Distance learning and digitalization of education in the assessments of students (based on the materials of the All-Russian selective supervision of Rosstat)

Background. To understand the consequences of an emergency transition to distance learning during a pandemic, it is important to know the opinion of not only teachers and managers, but also the students themselves. Objective. Analysis and theoretical understanding of statistical data characterizing the attitude and assessments of students of educational institutions of secondary vocational education and universities of distance learning during the period of self-isolation and attitude to the prospects for the digitalization of education. Methods. From the standpoint of institutional and community approaches, a secondary analysis of the statistical data of the All-Russian selective supervision of the quality and availability of services in the areas of education, healthcare and social services, and the promotion of employment of the population was carried out Results. The emergency transition to distance learning during the period of self-isolation caused by the coronavirus pandemic has shown the unpreparedness of both secondary vocational and higher education organizations and students for the challenges of the new reality. According to the results of the All-Russian selective observation, more than half of the students are not satisfied with distance learning during the period of self-isolation. More than 80% of students expressed a negative attitude towards the transition to fully distance learning, which indicates their extremely restrained attitude to the digitalization of education and unwillingness to part with the classical educational system. The differentiating factor of assessments is the course of study and the direction of training. Practical significance. The results obtained can be used in practical activities to improve distance learning and management decision-making in professional and higher education organizations.