MODELING OF STUDENTS’HIGH ACADEMIC PERFORMANCE DURING COMPLETING LABORATORY WORK IN PHYSICS ONLINE

Abstract

The purpose of this work is to study the influence of the cognitive process on student performance in the remote performance of laboratory work in the course of physics in higher education institutions, in particular in the field of telecommunications; development and implementation of an algorithm for the formation of dynamic educational content in the educational process. Today, in Ukraine as well as around the world, educational institutions of various accreditation levels are forced to introduce distance learning due to possible emergency circumstances, such as quarantine, pandemic, martial law, etc. Much academic staff is adapting to the challenges of distance learning. Being in a constant pedagogical search, university teachers apply the main criteria (accessibility, clarity, maximum possible explanation of the material, dosage of the material, establishment of research work, practical implementation of tasks) and principles of online learning organization (effectiveness, versatility, optimality, flexibility), develop both the educational content and the educational trajectory for lectures and practical classes, providing clear and systematic feedback. In particular, they create the necessary dynamic learning content for the purpose of conducting laboratory classes and relevant experimental research "virtually". At the same time, considerable attention is paid to the cognitive process. The authors' many years of experience organizing and conducting laboratory classes in physics and analyzing pedagogical, psychological, scientific, and methodological literature are used. The authors use the analytical method to examine the syllabusand the influence of the cognitive process on the summative assessment of students’ performance, and statistical observation to summarize the teachers' assessment of reports completed by students in laboratory work in optics and solid state physics, including distance learning. The analysis of the study results showed that the introduction and implementation of the newly developed models in the educational process, namely – the formation of dynamic educational content and the cognitive process (teacherstudent), a high rate of both general and qualitative student performance in remote laboratory work was obtained. Therefore, it is highly likely that careful preparation of dynamic educational content by teachers of an educational institution, adaptability of participants in the educational process, and a stable Internet connection will ensure the high quality of knowledge acquired by students online.