PECULIARITIES OF FIRST-YEAR STUDENTS’ ADAPTATION IN THE CONDITIONS OF THE MIXED FORM OF EDUCATION IN THE PERIOD OF QUARANTINE LIMITATIONS

Abstract

The presented work contains the results of a study of the current today pedagogical problem, which consists in significant changes in the conditions in which the adaptation of first-year students to the study in higher education institutions (HEI) take place. Under the conditions of quarantine restrictions, there was a transition to its mixed form, when classes are held remotely according to the same schedule, which was created at the beginning of the year for classroom work, with full visualization of the educational process. The aim of the study was to identify the peculiarities of the first-year medical students’ adaptation course and to identify organizational tools that could contribute to a more successful adaptation of freshmen. Іn the voluntary survey64 medical students aged 17 to 20 took part. The questions of the questionnaire were formulated by the authors of the article independently based on scientific literature devoted to the problems of students’ adaptation. It is shown, that more than 80 % of students were very interested in the future profession, and only 65.1 % of respondents rated the attitude to it as “very like” after a short study. The level of satisfaction with the results of students’ studies was not high – only 30 % of respondents were completely satisfied. Among the reasons that affect learning outcomes and hinder adaptation 52.4 % of surveyed freshmen named stress and fatigue from classes, 60 % – mastering its new forms, and 26 % of students – adaptation to the requirements of teachers. It turned out that the socio-biological aspects of adaptation in distance learning were mild – only 15 % of freshmen noted the difficulties of rational planning of their time, while 73.3 % of young people surveyed had no problems with it, staying at home with their parents. Students noted that the organization of a mixed form of education with its full visualization disciplines them, motivates them for the best work and responsible attitude, but only 43.2 % of respondents admitted that they are actively involved in online communication, while others - at the request of teachers. Given the above, we can conclude that in a mixed form of education didactic, psychological and professional components of the general adaptation of students require special attention from the organizers of the educational process.