MANAGEMENT OF STUDENTS' EDUCATIONAL AND COGNITIVE ACTIVITIES IN DISTANCE LEARNING

H. SAZHKO V. N. Karazin Kharkiv National University https://orcid.org/0000-0002-1508-6439
О. PTASHNYI Kharkiv National Automobile and Road University https://orcid.org/0000-0001-6123-7253
V. LUKASHOV V. N. Karazin Kharkiv National University https://orcid.org/0009-0001-8976-3076

Keywords: educational and cognitive activity, distance learning, Controlled Semi-Markov Process, «student–computer» system

Abstract

DOI: https://doi.org/10.26565/2074-8922-2025-85-16

Purpose. The study aims to analyze the theoretical foundations and practical approaches to managing students’ educational and cognitive activity (ECA) in the process of distance learning; to identify key factors influencing the effectiveness of such management, and to propose recommendations for improving this process.

Methods. A comprehensive theoretical and methodological approach was applied, combining: system analysis; control theory methods; a cognitive-psychological approach; structural-hierarchical analysis; and modeling of learning situations.

Results. It was established that the implementation of adaptive methods, interactive technologies, and individualized approaches contributes to enhancing students’ cognitive activity, independence, and the overall effectiveness of the educational process. The study also developed a model for managing ECA, which is based on the principles of systematicity, interactivity, and personalization.

Conclusion. The conducted research confirmed the importance of developing an effective system for managing ECA in the context of distance learning. It was found that:

The use of adaptive methods, interactive technologies, and individualized approaches increases students’ motivation, independence, and overall learning performance.

The proposed model for managing ECA within the «student–computer» system, based on a Controlled Semi-Markov Process, ensures the systematic, interactive, and personalized nature of the educational process.

The conceptual definition of the “knowledge gain” function as a reflection of memory regularities makes it possible to integrate the cognitive-psychological dimension into the management model.

The constructed hierarchy of states and system of diagnostic tests creates conditions for objective monitoring of learning outcomes and timely pedagogical intervention.

Prospects for further research include expanding the management model to different academic disciplines, testing it in educational institutions, and exploring the impact of emerging digital technologies—particularly artificial intelligence—on the effectiveness of distance learning organization.

In cites: Sazhko H., Ptashnyi О., Lukashov V. (2025). Management of students' educational and cognitive activities in distance learning. Problems of Engineering Pedagogic Education, (85), 185-195. https://doi.org/10.26565/2074-8922-2025-85-16 (in Ukrainian)

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