The article dwells upon the review of the theoretical and conceptual bases of e-learning implementation analysis in Ukrainian universities, which acquires relevance in conditions of impetuous development of information and communication technologies. An intensification of informatization, digitalization and individualization trends of the educational process actualize the need to study the readiness of higher educational institutions to use and popularize electronic educational resources, methods and technologies.
Ukrainian universities start to follow the e-learning strategy considering these trends. However, they are at different levels of implementation, which is the subject of the further research. Accordingly, the purpose of the article was to identify the implementation degree of e-learning elements in Ukrainian higher educational institutions (universities, academies, institutes), what was realized through conducting the content analysis of the information that was published on the official universities’ websites. The theoretical and methodological foundations of the study of e-learning and analysis of the institutional degree and its introduction in Ukraine were considered in the first part of the article. The article expounds a phased description of the chosen methodology and the barriers faced by the research group in the study of the declared problems.
The justification of the criteria that served as the basis for the classification of Ukrainian universities was given a particular attention. General indicators for an independent assessment were developed that allowed us to avoid a subjectivity, predictable assessment and to identify the real situation of readiness of Ukrainian universities to introduce distance learning elements.
According to study results, the classification of Ukrainian universities by the implementation degree of e-learning was developed: 1) universities which follow the traditional model of education; 2) universities that combine traditional education with e-learning elements or fragmentary web-provision of an educational process; 3) universities that use web-communication support of the educational process or experimental form of e-learning; 4) universities that have an all-sufficient form of e-learning.
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