Distance education became an integral part of the life of students and teachers during the war law in Ukraine. Universities and colleges suspend traditional classes and are forced to switch to online learning. Students face a variety of academic and social challenges in an online classroom. It is important to know how to use students' natural inclinations to their advantage.

The theoretical basis for the typology of people is the concept of K. G. Jung, according to which there is an extroverted type of personality - one whose life force is drawn from the outside world - and an introverted one, whose mental energy is stored in the inner world of a person. As colleges and universities across the country practice martial law online education, both introverted and extroverted students must adapt to the changes. The best teaching methods should be applied for the successful implementation of educational programs. According to the authoritative American psychotherapist and researcher M. Laney, the ideal ratio of introverts to extroverts is one to three.

Students with the "introvert" personality type need internal reflection to recharge. According to the researchers, this means that introverts often value the opportunity to review educational materials at their own time and at their own pace. Introverts tend to feel comfortable in asynchronous classrooms where they can review, pause, practice sessions or course lectures at will. When taking synchronous courses, introverts should review the presentations and materials in advance. Although not all introverts experience social anxiety or shyness, they often find it more difficult to socialize in groups. This complexity can be even more apparent in a real-time, synchronous session where real people are replaced by "avatars" (images of users) on a computer screen.

To participate in the class, introverts can share questions or comments through chat windows, class discussion forums, and email. Introverts find it easier to work in small groups than with a large group of students. If the other members of the group are strong personalities, this can be unbearable. Learning strategy - division of projects into individual, delegated tasks. This is a great way to balance group participation and the desire to work alone. Introverts may also benefit from doing some prep work and brainstorming before group discussions so they feel confident sharing their ideas.

Extroverts thrive on external energy and interaction with others, which makes synchronous learning the best option. However, extroverts may find it difficult to make meaningful connections with more than two dozen participants in real time. Extroverts should join the class early to interact with other students in smaller groups. Extroverts can also prepare for class by discussing the material on online discussion boards, chat rooms, email, or text messages. Extroverts enjoy interaction, but competing for attention in a large Zoom conference can be difficult, even if the instructor provides the place  for student discussion. The short-lived pleasure of participation is even more limited during asynchronous sessions.

Extroverts tend to adapt more easily to a synchronous learning environment than introverts. It is easier for them to join the conversation by staying in the foreground. During asynchronous learning, extroverts can participate in live lessons, review sessions, and small discussion groups. Extroverts are good at collaborative group work. They can play an important role as group leaders and facilitators, helping to keep the discussion going. Learning strategies - group work. Group work gives extroverts a chance to express themselves, but it is important that they do not dominate others. You must strive to create an environment in which everyone feels comfortable and motivated to speak.

The correct choice of learning strategies, taking into account personality types and national characteristics, will help students adapt to changes and contribute to the successful implementation of educational programs.

A scientific and methodical report perfomed by
senior teacher of the Department of the  English Language
N.A. Glukhovska