  The paper analyzes the results of the introduction of the distance learning
form (DLF) using electronic educational resources (EER) and the teacher's
virtual classroom in primary school. The experiment took place within the
framework of the "Smart Kids" All-Ukrainian project during the long quarantine
caused by the COVID-19 pandemic. The educational process took place both
synchronously and asynchronously. The present paper substantiates the model of
organization of distance learning of primary school students using EER and
outlines its three main components: the organization of learning, conducting
online classes (explaining new material or practicing skills by students) and
monitoring the quality of students' independent performance of tasks. The
results of the experiment prove that it is necessary to provide teachers and
students with computer equipment, Internet access, digital resources for
teaching and assessment to implement DLF. It has been established that EER in
distance learning can be used both on a regular basis - in each class, and
periodically - to explain new material or train skills, the quality of tasks
performed by students can be monitored in the virtual office of the teacher and
shape an individual trajectory of students' development. The teachers
identified the following main problems of DLF implementation: internet
interruptions, problems with providing new computer equipment to students and
some teachers; lack of state aid in providing EER to all participants in the
educational process; limited access to students' computers during complete
isolation due to online work of parents. Despite the outlined problems, the
quality of distance learning of primary school students during the pandemic
using EER was positively and highly assessed by teachers.
