Indirect and Direct Pedagogical Interaction of Teacher with Students in the Conditions of Electronic Learning and Their Performance of the Roles of "E-Teacher" and "E-Student"

The article presents the theoretical and empirical results of the study of the phenomenon "pedagogical interaction in e-learning". The direct pedagogical interaction of the e-teacher with e-students during e-learning was considered as mutual influence in the conditions of synchronous learning, and the indirect one - as mutual influence in the conditions of asynchronous learning. The pedagogical experiment was aimed at clarifying the attitude of various participants of the educational process, who perform the roles of e-teachers, e-students, e-teachers of elementary school, to direct and indirect pedagogical interaction during e-learning, which was organized both during the period of the spread of COVID-19 (1st period), and during the introduction of martial law on the territory of Ukraine as a result of Russian invasion (II period). According to the results of the pedagogical experiment, during the spread of COVID-19, e-students in asynchronous learning conditions felt psychological discomfort due to the lack of direct pedagogical interaction with the teacher. Also, the students had a slowdown in the pace of study material, a loss of motivation to study was observed. They constantly felt the desire to postpone the study of the educational material for later. During the introduction of martial law on the territory of Ukraine, e-students preferred synchronous learning. The presence of direct pedagogical interaction with others ('electronic teacher' and 'electronic students') had a positive effect on the psychological state of students, helped to maintain the pace of learning, learn new educational material faster and more efficiently, experience positive emotions, a sense of security, etc.