SOLVING THE PROBLEMS OF DISTANCE LEARNING: INTERACTION BETWEEN PARENTS, TEACHERS, AND PSYCHOLOGISTS

This article examines the relationship between parents, instructors, and psychologists in detail to analyze and resolve the difficulties of distance learning. The writers analyze the primary obstacles to remote learning, such as technological constraints, modifications to course materials, and students' psycho-emotional health, based on qualitative and quantitative data. The paper offers creative solutions that integrate technology optimization, psychoemotional support, professional development for educators, and hybrid learning to maximize the benefits of remote learning through a multidisciplinary approach. It was discovered that the key issues with remote learning are the need for more engagement between parents, teachers, and students, technology constraints, adaptations made to educational resources, and psycho-emotional stress. The interdisciplinary approaches discussed in this article stress the value of technology optimization, psycho-emotional support, hybrid learning, and teacher professional development. The adopted tactics' influence on the caliber and effectiveness of distant learning is confirmed by the data analysis findings on learning effectiveness and stakeholder input. A key component of effective remote learning is creating customized strategies based on the unique requirements and environments of instructors, parents, and students. The writers stress that emphasizing communication, flexibility, and creativity helps to build a responsive and long-lasting online learning environment. The authors conclude by emphasizing the necessity of ongoing optimization and adaptation of distance learning techniques to maintain their applicability and sustainability in evolving social and educational environments.

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