THE WORKSHOP AS A TECHNOLOGY FOR ACTIVATING STUDENTS’ LEARNING AND COGNITIVE ACTIVITY IN SEMINAR CLASSES UNDER DISTANCE LEARNING CONDITIONS

Introduction. In this article, the topic of research is updated by the urgent needs for the transformation of forms, methods, approaches, and the search for modern technologies of interaction among subjects of the educational process in higher education. At the current stage of the development of higher education in Ukraine and Europe, attention is paid to the development of pedagogical technologies and learning technologies that are focused on the educational needs of students and meet their requests for the development of both key competencies and soft skills in the process of studying program educational components. Crisis phenomena in the world (pandemic) and military conflicts on the world map and in Ukraine encourage educators to research and diagnose learning technologies in blended and distance formats. The scientific novelty of this study lies in the diagnosis of the effectiveness and implementation of workshops as an innovative learning technology for conducting seminar classes in the professional training of students of philological specialties. Aim. To analyze the interactive workshop learning technology based on the empirical data obtained and further improve the development of methodological recommendations for its use in the educational process of higher education institutions in a distance learning format. Materials and methods. An analysis of Ukrainian and foreign scientific research on innovative learning technologies has drawn our attention to such a form of seminars as a workshop. Recent studies increasingly confirm their activating, cognitive, stimulating, compensatory, and motivational functions. Workshop technology, the features of its use, and its educational and developmental effect encourage teachers to conduct innovative experiments in their distance courses.Based on the conducted diagnostics (pedagogical diagnostics), the use of various elements of workshop technology in the practical training of education seekers is observed, expanding the possibilities of online learning by using the Forum in a distance course resource to organize seminar (practical, laboratory) classes, promote the activation of students' educational and cognitive activity, conduct a dialogue, and maintain communication with student groups or individuals. Conclusions. The results of the diagnostics indicate that the introduction of workshop technology is an important step in the system of training future specialists since the new generation wants to learn through practice, socialize more, at least remotely, and move away from traditional forms and methods of learning. It is worth noting that the answers received confirm the need to modify existing classes, especially those aimed at consolidating and practicing acquired knowledge, skills, and abilities. In general, students agreed that interactive seminars (including the use of workshop technology) act as a factor in activating students' educational and cognitive activity in classes.