Educational and Professional Reflection As a Factor in the Adaptation of Students to Online-Learning

Abstract

A higher than average level of educational and professional reflection of students in the conditions of online-learning was revealed, characterized by a higher than average degree of reflection of interaction in society, activities in the future, oneself and the system plan, pragmatic, reflective and theorizing types, as well as average active type, introspective and false (quasi) reflection, reflection of activity in the past and present. It is proved that the above average level of educational and professional reflection is a factor in the adaptation of students to online-learning