance education were implemented in the
context of the experiment. That is, the study involved a
comprehensive work.
Distance education was carried out in both samples because
of the requirements of the current social situation. In the
control sample, the teacher’s role was limited to presenting
materials and testing knowledge. Both samples provided
effective feedback through GoogleMeet and Zoom. A block of
motivational exercises and reflective reports were introduced
during the classes in the experimental sample. Primary and
secondary diagnostics were also performed online. The total
duration of the experiment is seven months (2020 - 2021
academic year).
4. Results
Most It is advisable to analyse the specifics of the
pedagogical experiment, which will ensure further
optimization of the educational process in higher educational
institution (HEI). The observation gives grounds to identify
the main problems that arose in the implementation of distance
education: 1) pedagogical — difficulties in adapting
traditional pedagogical methods to the conditions of distance
learning, especially for motivational blocks and reflective
reports; 2) psychological — low cognitive motivation of
applicants, lack of established skills of independent work,
difficulties in perceiving the material and focusing attention in
the process of using information and communication
technologies; 3) organizational — difficulties in ensuring
effective coordination of joint actions of the teacher with
students; 4) technical problems — low Internet quality, the
availability of effective means of communication.
Analysing the features of psychological assignments in the
experimental group, we can conclude that most students have
a responsible and high-quality attitude to this work. At the
same time, it can be stated that the students were more
interested in performing motivational exercises, compared to
writing reflective reports. We explain this situation by the fact
that motivational tasks are presented in the form of games, so
they better stimulate cognitive interest and positive emotional
experiences. There is also a tendency to gradually reduce the
quality of self-analysis during the experimental period.
Students wrote more detailed reports at the beginning of the
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DOI: 10.37394/232010.2022.19.21
Oleksandr V. Zinchenko, Andrii V. Sherudylo,
Anna V. Zhuravel, Iryna V. Mozul,
Oleksandr V. Ihnatenko
E-ISSN: 2224-3410
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Volume 19, 2022
study, while they often reduced to a simple statement of
actions taken at the end of the course. In this case, teachers
constantly directed the study participants to the responsible
self-analysis. Note that students are more willing to record and
analyse their own successes than failures. Attempts to
determine the reasons for their success or failure were also
difficult.
Quantitative results of the study are presented in Table 1.
Let us analyse the results of primary diagnostics in order to
determine the level of the components of professional
competence of students of higher pedagogical educational
institutions.
The motivational component is determined by indicators of
satisfaction with the profession, focus on self-improvement,
ability to stimulate their own activities. The medium level of
motivational component prevails in both groups. Low
indicators of this component of professional competence were
found in almost a third of students in both groups. High
indicators of professional motivation of the motivational
component were found in approximately ten percent of
respondents. The obtained results indicate an insufficient level
of the studied component in master’s students. This trend, in
particular, can be explained by the crisis of professional
choice, when studies in the HEI is coming to an end and
graduates begin to assess the acquired profession in the
context of its financial capabilities.
Table 1. Dynamics of levels of the components of professional competence in students in the course of distance education
Components of
professional
competence
Levels
Number of respondents
Control group
Experimental group
Before the
exposure
After the exposure
Before the
exposure
After the exposure
%
Number
of
people
%
Number
of
people
%
Numb
er of
people
%
Number
of
people
Motivational
Low
37.26
38
34.31
35
35.45
39
6.36
7
Medium
51.96
53
51.96
53
55.45
61
63.64
70
High
10.78
11
13.73
14
9.1
10
30
33
Cognitive
Low
13.73
14
3.92
4
14.54
16
2.73
3
Medium
66.67
68
45.09
46
64.55
71
43.64
48
High
19.6
20
50.99
52
20.91
23
53.63
59
Operational-activity
Low
30.39
31
13.73
14
27.27
30
4.54
5
Medium
62.75
64
57.84
59
65.45
72
50.91
56
High
6.86
7
28.43
29
7.28
8
44.55
49
Reflective
Low
44.12
45
40.2
41
44.55
49
12.73
14
Medium
52.94
54
55.88
57
50.91
56
54.55
60
High
2.94
3
3.92
4
4.54
5
32.72
36
The cognitive component is a set of professional knowledge
of the respondents. The predominance of medium indicators
has still been recorded, and they were found in more than 60
percent of respondents in both groups. Low indicators of the
cognitive component were diagnosed in 13.73% and 14.54%
of the subjects. A high level of knowledge of professional
information is observed in about one-fifth of the respondents.
In our opinion, the obtained results are insufficient for
master’s students. In general, the levels of the cognitive
component of competence are slightly higher than
motivational. The main criteria of the operational-activity
component are indicators of the development of professional
skills and abilities that are manifested in the performance of
relevant assignments. A medium level exceeding 60 percent
dominates in both groups. Approximately one third of the
respondents were diagnosed with low levels of the component.
A high level of professional knowledge and skills of students
was found in less than ten people in both groups. It is
noteworthy that the level of the operational component is
lower in general than the cognitive one.
The reflective component includes the ability of
pedagogical self-analysis, being the basis of professional self-
esteem. In general, this component has the lowest level among
the studied components. Low rates (44.12% and 44.55%) are
very pronounced in the studied students. Medium values were
recorded in half of the respondents of both groups, and high
— only in nine respondents. Such trends can be explained
both by the general features of the structure of the individual’s
self-consciousness and by the lack of purposeful work on the
development of this component.
Thus, the medium level of the components of professional
competence prevails in students of the studied samples, which
indicates the need to change the methodological approaches to
the organization of the pedagogical process.
Let us analyse the dynamics of indicators of professional
competence as a result of a psychological and pedagogical
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DOI: 10.37394/232010.2022.19.21
Oleksandr V. Zinchenko, Andrii V. Sherudylo,
Anna V. Zhuravel, Iryna V. Mozul,
Oleksandr V. Ihnatenko
E-ISSN: 2224-3410
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experiment, which involved the creation of optimal
psychological conditions for distance education.
The indicators of the motivational component in the control
sample changed insignificantly after the distance educational
course. The low level decreased, and the high level increased
in three people — by 2.95%. The medium level remained
stable (51.96%) in quantitative terms. There is a significant
decrease in the number of people with low levels of
professional motivation in the experimental group — by
29.09%. The medium level of the component increased in
8.19% of subjects. The number of students with high
indicators of the motivational component increased by 20.9%
after the experimental programme. Thus, the use of game
exercises for the development of the motivational sphere of
the future specialist has a positive effect on the development
of the motivational component.
Let us analyse the dynamics of the cognitive component. In
the control group, the low level of this component changed in
9.81% of the students. The medium level of professional
knowledge decreased by 21.58%. High indicators of the
cognitive component increased in 31.39% of respondents. In
the experimental group, the low level of knowledge improved
by 11.81%. The medium level decreased in 20.91% of
subjects. The high level of the cognitive component of the
students of the experimental group increased by 32.73%. That
is, we see that the level of information training of the subjects
improved in both groups, where distance learning was
conducted. So, the effectiveness of knowledge acquisition
remotely is recorded regardless of the specific psychological
conditions of the process.
The operational component was being formed during the
practical training, which was also implemented remotely. In
the control group, low rates transformed to 16.66% of
students, while in the experimental group this figure is
22.73%. The medium level of the component of the control
group under quantitative restrictions changed insignificantly
— by 4.91%. In the experimental group, the medium
indicators of professional skills and abilities changed more
significantly — in 14.54% of subjects. The high level of the
operational-activity component after the experiment increased
in both groups — in 21.57% of the control group and 37.27%
of the experimental one. That is, we can state significant
changes in the activity component in both samples, but the
exercises of the motivational block and writing reflective
reports have a positive effect on the development of
professional skills and abilities. This situation can be
explained by the fact that motivation is an important
component of the activity and determines particular actions.
The reflective component of professional competence in the
control group has hardly changed. The low level of the
component decreased in 3.92% of respondents, the medium
one increased by 2.94%, and high values changed in only one
person. Significant changes in the reflective component
towards improvement were revealed in the experimental
group. The low level decreased in 31.82% of subjects, the
medium one increased in 3.64%, and high level increased in
28.18%. That is, the use of motivational exercises and
reflective self-reports has a positive effect on the productivity
of pedagogical self-analysis of students. Obviously, the use of
reflective techniques is especially relevant in this case.
Statistical significance criteria were calculated for a more
in-depth analysis of the differences identified as a result of the
experiment. The nonparametric Student’s t-test was used since
the results of the tests are presented in ordinal scales. The
implementation of this statistical procedure allows
determining the significance of changes in the dependent
samples, that is, comparing the results of each group at the
beginning and end of the experiment.
Table 2. Indicators of Student’s t-test of the components of
professional competence in the control and experimental
samples
Components of
professional
competence
Student’s t-test
Control group
Experimental group
Motivational
0.89
2.87**
Cognitive
3.14**
3.23**
Operational-
activity
2.98**
3.34**
Reflective
0.75
3.17**
The results of the analysis are presented in Table 2. The
coefficients marked with an asterisk reflect the significance of
the differences at the level of p=0.05, and the coefficients with
two asterisks — at the level of p=0.01.
It was found that the motivational and reflective
components did not undergo statistically significant changes
during the experiment in the control group (t=0.89, t=0.75). At
the same time, there are significant changes (p=0.01) in the
cognitive and operational-activity components (t=3.14,
t=2.98).
In the experimental group, significant changes (p=0.01)
were found for all components of professional competence.
The coefficients for the motivational, cognitive, operational-
activity and reflexive component, respectively, are: t=2.87,
t=3.23, t=3.34, t=3.17. We see that the results of the
calculation of Student’s t-test confirm the conclusions derived
from the analysis of the percentage shifts in the formative
experiment.
5. Discussion
The obtained results indicate the importance of using
motivational exercises in the synchronous interaction of
distance education subjects. However, there are studies that
indicate the performance of both parallel and asynchronous
teacher-student interaction to optimize motivation. In
particular, the importance of the asynchronous distance
learning approach for situations that require reflection and
detailed analysis of educational material is noted [16].
The positive results of the experiment correspond to the
recommendations of other scholars on the optimization of
distance education. In particular, the following areas of work
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Oleksandr V. Zinchenko, Andrii V. Sherudylo,
Anna V. Zhuravel, Iryna V. Mozul,
Oleksandr V. Ihnatenko
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are urgent: 1) providing and maintaining the motivation of
students and teachers to the quality implementation of
educational programmes; 2) preliminary technical and
methodological preparation of students for a possible change
in the format of the educational process; 3) the focus of the
process on meeting the students’ needs, the development of
the cognitive component, ensuring emotional stability; 4)
organization of an effective social educational environment by
means of information technology, which operates on the basis
of mutual support; 5) preparation of teachers for the practical
implementation of methods of motivating students; 6) support
for the emotional well-being of teachers; 7) solving the
problem of equal access to distance education technologies; 8)
improving the concept of e-learning [17]. Effective interaction
between teachers and students, control of group dynamics of
the community, interesting content of courses, stimulating the
development of independence are also effective for increasing
the motivation of students in the course of distance education
[18]. We see that the formation of the motivational sphere and
the cognitive sphere in the course of distance education is a
significant research vector. At the same time, attention should
further be paid to the development of research on the teacher’s
psychological conditions in the course of distance learning.
There is a growing popularity of an approach that examines
the impact of self-determination on the student’s motivation in
distance learning [19]. That is, such studies criticize the
behaviourist view of the motivational sphere and focus on the
internal motives of learning. The results of that scientific
research can serve to individualize the developed motivational
exercises. The focus of distance learning courses to meet the
students’ basic needs (social, security, self-determination,
etc.), which increases the efficiency of knowledge acquisition,
is also a promising direction [20]. It is important to study the
impact of a mutual assistance atmosphere on the success of
distance education [21, 22].
Other scholars also confirm the importance of reflection in
distance education in their works. In particular, it is noted that
such metacognitive processes as self-observation and self-
analysis are the basis of quality self-learning [23] Independent
learning is, in turn, the basis of distance education. The
relevance of the sample of our study is determined by the
insufficient study of various aspects of reflection in training of
future teachers [24].Recent research confirms the important
role of reflective practices in improving the effectiveness of e-
learning and distance learning [25].
Optimization of distance education in higher education
requires certain guidelines. Such strategic directions may be
the principles identified in recent research [26]: 1) the
principle of relevance — the number and complexity of
training materials must meet the features of students; 2) the
principles of optimal speed of learning; 3) the principle of
sufficient support, which provides effective feedback; 4) the
principle of stimulating student activity; 5) availability of a
contingency plan in case of unforeseen circumstances.
Effective implementation of these principles requires the study
of psychological characteristics of students — motivational,
cognitive, activity, reflective.
Therefore, the obtained research data correspond to the
results of the latest scientific research on this issue. At the
same time, certain limitations should be emphasized. In
particular, the experiment was conducted in the pedagogical
HEI, so the results, first of all, concern the students of the
relevant majors. Further research should expand the range of
samples based on age and focus of professional training. The
study of the teacher’s reflective processes in distance
education is also topical. It is worth paying attention to self-
analysis based on students’ feedback on the teacher’s work
[27], the level of student self-regulation in the network
environment [28], the impact of self-determination on
educational efficiency [29].
6. Conclusion
The problem of effective implementation of distance
education has always been declared as very important for
psychological and pedagogical science, but the COVID-19
pandemic and its consequences for the society necessitated an
immediate transition from theory to practical implementation
of particular courses. In this context, special attention should
be paid to the study of the educational process in higher
education, which is responsible for the development of
professional competence of specialists in a particular field.
The productivity of higher education in modern conditions
significantly depends on the introduction of distance
technologies, which, in turn, is determined by the justification
of the relevant psychological conditions, because the process
focuses on the individual with his/her features and problems.
The following typical problems were identified in the
process of implementing distance higher education:
pedagogical, psychological, organizational, technical. It was
found as a result of the initial diagnostic section, that the
medium level of the components of professional competence
prevail in future specialists. In this case, the cognitive
parameter of students is best developed, and reflective — the
worst. The use of motivational exercises and reflective reports
has demonstrated effectiveness in shaping the professional
competence of students in the course of distance education. It
should be noted that the analysis of the dynamics of the level
of professional knowledge (cognitive component) revealed
positive significant changes in both the control and
experimental samples. The indicators of the operational-
activity component have changed in both samples, but these
changes are more significant in the experimental one.
Motivational and reflective parameters of professional
competence showed positive dynamics in the experimental
group as a result of the study, while such changes were not
found in the control group..
7. Limitations and Recommendations
The disadvantage of this study is the limited sample, as the
research groups included only students of pedagogical HEI.
The obtained data can be used in the practice of HEIs in the
context of the introduction of distance education technologies.
WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
DOI: 10.37394/232010.2022.19.21
Oleksandr V. Zinchenko, Andrii V. Sherudylo,
Anna V. Zhuravel, Iryna V. Mozul,
Oleksandr V. Ihnatenko
E-ISSN: 2224-3410
194
Volume 19, 2022
In particular, the results of the study can be used as a basis for
specialized psychological training programmes for teachers
who deliver distance learning courses. Further prospects for
the study of the problem are to study the impact of the
psychological state of teachers on the effectiveness of distance
education. It is also topical to compare the results of the use of
motivational exercises and reflective reports in traditional and
distance learning.
8. Conflict of Interests
The authors declare that there is no conflict of interest.
Acknowledgment
The team of authors expresses gratitude to the
administration of Olexandr Dovzhenko Hlukhiv National
Pedagogical University for support and assistance in
organizing experimental work.
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Oleksandr V. Zinchenko, Andrii V. Sherudylo,
Anna V. Zhuravel, Iryna V. Mozul,
Oleksandr V. Ihnatenko
E-ISSN: 2224-3410
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WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
DOI: 10.37394/232010.2022.19.21
Oleksandr V. Zinchenko, Andrii V. Sherudylo,
Anna V. Zhuravel, Iryna V. Mozul,
Oleksandr V. Ihnatenko
E-ISSN: 2224-3410
196
Volume 19, 2022
