Организационно-педагогические условия интеграции традиционного и дистанционного образования в вузе

Introduction. The paper addresses the problem of the optimal combination of traditional and distance (online) knowledge delivery systems in higher education. The purpose of this study is to identify and describe academic and administrative factors and conditions influencing the integration of traditional and distance learning in a university environment. Materials and Methods. The article reviews and analyses a number of Russian and international studies into distance (online) and traditional learning within the framework of higher education. A survey was conducted at Cherepovets State University (the Russian Federation). Participants of the study were students (n=110) and academic staff (n=20). The observation method was used in order to identify the level of student satisfaction in traditional and distance (online) learning. Results. The authors clarified modern interpretations of distance and traditional education and conducted a historical analysis of these concepts. The study revealed and described academic and administrative factors and conditions contributing to the effective integration of distance and traditional education. The results showed that most of the students and academic staff prefer a traditional education delivery system. In regards to tools and resources of distance (online) learning, most respondents are positive about using Microsoft Teams video conferencing software. Conclusions. The authors identified and clarified the following academic and administrative factors and conditions for the integration of distance and traditional education delivery systems: careful selection of educational online platforms, active use of reflection, a variety of communication channels for feedback, emotional factors, regulations for distance learning, and distance mentoring.