CHANGES IN COMPONENTS OF EDUCATIONAL INTERACTION DURING THE TRANSITION TO DISTANCE EDUCATION

Abstract

The paper explores the problem of replacing the verbal and non-verbal components of pedagogical interaction from traditional classroom with forms of distant interaction. The authors use a set of methods that involve quantitative and qualitative analysis of data obtained in the work with first and second year students majoring in Journalism. The study period covers March – May 2020, which is a transitional period for all educational institutions that were set in an emergent situation of transition to distance learning technologies. As a result of qualitative and quantitative modeling of students’ perception of educational interaction, the authors come to the conclusion about the dual nature of the perception of changes, as well as the need to combine traditional forms of interaction with innovative, computer-mediated ones.