BLENDED METHODS OF TEACHING THE ENGLISH LANGUAGE OF PROFESSION

2021 ◽  
pp. 67-77
Author(s):  
О.К. Ильина
Keyword(s):  
Public Relations ◽  
Learning Process ◽  
Flipped Classroom ◽  
English Language ◽  
Educational Process ◽  
Traditional Learning ◽  
Traditional Teaching ◽  
Education Development ◽  
Self Study

Постановка задачи. В условиях информационного общества, делающего акцент на самообразовании, изменились способы подачи учебного материала и работы над ним. Благодаря использованию информационно-коммуникационных технологий, в образовательную среду прочно вошло смешанное обучение, являющееся новым образовательным подходом. В этой связи важно, чтобы как преподаватель, так и студент владели навыками, сочетающими дистанционные и традиционные методы обучения. Результаты. В предлагаемой статье в рамках обучения английскому языку профессии «реклама и связи с общественностью» рассматриваются такие формы смешанного обучения, как «перевёрнутый класс» и ситуационный анализ, которые изменяют последовательность прохождения материала и делают учебный процесс более творческим и привлекательным по сравнению с традиционными методами обучения, что повышает эффективность усвоения знаний. Выводы. Методы «перевёрнутого класса» и ситуационного анализа в полной мере соответствуют современному этапу развития образования, который ставит творческую деятельность в центр процесса обучения; делает самообучение ведущей образовательной формой; нацеливает на образование в течение всей жизни; изменяет роль преподавателя, превращая его из единственного источника получения знаний в консультанта и помощника в решении конкретных проблем; требует индивидуализации процесса обучения, учитывающей интересы и возможности студента. Statement of the problem. In the information society, which focuses on self-education, the forms of presentation of educational material and work on it have changed. Due to the use of information and communicative technologies, blended learning, which is a relatively new educational form, has firmly entered the educational environment. In this regard, it is important that both the teacher and the student have skills that combine distant and traditional learning methods. Results. The article examines the techniques of the flipped classroom and case study in teaching the English language of advertising and public relations, which change the sequence of work and make the educational process more creative and attractive compared to traditional teaching methods. Conclusion. The flipped classroom and case study methods are fully consistent with the current stage of education development, which puts creativity at the center of the learning process; makes self-study the leading educational form; aims at lifelong learning; changes the role of the teacher, turning him/her from the only source of knowledge into a consultant and assistant in solving specific problems; individualizes the learning process, taking into account students’ interests and capabilities.

scholarly journals Pedagogical Design of the Textbook for the University

2021 ◽  
Author(s):  
Л.Л. Никитина ◽  
О.Е. Гаврилова
Keyword(s):  
Learning Process ◽  
English Language ◽  
Modern Society ◽  
Educational Process ◽  
Traditional Learning ◽  
Higher Education System ◽  
Pedagogical Design ◽  
Teaching Aids ◽  
Modern Textbook ◽  
Level Of Training

Социокультурные условия развития системы высшего образования: повсеместное использование информационных технологий, новых средств коммуникации, динамичность процессов, происходящих в современном обществе, привели к появлению такого направления в педагогике, как педагогический дизайн. Данное понятие заимствовано из англоязычной литературы и определяется как направление информатизации образовательного процесса или создания некого учебного контента дисциплины. Знания педагогического дизайна большей частью применяются для проектирования дистанционного и онлайн-обучения. Однако ограничивать педагогический дизайн проектированием одним только контентом нецелесообразно, его принципы и подходы могут быть эффективно перенесены на традиционный процесс обучения. Педагогический дизайн направлен на то, чтобы сделать процесс обучения интересным, относительно легким и доступным. Соответственно, если эти задачи рассматривать с позиции учебного процесса в целом, то педагогический дизайн может позволить эффективно не только систематизировать педагогическое воздействие в рамках традиционных лекционных и практических занятий, но и проектировать средства обучения (лекционные презентации, учебно-методические пособия, учебники и т.п.). Учебник как основное средство обучения в образовательном процессе претерпевает изменения. В статье рассматриваются подходы и принципы педагогического дизайна, использованные авторами статьи при проектировании учебника для студентов вуза, а также раскрываются требования к содержанию современного учебника для вуза в условиях реализации двухуровневой подготовки специалистов (бакалавров и магистров) в компетентностном формате. Современный учебник для вуза должен быть средством обучения не только, излагающим предметное содержание дисциплины, но и обеспечивающим реализацию целей и задач, преемственность содержания для каждого уровня подготовки. The sociocultural conditions for the development of the higher education system: the widespread use of information technology, new means of communication, and the dynamism of processes taking place in modern society, have led to the emergence of such a direction in pedagogy as pedagogical design. This concept is borrowed from English-language literature and is defined as the direction of informatization of the educational process or the creation of some educational content of the discipline. The knowledge of pedagogical design is mainly used for the design of distance and online learning. However, it is not advisable to limit pedagogical design to designing content alone with content; its principles and approaches can be effectively transferred to the traditional learning process. The pedagogical design is aimed at making the learning process interesting, relatively easy and affordable. Accordingly, if these tasks are considered from the perspective of the educational process as a whole, then pedagogical design can effectively not only systematize the pedagogical impact in the framework of traditional lecture and practical classes, but also design teaching tools (lecture presentations, teaching aids, textbooks, etc.). The textbook as the main means of teaching in the educational process is undergoing changes. The article discusses the approaches and principles of pedagogical design used by the authors of the article when designing a textbook for university students, and also reveals the requirements for the content of a modern textbook for a university in the context of the implementation of two-level training of specialists (bachelors and masters) in a competent format. A modern textbook for a university should be a learning tool, not only setting out the subject matter of the discipline, but also ensuring the implementation of the goals and objectives of training, the continuity of the content of students' training for each level of training.

scholarly journals Innovative Applications Mode of Network Learning Space in Exercise Physiology Based on Ubiquitous Learning

2019 ◽  
Vol 14 (04) ◽  
pp. 113 ◽  
Author(s):  
Jie Kong
Keyword(s):  
Flipped Classroom ◽  
Exercise Physiology ◽  
Internet Technology ◽  
Traditional Teaching ◽  
Ubiquitous Learning ◽  
Learning Space ◽  
Network Teaching ◽  
Network Learning ◽  
Space Construction

With continuous development of internet technology, the concept of ubiquitous learning and network learning space have received more and more attention from scholars, and gradually become the research focuses. College classroom has turned to network teaching from traditional teaching. In this study, literature review and case study were combined with ubiquitous learning and network learning space construction to systematically discuss classification and concept models of network learning space under the perspective of ubiquitous learning. Meanwhile, four models based on network learning space were proposed, and flipped classroom network teaching model was applied in the course of Exercise Physiology. The study showed that, the model has the good teaching effect in course teaching. It not just improves students’ interest, but also lays a foundation for popularizing the teaching mode.

scholarly journals FLIPPED LEARNING: A DIGITAL PEDAGOGY FOR SUSTAINABLE LEARNING

2020 ◽  
pp. 220-225
Author(s):  
Sonia Gouri
Keyword(s):  
Learning Process ◽  
Instructional Strategy ◽  
Flipped Classroom ◽  
Traditional Learning ◽  
Flipped Learning ◽  
Instructional Content ◽  
Effective Manner ◽  
Digital Pedagogy ◽  
Class Room ◽  
Teaching Learning

Once Dr. Bob Kizlik had said that learning, regardless of how it is defined, is ultimately the responsibility of the learner, not the teacher. Today problem based learning with appropriate use of ICTs has emerged to achieve the objectives of learning in a more effective manner since teaching-learning process has also become learner-centered now. We are moving towards the new techniques of quality teaching by using digital pedagogy, a new way of engaging students with the curriculum. One such instructional strategy of teaching is a flipped class room- a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. Present paper focuses on the significance of using digital pedagogy & flipped classroom in teaching-learning process, which changes homework activities into the classroom thereby, promotes sustainable learning since this is relevant and responsive to students’ needs. KEYWORDS- Flipped learning; Pedagogy, Digital; Sustainable

Case Study

2017 ◽  
pp. 101-115
Keyword(s):  
Student Satisfaction ◽  
Flipped Classroom ◽  
Transactional Distance ◽  
Traditional Learning ◽  
Team Members ◽  
Team Interaction ◽  
Team Loyalty ◽  
Upper Limit ◽  
Student Grades

This chapter discusses how the information received from subsequent cycles should be interpreted. It explains that the results from subsequent cycles will show both continual and continuous improvements. It also explains the envelope of improvement that places an upper limit on the amount that the results can improve over time. It expands on this concept by similarly showing that the TD factors are significant predictors of relative student satisfaction (which in turn measure outcomes) and how they can change as the number of P-D-S-A cycles increases. Continuing with our case study, we will find that the transactional distance between student and student is the only factor that remains significant in every cycle. This underlies the importance of team interaction to satisfaction in the flipped classroom. Finally, the traditional learning outcome of student grades is shown for the same course the years before it was flipped, and the years after it was flipped. The flipped classes show improvement in average and median grades as well as grade spread, attesting to the camaraderie and team loyalty developed among team members that encouraged everyone to contribute to each other's success.

scholarly journals Peer Feedback versus Traditional Teaching

2019 ◽  
Vol 5 (2) ◽  
pp. 115
Author(s):  
Olga Ishchenko ◽  
Olga Verkhovtsova
Keyword(s):  
Performance Feedback ◽  
English Language ◽  
Peer Feedback ◽  
Educational Process ◽  
Special Focus ◽  
Traditional Teaching ◽  
Student Knowledge ◽  
Teachers And Students ◽  
Language Classrooms ◽  
English Language Classrooms

The choice of methods of teaching English depends on the specific features of the subject being taught, certain didactic tasks, student knowledge, specific situations, real means that the teacher has and his experience. The traditional school often represents the teacher as an active unit of learning and the teaching - as an object of learning (passive unit). However, this situation, in the process of learning, can and must change. Especially when the student also becomes an active participant in the learning process and there is targeted cooperation between the teacher and the student. Thanks to the feedback method, there are links between the goal, content and the result of the educational process. The results are observed in the knowledge, skills, attitudes, and skills of students. It helps learners to maximize their potential at different stages of training, raise their awareness of strengths and areas for improvement, and identify actions to be taken to improve performance. Feedback is part of the overall dialogue or interaction between teacher and learner, not a one-way communication. Feedback can be seen as informal or formal encounters between teachers and students or between peers. The purpose of the article is to summarize the arguments in favor of introducing peer feedback practice for English language classrooms. The discussion is based on the analysis of the most effective forms of feedback with a special focus on peer feedback.

scholarly journals Mnemonics techniques for teaching English lexis

2019 ◽  
pp. 71-85
Author(s):  
M. Vanyagina
Keyword(s):  
English Language ◽  
Educational Process ◽  
Military Students ◽  
Teaching English ◽  
Military Organizations ◽  
Part Of Speech ◽  
Self Study ◽  
Ancient Times ◽  
A Chain ◽  
Active Training

The article deals with the  efficiency of  mnemonics application for studying the  English language. Mnemonics is  one of  active training technologies which rely on  lexical and semantic communications and associative thinking. Since ancient times scientists studied properties of  memory and offered the  ways of simplification the process of storing information by means of various techniques. Modern psychologists and teachers agree that coding of  information by  means of images and associations accelerates the process of information storing. The article considers various methods of  mnemonics helping to  perceive and reproduce necessary educational information, including foreign words and phrases: associations, mnemo-rhymes, method of  a  chain, and mnemo-cards. Examples of  mnemonics application in the author's practice of teaching a foreign language when training cadets and post-graduate military students are given. The pedagogical experiment on mnemo-cards application in teaching English the cadets of higher educational military organizations for the  intensification of  educational process is  described. A mnemo-card represents the structured schematic visualization of basic elements of information on the paper or via electronic medium. The word, the name of a part of  speech, a  transcription, variants of  translation, the  picture which is  associated with a word and a mnemo-rhyme are applied on it. Mnemo-cards are repeatedly shown and pronounced during lessons and self study. As a result of a pedagogical experiment the  groups of  cadets using mnemo-cards have higher percentage of storing of English-language lexis, that allows to draw a conclusion on expediency and efficiency of the offered technique.

scholarly journals SOCIO-AFFECTIVE STRATEGIES EMPLOYED BY STUDENTS IN SPEAKING CLASS

2020 ◽  
Vol 1 (1) ◽  
pp. 9
Author(s):  
Maulid Robiansyah ◽  
Pryla Rochmahwati
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Eighth Grade ◽  
Evaluation Activity ◽  
Using Data ◽  
Important Position

This research is aiming at scrutinizing the socio-affective strategies used by students in speaking class at SMP Ma’arif 1 Ponorogo. This research employed qualitative approach, and the design was case study was conducted on the Eighth Grade B class of SMP Ma’arif 1 Ponorogo, and focused on the description of using socio-affective strategies in teaching speaking at the Eighth Grade B class of SMP Ma’arif 1 Ponorogo. The data in this research is collected through interview, observation, reviewing the documents. The data were analyzed by using data Mattew B Miles and Michael Hubberman’s view of data reduction, data display and drawing conclusion. The result of this research revealed that (1) the implementation of socio-affective starategies is devided into three activities namely; Pre activities, main activities, and the last activities. In pre activities there are two activities, greeting and apperception. In main activities, teacher applied “socio-affective stratgies. The findings that. In the last activities the teacher gave an evaluation and motivation. In evaluation activity a teaching and learning process need to be evaluated. (2) Those the role of the teacher is as follow in supporting the implementation of socio-affective strategies at Eighth Grade B Class of SMP Maarif 1 Ponorogo is very important because as a teacher holds an important position in the learning process. The roles teachers play in English Language Teaching (ELT)  field are mostly of an assessor, organizer, facilitator, prompter, motivator, participant, monitor, model, etc.

scholarly journals To Investigate ESL Students’ Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study

2017 ◽  
Vol 10 (9) ◽  
pp. 17 ◽  
Author(s):  
Yee Chee Hong ◽  
Malini Ganapathy
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Success Factors ◽  
Past Research ◽  
English Language Learning ◽  
Esl Students ◽  
English Language Acquisition ◽  
Integrative Motivation

Malaysians have long realised the importance of being competent in English as one of the success factors in attaining their future goals. However, English is taught as a second language in Malaysia, and it is not easy to teach under such a foreign context, because authentic input may not exist beyond the classroom, especially in Chinese private schools. In this scenario, English is learnt as a subject with 10 sessions per week, which is considered insufficient for students to master the language effectively. Past research highlights the significance of motivation in English language acquisition. Motivated students tend to put in more effort in their academic endeavours by showing more persistence in their learning process. The purpose of the study was to identify and analyse whether instrumental or integrative motivation plays a more important role in promoting Form Four ESL students’ English language learning. Furthermore, examine the areas of problems that affect ESL students’ motivation towards English language learning. This study was a qualitative case study that used focus group interviews to elicit data from 12 students in a secondary school in Penang. The findings of this research indicate that students are more instrumentally motivated than integratively motivated in ESL learning. Instrumental motivation is found to have a greater impact on students’ English language learning. This research also highlights that vocabulary and grammar are the biggest areas of problems that are encountered by students during their ESL learning process, which further influence their speaking and writing skills.

Inclusion of Ict During the Transformation of the Environment of Learning of the Current with that One in the Centre for the Students – Experience and Attitudes of the Teachers

2017 ◽  
Vol 4 (1) ◽  
pp. 65
Author(s):  
Freskina Mula ◽  
Shqipe Mula
Keyword(s):  
Learning Process ◽  
New Technologies ◽  
Practical Knowledge ◽  
Rapid Development ◽  
Educational Process ◽  
Inductive Method ◽  
Traditional Learning ◽  
Teachers And Students ◽  
Power Point ◽  
Teaching Learning

The integration of the technology in education will mean a lot for the basic skills of computerizing and computers programs in a classroom. Effective integration of these technological skills should occur across the curriculum in ways that studies show deepening and enhancing of the learning process. The purpose of this paper addresses the fundamental issue of how schools, teachers and students are ready to use the basic tools of ICT (radio, TV, mobile phones, computers, laptops, projector, application programs, Word, Excel, Power-Point etc. ) during the teaching / learning process, knowing the rapid development of technology. Given the fact that the population in Kosovo consists mainly of new age, youth (age 15-24) who include 55. 3% of the population involved in the educational process www. ks-gov. net/esk, then from these data we can draw an image that the use of new technologies by young people and it is necessary installation requirement of ICT in schools, therefore there stems the need for this research. The survey was conducted in five schools of lower secondary education in the municipality of Gjakova/Republic of Kosovo. For conducting this paper there were used these methods: theoretical analysis method, the analysis of pedagogical documentation, the inductive method, comparative and statistical and research instrument was a questionnaire, which is applied to teachers and students. These changes, switching from traditional learning in contemporary learning using the technology undoubtedly help students and enables them to interact theoretical and practical knowledge in order to more easily apply the knowledge acquired.

Blended learning: expectations and reality

2021 ◽  
pp. 120-129
Author(s):  
Galina Semenovna Kachalova ◽  
◽  
Tatyana Kamilyevna Bagavieva ◽  
Vladimir Vladimirovich Butakov ◽  
◽  
...  
Keyword(s):  
General Education ◽  
Blended Learning ◽  
Flipped Classroom ◽  
Educational Process ◽  
Educational Resources ◽  
Traditional Learning ◽  
Electronic Resources ◽  
Chemistry Teachers ◽  
Face To Face Learning ◽  
Learning Development

The article discusses the problem of organizing blended learning in general education organizations. Blended learning, as one of the areas of informatization of education, has been used in foreign countries since the end of the 20th century, and in Russia it has been discussed quite recently. Blended learning has both advantages over traditional learning and possible risks, which include the lack of readiness of teachers to implement an innovative approach to teaching chemistry due to poor awareness of blended learning lesson models and methodological capabilities of electronic educational resources. Separate publications on conducting such chemistry lessons in the absence of generalized methodological recommendations do not allow the teacher to effectively master this technology. The purpose of the study is to develop guidelines that generalize and systematize the experience of organizing blended learning in chemistry lessons. The research methodology is determined: literary search on the problem of organizing blended learning; studying the readiness of chemistry teachers to organize blended learning; development of scripts for chemistry lessons in different blended learning models; preparation of recommendations for chemistry teachers. This article presents the results of a questionnaire survey of chemistry teachers, allowing to determine their readiness for the organization of blended learning. It was found that more than 70% of chemistry teachers know what blended learning is, but prefer to accompany traditional face-to-face learning with electronic resources or use the flipped classroom blended learning model as the most understandable and accessible. The authors confirmed the assumption of the need to develop a generalized model of blended learning lessons, criteria for choosing a model and electronic resources, taking into account the studied content. When choosing electronic resources, the main criterion should be the scientific nature of the studied content, and not the convenience of the user interface. An important criterion is the cross-platform nature of educational resources, as well as the availability of guidelines for the inclusion of the proposed electronic resources in the educational process.

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