ABSTRACT
The article presents the results of the research project "Education under CO-VID-19", implemented by the Center for Interdisciplinary Research on Contem-porary Childhood in Moscow State University of Psychology and Education. The research was conducted from October 2020 till January 2021. The main goal of the project was to identify the specific features of adolescents' and secondary school teachers' perception of online learning under the pandemic. 141 adolescents and 91 secondary school teachers from different regions of the Russian Federation participated in the research. According to the data, despite facing certain challenges, the majority of adolescents regard online learning either in neutral, or in positive light. Adolescents with high levels of metacognitive skills were the most efficient in adapting to online learning. In contrast with adolescents, most teachers assess online learning negatively. The authors of the paper consider opposing online and offline education as the least efficient strategy. They stress the need of overcoming the dichotomy and emphasize the role of child-adult interactions that can be organized in face-to-face, distant and hybrid learning formats.
ABSTRACT
The article presents the results of the research project "Education under COVID-19", implemented by the Center for Interdisciplinary Research on Contemporary Childhood in Moscow State University of Psychology and Education . The research was conducted from October 2020 till January 2021 . The main goal of the project was to identify the specific features of adolescents' and secondary school teachers' perception of online learning under the pandemic . 141 adolescents and 91 secondary school teachers from different regions of the Russian Federation participated in the research . According to the data, despite facing certain challenges, the majority of adolescents regard online learning either in neutral, or in positive light . Adolescents with high levels of metacognitive skills were the most efficient in adapting to online learning . In contrast with adolescents, most teachers assess online learning negatively . The authors of the paper consider opposing online and offline education as the least efficient strategy . They stress the need of overcoming the dichotomy and emphasize the role of child-adult interactions that can be organized in face-to-face, distant and hybrid learning formats . © 2022 National Medical Research Center of Rehabilitation and Balneology of the Ministry. All rights reserved.