scholarly journals DISTANCE LEARNING OF RUSSIAN AS A FOREIGN LANGUAGE AS AN EFFECTIVE TOOL FOR OPTIMIZING THE EDUCATIONAL PROCESS

2020 ◽  
Author(s):  
В.В. Кытина
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Technologies ◽  
Kuala Lumpur ◽  
Face To Face ◽  
Science And Culture ◽  
Methodological Problems ◽  
Methodological Principles

В статье анализируются возможности дистанционной формы обу-чения РКИ. Уточняется понятие «дистанционное обучение», описываются основные направления этого обучения, анализируется и структурируется комплекс дистанционных образовательных технологий, применяемых на занятиях РКИ подготовительного факультета МАИ на базе авиационного института UniKL MIAT в Малайзии. Описывается опыт участия в международном просветительском проекте «Читаем сказки на ночь», организованном Российским центром науки и культуры в Куала-Лумпуре с целью поддержки и сплочения детей-соотечественников и российских школьников. Показано, что при построении дистанционного обучения преподавателю нужно ориентироваться на оптимальное моделирование виртуальной образовательной среды, сохраняя базовые методические принципы построения учебного процесса, что позволит обеспечить непрерывность образовательного процесса в условиях отсутствия или сокращения очного взаимодействия студентов с преподавателем. Сделан вывод о том, что наиболее эффективным является подход, при котором преподаватель учитывает весь накопленный методический опыт и внедряет в образовательный процесс новые формы, методики и инструменты. The purpose of the article is to describe and analyze the possibilities of distance learning of Russian as a foreign language. The article clarifies the concept of «distance learning» describes the main directions of distance learning, analyzes and structures the complex of remote educational technologies used in preparatory faculty of MAI on the basis of the UniKL MIAT aviation Institute in Malaysia. The article describes the experience of participating in the international educational project «Reading bedtime stories», organized by the Russian center of science and culture in Kuala Lumpur, in order to support and unite children-compatriots and Russian schoolchildren. A number of methodological problems solved by teachers in the process of distance learning are identified. It is shown that when building distance learning, the teacher should focus on the optimal simulation of the virtual educational environment, while maintaining the basic methodological principles of the educational process, which will ensure the continuity of the educational process in the absence or reduction of face-to-face interaction between students and the teacher. It is concluded that the most effective approach is one in which the teacher takes into account all the accumulated methodological experience and introduces new forms, methods and tools into the educational process.

scholarly journals Contemporary approaches to informatization of educational process in higher education in Ukraine

2015 ◽  
Vol 2 ◽  
pp. 322
Author(s):  
Roman Pavliuk
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Educational Environment ◽  
Educational Process ◽  
The Self ◽  
Self Organization ◽  
Educational Institutions ◽  
English Speaking ◽  
Distance Courses ◽  
Self Learning

The article describes the modern approaches to the informatization of educational process in higher educational institutions of Ukraine. The relevance of introducing of and its regulatory framework are investigated and the views of scientists to the definitions of "distance learning" and "information-educational environment" are summarizes. The system of work with students using distance learning courses "Business Foreign Language" and "Modern children's literature English-speaking countries" is shown on the example of BorysGrinchenko Kyiv University (Kyiv, Ukraine). The results of investigation based on a survey of students at the beginning and end of the distance courses work demonstrated that the use of distance learning coursespromotes to the self-organization of the student, improving computer skills, facilitates the process of self-learning.

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 Presentations, portfolio and blog-folio as a variety of innovative educational technologies among methods of studying a foreign language in higher educational establishments

2021 ◽  
Vol 10 ◽  
pp. 129-134
Author(s):  
Natalya CHALA ◽  
◽  
Inna KOVALOVA ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Key Words ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Educational Technologies ◽  
Innovative Technologies ◽  
Higher Educational ◽  
Methodological Principles

The article presents an analysis of the most popular innovative educational technologies used in the modern educational process in Ukraine and abroad � presentations, portfolios and blog folios. The main methodological principles and criteria that can ensure the effectiveness of innovative educational technologies use and improve the quality of foreign language learning in higher educational establishments. Key words: educational process, innovative technologies, millennials, educational technologies, portfolio, portfolio presentation, checklist, blog folio, interactive online blog.

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 Problems of teaching foreign languages at Russian universities in the conditions of the COVID-19 pandemic

2021 ◽  
Vol 127 ◽  
pp. 01009
Author(s):  
Lyudmila Nikolaevna Petrova
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Foreign Language ◽  
Legal Aspect ◽  
Mass Scale ◽  
Educational Process ◽  
Face To Face ◽  
Teachers And Students ◽  
Face To Face Learning ◽  
Russian Universities

The relevance of the research is accounted for by the contradiction between the mass-scale transition of the Russian universities to the distance learning format and the insufficient readiness of the educational process participants in the conditions of COVID-19 pandemic. The following methods of theoretical (analysis, synthesis, systematisation, comparison) and empirical (review of literature, interviewing, questioning, observation) research were comprehensively used in the paper. The situation with distance education before the pandemic was analysed; the prerequisites of the problems and difficulties of transition to online education were identified. The analysis of difficulties encountered by the teachers and students of Russian universities made it possible to identify the objective and subjective factors of their emergence, as well as to develop recommendations for further continuation of distance learning in its combination with the traditional format of education. The purpose of the research was the analysis of the current experience of working in the conditions of COVID-19 pandemic by the example of teaching the disciplines “Foreign language” and “Foreign language (legal aspect)” to the students of Plekhanov Russian University of Economics. The authors analysed the reasons of success and problems, showed the contradictions between the remote and traditional forms of learning. The key models of learning organisation involving traditional and distant forms of education with the use of remote education technologies were reviewed. In addition, an analysis of works by a number of Russian and foreign researchers on the problem of distance learning was undertaken. As a result of the research, a conclusion was made that distance learning in the modern system of higher education in Russia may be considered as a complementary form of the already existing traditional (“face-to-face”) learning format, enhancing it, and this synthesis of forms may be considered as a solution of the emerging problems in the course of learning in the pandemic environment.

scholarly journals INNOVATIVE TECHNOLOGIES FOR TEACHING FOREIGN LANGUAGES AT AN EARLY AGE

2021 ◽  
Author(s):  
Zarina Ramazanova ◽  
Alfiya Kitibayeva
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Educational Technologies ◽  
Innovative Technologies ◽  
Generation Z ◽  
Methodological Principles ◽  
Education Process

The article presents an analysis of the most popular innovative educational technologies used in the modern educational process. The author gives the main methodological principles and criteria that can ensure the effectiveness of the use of innovative educational technologies and improve the quality of foreign language education. The research aim is to analyze new methods of technologies in education process, particularly, in a foreign language teaching. For Generation Z diversity of teaching approaches are required. Innovative technologies are intended for diversifying the methods and forms of teaching. During the study interactive technology, game technology, mobile learning and “quest” technology were examined. In addition to it, their essence and characteristics are observed

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

Organizational and methodological problems of training future teachers in a distance learning format

2021 ◽  
pp. 36-45
Author(s):  
A. A. Zubrilin
Keyword(s):  
Distance Learning ◽  
Educational Process ◽  
Professional Activity ◽  
Technological Basis ◽  
University Teachers ◽  
Negative Results ◽  
State Pedagogical ◽  
Development Technology ◽  
Elective Course ◽  
Methodological Problems

The article describes the problems (organizational, technical, methodological) faced by university teachers when switching to a distance learning format. On the example of the Mordovian State Pedagogical University named after M. E. Evsevjev, the solution of some problems associated with the organization of distance learning and the peculiarities of building the educational process in new conditions is demonstrated. The platforms that served as the technological basis for launching distance learning at MSPU, in particular LMS Moodle, are described. The examples of preparation of future bachelors of pedagogical education, studying informatics, for professional activity in conditions when training becomes mixed, that is, part of the classes can be conducted in person, and part — in a distance format are given. The methodology for conducting an elective course “Development technology and methodology for conducting elective courses in informatics” using distance technologies are described. The structure of the course is given, highlighting the modules and the content that should be learned during the course. Recommendations for conducting classes in this discipline are given. The conclusion is made about the positive and negative results of distance learning and its further prospects.

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