top of page

Functioning of education in remote teaching mode – practice and exchange of experiences

Maryna Gudz

National University “Zaporizhzhia Polytechnik”,

Zaporizhzhia, Ukraine


ORCID: 0000-0002-1454-4987

higher education, distance learning, system approach, flipped learning.


Piotr Gudz

Kujawy and Pomorze University in Bydgoszcz,

Bydgoszcz, Poland


ORCID: 0000-0001-7604-549X

received:   10.10.2021
corrected:  31.10.2021
accepted: 14.11.2021

This study aims to determine the practical aspects and functioning of higher education over distance in Ukraine. The subject of the work is the systematic approach to the analysis of the organization of higher education as a  subject of research, the identification of problems and challenges by presenting higher education as an economic, market, management, and operational subsystem. During the investigation it was established that the dominance of asynchronous educational technologies, identified and characterized the thin sides within each of the subsystems of higher education, among which the most vulnerable are: technological support of optical networks and wide-format access for Internet users, especially in rural areas; weak infrastructure in universities for video conferencing and other forms of remote work; low digital competencies of teachers (up to 60% of surveyed teachers), low quality of university management and adaptation to change; slow use of innovative offline learning technologies. The introduction of the systematic approach to improving the quality of education through the strategic definition of goals, mission, and priorities of university development is substantiated; introduction of pedagogical design; creating a  comfortable environment for students to study and research; providing EdTech tools for training and assessment; regular monitoring of the content and making sure that the design of educational courses were grounded. Among the applied steps, it is recommended to intensify the implementation of a dual education system adopted by the author of innovative teaching methods, particularly “flipped learning” technology.


  1. Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.

  2. Barannikov, K. A., Karlov, I. A., Leshukov, O. V., Nazaikinskaya, O. L., Sukhanov, E. A., & Frumin, I. D. (Eds.). (2020). Uroki «stres-testa». Vuzy v usloviyakh pandemii i posle neye Ministry of Education and Science of Russia.

  3. Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every class every day. Washington, DC: International Society for Technology in Education

  4. (2021). Global student survey.

  5. École 42 (n.d.). 42. Learn to Code. Break the Codes. Tuition-free Training.

  6. Grynevych, L., Ilyich, L., Morze, N., Proshkin, V., Shemelynecz, I., Lynov, K., & Rij, G. (2020). Organization of educational process is in schools of Ukraine in the conditions of quarantine: analytical message. Kyivskyj universytet imeni Borysa Grinchenka.

  7. Interfax. (2020, April 15). Distantsyonnoe obuchenye v ekstremalnykh usloviyakh.

  8. Lynch, S., Burton, E., Behrend, T., House, A., Ford, M., Spillane, N., & Matray, S. (2018). Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components. Journal of Research in Science Teaching, 55(5), 712- 748.

  9. Means, B., Bakia M., & Murphy, R. (2014). Learning online: What research tells us about whether, when and how. Routledge.

  10. Means, B., Wang, H., Wei, X., Lynch, S., Peters, V., Young, V., & Allen, C. (2017). Expanding STEM opportunities through inclusive STEM-focused high schools. Science Education, 101(5), 681-715.

  11. Ministry of Digital Transformation of Ukraine. (2020). 17 tysyach naselenych punktiv ne mayut zhodnogo optychnogo provajdera – doslidzhennya Mincyfry.

  12. Saienko, N. S., Holub, T .P., Lavrysh, Yu. E., Lukianenko, V. V., & Lytovchenko, I. M. (2020). Integration of digital technologies is in an educational process: Calls and prospects, Tsul.

  13. Santander. (2020, November 24). Banco Santander and IAUP study reveals major concerns of more than 700 rectors about pandemic impact. https://

  14. Shestopalyuk, O. V. (2013). Innovative models of studies in activity of higher educational establishments. Teoriya i praktyka upravlinnya socialnymy systemamy, 3, 118-124.

  15. Shvecz, G. O. (2016). Modern innovative methods of teaching are at higher school. Suchasni innovacijni metody vykladannya u  vyshhij shkoli. In Naukova dumka suchasnosti i majbutnogo. Materialy IV vseukr. prakt.-piznav. konf. 2016 (p.  19-22). http://naukam.triada.

  16. UNESCO. (2020). Education in a post-COVID world: Nine ideas for pulic action. UNESCO’s International Commission on the Futures of Education.

bottom of page