The case method as a technology for ensuring the quality of higher education during distance learning using ICT tools: work experience

6. Formulate guidelines for the nearest social environment of the child from the educational example.

7. Defend your work.

As practice shows, this form of organization of quality control of education of future specialists in the field of special and clinical psychology gives a more objective idea of the level of knowledge and skills of students than oral online surveys or online testing.

Conclusions

In a study by J. Mayo they compared the performance of three test blocks and the final exam in the Psychology of Attachment course in two groups of students: with the traditional learning model and using the case method. The latter demonstrated a higher level of assimilation and comprehension of the course material and readiness for its practical use [11, p. 139]. Analyzing the obtained final results of the study of the above disciplines, we noticed the best ability of students who took an active part in the discussion to use the principles of scientific research to solve professional problems and found a direct relationship between the number of concepts discussed in the group and the depth of analysis and the number of productive ideas presented in individual student reports. When answering questions in questionnaires, students noted that the case method stimulates critical thinking, the desire to be independent in judgments, contributes to improving attitudes toward the subject being studied, to developing oral and written language skills (which is an essential component of the professional competence of a psychologist). Students also indicated some stressful moments associated with the implementation of the case: the need to work with a large amount of material or, conversely, with insufficient information; tight time frame; vague instructions and high levels of uncertainty, as well as uncertainty about the correctness of their own statements.

Thus, based on the analysis of available scientific research and feedback from students, it can be noted that the case method:

• is one of the most promising interactive methods of organizing professional training of specialists in the field of psychology (special, clinical), especially in the context of assessing students' knowledge during distance learning using ICT tools;

• contributes to increasing the level of psychological readiness of future specialists for the effectiveness of assimilation of educational material and for practical professional activity;

• expands the possibilities of modelling future professional activities by immersing students in a specific problem situation that is typical for their profession;

• increases the emotional involvement of students due to group dynamics in the learning process;

• promotes positive professional motivation and the formation of professionally important personal qualities and competencies.

And finally, we want would like to emphasize that when implementing the case method in the educational process, one should be sure that students have a sufficient level of theoretical knowledge and basic research skills. In addition, during classes, it is necessary to have free and prompt access to various sources of information, because otherwise the powerful educational and developmental potential of the case method will not be realized. The level of students' access to ICT tools and their proper technical capabilities to work out tasks online is equally important.

As a further route of our study, we should note the planning of an empirical proof of the effectiveness of the case method as a technology for ensuring the quality of higher education during distance learning using ICT tools.

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