Challenges of Applying Distance Technology to the Study of History (based on the results of a sociological survey of students in Togliatti)

Togliatti State University, 14, Belorusskaya st., Togliatti, 445020, Russia

^* Corresponding author: aleksandr.kozlov@mail.ru

Abstract

The article discusses the problems of distance learning. They are relevant due to the increase in the demand for continuing education, the development of teaching methods for humanities, particularly history. Distance learning in history is related to the task of shaping historical thinking. The purpose of the article is to study the attitude of university lecturers and students towards distance learning in history classes. The empirical basis of the article was the results of a sociological survey conducted among the students of Togliatti State University in 2021 (N=287).The analysis of the survey results shows that the students’ views on distance learning in history are divided. About half of the students are positive about this mode of study, and the other half are negative. There were more respondents among young males, as well as technical students, who described the history distance learning sessions positively. The students are attracted by the extensive use of Internet sources and visual materials. Among girls, as well as humanities students, there are more of those who have a negative attitude towards distance learning in history. The negative aspects are related to technical problems, as well as the lack of direct communication with the teacher. The respondents who do not have a high level of interest in studying history are more likely to express a positive attitude towards distance learning. In contrast, the respondents who are interested in history are more likely to have a negative attitude towards this form of training.