ORGANISING STUDENTS’ INDEPENDENT WORK IN THE CONTEXT OF DISTANCE LEARNING

The article explores the problem of organising students’ independent work in the context of distance learning. The aim is to provide a theoretical justification of the specific features and main forms of students’ independent work within a distance learning environment. The principles underlying this process are defined as continuity, consistency, individualisation, alternativeness, algorithmisation, feedback, external control, and reflection. A detailed analysis of the concepts of “distance learning” and “students’ independent work”, along with their models, makes it possible to identify the key conditions for effective organisation of independent learning. These conditions include the active participation of employers in discussing educational programmes, defining learning outcomes, and enriching the content of educational components with positive educational practices. They also involve developing an innovative educational system through the use of digital learning platforms; integrating traditional and innovative (digital) forms of independent work with elements of non-formal education; and ensuring the continuous improvement of digital skills among all participants in the educational process, supported by the systematic professional development of academic staff. The article further outlines the main forms of students’ independent work that contribute to high-quality preparation of future professionals. It is demonstrated that distance learning provides new opportunities for more active student engagement in the educational process. In addition, the advantages of organising students’ independent work in a distance learning environment are substantiated. These advantages include the individualisation of learning, the intensification of independent work, a greater volume of completed tasks, the expansion of information flows through the use of the Internet, increased motivation and cognitive activity, and more diverse feedback channels.