Use of modern technologies and digital tools in the context of distance and mixed learning


  • Vasyl L. Dudar Hryhorii Skovoroda University in Pereiaslav, Pereiaslav, Ukraine
  • Viacheslav V. Riznyk Hryhorii Skovoroda University in Pereiaslav, Pereiaslav, Ukraine
  • Vitalii V. Kotsur Hryhorii Skovoroda University in Pereiaslav, Pereiaslav, Ukraine
  • Svitlana S. Pechenizka (Gubareva) Kyiv National University of Culture and Arts, Kyiv, Ukraine
  • Oksana A. Kovtun Hryhorii Skovoroda University in Pereiaslav, Pereiaslav, Ukraine


conference, educational process, information technologies, student, teacher


Widespread use of distance learning, which is equated with conventional education, is recognised as one of the priority tasks of Ukrainian education, which implements information communication and digital technologies. The relevance of the study increases dramatically due to the fact that in the context of the spread of coronavirus and the real risk of infection growing with it, almost all educational institutions are switching to distance learning mode. The key figure in solving this problem is the qualification of the teacher and their education, the level of which greatly influences the effectiveness of the entire process of distance and mixed learning. The purpose of the study was to investigate information technologies and digital tools that could be used in educational institutions in the context of distance and mixed learning. As a result of the study, the authors were able to analyse world practice of using technologies and information resources for distance and mixed forms of learning. 


Download data is not yet available.


Al-Rahmi, W. M., Alias, N., Othman, M. S., Alzahrani, A. I., Alfarraj, O., Saged, A. A., & Rahman, N. S. A. (2018). Use of e-learning by university students in Malaysian higher educational institutions: A case in Universiti Teknologi Malaysia. Ieee Access, 6, 14268-14276.

Anderson, T., & Rivera-Vargas, P. (2020). A critical look at educational technology from a distance education perspective. Digital Education Review, (37), 208-229.

App Store Preview. 2021.

da COSTA, F. R., Pelissari, A. S., & Gonzalez, I. V. (2018). Corporate image of public higher education institutions: Relevant factors to distance learning students. Turkish Online Journal of Distance Education, 19(1), 117-135.

Figlio, D. N. (1997). Teacher salaries and teacher quality. Economics Letters, 55(2), 267-271.

Gavrilova, L. H., & Katasonova, J. I. (2017). Theoretical aspects of the introduction of distance learning in Ukraine. Educational Discourse, 168-182.

Golitsyna, I. (2017). Educational process in electronic information-educational environment. Procedia-Social and Behavioral Sciences, 237, 939-944.

Google Play. (2021).

Hanushek, E. A., & Rivkin, S. G. (2006). Teacher quality. Handbook of the Economics of Education, 2, 1051-1078.

Havrylyshyn, ?., Dmytrenko, T., Derkach, T., & Dmytrenko, A. (2019). Development of informational system for the electronic educational and methodical complex of the discipline. ??????? ??????????, ????????? ?? ??’????. ??????? ???????? ?????, 4(56), 35-39.

Igor, B. A., Nikita, V. M., & Valeriy, P. B. (2015). Problem methodology as one of the ways of innovative organization of educational process. Procedia-Social and Behavioral Sciences, 166, 227-231.

Khanna, P. (2017). A conceptual framework for achieving good governance at open and distance learning institutions. Open Learning: The Journal of Open, Distance and E-Learning, 32(1), 21-35.

Kolomiytsev, M. 2020. Google Classroom: functionality and short instructions for creating an online course.

Leshchynska, O. A., Firman, V. M., Marych, V. M., Ilchyshyn, Y. V., & Velykyi, Y. B. (2021). The readiness of a student for constructive social interaction in relation to life safety. Linguistics and Culture Review, 5(S2), 588-598.

Lluch, M. (2011). Healthcare professionals’ organisational barriers to health information technologies—A literature review. International journal of medical informatics, 80(12), 849-862.

Lyakhova, N. B., Tatyeva, E. V., Rustamov, F. H., & Kamarova, N. S. (2020). Technology for conducting online lectures using cloud services in distance education for students of humanitarian specialties. EurAsian Journal of BioSciences, 14(2), 6189-6195.

Makarenya, T. A., Stash, S. V., & Nikashina, P. O. (2020, November). Modern educational technologies in the context of distance learning. In Journal of Physics: Conference Series (Vol. 1691, No. 1, p. 012117). IOP Publishing.

Markova, E. M., Kuznetsova, G. V., Kozlova, O. V., Korbozerova, N. M., & Domnich, O. V. (2021). Features of the development of linguistic and communication competences of future foreign language teachers. Linguistics and Culture Review, 5(S2), 36-57.

Mora, H. M., Pont, M. T. S., Casado, G. D. M., & Iglesias, V. G. (2015). Management of social networks in the educational process. Computers in Human Behavior, 51, 890-895.

Netanda, R. S., Mamabolo, J., & Themane, M. (2019). Do or die: student support interventions for the survival of distance education institutions in a competitive higher education system. Studies in Higher Education, 44(2), 397-414.

No, R. (2020). 211, On prevention of the spread on the territory of Ukraine of the acute respiratory disease Covid-19 caused by the coronavirus SARS-CoV-2. Bulletin of the Verkhovna Rada of Ukraine, Kyiv, Ukraine.

Olenets, S. Y. (2018). Using the Google Classroom application in project education.

Popova, O. I., Gagarina, N. M., & Karkh, D. A. (2020). Digitalization of Educational Processes in Universities: Achievements and Problems. Advances in Social Science, Education and Humanities Research, 437, 738.

Premkumar, G., & Roberts, M. (1999). Adoption of new information technologies in rural small businesses. Omega, 27(4), 467-484.

Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020, January). Students and teachers' challenges of using technology in blended learning environments. In Proceedings of the 2020 the 3rd International Conference on Computers in Management and Business (pp. 195-200).

Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International review of economics education, 17, 74-84.

Sakulina, Y. V. (2018). The use of information and communication technologies in the implementation of distance education. Bulletin of Science and Education, 2(3), 39.

Shahmoradi, L., Changizi, V., Mehraeen, E., Bashiri, A., Jannat, B., & Hosseini, M. (2018). The challenges of E-learning system: Higher educational institutions perspective. Journal of education and health promotion, 7.

Stechkevych, ?. ?. (2020). Setting up and using the zoom service to organize distance learning. Integración de las Ciencias Fundamentales Yaplicadas en el Paradigma de la Sociedad Post-Industrial, 4, 83-85.

Thistoll, T., & Yates, A. (2016). Improving course completions in distance education: an institutional case study. Distance Education, 37(2), 180-195.

Webex. (2021).

Wen, J., Zhang, W., & Shu, W. (2019). A cognitive learning model in distance education of higher education institutions based on chaos optimization in big data environment. The Journal of Supercomputing, 75(2), 719-731.

White, A. E. D. M., Daniel, E. M., & Mohdzain, M. (2005). The role of emergent information technologies and systems in enabling supply chain agility. International journal of information management, 25(5), 396-410.

Yandell, J. (2020). Learning under Lockdown: English teaching in the time of Covid-19. Changing English, 27(3), 262-269.

Zeichner, K. (2005). Becoming a teacher educator: A personal perspective. Teaching and teacher education, 21(2), 117-124.

Zoom. (2021).



How to Cite

Dudar, V. L., Riznyk, V. V., Kotsur, V. V., Pechenizka , S. S., & Kovtun, O. A. (2021). Use of modern technologies and digital tools in the context of distance and mixed learning. Linguistics and Culture Review, 5(S2), 733-750.



Research Articles