GENERAL PRINCIPLES OF ONLINE TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2021 ◽  
pp. 64-73
Author(s):  
Н.П. Дмитренко ◽  
О.Н. Колчина ◽  
Д.В. Мосова
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Foreign Language ◽  
Online Teaching ◽  
Online Courses ◽  
Educational Process ◽  
Educational Materials ◽  
Authentic Texts ◽  
Training Materials ◽  
Electronic Education

XXI век - век электронного образования. Разработчики учебных курсов иностранных языков, авторы учебников иностранных языков отчетливо осознают, что переход образовательного процесса в онлайн неизбежен и будущее за электронными образовательными ресурсами. Востребованность электронных учебных материалов высока и среди учащихся, и среди преподавателей. В данной статье излагаются общие принципы онлайн-обучения русскому языку как иностранному. Вопросы, встающие перед авторами электронных образовательных материалов, касаются как инструментов, позволяющих сделать онлайн-обучение привлекательным для учащихся, так и алгоритма разработки онлайн-урока. Реализация принципов онлайн-обучения демонстрируется в статье на примере компонентов онлайн-урока, разработанного для уровня В1: показаны фрагменты аутентичных текстов и их лингво-методическая обработка, фрагмент словаря урока, некоторые стандартизованные задания и инструкции к ним, приведены примеры творческих заданий. Акцент делается на стандартизованных заданиях, поскольку цель онлайн-обучения - самостоятельное овладение учащимся предлагаемыми материалами. Стандартизованные задания представляют собой тестовые задания, направленные на освоение ритмики русского слова, слитного произношения слов в синтагмах, освоение русской интонации, лексики и грамматики актуальных тем, понимание смысла предложения и целого текста. Такие задания не требуют вмешательства преподавателя, тем важнее дать к ним исчерпывающую, развернутую инструкцию на русском языке и языке-посреднике. В статье обосновывается выбор уровня В1 как наиболее релевантного для онлайн-обучения, что, безусловно, не отменяет создание онлайн-курсов по русскому языку как иностранному и для других уровней. Придется лишь учитывать, что принцип выбора аутентичных текстов в качестве единицы обучения может соблюдаться нестрого на уровнях А1 и А2, в то время как на уровнях В2, С1, С2 аутентичные аудиовидеоматериалы и тексты для чтения будут единственно возможными единицами обучения. The 21 century is the century of electronic education (e-education). Developers of foreign language training courses, authors of foreign language textbooks are aware that the transition of the educational process to online is inevitable and the future belongs to electronic educational resources. The demand for e-training materials is high both among students and among teachers. This article presents the general principles of online teaching Russian as a foreign language. The questions the authors of electronic educational materials dwell upon relate both to the tools that make online learning attractive for students and the algorithm for developing an online lesson. The implementation of the principles of online teaching is demonstrated in the article with the components of an online lesson developed for level B1: fragments of authentic texts and their linguo-methodological processing are shown, a fragment of the lesson vocabulary, some standardized tasks and instructions for them, examples of creative tasks are given. The emphasis is put on standardized assignments, since the goal of online learning is for students to master the proposed materials independently. Standardized tasks are tests which aim at mastering the rhythm of Russian words, joint pronunciation of words in syntagmas, mastering Russian intonation, vocabulary and grammar of relevant topics, understanding the meaning of a sentence and a whole text. Such tasks do not require the interference of the teacher, it becomes more important to provide comprehensive, detailed instructions in Russian and the auxiliary language. The article justifies the choice of the B1 level as the most relevant for online education, which certainly does not negate the creation of online courses in Russian as a foreign language for other levels as well. We just have to take into account that the principle of choosing authentic texts can be observed less strictly at levels A1 and A2, while at levels B2, C1, C2 authentic audio and video materials and texts for reading will be the only possible units for studying.

scholarly journals How to Lend the Shoulder, Not to Do Harm during Online Learning Russian as a Foreign Language

2021 ◽  
Vol 19 (1) ◽  
pp. 85-101
Author(s):  
Svetlana S. Pashkovskaya
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Online Teaching ◽  
Communication Technologies ◽  
Educational Process ◽  
Theory And Practice ◽  
Information And Communication

The relevance of the research topic is due to the possibilities of online learning in an uncertain critical situation. New life conditions made us see a model of teaching Russian as a foreign language in a different perspective: there came changes not only in number and quality of the material being learned, but also the form of communication of active subjects of educational process, teaching strategy itself. The purpose of the article is to present a theoretical analysis of the features of online teaching Russian as a foreign language in a forced situation of general technologization of the learning process in Russian universities. On the one hand, modern information and communication technologies open up wide opportunities for choosing a learning model depending on the goals of teaching Russian as a foreign language, and on the other, they create negative stereotypes in the organization of educational process. To achieve this goal, combinations of research methods were chosen: a) methods used at the empirical level - analysis of scientific literature, scientific observation and generalization of pedagogical experience; b) methods used at the theoretical level - abstracting, analysis and synthesis, deduction and induction. The research material includes the theoretical works of linguists, methodologists, practicing teachers, as well as real online education. In the course of the study, the theory and practice of online teaching Russian as a foreign language were analyzed, the requirements for effective online learning were determined; the specific tasks in online education that teachers of Russian as a foreign language face were revealed. The authors conclude that effective online learning requires: 1) understanding its distinctive features; knowing which information and communication technologies are suitable for the solution of particular didactic tasks - the content of the educational material, principles, methods and strategies of teaching depend on this; 2) taking into account the specifics of the subject - Russian as a foreign language, its difficulties, didactic tasks that need to be solved in the learning process. The article shows that the construction of an effective model of online teaching of RFL is possible in accordance with the modern scientific recommendations of methodologists, linguists, psychologists, specialists in the field of using computer technologies in teaching foreign languages. Online learning forms a variable (flexible) model of teaching Russian as a foreign language in constantly changing living conditions, in the conditions of shock learning. The prospects for creating effective online teaching of Russian as a foreign language and using all the didactic possibilities of information and communication technologies are outlined.

scholarly journals Online Education at Voronezh State University

2018 ◽  
Vol 27 (8-9) ◽  
pp. 103-110 ◽  
Author(s):  
E. E. Chupandina ◽  
A. V. Semenikhina
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
Electronic System ◽  
General Information ◽  
Educational Process ◽  
Open Education ◽  
State University ◽  
Library Resources ◽  
The University

The article describes the state of online learning at Voronezh State University and presents general information about its main components, such as e- library resources, electronic system for education process management, and  the university’s online courses. Since 2001 the University is a participant of  the scientific and technological program “Creation of the open education  system in the Russian Federation”. Within the framework of this program an  informational and educational portal Voronezh. OpeNet.ru − “Voronezh  virtual university” has been established, which is a part of the mega-portal of the Russian informational and educational environment of open education  (www.OpeNet.ru). In 2007 the University has started the work for  implementation of network education based on LMS Moodle. Online education is being realized on three levels: e-library resources,  organization of educational process (“Electronic University”), and online  courses (distant courses, university online courses, and open online courses).  Distant courses include 59 courses on ecology and learning  foreign languages worked out in the framework of Tempus project. At  present Voronezh State University is developing its own open online courses  (MOOC) using the experience of Tomsk State University and Moscow Institute of Physics and Technology. The implementation of online learning makes it  possible to realize two main principles of modern education − “education for  everybody” and “lifelong education”. 

scholarly journals Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective

2020 ◽  
Vol 10 (12) ◽  
pp. 368
Author(s):  
Nadezhda Almazova ◽  
Elena Krylova ◽  
Anna Rubtsova ◽  
Maria Odinokaya
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Negative Impact ◽  
Academic Staff ◽  
Teaching Experience ◽  
Educational Process ◽  
University Teachers ◽  
Russian Higher Education

The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning amid the COVID-19 pandemic in the Russian higher education context and investigates the challenges experienced by university teachers during this period to define their readiness for online education. To address the above-mentioned issues, a study was conducted in Peter the Great St. Petersburg Polytechnic University. A variety of methods of scientific and pedagogical research were used including systematic structural analysis, synthesis, work with research papers, the generalization of experience and experimental work, observation, surveys, etc., with 87 university teachers asked to respond to several sets of questions describing their online teaching experience after the launch of online education amid the COVID-19 pandemic. The analysis of the participants’ answers helped to identify the following main challenges experienced by university teachers: computer literacy level, the university electronic environment and support, academic staff readiness and students’ readiness for online learning, the last two being the most important hindering the implementation of the efficient online education process. It was also underlined by most respondents that methodological work of a teacher in a digital educational environment differs from conventional teaching methods. Thus, psychological, technological, methodological support and teachers’ professional development programs are of vital importance to minimize the negative impact of the rapid changes of the educational process and to ensure efficient online education.

scholarly journals SOME ISSUES ON ORGANIZATION OF EDUCATIONAL PROCESS IN HIGHER EDUCATIONAL INSTITUTIONS DURING PANDEMIC

2020 ◽  
Vol 20 (3) ◽  
pp. 235-238
Author(s):  
A. M. Yelinska
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Education System ◽  
Online Teaching ◽  
Formal Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Global Changes ◽  
Modern Approach ◽  
The World

The endemic coronavirus (COVID-19) is growing exponentially around the world. The prevalence of the new coronavirus COVID-19 around the world has led to global changes in society, various organizations, and educational institutions. Primary school and university populations appear to be at a lower mortality risk than older adults, but precautions are still needed in a pandemic called "social distance" to reduce interpersonal contact and thereby minimize transmission of the virus. Approximately 264 million children and adolescents are out of school (UNESCO, 2017), and the pandemic has further exacerbated the situation. The more the pandemic grows, the more schools, colleges and universities are closed, contributing to the transition to online learning. The time has come to rethink and rebuild our education system based on the current situation. In the aftermath of the COVID-19 crisis, online education has been a pedagogical breakthrough from a traditional method to a more modern approach to teaching and learning, from class to Zoom, from personal to virtual, from seminars to webinars. Around the world, the entire education system, from primary to tertiary, was destroyed during the isolation of the new coronavirus disease 2019 (COVID-19). The pandemic has prompted a re-examination of the main points of online learning in education, as well as how existing educational resources can help transform formal education online through virtual classrooms and other online resources. The process of online teaching-learning modes is perceived by teachers and students in different ways, sometimes causing difficulties and controversy in the effectiveness of their use.

scholarly journals Faculty Engagement in Online Education: Applying the Perceived Characteristics of Innovation to Explain Online Teaching Intention

2021 ◽  
Vol 19 (5) ◽  
pp. pp388-400
Author(s):  
Colleen Carraher-Wolverton ◽  
Zhiwei Zhu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Faculty Engagement ◽  
Relative Advantage ◽  
Equation Modeling ◽  
Learning Context ◽  
Perceived Characteristics Of Innovation ◽  
The Impact

There exists an increasing demand for online education; however, faculty may question the value of online courses as they grapple with making a connection between the face-to-face classroom and the online learning experience. Much research has focused on factors relating to student engagement, although we posit that faculty engagement represents an important aspect in the online learning context that has been fairly overlooked in the engagement research stream. Therefore, understanding the factors that influence a faculty’s intention to teach an OL course in addition to their level of engagement in teaching an online learning course is vital to the growth and success of an OL program. Therefore, in this study, we seek to not only understand the factors that influence faculty’s intention to teach online learning courses but also an instructor’s level of faculty engagement in online learning courses. We sought a novel lens with which to examine this phenomenon, so this study utilizes the perceived characteristics of innovation (PCI) to examine the relationships between faculty engagement and intention to teach online learning courses. We conducted a survey of 99 instructors from a large public university in order to assess the impact of PCI on faculty engagement and intention to teach online courses. Structural equation modeling (SEM) was employed to analyze the data, concluding that result demonstration, relative advantage, and compatibility influence a faculty’s level of engagement in an online learning course, which in turn influences their intention to teach an OL course. We discuss how this research can be utilized in order to more effectively allocate scarce resources by focusing on the relative advantage of online learning, the measurability of online learning, and the way in which it can be compatible with instructors teaching preferences. We present this study to enable the beginning of a new stream of research into faculty engagement.   

scholarly journals Prospects of Russian as a Foreign Language Online Learning in Russian Universities

2021 ◽  
Vol 19 (1) ◽  
pp. 102-115
Author(s):  
Elena N. Strelchuk
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Online Teaching ◽  
Educational Process ◽  
Russian Language ◽  
Pedagogical Tools ◽  
The World ◽  
Russian Universities

The COVID-19 pandemic has made significant changes in the educational process in almost all countries of the world. The methods and approaches, techniques and technology that teachers used in offline learning, turned out to be ineffective. The issues related to online teaching of Russian as a foreign language have become particularly relevant, since many students had to leave Russia and study the language only online. The purpose of the study is to consider the prospects (immediate and long-term) of the Russian language online teaching to foreign students in Russian universities. The research materials are the results of a survey conducted among the 1st year master degree students, specialty 45.04.01 Russian as a Foreign Language of the Faculty of Philology of the RUDN University (Moscow), as well as the experience of the author, who teaches Russian to foreign students online on the TEIS (Telecommunication Educational and Informational System) and Microsoft Teams platforms. The study revealed the pros and cons of online learning of Russian as a foreign language, and showed the ways of improving its effectiveness in Russian universities. As a result of the conducted research, the immediate prospects are identified, which include the implementation of relevant components of pedagogical tools in Russian as a foreign language online learning: modern pedagogical technologies, the principles of individualization and differentiation, and the communicative approach. The long-term prospects concern teaching Russian to foreign students only in a mixed format. The formation of communicative competence, the lack of Russian-speaking environment, difficulties in organising control and developing students' writing skills are among the main problems that undermine the quality of teaching Russian as a foreign language online. It is concluded that in the future we should expect the implementation of a new approach in the world education system, since the pandemic will certainly affect the market of educational services all over the world.

scholarly journals Teaching Presence in Online Courses: Similar Perceptions but Different Experiences from Multiple Instructor Perspectives

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Murat Turk ◽  
Ali Ceyhun Muftuoglu ◽  
Sinem Toraman
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Online Teaching ◽  
Online Courses ◽  
Qualitative Inquiry ◽  
Teaching Presence ◽  
Online Course ◽  
Online Learning Environments ◽  
Multiple Case

Online course instructors’ perceptions and perspectives regarding their teaching presence as a key presence in online learning environments significantly influence, if not determine, their online teaching practices, which in turn influence the quality of online students’ learning experiences. Although gaining deeper insights into online course instructors’ perceptions and experiences of teaching presence is quite important and valuable for online education, there is still limited qualitative inquiry into this critical presence across diverse online teaching contexts. The purpose in this qualitative, multiple case study was to explore and understand online course instructors’ perceptions and experiences regarding their own presence in their online courses. We explored the perceptions and experiences of eight course instructors teaching undergraduate and graduate-level online courses at a midwestern U.S. college. Our findings indicated that teaching presence was uniformly considered important and necessary by the instructors although their applications and priorities regarding their teaching presence varied. We discussed our themes that emerged from our interview data and offered several theoretical and practical implications regarding teaching presence in online learning environments.

scholarly journals Level assessment of readiness of Russian as a foreign language teachers to use and create own online courses

2020 ◽  
Vol 48 (6) ◽  
pp. 234-247
Author(s):  
Viktoriia D. Gorbenko ◽  
◽  
Tatiana N. Dominova ◽  
Natalia O. Ilina ◽  
Julia A. Kumbasheva ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Foreign Language ◽  
Language Learning ◽  
Professional Training ◽  
Online Courses ◽  
Educational Process ◽  
Educational Technologies ◽  
Higher Education System ◽  
Ict Competence

Introduction. In the last decade, distance technologies (including the format of massive open online courses – MOOCs) have occupied an increasingly significant place in the higher education system. The sphere of teaching foreign languages, in particular, Russian as a foreign language (RFL), is no exception. Currently, knowledge of the basics of modern distance educational technologies and the ability to apply them in the educational process is the most important component of the RFL teacher's professiogram. The purpose of this study is to assess the level of readiness of RFL teachers to use existing MOOCs and create their own online courses. Materials and research methods. An analysis of the regulatory framework for professional certification of higher education teachers and an analysis of scientific sources devoted to the content of the ICT competence of an RFL teacher are applied. The survey involved 50 RFL teachers from various universities in St. Petersburg. Research results. It was found that there is a significant gap between the required content of the RFL teacher's professiogram in the field of ICT competence and the level of readiness of RFL teachers to use ready-made MOOCs and create their own online courses. Only 11% of those surveyed used MOOCs in their professional activities, and only 38% themselves studied with the help of such courses. 42% and 52% of respondents are ready to use ready-made MOOCs and create their own courses, respectively. The effectiveness of MOOCs in teaching RFL is rated highly by only 37% of respondents, another 34% rate it as average and 29% as low. Discussion of results and conclusion. The existence of this gap is explained by the fact that the professional training of RFL teachers in the field of ICT competence does not always keep pace with the changes in the field of modern educational technologies. In addition, not all teachers see the expediency of using MOOCs in the process of teaching RFL, since language learning requires communication practice, and MOOCs are more often used to convey the theoretical aspects of a particular discipline. Despite this, many RFL teachers have shown an active desire to use ready-made online courses and create their own, subject to the passage of appropriate training, the availability of information and technical support for specialists in online education, as well as material and legal support from the university administration.

Research on the Marketing Strategy of Online Education -- Taking New Oriental as an Example

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Jialu Chen ◽  
Yingxiao Han ◽  
An Li
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Large Scale ◽  
Target Market ◽  
Growth Trend ◽  
Continuous Growth ◽  
Financial Investment ◽  
Marketing Mode ◽  
Marketing Costs

In recent years, with the development of society and the progress of science and technology, online learning has penetrated into people's daily life, and people's demand for high-quality curriculum products is more and more strong. From a macro perspective, the continuous growth of national financial investment in education, the continuous upgrading of China's consumption structure, the development of 5G technology and the popularization of AI intelligence make online teaching less limited. The online education industry is showing an explosive growth trend. More and more online education institutions are listed for financing, and the market value is soaring. However, in 2019, except for GSX, the latest online learning platforms such as New Oriental, Speak English Fluently and Sunlands, have been in a state of loss. Most of these agencies seize the market by increasing advertising investment, but at the same time, they also bring huge marketing costs, which affect the financial performance of the company. With the enhancement of Matthew effect, large-scale educational institutions occupy a large market through free classes and low-price classes, while small and medium-sized institutions with weak capital strength are often unable to afford high sales costs, facing the risk of capital chain rupture. Taking new Oriental online as an example, this paper analyzes the problems existing in the marketing strategies of online education institutions. It also puts forward suggestions on four aspects, which are target market, differentiated value, marketing mix and marketing mode, so as to make sure that online education institutions can control marketing expenses and achieve profits by improving course quality, expanding marketing channels and implementing precise positioning.

Museum Educational Online Products: Creation Prerequisites and Development Prospects

2021 ◽  
Vol 18 (1) ◽  
pp. 80-92
Author(s):  
Valery E. Gordin ◽  
Irina A. Sizova
Keyword(s):  
Online Education ◽  
Professional Education ◽  
Formal Education ◽  
Online Courses ◽  
Mobile Apps ◽  
Educational Games ◽  
Further Education ◽  
Educational Process ◽  
Education Market ◽  
Higher Professional Education

This article examines online educational products developed by museums both independently and in cooperation with educational institutions. The analysis revealed a pool of museum online products, including mass open online courses (MOOCs), specialized professional online courses (SPOCs), educational games, mobile apps, and podcasts. The authors identify advantages and features of each type of the museum online products (MOPs) and determine the prospects for their inclusion in the educational process.The study aims to reveal the activity of different kinds of museums and museum communities in the development and implementation of educational online products both in their own educational activities, carried out by an increasing number of museums, and in the process of formal and non-formal education in cooperation with universities, schools, and further education institutions that implement it. The study discovered that museums develop both MOOCs that are traditional for the system of higher professional education, and educational online products, such as educational games, podcasts, and mobile applications with educational content, that are not widely used at present, but are promising for formal and, especially, non-formal education. An important result of the study was the conclusion about the common practice of cooperation between museums and universities in the joint development of online products, as well as about the feasibility of deploying such work with institutions of secondary general and vocational education.The authors’ analysis of the system of museum educational online products allowed us to conclude that new players — museums — have appeared in the online education market in the role of organizations that create and use various online resources in their activities, including those that can be used in the field of education.

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