scholarly journals Teaching Written Translation Online: Theoretical Model, Software Development, Interim Results

2018 ◽  
Vol 50 ◽  
pp. 01062
Author(s):  
Alexey I. Gorozhanov ◽  
Elena F. Kosichenko ◽  
Innara A. Guseynova
Keyword(s):  
Foreign Language ◽  
Virtual Environment ◽  
Professional Competence ◽  
Online Courses ◽  
Theory And Practice ◽  
Interpersonal Contact ◽  
Online Programs ◽  
Environment Recognition ◽  
E Learning ◽  
Set Up

Teaching translation online is based on the following principles: compliance with norms and rules of social interaction in the virtual environment; recognition of the fact that the tutor is an expert in the field of theory and practice of translation and a mediator between the student and the virtual environment; availability of a communication channel for regular interpersonal contact between the tutor and the student for expert consultation. The E-learning Centre at Moscow State Linguistic University was set up in 2016 with the aim of developing foreign language online programs and delivering related online courses, part of which are courses in written translation that have proved their effectiveness mostly due to the proper theoretical and methodological basis. The English-Russian translation course discussed in this paper aims to develop translation competence through practicing translation of original articles from BBC websites. After the student accomplishes the translation of one text, he meets the tutor at a video conference to discuss the mistakes and to contemplate the difficulties of the next text. The ability to explain the reasons of mistakes, to minimize the chance of their occurrence in future is the tutor’s top priority that is based on his/her professional competence.

A Case Study Exploring Quality Standards for Quality E-Learning

2011 ◽  
pp. 232-240
Author(s):  
Colla J. MacDonald ◽  
Terrie Lynn Thompson
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Quality Standards ◽  
Critical Issue ◽  
Educational Institutions ◽  
Online Programs ◽  
Learning Programs ◽  
E Learning

In order to satisfy the needs of growing numbers of adult learners, the availability of well-designed, effectively implemented, and efficiently delivered online courses is essential (MacDonald, Stodel & Casimiro, 2006; Palloff & Pratt, 2001). Despite the demand and prevalence of e-learning, there are still concerns regarding the quality and effectiveness of education offered online (Carstens & Worsfold, 2000; Noble, 2002). Too often, in an “effort to simply get something up and running” (Dick, 1996, p. 59), educators have been forced to compromise quality and design. Intensive competition among educational institutions has resulted in quality assurance becoming a critical issue for promoting learning and learning programs. Within this economically motivated environment, online learning has not escaped the scrutiny of quality standards. Quality in online programs is generally defined in terms of the design of the learning experience, the contextualized experience of learners, and evidence of learning outcomes (Jung, 2000; Salmon, 2000). However, the plethora of online learning courses and programs with few standards to ensure the quality of content, delivery, and/or service creates a challenge. The resulting variance in quality makes it difficult for an organization or learner to choose a program that meets their needs and is also of high quality.

scholarly journals CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL): AN EXPERIMENTAL STUDY ON CLIL COMPATIBILITY WITH THE MODERN GREEK EDUCATIONAL SYSTEM

2016 ◽  
Vol 4 (2) ◽  
pp. 149
Author(s):  
Catherine Georgopoulou Theodosiou
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Project Based Learning ◽  
Small Scale ◽  
Learning Material ◽  
Integrated Learning ◽  
Learning Platform ◽  
E Learning ◽  
Class Instruction ◽  
Set Up

This paper focuses on the Content and Language Integrated Learning (CLIL) method for (foreign) language teaching. The CLIL approach is rapidly gaining momentum across Europe and all over the world. It is the result of recent European Union efforts to develop and apply innovative educational practices of interdisciplinary character in order to bridge the gap between foreign language education and optimum learning outcomes. In order to investigate the compatibility of CLIL with the contemporary Greek educational reality, a small-scale experimental research study was set up, including the development of original e-learning material, a pilot class instruction based on this material and the evaluation of the results. The class instruction was based on Project-Based Learning whereas Collaborative Learning was supported by the Edmodo e-learning platform. Information on the progress of the pilot class instruction and the learning outcomes achieved was disseminated through a wiki set up for this task.Keywords: CLIL, interdisciplinarity, plurilingualism, multiculturalism, assessment, Information and Communication Technology (ICT)

scholarly journals Forming Information Literacy of a Foreign Language Teacher in the Conditions of Digital Era

2019 ◽  
Vol 28 (4) ◽  
pp. 142-149
Author(s):  
S. A. Deryabina ◽  
T. A. Dyakova
Keyword(s):  
Foreign Language ◽  
Information Literacy ◽  
Professional Competence ◽  
Educational Process ◽  
Full Time ◽  
Online Interaction ◽  
Teachers And Students ◽  
E Learning ◽  
Electronic Teaching ◽  
Willingness To Use

The modern educational space is characterized by its gradual digitalization and inclusion of electronic educational platforms not only in distance education, but also in online interaction between a teacher and a full-time student. Moreover, students devote more time to learning on their own. In such conditions, teachers spend more time on developing and providing electronic teaching materials, which means changes in the requirements for the teacher’s information literacy. It is getting more important to look for the most effective methods of teaching, the ways of providing information and material. Moreover, it is necessary to create a natural learning environment in the conditions of digitalization, which provides for productive activities, the development of a student’s personality, and cognitive processes. Methodologists try to obtain traditional results from online interaction. Modern universities often use electronic educational platforms where teachers can provide their courses supplementing the classroom work. The success of such teaching combined with computer technologies will largely depend on the teacher’s ability and willingness to use the Internet. This article is devoted to a foreign language teacher’s professiogram in the conditions of digitalization of the educational process and a wide use of electronic educational platforms. We will focus on the teacher’s professional competence, which allows to organize online interaction between teachers and students and to promote e-learning.

scholarly journals Development and implementation of blended courses for Russian language teachers in Russia and abroad

2019 ◽  
Vol 69 ◽  
pp. 00142
Author(s):  
Tatyana Malykhina ◽  
Sergey Zolotykhin ◽  
Lyudmila Larina ◽  
Alevtina Kuzmina ◽  
Tatyana Pravednikova
Keyword(s):  
Language Learning ◽  
Life Support ◽  
Professional Competence ◽  
Online Courses ◽  
Russian Language ◽  
Language Teachers ◽  
Theory And Practice ◽  
State University ◽  
Training Video ◽  
Theoretical Approaches

The growing popularity of massive open online courses (MOOC) stimulates teachers to appeal to the theory and practice of this philosophy. MOOCs are aimed at widespread involvement of students, improvement of their progress in studies, implementation of the principles of lifelong learning throughout life, support and development of their professional competence, etc. However, the mechanisms for implementing of the basic principles of MOOCs philosophy remain a subject of discussion. The article deals with theoretical approaches to solving a number of MOOCs problems connected with the use of a training video. The models for using a video content described in the article are given in the context of a blended Russian language learning project implemented at Kursk State University.

scholarly journals Perception and Preference of Students towards E-Learning with regard to Web-based Supplemental Courses

2020 ◽  
Vol 8 (6) ◽  
pp. 4021-4025
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Value Added ◽  
User Friendliness ◽  
Learner Engagement ◽  
Online Programs ◽  
Course Content ◽  
Online Mode ◽  
Information And Communication ◽  
E Learning

Online Courses have become the new normal in the higher education landscape. With rapid developments in information and communication technology, higher education institutions are turning their focus towards course offerings in the online mode. It is imperative for institutions to understand the perspective of the learners so that they can offer better service. This paper endeavors to highlight the factors that influence the learners who take up online supplemental courses that are offered along with the conventional degree programs. Learners who took up value added courses were contacted for the purpose of understanding their perception with regard to usability, user friendliness, navigation, assessment, feedback, course content, test friendliness etc. An exploratory factor analysis was carried out. Results show that user friendliness and learner engagement were the focal points to promote online learning. Learner satisfaction with regard to CDROM that was given as supplemental learning tool was measured and learners were found to be satisfied with this. Suggestions for offering user friendly and engaging online programs are given. Students who completed the course felt very optimistic about the program compared to those who did not complete.

scholarly journals CREATION OF AN INDIVIDUALIZED INFORMATION AND EDUCATIONAL ENVIRONMENT IN THE VOCAL CLASS

2021 ◽  
Vol 1 (192) ◽  
pp. 193-199
Author(s):  
Nina Roytenko ◽  
Keyword(s):  
Virtual Environment ◽  
Professional Competence ◽  
Educational Environment ◽  
Educational Process ◽  
Theory And Practice ◽  
Creative Processes ◽  
Environment Changes ◽  
Education Today ◽  
Traditional Process ◽  
Radical Revision

In the article the author identifies the features of the formation of the educational environment in the transition from the classical form of learning to distance learning during individual vocal lessons. The author believes that radical changes in the current socio-cultural situation create new trends in educational processes, forcing to look for new ways in the field of innovative technologies. One of the main tasks of education today is the development of personality and individuality of the student, his abilities, independence and initiative. The education system is designed to form a person who can exist in changing social and economic conditions and actively influence the existing reality, transforming it for the better. The essence of individual and personality-oriented education is to teach a person to choose the direction of his educational trajectory and to use various resources to build individual educational activities. It is the student and his parents who become customers for their education. This situation requires new approaches and principles of learning. The nature of the interaction between the teacher and the student must also become new. Information and educational environment changes the content of education, activates traditional and stimulates the development of new forms of activity of students and teachers, and at the same time the environment itself develops through creative processes. Thus, the modification of the traditional process of education into learning in a virtual environment requires a radical revision of the requirements for the teacher and the system of his training. Summarizing all the above mentioned, it can be noted that in the system of information and educational environment has revealed the inadequacy of existing approaches to the formation of professional competence of teachers in the information and educational environment of higher education; there is a certain underdevelopment in theory and practice; there are no system developments that would be used in the educational process. However, the information and educational environment changes the content of education, activates traditional and stimulates the development of new forms of activity of students and teachers, and at the same time the environment itself develops through creative processes. Thus, the modification of the traditional process of education into learning in a virtual environment requires a radical revision of the requirements for the teacher and the system of his training.

scholarly journals Using the resources of the e-learning course in forming language and speech skills of Spanish-speaking students

2020 ◽  
pp. 181-193
Author(s):  
Тatiana К. Verenich ◽  
Svetlana A. Zlobina ◽  
Violetta S. Srmikyan
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Online Courses ◽  
Educational Process ◽  
Quality Of Education ◽  
Entry Level ◽  
Spanish Speaking ◽  
E Learning ◽  
The University

This article summarizes the material on the introduction of electronic courses in teaching Russian as a foreign language. Recently, e-learning has become an integral part of the educational process at the university and is used in all forms of education. The relevance of studying existing online courses is due to the need to introduce distance learning courses in the practice of teaching Russian as a foreign language for Spanish-speaking students in a series of entry-level lessons to form language and speech skills of students’. The application of an electronic training course allows one to improve the quality of education through the use of various educational resources. The materials of the article may be useful to teachers of Russian as a foreign language, working with the Spanish-speaking audience.

The use of active learning methods to stimulate student activity in the online course

e-mentor ◽  
2020 ◽  
Vol 86 (4) ◽  
pp. 47-53
Author(s):  
Iryna Rybalko ◽  
◽  
Olha Bukrieieva ◽  
Natalia Skrypnyk ◽  
◽  
...  
Keyword(s):  
Active Learning ◽  
Foreign Language ◽  
Online Courses ◽  
Educational Process ◽  
Online Course ◽  
Learning Methods ◽  
Innovative Methods ◽  
E Learning ◽  
Effective Use

The development of innovations and related changes in the labor market, as well as Ukraine’s aspiration toward Euro integration, have led to the need for transformation of teaching media and methods in higher education. The consequence of this is a massive transition to e-learning, both in the native language and in English, which, however, creates psychological and pedagogical problems. These are difficulties for students with self-organization and self-training, establishing interpersonal contacts, maintaining the motivation to learn, and meeting a certain level of foreign language proficiency.The problems for teachers include the need to develop new teaching methods and technologies, changing the role of the teacher and the methods of interaction between participants in the educational process. The article presents the experience of mitigating these problems in the online course, “Fundamentals of Vehicle Certification” in Ukrainian and English by using active learning methods, innovative methods of motivation, and organization of reflection and communication, presenting some sections both in the native and foreign language. The introduction of this course into the educational process in the extramural form of education showed that the methods proposed by the authors reduced these problems, while the number of A and B grades increased. In addition, it was concluded that the effective use of online courses requires their preliminary approbation and further improvement, taking into account the characteristics of the discipline, experience and goals of the students.

scholarly journals Friendship as a reflective value in Chinese and Russian aphorisms: experience of linguistic and cultural concepts e-teaching

2020 ◽  
Vol 18 (1) ◽  
pp. 54-68
Author(s):  
Yu Bai ◽  
Marina R. Zheltukhina
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Information And Communication Technologies ◽  
Online Teaching ◽  
Chinese Students ◽  
Russian Language ◽  
Theory And Practice ◽  
Cultural Concepts ◽  
Language Studies ◽  
E Learning

The article is devoted to the current problem of modern linguodidactics, Russian language studies and linguoculturology - linguocultural concepts e-teaching in intercultural context on the material of the Russian language. The article deals with using information and communication technologies in teaching Russian as a foreign language in linguoculturological aspect. Methods of online learning Russian as a foreign language to Chinese students are offered. This study is based on methods of analytical description, systematization, generalization, comparative analysis, linguoconceptual and linguoaxiological analysis, e-learning. As the material of a research, Chinese and Russian aphoristic funds are used (more than 100 aphoristic statements containing lexemes friend , friendship , to be on friendly terms ). The article presents electronic educational teaching materials, which take into account students' specific communication competences formed in the process of studying Russian linguistic and cultural concepts in an intercultural context. Within the framework of a series of webinars (online seminars), the stages of axiological analysis of the concept friendship , verbalized in Chinese and Russian aphorisms, are revealed in the process of e-learning linguocultural concepts in an intercultural context by Chinese students studying Russian as a foreign language. The scientific novelty of the article lies in the fact that for the first time the article offers exercises for online teaching Russian as a foreign language with linguocultural concepts analysis in an intercultural context on the material of Chinese and Russian aphorisms. The article contributes to the development of linguoconceptology, linguoculturology, linguoaxiology, Russian language studies, methods of teaching Russian as a foreign language, e-learning in an intercultural context, and intercultural communication. The materials of the study can be used at classes on Russian as a foreign language, linguodidactics, intercultural communication, and translation theory and practice. The materials of the study could form the basis of an electronic textbook for teaching linguistic and cultural concepts in an intercultural context in the course of Russian as a foreign language.

scholarly journals DEVELOPING AND MEASURING SOFT SKILLS AFTER ONLINE TRAININGS

2021 ◽  
Author(s):  
Ivona Litsova ◽  
Keyword(s):  
Online Courses ◽  
Soft Skills ◽  
Careful Consideration ◽  
Home Office ◽  
Virtual Classrooms ◽  
Online Programs ◽  
Starting Point ◽  
Working Set ◽  
Set Up ◽  
Kirkpatrick’S Model

Working remotely has become a common approach for many companies in the past year. This raises several questions including the work-life balance and worker’s effectiveness in the home-office environment. Here also comes the question of the training of employees and how to develop them in the new working set-up. Online programs become more and more popular among the employers. They can be in the form of webinars, virtual classrooms, conferences, etc. A focus of this article is to outline the ways to measure soft skills after online trainings. I did a literature review which covers books and journals on soft skills measurement topic with the purpose to clarify the methodology for evaluation of the results after online courses. The article provides additional findings from the conducted survey among the regular employees in a technical company from the IT sector in Eastern Europe. The outcomes from it confirmed that reactions are what organizations usually measure and it is done by using feedback forms during or after the course which helps to improve the future sessions. Learning objectives should be defined in advance and can be measured during the training by carefully observing the participation of the trainees. Results could be measured on a later stage after careful consideration of the productivity of the employee and analysis of his/ her feedback, behavior and changes in the working process after the course. Kirkpatrick’s model will be the starting point of the discussion in the context of the following steps for evaluation – reaction, learning, behavior and results.

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