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Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
Open Access. This content is licensed under a Creative Commons attribution-type BY
Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e14239
The use of distance technologies in Rural Education in the
context of the development of a system for assessing the
quality of teaching
Iryna Sadova1, Oleksandr Balanutsa2, Iryna Vialkova3, Oksana Voroshchuk4, Halyna Lemko5
1 Drohobych Ivan Franko State Pedagogical University. Department of Pedagogic and Methods of Primary Education,
Drohobych, Ukraine. 2Ambassador Extraordinary and Plenipotentiary of Ukraine to the State of Kuwait, Ukraine. 3 Mariupol
State University. Department of social communications, Mariupol, Ukraine. 4,5 Vasyl Stefanyk Precarpathian National University.
Department of Social Pedagogy and Social Work, Ivano-Frankivsk, Ukraine.
Author for correspondence: svrodch@ukr.net
ABSTRACT. The main purpose of the article is to study the
main qualities of the use of distance technologies in rural
education in the context of COVID-19 in the context of the
development of a system for assessing the quality of
teaching. Distance and blended learning technologies have
become familiar to the rural education system during the
years of the coronavirus pandemic. The State Service for the
quality of teaching in different countries has also adapted the
tools for conducting institutional audits to the conditions of
remote work or partially remote work. Adaptation requires
the organization of rural educational activities so that
institutions continue to work efficiently and effectively both
in full-time and online learning. All components of the
system of the educational process of rural education should
also be changed, including finding new ways to assess the
quality of teaching.
Keywords: pedagogy, quality of teaching, rural education,
coronavirus pandemic, distance education.
Sadova, I., Balanutsa, O., Vialkova, I., Voroshchuk, O., & Lemko, H. (2022). The use of distance technologies in Rural Education in the context of the
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O uso de tecnologias a distância na Educação do Campo no
contexto do desenvolvimento de um sistema de avaliação da
qualidade do ensino
RESUMO. O objetivo principal do artigo é estudar as principais
qualidades do uso de tecnologias à distância na educação rural
no contexto da COVID-19 no contexto do desenvolvimento de
um sistema de avaliação da qualidade do ensino. As tecnologias
de ensino à distância e misto tornaram-se familiares ao sistema
de Educação do Campo durante os anos da pandemia do
coronavírus. O Serviço do Estado para a qualidade do ensino em
diferentes países também adaptou as ferramentas para a
realização de auditorias institucionais às condições de trabalho
remoto ou trabalho parcialmente remoto. A adaptação requer a
organização de atividades educativas rurais para que as
instituições continuem a trabalhar de forma eficiente e eficaz,
tanto em tempo integral como na aprendizagem online. Todos os
componentes do sistema do processo educacional da Educação
do Campo também devem ser alterados, inclusive encontrando
novas formas de avaliar a qualidade do ensino.
Palavras-chave: pedagogia, qualidade do ensino, educação do
campo, pandemia do coronavírus, educação à distância.
Sadova, I., Balanutsa, O., Vialkova, I., Voroshchuk, O., & Lemko, H. (2022). The use of distance technologies in Rural Education in the context of the
development of a system for assessing the quality of teaching…
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El uso de tecnologías a distancia en la educación rural en
el marco del desarrollo de un sistema de evaluación de la
calidad de la enseñanza
RESUMEN. El artículo tiene como objetivo principal estudiar
las principales cualidades del uso de las tecnologías a distancia
en la educación rural en el contexto del COVID-19 en el
contexto del desarrollo de un sistema de evaluación de la
calidad de la enseñanza. Las tecnologías de aprendizaje a
distancia y combinado se han vuelto familiares para el sistema
educativo rural durante los años de la pandemia de
coronavirus. El Servicio Estatal para la Calidad de la Docencia
en diferentes países también ha adaptado las herramientas para
realizar auditorías institucionales a las condiciones del trabajo
a distancia o parcialmente a distancia. La adaptación requiere
la organización de actividades educativas rurales para que las
instituciones continúen trabajando de manera eficiente y
efectiva tanto en el aprendizaje a tiempo completo como en
línea. Todos los componentes del sistema del proceso
educativo de la educación rural también deben cambiarse,
incluso encontrar nuevas formas de evaluar la calidad de la
enseñanza.
Palabras clave: pedagogía, calidad de la enseñanza, educación
rural, pandemia de coronavirus, educación a distancia.
Sadova, I., Balanutsa, O., Vialkova, I., Voroshchuk, O., & Lemko, H. (2022). The use of distance technologies in Rural Education in the context of the
development of a system for assessing the quality of teaching…
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Introduction
A modern rural school is an educational organization located in a rural area, including
in the socio-cultural situation of the settlement in which it is located and performing, in
addition to teaching, cultural, educational, and social functions. The educational process of
a rural school is characterized by dependence on a complex of interrelated external and
internal factors that have both direct and indirect influences on its implementation and
contribute to or complicate the solution of educational problems.
External factors include type of settlement, type of educational institution, socio-
cultural situation, location of the school, availability of institutions of additional education,
and culture.
The internal factors that determine the characteristics of the educational process of a
rural school include the number of students, which affects the development of student's
communication skills, the level of motivation for learning, the organization of the
educational process; a high degree of dependence on the level of qualifications of teachers,
due to their lack of alternatives in rural areas; the degree of availability of educational
resources, which affects the openness of an educational institution and the level of
organization of educational work (Lukyanova, 2020).
Distance learning as a form of education using computer and telecommunication
technologies provides interactive interaction between teachers and students at different
stages of training and independent work with the materials of the information network. The
conditions that were created during the quarantine period, during the global coronavirus
pandemic, forced all participants in the educational process to use modern information
technologies, regardless of their desire. The practical experience gained by the subjects of
the educational process, regardless of gender and age, allowed them to quite deftly master
information competencies.
On the other hand, information technology has long become a leading part of our
professional and everyday life, so teachers and teachers, of course, have experience in using
this convenient tool, regardless of whether learning online or offline (Ratten, 2020).
The provision of high-quality educational services by educational institutions, of
course, should, first of all, be regulated by state regulatory documents, where the quality of
distance education means a set of properties of the educational system that ensure that
students receive knowledge, skills, and abilities that meet certain requirements fixed in state
standards of vocational education. This includes monitoring the performance of the
Sadova, I., Balanutsa, O., Vialkova, I., Voroshchuk, O., & Lemko, H. (2022). The use of distance technologies in Rural Education in the context of the
development of a system for assessing the quality of teaching…
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organization for the provision and conduct of the educational process, regulated by the
standards of the ISO 9000 series.
However, these normative documents cannot cover all the parameters of learning and
guarantee the acquisition of a full range of knowledge and skills that a student must master
in the course of the educational process. Therefore, each educational institution should have
its own quality management system, including documents, methods, and procedures used in
the learning process to achieve the required level of quality of services provided. Based on
the basic principles and requirements for traditional forms of education, this system should
take into account all the features inherent in a particular educational institution (Tarasova,
2011).
Taking this into account, the main purpose of the article is a theoretical study of the
current features of the introduction of distance education into the educational process in the
context of post-pandemic consequences on postmodern society.
Methodology
The main purpose of the article is to study the main qualities of the use of distance
technologies in rural education in the context of COVID-19 in the context of the
development of a system for assessing the quality of teaching. For this, a number of
methods were applied, which form the research methodology. The study was carried out
using the following theoretical methods (Bansak, & Starr, 2021; Borzenko, 2017; Brazhnik,
2005):
1. Systems analysis and synthesis this is the direction of the methodology of special
scientific knowledge and social practice, which is based on the study of objects as systems.
The specificity of the system approach is determined by the fact that it focuses research on
the disclosure of the integrity of the object and the mechanisms that ensure it, on the
identification of various types of connections of a complex object and its construction into a
single theoretical picture. The main principles of the systems approach are:
- studying the phenomenon of integrity and establishing the composition of the whole,
its elements;
- the study of the patterns of connection of elements in the system, that is, the
structure of the object that forms the core of the system approach;
- the study of the functions of the system and its components in close connection with
the study of the structure, that is, the structural-functional analysis of the system;
Sadova, I., Balanutsa, O., Vialkova, I., Voroshchuk, O., & Lemko, H. (2022). The use of distance technologies in Rural Education in the context of the
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- the study of the genesis of the system, its boundaries, and connections with other
systems;
2. Induction and deduction, comparison, classification, generalization and
systematization, idealization, and abstraction.
Research Results
Distance education is an open learning system that provides for active communication
between a teacher and a student using modern technologies and multimedia. This form of
education gives the freedom to choose the place, time, and pace of learning, thanks to the
Internet, which covers wide layers of society and becomes an important factor in its
development (Borzenko, 2017).
It should be noted that distance learning is not antagonistic to full-time and part-time
forms of education. It integrates naturally into these systems, complementing and
developing them, which contributes to the creation of a mobile learning environment. The
perfect form of distance learning is learning based on the use of global and local computer
networks (Internet) (Rack, 2017).
A remote lesson in a rural school, conducted in the format of a videoconference, has a
number of organizational features of a traditional lesson, namely: a clear time of the
conduct, determined by the school schedule, a standard lesson duration, a specific place for
conducting a group form of conducting a lesson, and instant feedback between participants
in the educational process. In addition to organizational features, it is possible to single out
structural features of a distance lesson that bring it closer to a traditional one. This is an
opportunity to conduct lessons of various types: a combined lesson, a lesson in learning new
material, a lesson-lecture, a lesson in consolidating knowledge, etc.
A remote lesson in the form of a videoconference allows you to use the traditional
stages of the lesson: updating knowledge, repetition, learning new material, consolidation,
and reflection. It is also possible to use various forms of work: conducting practical and
laboratory work, testing, oral questioning of students, conversations, and written and
independent work. At the same time, a remote lesson in the form of a videoconference has a
number of additional features compared to a traditional lesson in a rural school. These
include (Lunyachek, 2011):
- the use of group forms of work, which is impossible in a small class of a rural
school;
Sadova, I., Balanutsa, O., Vialkova, I., Voroshchuk, O., & Lemko, H. (2022). The use of distance technologies in Rural Education in the context of the
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- communication with “remote” classmates, which forms communication skills in a
virtual environment;
- carrying out virtual laboratory and practical work that cannot be carried out in a rural
school due to the lack of necessary equipment and other resources (Burgin, 1997);
- work with electronic educational resources in the "common board" mode, which
allows you to create your own multimedia product during the lesson in the form of an
interactive presentation or in another form;
- inclusion in the lesson of additional participants - experts studying from other
schools, which expands the educational space of the lesson and shows the importance of the
material being studied;
– providing students with access to remote educational resources
- resources of libraries, museums, and educational portals, which allow enriching the
subject content of lessons in a rural school (Brazhnik, 2005).
Laboratory work is intended for the practical assimilation of the material. The
laboratory practice is greatly simplified through the use of multimedia technologies,
simulation, Internet technologies, and the like. Virtual reality allows students to demonstrate
phenomena that are difficult or impossible to show under normal conditions. Distance
learning consulting is one of the forms of student management and assistance in the
independent study of the discipline. To do this, use e-mail, teleconferences, as well as
conventional means of communication (telephone, fax, mail).
Control is a check of the results of theoretical and practical assimilation by a student
of educational material. In distance learning, test control has paid off. The tests are well
suited for self-control and are very useful for individual practice (Carr & Kemmis, 2005).
Many distance learning models use a certain type of communication as a basis for
building a learning system, which is the leading one in a particular model. The type of
communication determines such characteristics of distance learning as the synchronism of
interaction, the level of interactivity, the structure of the information, and the educational
environment.
There are also problems such as:
• lack of personal communication between teacher and student (less effective transfer
of knowledge occurs, without personal contact). There is also a lack of communication with
fellow students for the exchange of experience;
Sadova, I., Balanutsa, O., Vialkova, I., Voroshchuk, O., & Lemko, H. (2022). The use of distance technologies in Rural Education in the context of the
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• the student has the strong personal motivation, and the ability to study
independently, without the constant support and push from the teacher;
• lack of the possibility of the immediate practical application of the acquired
knowledge, followed by a discussion of the questions that have arisen with the teacher and
clarification of the situation with specific examples;
• students are not always able to provide themselves with sufficient technical
equipment - to have a computer and a constant Internet connection;
• there are no or very expensive applied computer programs necessary for maintaining
WEB-sites and information resources, administration of distance learning processes;
• the need for large investments at the initial stage of organizing the work of the
distance learning system.
Distance learning has forced many conservative educators to reconsider their attitude
toward the teaching methodology. It became clear that mechanical duplication of
information is the least effective way of long-term memorization of educational material
and is not the basis for the development of critical thinking in pupils and students.
Confirmation of the lack of long-term effectiveness of mechanical reproduction of
information was the experiment of Bjork Bretzig and Raymond Kulhavi, which deals with
the four least effective types of work (Langegard, Kiani, Nielsen & Svensson, 2021).
To ensure a high quality of education, especially during the critical period of a
pandemic, the subjects of the educational process must increase the level of their
information competencies, apply the latest scientifically based technologies and methods of
educational and cognitive activities; educational institutions - to support this initiative,
especially by providing a material base, and pupils and students - to create a demand for it.
Compliance with academic integrity and responsibility in distance learning in one way or
another universalizes and disciplines the subjects of the educational process. Respectable
teachers and professors tried very hard to maintain the pace and quality of teaching during
the quarantine: preparing for an online lesson took much more time than during classes in
the classroom; translation of some tasks into written format took time and effort to check
them (Filipenko, 2016).
Less responsible teachers could not use video communication at all, leaving the
responsibility of pupils and students to independently study new topics. This situation raises
the question of fair wages, the tariff setting of the academic load and autonomy in
determining the level of salaries of an educational institution. Educational institutions felt
Sadova, I., Balanutsa, O., Vialkova, I., Voroshchuk, O., & Lemko, H. (2022). The use of distance technologies in Rural Education in the context of the
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the use of plagiarism in the educational process quite sharply during the quarantine. Printing
of finished written works, abstracts, term papers from the Internet, falsification of
experimental data (Teelken, 2018).
Students and learners who are not accustomed to working virtuously, producing
falsified and copied reports, tests, course projects, and qualification papers. Another
pressing problem is educators, many of whom do not know or use assessment methods that
made student bad practices impossible. Each educational institution must create a system
that would help to ensure academic virtue and to shape the appropriate culture of students
and pupils (Mair, Battilana & Cardenas 2012).
With regard to independent work, which is a significant share the educational process
of students, the advantages persist even from the pre-quarantine period. Working on a
personal computer or other gadget makes it possible to search in detail for sources,
information, video, and photo files, in accordance with the task of each topic of the
discipline that the student is studying. According to the stages of training, the quarantine
stage is exactly that emergency situation in which distance learning occurs as a link of
continuous interaction between the teacher and the student (Father, 2014).
The advantages of distance communication in the educational process are led by the
possibility of teaching material of any discipline in accordance with the abilities and level of
training of students through the use of various sites, video lessons, popular science and
documentaries, and online tests on the platform of the institution of higher education or
other educational links. It is also relevant that distance teaching expands the possibility of
introducing the latest technologies, socio-psychological, pedagogical innovative
technologies, and methodological developments such as interactive at a convenient time for
the teacher and most students, without leaving home, the main place of work, or that place
in the world. in which there are participants in the remote process. This teaching method
allows you to optimize the education process on the part of the economy and sanitation. The
difficult socio-economic situation in the country will undoubtedly affect the budget of both
public and private higher education institutions (Dinkelman, 2003).
The absence of the use of classrooms and the work on personal multimedia teaching
aids by the student or teacher will significantly ease the economic burden on the educational
institution during this period. Also, under quarantine conditions, distance learning complies
with all the prescriptions, requirements, and advice of medical personnel and the state
rescue service (Lola, 2017). Credit-modular training is reflected in the breakdown of
Sadova, I., Balanutsa, O., Vialkova, I., Voroshchuk, O., & Lemko, H. (2022). The use of distance technologies in Rural Education in the context of the
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educational material into separate modules and a list of topics that are studied as mastering
and the abilities of each individual student or the entire group. A significant advantage is
also the fact that both students attending classroom classes and those who study according
to an individual training schedule now have the opportunity to listen to the teacher more
often, get advice, and also take part in an interactive discussion, discussion during a video
conference. Such work significantly motivates active educational and cognitive activity and
improves the efficiency of the educational process. Socio-psychological aspects of distance
learning are the ability to control the quality of education of all students, the use of self-
control and self-actualization, and the absence of psychological barriers between
participants in communication. Among the disadvantages of distance learning is that the
teacher plays a triple role: tutor, organizer, and administrator (Cochran-Smith, 2009).
Three stakeholders in the field of higher education faced the problems of rapid
adaptation to the conditions of the pandemic: 1) state institutions; 2) students; 3) scientific
and pedagogical workers (Bansak & Starr, 2021).
The student body of higher educational institutions has little psychological and
organizational difficulties in adapting to distance learning. According to the results of the
survey, during a pandemic among students and scientific and pedagogical workers,
applicants for higher education are faced with the following problems (Arlinwibowo,
Retnawati, Kartowagiran & Kassymova, 2020):
- lack of uninterrupted access to the Internet;
- the risk of biased assessment;
insufficient self-organization; irregular communication with the teacher;
-lack of necessary equipment at home;
- lack of the necessary skills to work with equipment and remote technologies.
Difficulties of distance learning from the point of view of scientific and pedagogical
workers are as follows (Kryshtanovych, Romanova, Koval, Lesko & Lukashevska, 2021):
- lack of "live" contact between teacher and student;
-insufficient technical support for the educational process;
insufficient level of knowledge of the participants in the educational process by means
of information and communication technologies;
- the risk of manifestations of academic dishonesty;
- the risk of biased assessment of students;
- lack of perfectly developed online courses;
Sadova, I., Balanutsa, O., Vialkova, I., Voroshchuk, O., & Lemko, H. (2022). The use of distance technologies in Rural Education in the context of the
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- the risk of using online courses of dubious quality in the context of an emergency
development of the material and the impossibility of its full discussion at a meeting of the
department.
Since the quality of distance education in rural areas is directly determined by the
quality of information technology, these categories can only be considered in close
connection. In the literature, it is proposed to characterize the quality of education with the
help of such groups as (Kryshtanovych, Bilyk, Shayner, Barabash & Bondarenko, 2021):
- indicators of the quality of the content of education;
- indicators of the quality of learning technologies;
- indicators of the quality of education outcomes.
Each of these groups corresponds to a number of quality indicators to certain aspects
and properties of the provision, organization and conduct of the educational process.
The general concept of the content of education is based on curricula and programs,
which are the basic indicators of the quality of the offered educational services and must
comply with the existing standards of vocational education; as well as the current state of
the subject area and didactic requirements (Borzenko, 2017).
The next group - the base of educational materials - includes such quality indicators as
the compliance of the content of the textbook with the approved curriculum; compliance of
the volume of material with established standards; correspondence of the content of the
textbook to its form; the degree of completeness and modernity of the covered material of
the textbook, as well as the method of self-testing provided in it. This also includes expert
assessments of the methodological, content, and technological levels of educational
material.
A group of indicators for the technical support of distance education identifies the
degree of computer equipment in classrooms, compliance with the requirements for a PC for
distance education systems, as well as the bandwidth of data transmission channels
(Kryshtanovych, Kryshtanovych, Stechkevych, Ivanytska & Huzii, 2020).
Methods and technologies for conducting training sessions in the distance education
system include elements of quality that characterize the technologies of interaction between
the teacher and the student, as well as between the students themselves. This also includes
the implementation of control measures that identify such important indicators of the quality
of the learning process as the degree of availability of teachers; convenience of the form of
communication in the communicative structures "teacher - student" and "student - student";
Sadova, I., Balanutsa, O., Vialkova, I., Voroshchuk, O., & Lemko, H. (2022). The use of distance technologies in Rural Education in the context of the
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and also allow you to identify the objectivity and completeness of testing and evaluating the
knowledge of students during control activities (examination and credit sessions, defense of
term papers and theses). This takes into account the availability of the necessary hardware
and software and tools for the entire cycle of laboratory work and course design.
The indicators of the staffing group reveal the percentage of teachers with doctoral
and candidate of science degrees and without a degree; the availability of scientific and/or
methodological publications from teachers, and authorship in distance education courses
recommended for distribution (Kryshtanovych, Gavrysh, Khltobina, Melnychuk &
Salnikova, 2020).
Characteristic organizational support reveals the presence of an automated document
management system (often referred to as an electronic dean's office) and a training quality
management system, which, in accordance with ISO 9000 standards, is a documentary
system that includes a description of the educational institution's policy in the field of
quality assurance, as well as documents regulating duties and powers persons involved in
quality assurance. In addition, this also includes documentation containing requirements for
the distance education resources used and for indicators of the quality of educational
materials and procedures of the educational process, action plans for their provision, etc.
Discussions
As a result of the study of the mechanisms of distance technologies in rural education
in the context of COVID-19 in the context of the development of a system for assessing the
quality of teaching.
It was found that today there are a large number of problematic aspects of the
introduction of the distance education system into the rural education system, in particular,
there are a large number of problems in the implementation of effective mechanisms for
assessing the quality of teaching. In particular, this issue was studied in the works of.
To implement distance learning in rural education, it is necessary to create a material
base; train specialists who will be able to implement this technique; fill the educational
database with educational and methodological material, and organize a methodology for
monitoring and testing knowledge.
The basis of the material base is computers, smartphones, other mobile devices, and
mandatory access to the Internet. Specialists implementing distance learning must be
proficient in the main specialty (a subject), possess general information technologies and
Sadova, I., Balanutsa, O., Vialkova, I., Voroshchuk, O., & Lemko, H. (2022). The use of distance technologies in Rural Education in the context of the
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skills in working with specific software used to implement a distance education project
(Kryshtanovych, Bilyk, Shayner, Barabash & Bondarenko, 2021). Given the novelty of the
tasks set for teachers of rural education and the insufficient level of their computer and
special technological literacy, we note that the regional institutes of postgraduate
pedagogical rural education play an important role in preparing teachers of general
education schools for the successful implementation of distance learning.
Conclusions
Consequently, Theoretical research shows that distance learning during quarantine and
post-pandemic times has far more benefits than traditional teaching. The employment of
pupils and students in a homestay has become effective in educational and cognitive
activities, self-education, and constructive communication with a mentor. From the point of
view of socio-psychological, educational, economic, and sanitary-hygienic factors, distance
learning is optimal not only for a single state but also for the entire world community in the
context of the spread of a pandemic.
Due to the impact of COVID-19, the higher education system must be transformed
and adapted to new conditions. It is necessary to develop new approaches and models of the
educational process. The adaptability of students and teaching staff to the specifics of
distance learning presupposes the entry of digital and other related skills. Scientific and
pedagogical workers should improve their teaching skills, and develop new online courses
and programs, taking into account the specifics of distance learning, and the like.
Government authorities, dealing with the solution of the problem of distance learning, in
particular, have to create appropriate conditions for uninterrupted and high-quality access to
the Internet, especially in rural areas. In modern conditions, it is necessary to combine the
potentials of public authorities, higher educational institutions, public organizations, and
student self-government bodies to ensure an effective educational process and the
acquisition of programmatic general and professional competencies by applicants for higher
education in full. The issues of improving the technical, economic and organizational
working conditions, ensuring the motivation of the work of scientific and pedagogical
workers, and providing them with material and non-material incentives for high-quality
professional activity deserve special attention.
Sadova, I., Balanutsa, O., Vialkova, I., Voroshchuk, O., & Lemko, H. (2022). The use of distance technologies in Rural Education in the context of the
development of a system for assessing the quality of teaching…
RBEC
Tocantinópolis/Brasil
v. 7
e14239
10.20873/uft.rbec.e14239
2022
ISSN: 2525-4863
14
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Article Information
Received on April 10th, 2022
Accepted on September 11th, 2022
Published on October, 29th, 2022
Author Contributions: Iryna Sadova: designed the study, prepared the plan, wrote the first draft of the manuscript and
Sadova, I., Balanutsa, O., Vialkova, I., Voroshchuk, O., & Lemko, H. (2022). The use of distance technologies in Rural Education in the context of the
development of a system for assessing the quality of teaching…
RBEC
Tocantinópolis/Brasil
v. 7
e14239
10.20873/uft.rbec.e14239
2022
ISSN: 2525-4863
16
edited the final version. Oleksandr Balanutsa: designed the study, prepared the plan, wrote the first draft of the
manuscript and edited the final version. Iryna Vialkova: designed the study, prepared the plan, wrote the first draft of
the manuscript and edited the final version. Oksana Voroshchuk: designed the study, prepared the plan, wrote the first
draft of the manuscript and edited the final version. Halyna Lemko designed the study, prepared the plan, wrote the first draft
of the manuscript and edited the final version. All authors read and approved the final manuscript.
Conflict of Interest: None reported.
Article Peer Review
Double review.
Funding
No funding.
How to cite this article
APA
Sadova, I., Balanutsa, O., Vialkova, I., Voroshchuk, O., & Lemko, H. (2022). The use of distance technologies in Rural
Education in the context of the development of a system for assessing the quality of teaching. Rev. Bras. Educ. Camp., 7,
e14239. http://dx.doi.org/10.20873/uft.rbec.e14239
ABNT
SADOVA, I.; BALANUTSA, O.; VIALKOVA, I.; VOROSHCHUK, O.; LEMKO, H. The use of distance technologies in Rural
Education in the context of the development of a system for assessing the quality of teaching. Rev. Bras. Educ. Camp.,
Tocantinópolis, v. 7, e14239, 2022. http://dx.doi.org/10.20873/uft.rbec.e14239
