DISTANCE LEARNING OF MATHEMATICS FOR AGRICULTURAL HIGHER EDUCATION INSTITUTIONS STUDENTS DURING MARTIAL LAW

Against the background of the development of events related to the COVID-19 pandemic and the introduction of martial law, in which Ukraine recently found itself, the use of blended learning has become even more relevant during the training of specialists by agricultural institutions of higher education. The forced and necessary transition caused transformations in the educational process, to which teachers and students of higher education institutions must adapt. The article is devoted to the importance of using distance education as a component of professional training, in particular mathematical training, of first (bachelor's) level specialists at the Vinnytsia National Agrarian University. The role and state of mathematics education in crisis conditions is analyzed. It is shown that the introduction of remote technologies allows for a continuous educational process at a sufficiently high level and in safe conditions, provides the possibility of constant access to educational resources, and is positively perceived by students. It is noted that online education requires students and teachers of higher education institutions to possess the skills of information and communication technologies and a flexible approach to the educational process. It is substantiated that the use of distance learning contributes to the process of professional development of future specialists, encourages them to work independently, forms an information culture, and focuses on mastering innovative means of obtaining and assimilating information. Distance learning requires appropriate training of students. Before it is introduced, students should be taught how to study literary sources, analyze them, highlight the main points, systematize knowledge, and draw conclusions. The purpose of the article is to highlight the experience of implementing distance learning at the Vinnytsia National Agrarian University, in particular, mathematical disciplines. Research methods. To achieve the goal, theoretical and empirical research methods were used: the study of scientific works, the analysis of educational and methodical literature, pedagogical observations of the students' learning process. The article presents the experience of teaching a higher mathematics course at an agricultural university during distance education. The key requirements, principles, elements and technologies for the development, construction and support of a distance learning course are provided. A distance course in higher mathematics is offered for the specialty 208 Agricultural Engineering. The main problems are considered and ways to overcome them are given, in particular when organizing independent work of students during online classes. The importance of teacher control at various stages of students' independent performance of tasks to ensure effectiveness is emphasized. Attention is drawn to the positive and negative aspects of the remote form of conducting classes and the prospects of further research on improving the effectiveness of independent work of students in the conditions of distance learning. It is noted that when organizing distance learning, the problem of the teacher's readiness for distance learning is often not taken into account. It is believed that he easily adapts to new working conditions. Practice shows that this is far from the case. There is a significant need for training of teachers of the organization and methods of distance learning. Conclusions. Distance learning gives students access to non-traditional sources of information, increases the efficiency of independent work, provides new opportunities for creativity, consolidation of various professional skills, and allows teachers to implement fundamentally new forms and methods of learning.