Specifics of Organizing Distance Learning of Organic Chemistry at a Pedagogical University in Conditions of a Pandemic Coronavirus Infection

The purpose of the study is to identify the features of distance learning of organic chemistry in Omsk State Pedagogical University (OmSPU) during the coronavirus pandemic in conditions of self-isolation.

Materials and methods. To solve this problem the authors have analyzed pedagogical literature and practical experience to organize distance learning of students, and self-analysis experience of distance learning of organic chemistry for the bachelors of the 3rd course at Omsk State Pedagogical University (direction “Pedagogical Education”, profile “Biology and Chemistry”) using the electronic information and educational environment of the University on the Moodle platform, followed by generalization and systematization of the identified features. Based on a survey of students, their attitude to distance learning of organic chemistry is revealed, and the problems and difficulties faced by students and lecturers are shown.

Results. The possibilities of conducting lectures and practical classes in organic chemistry in the BigBlueButton video conference format are described. Methodological techniques of using static and quasiinteractive multimedia presentations and demo videos, developed by the authors are shown. The possibilities of the course elements “chat” and “forum” on the OmSPU portal and WhatsApp messenger for solving organizational issues, consulting and correcting students’ activities, building their individual educational trajectory are revealed. The article shows the features of practical training, methodological techniques of using video demonstrations. Based on the analysis of the results of the survey of students and their exam answers, the most important disadvantages of distance learning in organic chemistry were identified. Learning in an electronic environment does not allow you to fully develop the skills necessary for future lecturers to communicate with students. The damage is caused to the development of oral speech, the ability to correctly use chemical terminology, explain the material using various teaching tools, and the formation of skills for group and pair interaction. Replacing a real chemical experiment with a virtual one does not allow you to form experimental skills specific to organic chemistry. Therefore, according to the authors, when studying organic chemistry, distance learning must necessarily be combined with traditional, with classes in a chemical laboratory.

Conclusion. The most effective tools for organizing distance learning of organic chemistry are identified, taking into account the specifics of the discipline. The ways of solving the difficulties faced by students and lecturers in the conditions of distance learning are shown. The developed and described methods of working with students in the organization of distance learning of organic chemistry can be used to improve the effectiveness of the development of the content of the discipline and the formation of professional competencies of future lecturers.

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