E-lecture in distance learning: didactic and methodical aspects

The experience of synchronous and asynchronous communication with students in the conditions of distance learning, accumulated during the coronavirus pandemic, convinces university teachers that mastering new methods and technologies of e-learning is not a momentary phenomenon, but a natural and highly demanded direction in the development of didactics. Taking into account that the lecture is the leading organizational form of education at the university, we can state the need to study the format of conducting an e-lecture, namely: to identify the essence of the “e-lecture” concept, to single out the peculiarities of the perception of educational information in distance learning, as well as psychological and behavioral reactions of remote listeners. The analysis of numerous concepts that have appeared over the past few years in the pedagogical literature has revealed differences in the implementation of different forms of e-lectures in a distance mode. The definition of an e-lecture proposed in the paper focuses on increasing the students’ interactivity during the lecture, which, in our opinion, allows us to overcome the main problems of distance communication: lack of feedback, drop in students’ motivation, the feeling of being neglected, isolated from the academic process, etc. Also, the features of e-lectures compared to traditional ones were revealed, which poses the task of the teacher to master new skills in didactics, psychology, linguistics and paralinguistics to achieve a high quality of teaching. Based on the generalization of the results of a survey of university teachers about the features of an e-lecture, it was possible to formulate methodical recommendations for its preparation, organization and conduct.