Psychological and methodological aspects of creating a “presence effect” in Distance Learning at a University

Abstract

Distance learning has become a ubiquitous norm. However, not all teachers and students were ready

for such a drastic change in the training format. Attempts to bring the distance learning format closer

to full-time in terms of psychological perception by all participants of the educational process, involvement, and effectiveness without the use of virtual reality technologies have raised the following research question, not previously covered by researchers: what psychological and methodological means can provide a presence effect and create a working atmosphere comfortable for distance learning, based on video calling platforms such as MS Teams, Skype, ZOOM. To answer this question, the authors conducted the research. It included experiment, observation, analysis, deduction, questionnaire, in which 202 students of universities of the Russian Federation and Bulgaria of all courses and stages of study took part. The results showed that the most important thing in the context of the issue under consideration is the use of interactive games during seminars, the great dynamism of the seminar, and the included camera of the teacher. In fourth and fifth place in importance for creating a presence effect was the holding of discussions both in a general videoconference and in separate ones, and a less formal tone of communication than in the context of face-to-face training. The results of this research can be used by teachers in their practical activities.