У статті розглядається недосконалість дистанційної системи навчання у закладах вищої освіти; зосереджується увага на детальному висвітленні кожного недоліку, причому розкриваються і позитивні переваги дистанційної освіти; підкреслюється важливість усного спілкування та акредитації навчальних дисциплін; висвітлюються методи дослідження, зокрема індуктивний та дедуктивний, завдяки яким було здійснено теоретичне осмислення дистанційної системи навчання.
This article deals with the imperfection of the distance learning system at higher learning institutions; attention is focused on detailed coverage of each shortcoming and the positive advantages of distance education are revealed; the need for oral communication and accreditation of academic disciplinesis emphasized; research methods, in particular inductive and deductive are covered, due to these methods the theoretical understanding of the distance learning system was carried out. The most important shortcomings are highlighted: restrictions on direct communication between students and teachers, lack of direct access of students to the teacher, constant self-motivation of students, distance learning isolation, limitation of available special courses to master specialization, the need for constan&t reliable access to new learning technologies, mandatory accreditation of distance learning educational programs, restrictions on employment, unforeseen additional costs for distance education, restrictions on improving the skills of oral communicat&ion of students. The aim of research is to focus on the implementation of the distant learning system at Higher Learning Institutions, underling the distant system of education with its drawbacks. This problem is studied by I.G. Vlasenko. The idea of& the imperfection of the distance learning system at higher learning institutions was discovered by V.Yu. Bykov, O.O. Grytsenchuk, Yu.O.Zhuk. The methodological basis of the study is the initial provisions of philosophy on the dialectical relationshi&p, the interdependence of phenomena and processes of socio-pedagogical activities, the role of the individual in the development of its material and spiritual foundations.
