Problem of resistance to the introduction of distance learning models of training in the vocational training of educators

Abstract

This study seeks to specify the factors preventing end-users (learners) from doing the distance learning courses successfully and university management from introducing this mode of study into vocational training of educators in Ukraine. It employed a non-experimental, descriptive study design performed through online and offline surveys. The preliminary data were collected through a self-completion Google Forms-based questionnaire (Course Satisfaction Questionnaire) for the students used at the first stage of our research followed by an interview questionnaire used with a focus group at the subsequent one. The latter developed the evaluation scale and made all necessary adjustments so that the validity of the study was ensured. The Chi-Square method was used to determine whether there were any correlations between internal and external factors of resistance. This study proved that the issue of resistance to the introduction of distance-learning models of training in the vocational training of educators is mostly a personal perception factor. It raised the issue of training and assisting lecturers in using distance education tools and shifting their role from being a source of knowledge to being a facilitator of learning.