Abstract
The development of education directly refers to the improvement of digital technologies that contribute to new opportunities in the learning process. Based on this, the primary purpose is to examine the features of divergent thinking formation influenced by distance learning. This was accomplished using polling methods. They defined the learning format that had previously been used to teach students. The results suggested that 52% of students took a traditional learning approach since non-standard approaches to the material presentation were not previously included in the educational process. Only 12% of students studied using enhanced teaching methods due to techniques and modern technologies. The author created distance learning approaches to study Chinese culture. After four months of training, it was found that 29% of students preferred an unconventional approach because they were able to form creative thinking using interactive technologies. Combining theoretical and practical material allowed for the development of elaboration skills in 27% of students, since it was possible to apply theoretical material to develop practical skills. The learning results revealed that 91% of students earned high marks in the study of Chinese culture, with an average score of 0.83. This was due to the possibility of using creative thinking to solve the tasks. The article holds significant scientific value for researchers actively involved in the development of methodologies concerning the distance learning format.
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Qiao, S., Serdakova, A. The features of divergent thinking development in the framework of distance teaching students of cultural studies. Educ Inf Technol 29, 5225–5241 (2024). https://doi.org/10.1007/s10639-023-12013-y
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DOI: https://doi.org/10.1007/s10639-023-12013-y