Distance learning in art majors of higher education institutions

on the example of the Faculty of Arts in H.S. Skovoroda Kharkiv National Pedagogical University

Abstract

Object. The purpose of this publication is to summarize and systematize the experience of distance learning at the Faculty of Arts of H.S. Skovoroda Kharkiv National Pedagogical University, identifying the strengths and weaknesses of this form of education in the context of the specific nature of arts disciplines. The objectives of the article focus on evaluating the potential of distance learning for the development of arts education, identifying its advantages and possibilities for individualizing the learning process, as well as determining the main challenges faced by students and faculty in the distance learning format, particularly those related to the specificities of creative processes, practical lessons, and assessment.
Methods and Methodology. The study employs traditional theoretical methods of analyzing scientific literature, curricula, methodological materials, and reports to understand the theoretical foundations and practical implementation of distance learning in arts education. In the course of the research, methods such as observation of online learning processes (online classes, forums, chats) were used to identify the features of student-teacher interaction and assess the impact of distance learning on the quality of creative assignments.
Research Results. The article offers a detailed analysis of the distance learning experience at the Faculty of Arts of H.S. Skovoroda Kharkiv National Pedagogical University in key arts specialties: 014.13 Secondary Education (Music), 014.14 Secondary Education (Visual Arts), 022 Design, 024 Choreography. The authors examine how the university has adapted its educational process to contemporary challenges, focusing on aspects such as the use of online platforms, interactive teaching methods, and feedback between participants in the educational process. The article deeply analyzes the problems faced by students and instructors of arts disciplines during distance learning. Among these are the lack of direct contact with the instructor, limited access to specialized equipment, and difficulties in developing practical skills and creative collaboration. The authors provide specific recommendations for improving the organization of distance learning at the Faculty of Arts. They develop strategies to overcome challenges and maximize the benefits of the distance learning format.
Conclusions. The study demonstrates that, despite certain challenges related to the specifics of arts disciplines, distance learning at the Faculty of Arts of H.S. Skovoroda Kharkiv National Pedagogical University allows for high-quality education and the development of students’ creative abilities. The authors offer a range of practical recommendations that may be useful for other higher education 
institutions.