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Relevance. The growing adoption of distance learning in higher education necessitates an understanding of the pedagogical conditions that facilitate its effective implementation. Purpose. This study aimed to identify the pedagogical conditions that support successful integration of distance learning technologies in higher education. Methodology. A questionnaire survey was conducted among 206 first- to fourth-year pedagogy students, complemented by interviews with 28 teachers. The survey and interviews focused on experiences, advantages, and disadvantages of distance learning from both students� and teachers� perspectives. Results. The findings revealed that 89% of students favoured distance learning, highlighting benefits such as time and budget savings, comfortable home learning environments, easy access to necessary information, and flexible learning schedules. However, 11% of students reported dissatisfaction due to issues like internet outages, perceived lower quality of education, and lack of communication with peers and instructors. Teachers identified several challenges, including students� information assimilation, their own adaptation to teaching in distance formats, and administrative hurdles. Conclusions. Distance learning technologies, distinct from traditional methods, emphasize independent student activities and the use of information technology for knowledge exchange. Addressing the identified challenges and leveraging the benefits can significantly enhance the distance learning experience. Keywords: student adaptation; self-education; network technologies; digitalisation in education; pedagogical conditions
Raimkulova et al. (Tue,) studied this question.