umjУниверситетское управление: практика и анализUniversity Management: Practice and Analysis1999-66401999-6659Federal State Autonomous Educational Institution of Higher Education «Ural Federal University named after the first President of Russia B.N.Yeltsin»; Non-Commercial Partnership “University Management: Practice and10.15826/umpa.2020.04.032umj-1286Research ArticleУНИВЕРСИТЕТЫ В УСЛОВИЯХ ПАНДЕМИИUNIVERSITIES IN THE PANDEMIC CONDITIONSВынужденный переход на дистанционное обучение: ожидания и опасения студентовForced Transition to Distance Learning: Students’ Expectations and ConcernsЛарионоваВ. А.LarionovaV. A.

Ларионова Виола Анатольевна – кандидат физико-математических наук, доцент, заместитель проректора по образовательным технологиям

620002, Екатеринбург, ул. Мира, 19+7 343 375-94-59 

Viola A. Larionova – PhD (Physics and Mathematics), Associate Professor, Deputy Vice-Rector for Educational Technologies

19 Mira str., Yekaterinburg, 620002+7 343 375-94-59 

v.a.larionova@urfu.ruСеменоваТ. В.SemenovaT. V.

Семенова Татьяна Вадимовна – научный сотрудник Института образования

101000, Москва, Потаповский пер., 16, стр. 10+7 495 772-95-90 доб. 229-24 

Tatiana V. Semenova – Research Fellow, Institute of Education

16/10 Potapovskiy lane, Moscow, 101000+7 495 772-95-90 ext. 229-24 

tsemenova@hse.ruШмелеваЕ. Д.ShmelevaE. D.

Шмелева Евгения Дмитриевна – научный сотрудник Института образования

101000, Москва, Потаповский пер., 16, стр. 10+7 495 772-95-90 доб. 229-24 

Evgeniia D. Shmeleva – Research Fellow, Institute of Education

16/10 Potapovskiy lane, Moscow, 101000+7 495 772-95-90 ext. 229-24 

eshmeleva@hse.ruДайнекоЛ. В.DainekoL. V.

Дайнеко Людмила Владимировна – старший преподаватель Института экономики и управления

620002, Екатеринбург, ул. Мира, 19+7 343 375-41-72 

Ludmila V. Daineko – Senior Lecturer, Graduate School of Economics and Management

19 Mira str., Yekaterinburg, 620002+7 343 375-41-72 

l.v.daineko@urfu.ruЮрасоваИ. И.YurasovaI. I.

Юрасова Инна Игоревна – старший преподаватель Института экономики и управления

620002, Екатеринбург, ул. Мира, 19+7 343 375-41-72 

Inna I. Yurasova – Senior Lecturer, Graduate School of Economics and Management

19 Mira str., Yekaterinburg, 620002+7 343 375-41-72 

i.i.iurasova@urfu.ruУральский федеральный университет им. первого Президента России Б. Н. ЕльцинаРоссияUral Federal University named after the first President of Russia B. N. YeltsinRussian FederationНациональный исследовательский университет «Высшая школа экономики»РоссияNational Research University Higher School of EconomicsRussian Federation2020260220212442229Copyright © Ларионова В.А., Семенова Т.В., Шмелева Е.Д., Дайнеко Л.В., Юрасова И.И., 20212021Ларионова В.А., Семенова Т.В., Шмелева Е.Д., Дайнеко Л.В., Юрасова И.И.Larionova V.A., Semenova T.V., Shmeleva E.D., Daineko L.V., Yurasova I.I.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.umj.ru/jour/article/view/1286

Весной 2020 года в связи с угрозой распространения COVID-19 большинство российских университетов перешли на дистанционное обучение. Эта вынужденная мера предъявила новые требования к преподавателям и студентам: им пришлось оперативно подстраиваться к новым образовательным условиям, что вызвало опасения относительно качества обучения в дистанционном формате. В данной исследовательской статье отражены результаты выявления категорий студентов, высказывающих наиболее высокий уровень опасений трудностей, связанных с непониманием учебного материала в новых условиях. В исследовании были задействованы студенты УрФУ (всего 6 230 человек), опрошенные в марте 2020 года. Регрессионный анализ данных показал, что страх не справиться с обучением был более всего характерен для студентов младших курсов обучения, для студентов, невысоко оценивающих свои навыки самоорганизации, для студентов, опасающихся трудностей в коммуникации с преподавателями и своей низкой мотивации, а также для студентов, посещающих занятия с целью приобретения знаний. На основании полученных данных авторами статьи обсуждаются возможные меры поддержки студентов в условиях быстрого и массового перехода на дистанционный режим обучения.

Spring 2020 saw most Russian universities’ switch to distant learning due to the threat of COVID-19. The forced transition imposed new demands on faculty and students, who had to quickly adapt to the new educational conditions. These changes raised concerns about the quality of distant learning. The purpose of this study was to identify which students expressed more anxiety on expecting difficulties associated with a lack of understanding educational material under new circumstances. The study was based on the data of 6,230 Ural Federal University students polled in March 2020. Regression data analysis showed that the fear of not being able to cope with learning was more typical for the 1st and the 2nd year bachelors, for students who lowly estimate their self-regulated learning skills, for students who expected difficulties of communicating with teachers and of being motivated, as well as for students who attended classes for the sake of learning. The authors discuss possible measures to support students in the conditions of rapid and mass transition to distant learning.

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The authors declare that there are no conflicts of interest present.