Russian universities are involved in the global process of rethinking and remodelling of the higher educational system. They are expected to provide their students with a wide variety of skills, which are often referred to as "21st century competencies". Such skills as critical thinking, decision making, the ability to communicate effectively and solve problems through negotiation and collaboration are needed for success in study and careers. For the universities it means growing importance of making curriculum relevant, helping students learn how to teach themselves, and fostering creativity. This article explores the quality of learning in the Russian technical university and concludes that the current pedagogy has not adapted yet to address the challenges of the twenty-first century. The traditional approach, based upon a teacher-centred focus on rote learning still prevails. Through this research it was found that there are different pedagogical approaches that could develop different 21st century competencies by technical students. The article concludes with a discussion around some innovative teaching methods that make lessons more student-driven and motivating.
Distant education and online courses have recently become a part of a new reality, especially in the last four months as many institutes and universities all over the world had to shift most of their educational content online because of the ongoing COVID-19 pandemic. It appeared that some higher educational institutions and a certain part of their students were almost ready to go online as these institutions had been developing their online platforms thus integrating traditional face-to-face classes with computer-assisted learning as well as integrating massive open or shared online courses into their curricular. At the same time, many other universities and institutes proved to be absolutely unprepared to shift online as they and their students had neither their own educational environment and online resources developed by their teaching staff nor any experience of working in an external online environment and choosing courses appropriate for their educational purposes. It turned out that most existing online courses could not be successfully used for implementing into most universities curricula and for teaching a majority of technical students as they simply reproduced the traditional classroom learning process and missed all advantages and opportunities afforded by online learning environments. The authors objective for this research in progress is to identify the key features and describe structure, content and assessment specifics of an academical online course for technical students. This paper provides tips on how to organize the course content into a proper structure stressing what types of teaching materials could be uploaded to the educational platform and goes into its assessment specifics. In a long-term perspective the authors aim to design, develop and introduce a modern and progressive constructivist learning environment for teaching business English in technical universities.
В статье рассматривается современный образовательный процесс в аспекте использования интерактивных форм обучения. Актуальность исследования обусловлена тем, что эффективными сегодня являются нетекстовые формы преподнесения учебной информации, соответствующие новой экранной культуре мышления обучающихся. В процессе преподавания иностранного языка, в том числе русского как иностранного, особое место имеют диалоговые формы. Диалоговые тренажёры являются одним из инструментов, с помощью которого преподаватель может внести разнообразие в процесс обучения, сделать акцент на развитие речевых компетенций. Авторы исследования провели эксперимент по использованию возможностей сервиса для подготовки интерактивных заданий и диалоговых тренажёров «ONLINETESTPAD». В статье предложены выводы, сделанные в результате педагогического эксперимента, о целесообразности использования инструментов сервиса «ONLINETESTPAD» в образовательном процессе, описана методика разработки диалоговых заданий, приведены примеры диалоговых упражнений. Апробация интерактивных упражнений на основе диалогового тренажёра доказала, что использование данной технологии способствует расширению образовательных, воспитательных и технологических возможностей учебных занятий по русскому языку как иностранному. Обработка результатов исследования также зафиксировала высокий интерес обучающихся к дидактическому материалу данного формата.Ключевые слова: интерактивное обучение, диалоговые формы, интерактивные задания, диалоговый тренажёр, геймификация процесса обучения
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