scholarly journals THE IMPLEMENTATION OF DISTANCE TECHNOLOGIES OF LEARNING A FOREIGN LANGUAGE AS A CONDITION OF INNOVATION OF THE EDUCATIONAL STRATEGIES OF A UNIVERSITY

2021 ◽  
Vol 13 (3) ◽  
pp. 90-98
Author(s):  
S.L. Suvorova ◽  
◽  
T.V. Khilchenko ◽  
Yu.V. Olar ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Educational Environment ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Strategies ◽  
State Pedagogical ◽  
Distance Learning Technologies ◽  
Network Technologies ◽  
The University

The article presents the authors’ experience of implementing distance learning in the information and educational environment of the higher educational institution as one of the conditions of its innovative strategies. Based on the latest research on introducing distance learning in teaching foreign languages in the modern conditions of the COVID-19 pandemic, the authors identified the key semantic fields of the problem, namely: positioning the process of introducing distance learning for teaching a foreign language as a prerequisite for the innovative development of the university as a whole and its strategic planning in particular; identification of universal technologies and platforms that can be used in the educational process of the university: videoconferencing implemented on Zoom, Discord, Skype; television and satellite technology based on the use of interactive television: television and radio lectures, videoconferences, virtual practical exercises; email technology; network technologies for posting various educational materials; case studies. The article describes specific models for the implementation of distance learning technologies in organizing practical classes in English. It describes a step-by-step algorithm for using Zoom platform, a model for integrating this technology with network technologies that provide an opportunity to use educational and methodological materials of electronic information educational environment of the university. The authors carried out a comprehensive analysis of the experience of introducing distance learning technologies in the process of foreign language teaching of two universities of the Ural Federal District – Shadrinsk State Pedagogical University and the Ural State Pedagogical University and concluded that it is necessary to use these technologies as a condition for the innovativeness of educational strategies of the university.

THE ROLE OF DISTANCE LEARNING TECHNOLOGIES IN THE FORMATION OF COMMUNICATIVE COMPETENCE IN TEACHING A FOREIGN LANGUAGE

2021 ◽  
pp. 28-29
Author(s):  
N. Relyan
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Communicative Competence ◽  
Educational Environment ◽  
Learning Technologies ◽  
Educational Process ◽  
Distance Learning Technologies

The article discusses ways of implementing the educational process for students of universities in an electronic informative educational environment. This direction is promising for the formation of communicative competence in teaching a foreign language.

scholarly journals FEATURES OF THE USE OF DISTANCE LEARNING TECHNOLOGIES IN THE ORGANIZATION OF THE EDUCATIONAL PROCESS AT THE UNIVERSITY

2021 ◽  
pp. 67-74
Author(s):  
Ирина Геннадьевна Алмазова ◽  
Ирина Владимировна Кондакова ◽  
Наталья Александровна Нехороших
Keyword(s):  
Distance Learning ◽  
Digital Literacy ◽  
Learning Technologies ◽  
Educational Process ◽  
Teaching Staff ◽  
Full Time ◽  
Remote Work ◽  
Distance Learning Technologies ◽  
The University ◽  
The Impact

Подчеркивается необходимость своевременного вычленения и качественного анализа проблем дистанционного обучения, учета предпочтений и интересов обучающихся и преподавателей вуза, консолидации их усилий по преодолению трудностей и решению проблем, связанных с объективными и субъективными ситуациями, особенностями использования технологий дистанционного обучения при организации образовательного процесса в университете. Описаны особенности использования дистанционной формы организации обучения в вузе. Приведены данные, полученные при исследовании (опросе) влияния применения технологий дистанционного обучения на здоровье студентов 1–5-го курсов очной и заочной формы обучения направления подготовки 44.03.05 Педагогическое образование (с двумя профилями подготовки) Института психологии и педагогики Елецкого государственного университета им. И. А. Бунина. The article describes the need for timely identification and qualitative analysis of the problems of distance learning, taking into account the preferences and interests of students and university teachers, consolidating their efforts to overcome difficulties and solve problems related to objective and subjective situations, the peculiarities of using distance learning technologies in the organization of the educational process at the university. In the current situation, burdened by the spread of a new coronavirus acute respiratory infection, which is caused by the coronavirus SARS-CoV-2 (2019-nCoV), the world education system (including higher education) is forced to turn to distance learning technologies. These technologies allow you to work remotely, maintaining the necessary distance, protecting the health of people (both students, teachers, and employees of higher educational institutions), excluding their close interaction during training, scientific research, in the admission campaign, in extracurricular work, etc. The authors describe the features of using the remote form of organizing training at the university so that it contributes to the maximum saving of students ‘ health, has a positive effect on their physical and mental state; minimizes the viral load in a difficult epidemiological situation; increases and develops digital literacy of students; “opens” new opportunities for remote work for the teaching staff. The article provides the data obtained in the study (survey) of the impact of the use of distance learning technologies on the health of the full-time and part-time students of the 1st – 5th year of studies of the area of training 44.03.05 Pedagogical education (with two training profiles) of the Institute of Psychology and Pedagogy Bunin Yelets State University.

scholarly journals Zoom Technology as an Effective Tool for Distance Learning in Teaching English to Medical Students

2020 ◽  
Vol 6 (5) ◽  
pp. 457-460 ◽  
Author(s):  
N. Guzacheva
Keyword(s):  
Distance Learning ◽  
Medical Students ◽  
Foreign Language ◽  
English Language ◽  
Learning Technologies ◽  
Educational Technologies ◽  
Educational Resource ◽  
Teaching English ◽  
Distance Learning Technologies ◽  
The University

The paper presents issues associated with the introduction of effective educational technologies to distance learning a foreign language at the university. The review of the author’s use of Zoom technology in medical education is presented. The current problems of introduction of distance learning technologies in teaching English language to medical students are determined. The experience of distance learning for teaching medical students a foreign language by the electronic educational resource Zoom is described.

scholarly journals CONDITIONS FOR ORGANIZATION OF THE EDUCATIONAL PROCESS AT THE UNIVERSITY USING E-LEARNING TECHNOLOGIES

2021 ◽  
pp. 19-27
Author(s):  
Ирина Геннадьевна Алмазова ◽  
Галина Александровна Корякина ◽  
Светлана Николаевна Числова
Keyword(s):  
Distance Learning ◽  
Time Frame ◽  
Learning Technologies ◽  
Educational Process ◽  
University Teachers ◽  
Distant Learning ◽  
E Learning ◽  
The Russian Federation ◽  
Distance Learning Technologies ◽  
The University

Анализируется проблема разработки, характеристики и реализации важного условия организации образовательного процесса в университете с применением технологий дистанционного обучения, связанного с созданием в университете качественной цифровой образовательной среды, развития технической инфраструктуры и повышения квалификации вузовских преподавателей с целью эффективного использования ими технологий дистанционного обучения в процессах цифровой трансформации высшей школы. Причем такое условие анализируется не только с позиции повышения эффективности организации исследуемого процесса, но и с позиции обеспечения деятельности вуза, отвечающей требованиям мировых стандартов, что чрезвычайно важно в формате реализуемой государственной программы Российской Федерации «Развитие образования» на 2018–2025 гг. Приводятся данные опроса студентов и преподавателей университета, освещающие результаты измерения уровня эффективности реализации проверяемого условия организации образовательного процесса в университете с применением технологий дистанционного обучения. The materials of this publication analyze the problem of development, characteristics and implementation of an important condition for the organization of the educational process at the university with the use of distance learning technologies, associated with the creation of a high-quality digital educational environment, the development of technical infrastructure and advanced training of university teachers in order to effectively use distance learning technologies in the processes of digital transformation of higher education. And a certain condition is analyzed not only from the perspective of improving the efficiency of the organization of the process under study, but the operations of the University that meets the requirements of world standards, which is extremely important in the format of the State program of the Russian Federation “Development of education” for 2018–2025. The results of study of the levels of effectiveness of the implementation of the conditions are tested and and the data of the questionnaire survey of students and teachers are provided. The article describes the terms “distant education” and “distant learning”. The synonymy of their meanings and the peculiarities of their use in the context of the characteristics of a special way of implementing the educational process at the university are noted. The features of the implementation of the selected condition that took place in 2020 are noted: flexibility in taking into account the time frame of classes and in choosing an individual pace of training; modularity; the use of various types of communication; wide coverage of the audience of students.

scholarly journals Methodology and features of assessing the economic effect of implementing digital educational environment models in secondary vocational and higher education systems

2021 ◽  
Vol 18 (1) ◽  
pp. 62-80
Author(s):  
Alexander V. Fedotov ◽  
Elena A. Polushkina
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Economic Effect ◽  
Educational Programs ◽  
Educational Environment ◽  
Learning Technologies ◽  
Educational Process ◽  
Education Systems ◽  
E Learning ◽  
Distance Learning Technologies

Problem and goal. The active introduction of e-learning and distance learning technologies in the educational process, the reform of traditional models of learning and education have become priority areas of reforms and initiatives in various national education systems in the 21st century. Given that public spending is the main source of funding for education in the OECD countries, assessing the economic impact of implementing a digital educational environment at different levels of education under pressure on public budgets has become a key issue for national governments and educational organizations, as well as the subject of special research. In Russian practice assessment of the economic effect of the full-scale use of e-learning and distance learning technologies in the implementation of educational programs of secondary professional (training of middle-level specialists) and higher education have not yet been carried out. For these purposes, a methodology has been developed, which, however, needs to be tested. Results. The study identified a list of costs required to ensure the full use of e-learning and distance educational technologies in realization of educational programs of secondary vocational (training of mid-level professionals) and higher (including graduate school) education; the methodlogy for assessing the economic effect of these measures is justified, and calculations are made based on this methodology. Conclusion. The developed methodology has shown its effectiveness and needs further research and quantitative analysis.

scholarly journals FORMATION OF STUDENTS’ READINESS FOR INDEPENDENT WORK WITH A TEXT THROUGH DISTANCE EDUCATIONAL TECHNOLOGIES APPLIED IN TEACHING A FOREIGN LANGUAGE

2021 ◽  
Vol 56 (2) ◽  
pp. 93-100
Author(s):  
M.G. Yanova ◽  
◽  
Yu.A. Olentsova ◽  
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Technologies ◽  
Analysis And Synthesis ◽  
Distance Learning Technologies ◽  
Foreign Text ◽  
Effective Organization ◽  
Independent Work

Statement of the problem. The article studies the problem of formation of students’ readiness for independent work when studying a foreign language. The article substantiates the necessity of using distance learning technologies for the effective organization of students’ independent work in foreign language classes. The article analyzes the work with a foreign text in the formation of students’ readiness for independent work through distance educational technologies. The purpose of the article is to identify methods and tools for step-by-step work on the text of a foreign language through distance educational technologies for the formation of students’ readiness for independent work. The methodology is based on the analysis and synthesis of the experience gained in science and practice of teaching a foreign language to students of various specializations. Research results. Based on the analysis of published scientific studies, the methods and tools of working with a text in a foreign language are identified. The choice of the methods and tools is determined by the purpose of the lesson, the type of text chosen for reading, and the stages of working with the text. A system of exercises for students’ independent work on the development of reading skills based on the electronic platform LMS Moodle is proposed. LMS Moodle has many tools for creating these exercises. One can select tools that correspond to the level of students’ training, the type of text and technical capabilities. Conclusion. The use of distance learning technologies in teaching a foreign language significantly increases the intensity of the educational process. It contributes to the formation of students’ readiness for independent work when learning a foreign language in general, and, in particular, when working with a text.

scholarly journals FEATURES AND PROBLEMATICS OF THE TRANSITION TO THE DISTANCE TEACHING OF THE FOREIGN LANGUAGE

2021 ◽  
pp. 216-219
Author(s):  
Ольга Лакійчук ◽  
Наталія Нікітіна
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Learning Technologies ◽  
Educational Process ◽  
Traditional Teaching ◽  
Distance Teaching ◽  
Adoption Of Technology ◽  
Personal Learning ◽  
Short Period ◽  
Distance Learning Technologies

The need to know at least one foreign language is an important and undoubted factor on the path to success of modern man and professional in their field, given that more and more professionals and scientists seek international work, participate in international conferences. Until recently, foreign language classes were quite traditional, namely held in a real classroom, using traditional teaching methods and tools. But given the epidemic situation in 2020, more and more educational institutions are deciding to switch to blended or distance learning. Distance learning in these terms has become a decent attempt to solve the temporal and spatial constraints of the traditional personal learning. Online learning has been the result of the full adoption of technology as part of our lives. In today's world, the term "distance learning" originated due to needs of society and in a short period of time combined all the benefits of the use of modern technologies in the educational process, namely the use of social networking and multimedia along with traditional methods. Distance learning technologies are many new opportunities for teaching foreign languages that allow even more to expand the range of teaching techniques. This paper reports the issues and problems of transition from the traditional type of studying to the distance learning, as well as its features and difficulties that may arise during the transition. The article also reports the prospects for further use of distance learning. This work also highlights the psychological and pedagogical features that may affect the teacher's performance of their pedagogical activities, as well as problems that may arise during the transition to distance learning. The main methods of teaching a foreign language under distance learning are proposed.

scholarly journals Distance technologies in teaching Russian as a foreign language at the present stage of development of foreign language education

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Roza Makhaeva
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Direct Interaction ◽  
Language Education ◽  
Learning Technologies ◽  
Educational Process ◽  
Foreign Languages ◽  
Modern World ◽  
Stage Of Development ◽  
Distance Learning Technologies

The transmission of information is one of the most accessible common phenomena in the modern world. For the convenient dissemination of scientific knowledge, it is enough to use the virtual environment of the Internet. Technologies of the present time make it possible to freely use the computer and the web space for learning at any level, either at a school or university. Open access to learning is essential for today's society, which strives to meet the growing demand for education, regardless of location of educational process. Distance learning technologies make it possible to reach large groups of people in remote areas of the country, people with different forms of disabilities and those who, for whatever reason, are not able to study in person. Teaching foreign languages, in particular Russian as a foreign language, today takes place with the help of modern programs that facilitate classes in direct interaction with the teacher or independently. Therefore, when building a model of teaching Russian as a foreign language using distance technologies, it is very important to create an educational language environment that includes teaching materials, a set of tasks, the organization of student communication not only in asynchronous, but also in synchronous, including voice, modes. The article discusses the use of distance platforms for learning foreign languages, highlights the functions of a teacher in organizing the process of teaching Russian as a foreign language using distance technologies. The article proposed by the author reflects the work of the founders of the theory of distance learning in Russian as a foreign language E.G. Azimova, L.A. Dunaeva, O.I. Rudenko-Morgun, A.N. Bogomolov. The author of the article defines the criteria for the selection of linguodidactic materials using distance technologies and the specifics of the task system. The research carried out within the framework of this article allows us to conclude that distance learning should not and cannot replace traditional education. The use of distance technologies can increase the motivation of students to learn, their responsibility, the level of self-realization, as well as form communication skills and cultural competence.

scholarly journals Practice of implementing professional readiness of engineers in the system of continuing professional education in the electronic educational environment of the university

2020 ◽  
pp. 181-195
Author(s):  
Natalya S. Bodrug
Keyword(s):  
Distance Learning ◽  
Professional Education ◽  
Vocational Training ◽  
Continuing Professional Education ◽  
Educational Environment ◽  
Learning Technologies ◽  
Analysis And Synthesis ◽  
Distance Learning Technologies ◽  
The University ◽  
Russian Universities

The article discusses the implementation of professional readiness of engineers taking into account regional characteristics in the system of additional professional education using the electronic educational environment of the university. Analysis and synthesis of studies on the use of e-education and distance learning technologies in Russia and abroad are carried out. Pedagogical experience on the use of vocational training in the system of additional professional education within the electronic educational environment of Russian universities is reviewed. Focusing on the needs of the region, an option is proposed to implement the professional readiness of engineers in the system of additional professional education in the electronic educational environment of the university.

scholarly journals Distance Learning Technologies as a Modern Resource of Implementing Active and Interactive Methods of Education for the Organization of Independent Work of Students

2020 ◽  
Vol 24 (3) ◽  
pp. 56-66 ◽  
Author(s):  
V. V. Maliataki ◽  
K. A. Kirichek ◽  
A. A. Vendina
Keyword(s):  
Distance Learning ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Technologies ◽  
Project Method ◽  
Innovative Methods ◽  
Pedagogical Institute ◽  
Distance Learning Technologies ◽  
The University ◽  
Independent Work

Purpose of the study. Currently, the issues of informatization of education and the use of information technologies in the educational process are receiving new development. At the same time, high-quality training of future lecturers is possible only if innovative methods are used in the process of their training, reflecting modern, activity-based approaches to the organization of the educational process, forms of educational work, and also assessment methods. In this connection, the aim of the study was to find one of the solutions to the organization of independent work of students of a pedagogical institute using active and interactive learning technologies within the educational information environment of the university, as well as testing the identified innovative methods using distance learning technologies.Materials and methods. To resolve this problem, the authors of the article carried out the analysis of pedagogical literature, practical experience in organizing student learning, as well as self-analysis of the use of distance learning technologies in the process of teaching bachelors in the direction of preparation “Pedagogical Education”, followed by a generalization and systematization of the identified features. The study made it possible to distinguish three areas of educational and informational interaction within the framework of organizing and supporting students' independent work, namely, cloud technologies, social networks and distance learning technologies, as well as identify the strengths and weaknesses of each of the areas. At the same time, it is determined that the use of distance educational technologies has the greatest number of advantages. A questionnaire of 216 first-to-fifth year students of the Stavropol State Pedagogical Institute made it possible to establish the attitude and readiness of students to use distance learning technologies, to identify specific methods (namely, the project method and case method), which were later tested by us in the process of preparing bachelors using the distance learning system of the University, implemented on the basis of LMS Moodle.Results. The implementation of the project method based on the use of distance educational technologies allowed us to organize a comprehensive process of students' project work, which contributes to the manifestation of their independence in the planning, organization and control of their educational and cognitive activities. To implement the project method, the capabilities of such LMS Moodle elements were used and described as: “Hot Question”, “Checklist”, “Forum” or “Chat”, “Groupself-selection”, “Seminar”. It is concluded that the tools of the Moodle system are enough to ensure full-fledged extracurricular work of students on the project and evaluate the effectiveness of such work. LMS Moodle is also a convenient tool for organizing students to complete case studies. As a tool containing case materials and implementing an automatic or semi-automatic check of its solution, such Moodle elements as: “Task”, “Lecture”, “Questionnaire”, “Forum” were revealed and tested.Conclusion. Each of the presented directions for the implementation of active and interactive teaching methods using distance educational technologies has its own didactic and methodological advantages. The choice of this or that method or their integration depends on the goals and objectives facing a particular lecturer.

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