Some peculiarities and principles of remote education in a various countries while taking ethnic, ethno- gender and ethno-age typological aspects into consideration

Abstract

The authors demonstrate essentiality to study and to implement remote learning in the educative process taking typological aspects in part the ethnic, ethno- gender, ethno-age ones into obligatory consideration. Separate attention is paid to emergency remote education implementing particularly under COVID-19 conditionsin various countries. The authors present the results of varieties in attitude to remote education in different countries received by the teachers of higher and secondary educational establishments, in part in small rural schools while distinguishing the urbanization and non-urbanization as the ethnic typological aspect separate subtype. The authors emphasize also that the applicants’ attitude to remote education should be taken into obligatory consideration and there are many researches on it. The authors describe the term “blended learning” and its synonyms.