They imply the acceptability of prolonged distance learning, if needed, and embrace the hybrid education model for the next generation of students.Į‐learning, as a complex system, includes distance learning, teaching materials in various forms and shapes, group and individual learning processes, as well as interactive and tutorial work. The results indicate the high satisfaction of these participants in the educational processes.
We have evaluated our approach by monitoring the IT solutions and surveying students and teachers at the School of Computing, Union University of Belgrade. We have defined and implemented a model, which is described in detail in this paper, thus giving guidelines for a rapid transition to distance learning, which is not restricted to the crisis times only. Our focus has been on conceiving technical, organizational, and pedagogical changes that educational organizations need to implement to enable different interaction methods, ensure continuity, and provide high-quality education. Our research goal has been to develop and implement a model enabling a rapid transition from the traditional to the distance learning model in a state of emergency. Therefore, educational institutions must respond quickly and ensure the continuity of the educational processes. A disruption would pose a severe threat to the entire society in the postcrisis period. The COVID-19 crisis is having a significant impact on the quality of life and future of young people it can also lead to disruption in education. According to the results of the spring semester, the experience of working with iSpring Suite 9 in creating electronic tests and conducting practical exercises in distance mode was recognized as successful and will be used in the future to conduct classes with students of the distance department of Novosibirsk State Technical University. As a result, the choice was made in favor of the corporate training platform iSpring. The need to conduct practical classes on solving technical problems with mandatory time control and prompt receipt of the results of the solution by the teacher determined the requirements for the choice of a computer program as a tool for providing distance work in the field of education. Self-isolation requirements in the face of the COVID-19 pandemic have required the development and use of innovative remote learning methods. The article discusses the experience of using the iSpring Suite 9 computer platform as an information tool for conducting distance classes with second-year students in the training for “Business Informatics”.
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