METHODS OF RESEARCHING THE EFFECTIVENESS OF ONLINE LEARNING TECHNOLOGY

Purpose. The purpose of the study was to conduct a comparative analysis of the requirements for organizing the educational process using the online learning format with well-known analogues, which include the traditional lecture-seminar system and distance learning technology. Methods. Research methods: exploratory and analytical, comparative analysis, pedagogical modeling. Results. Based on a comparison of the features of implementing the online learning format with lecture and seminar classes in full-time and part-time forms of study, common requirements for the content of professional training of a pedagogical worker were identified, relating to methodological preparation for conducting classes and digital literacy. The advantages of the online learning format are highlighted, which are determined by the availability of opportunities for organizing pedagogical interaction in synchronous and asynchronous modes. In the process of determining the effectiveness of using the online learning format in the professional training of specialists in pedagogical specialties, changes in the content of professional training were identified, which is due to the transformation of the online learning format into a subject of study as a component of the system of professional knowledge and skills. The consistent disclosure of the content of professional competence, as a set of theoretical knowledge and necessary skills, became the basis for specifying knowledge of digital technologies and tools as a component of the list of professional pedagogical knowledge. The structure of pedagogical skills highlights the ability to use digital tools and technologies, platforms and applications to search, process, summarize and present information, and establish communication between participants in the educational process. The identification of a specific list of knowledge and skills that ensure the successful use of distance learning tools has led to the specification of pedagogical tools for assessing knowledge of modern digital tools, as well as the skills to use them in professional pedagogical activities. Conclusions. The transition to using the online learning format has led to an expansion of the list of professional pedagogical knowledge and skills by including requirements to own digital tools and technologies, use educational platforms and applications for organizing the educational process in an online format. Assessment of acquired knowledge should be carried out with an emphasis on the formation of digital literacy and knowledge of digital tools and technologies that ensure the organization of the educational process in an online format. Assessment of acquired skills should take into account the subject's mastery of digital technologies and tools for organizing the educational process in an online format.