Abstract
Today, for the majority of students at universities, study takes place in a distance format. The reason for the transition to a new format of education was the outbreak of coronavirus infection in 2020. The distance learning format at the initial stage was associated with a lot of difficulties. This is an incomplete provision of educational institutions with modern technical means, the dominance of stereotypes of the traditional format of education, as well as a complete or partial lack of experience in working online. However, these problems were gradually resolved and the learning process improved. The purpose of this article is an at- tempt to conduct a psychological analysis of empirical data on the success of student learning in the online format, namely: to consider the dynamics of changes in the indicators of learning success, as well as to compare the effectiveness of the educational process in distance and traditional formats. The value of the article lies in the collected information, on the basis of which it is possible to trace the change in the situation of student success, the positive and negative aspects of each of the learning formats, taking into account the data considered, build a more effective blended learning format. These articles were obtained on the basis of an analysis of literary sources and the results of a questionnaire sur- vey of bachelors, undergraduates and professors of technical specialties. The results of the study showed the current situation of education in a higher educational institution - Satbayev University - after a year of distance learning. Key words: pedagogical psychology, learning success, traditional learning, distance learning, tech- nical student, tertiary education, potential, COVID-19.