Attitude of teachers and students of additional professional education programs to distance learning

The research problem and the rationale for its relevance. The digital transformation of the system of additional professional education (APE) is connected not only with the organization of the digital educational environment in accordance with the requirements of the regulatory framework, but also with the development of management decisions based on the search and implementation of effective pedagogical practices for the design and implementation of educational programs using digital resources. The article shows the importance of research into teachers' attitudes to mass online learning, caused both by the requests of the students themselves and the requirements and opportunities of the modern educational digital environment. The relevance of the research also lies in the fact that the use of e-learning and distance education technologies has identified the problem of readiness of pedagogical staff (course instructors and students - representatives of pedagogical sphere of activity) to work effectively in the electronic information and educational environment. The goal of the research is a comparative analysis of the peculiarities of attitudes towards remote learning tools (educational platforms) and ways of their implementation among teachers involved in the design and implementation of programs of APE and trainees. Methodology The article presents the results of theoretical analysis and empirical research aimed at studying the attitude of teachers and students in APE programs to online education. Based on the subject-activity approach, the analyzed components of the attitude of teachers as subjects of their own transformation and development to the online learning format are determined: according to the indicators of the need for digital educational resources, activity in their use and satisfaction from their use. During the experiment, the method of oral and written survey was used: anonymous interview and questionnaire survey of teachers and trainees using a scale-type questionnaire, which allowed to obtain data describing the results of a comparative analysis of teachers' attitudes towards preferred educational platforms and trainees' attitudes towards the same digital educational resources. Results The Zoom and LMS Moodle educational platforms were a used as learning platforms and were a recognized as the most preferred among students of APE programs and teachers. In general, teachers rated Zoom higher, and students prefer Moodle more. For teachers, the need for the Moodle educational platform is weakly expressed, satisfaction is average, and its use is high. Trainees have a significantly higher need for and satisfaction with the platform. In addition, the article provides data on how the respondents assessed the technical and educational capabilities of the platforms, as well as analyzes the limitations and deficits of students and teachers associated with both the willingness of participants to use the content of digital resources, and with problems of organizational and motivational nature. For example, among the main advantages of organizing training on educational platforms, the respondents pointed out the saving of time, physical and emotional strength (for teachers, Zoom was the priority in this indicator, and for students - Moodle) and convenient mode of work (teachers associated this with the ability to organize meetings not only in conditions of strict attachment to the workplace, students could combine study with work). Therefore, the research in the context of the subject-activity approach attempts to measure the individual characteristics of the attitude of teachers and students of distance courses using three interrelated components that are manifested in the participants of the educational process: the indicators of the need for digital educational resources, activity in their use and satisfaction from their use. We consider the analyzed preferences and solve the identified problems to optimize the organization of online learning in the APE system: to address the possibilities of pedagogical design, to use the potential of several digital educational resources according to the requirements of pedagogical feasibility, accessibility and interactivity.