Learning management systems (LMS) have been proven to encourage a constructive approach to knowledge acquisition and support active learning. One of the keys to successful and efficient use of LMS is how the stakeholders adopt and perceive this learning tool. The present research is therefore motivated by the importance of understanding teachers' and students' perceptions of LMS in order to anticipate possible issues (problems) and help to build a productive learning environment and a committed user community. The paper looks at this process at a Russian university (National Research University Higher School of Economics -HSE) where the system is being implemented and examines the following issues: qualification and readiness of the stakeholders to use LMS and their perceptions of the system's convenience, effectiveness, and usefulness. The research reveals remarkable divergence of students' and teachers' perceptions of various aspects of LMS which must be considered when raising the effectiveness of the system and building commitment to e-learning. They are analyzed and explicated in the present paper.

The study looks into the problem of student-faculty communication. It addresses the issue of claimed scarcity of such interaction that exists despite the recognized benefits it can bring to students and instructors. It is suggested that examination and comparison of the participants' interest and actual engagement in out-of-class communication (OCC) may shed light on this. Two populations from a university in Russia: 148 students and 35 instructors, were analyzed to measure their overall interest and engagement in OCC. The paper also addressed the question whether the studied populations are interested and engage in the same types of OCC. The results demonstrate that the reported overall interest in OCC was higher than the actual engagement in it among both groups of the respondents. Besides, students and faculty chose different types of OCC as most interest evincing and most frequently practiced. The research outcomes may help the parties concerned (scholars, teaching staff, educational managers and students) enhance understanding of the nature of OCC and its specifics and consider ways of harmonizing it in the best interests of all stakeholders.

The increased demands for foreign language learning and the dwindling number of contact hours have urged teachers to look for innovative methods of instruction such as blended learning (BL). A study was conducted at a Russian university (The National Research University Higher School of Economics) in order to explore the attitudes and perceptions of the students toward blended learning in the English language classroom. The research instruments were tests and questionnaires administered to students before and after the course. The online portion of the course was realized through the corporate learning management system (LMS). The study revealed a noticeable evolution in students’ perceptions and attitudes towards using blended learning in foreign language instruction. This shift and the consequential outcomes of the study are discussed.

The authors review and analyze scientific publications on the topic of studentfaculty interaction outside the classroom. In the paper, the historical and theoretical background of the phenomenon of student-faculty interaction is presented; on this basis, various types of such communication are identified and described. The authors examine how out-of-classroom interaction influences the participants of this process, which factors and characteristics determine its types and intensity. The issues related to the perception of this type of contact by students and teachers are also highlighted in the paper, and the importance to realize its complexity and multidimensionality is emphasized

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The article tackles the problem of competitiveness of university graduates. The study sample is represented by the students of the Faculty of Management. The authors analyze differing views on competitiveness among employers and graduates, and characteristics of key competencies required to obtain and keep a job. A survey among the final-year students was aimed at studying their perceptions of their own competitiveness, job ambitions and expectations. The respondents’ attitudes towards labour market opportunities and career prospects were revealed. The strategies that the future managers use to improve their employability were described. The obtained results may be used to develop and include in the curricula some components of skills which enable the development of a competitive personality.

Проблема и цель. Исследование посвящено проблеме внеаудиторного взаимодействия студентов и преподавателей. Цель работы: определить особенности восприятия данного типа взаимодействия участниками и выявить наличие у них фактического опыта. Методология. В качестве исследовательских методов были применены интерпретация, сравнительно-сопоставительный анализ и обобщение научной литературы по проблеме. Методологической основой исследования послужил психосоциологический подход, рассматривающий развитие типа поведения, отношения к окружающему миру участников социального взаимодействия, в частности академического, с точки зрения влияния межличностного контекста, в котором они находятся. Инструментом исследования стало анкетирование. Анкета содержала идентичные пункты с необходимыми вариациями формулировок для двух групп респондентов. В исследовании приняли участие 148 студентов бакалавриата и 35 преподавателей Национального исследовательского университета «Высшая школа экономики» в Нижнем Новгороде. Результаты. В работе выявлены особенности восприятия студентами и преподавателями внеаудиторного общения, получена информация о наиболее/наименее предпочитаемых формах и наиболее/наименее частых видах контактирования. На основе анализа данных определен дисбаланс между заявленной заинтересованностью во внеаудиторном общении у студентов и преподавателей и непосредственным опытом участия в нем. Подчеркивается, что предпочтения обеих групп респондентов так же, как и их опыт, во многом идентичны и характеризуются формализованной природой. Заключение. Авторами делаются выводы о наличии особенностей в отношении студентов и преподавателей к внеаудиторному общению, которые определяют специфику его реализации. Ключевые слова: внеаудиторное общение; высшее образование; качество образования; межличностное общение; образовательный опыт; студенты бакалавриата; преподаватель вуза; профессорско-преподавательский состав. Курьян Мария Львовнакандидат филологических наук, доцент Департамента социальных наук, факультет гуманитарных наук, Национальный исследовательский университет Высшая школа экономики.

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