In recent years, the number of online courses known as massive open online courses (MOOC) has increased significantly. Such courses are available on online providers’ sites, such as edX and Coursera. As a result, there is a notable reduction of clarity in terms of various course offerings, and this causes a need to change the MOOC description schemes to help inform potential applicants. The article is aimed at identifying the capabilities of customer-oriented MOOC aggregators and the prospects for their further improvement. The article presents approaches to the concept of customer focus, based on which the definition of a customer-oriented aggregator is formulated. The article analyses course descriptions used by MOOC providers and aggregators for their potential students. Based on this analysis, the authors develop a set of categories describing MOOC, used for the creation of a new MOOC description according to the customer-oriented criteria. The authors conclude that the optimal descriptive MOOC scheme on the MOOC aggregator should satisfy both the academic environment and the customer-oriented criteria that correspond to students’ interests when choosing a MOOC.
In the era of the digital educational environment, where each participant of the educational process is actively involved in its development, the Internet and its services have become a popular tool. Open education network tools are defined as ICT tools that ensure the formation and maintenance of network electronic information resources of an open education environment, the implementation of design technologies, and the use of open pedagogical systems. The article aims to reveal methods of monitoring and analyzing students’ learning achievements in higher education institutions using social networks. The main research method was a survey. The article justifies the purposefulness and efficiency of the use of social networks in the process of monitoring and analyzing students’ progress for new learning achievements. The study concludes that the use of social networks for monitoring and analyzing students’ progress ensures the individualization of the learning process and increases the effectiveness of monitoring learning achievements.
At present, The Unified State Exam in foreign languages is taken only by the applicants of Russian language universities and faculties, but it will become obligatory for everybody in 2022 regardless of the choice of their future specialty. In the run-up of this innovation, we have conducted a survey to determine the correlation between the quality of language education in non-linguistic universities and the students' experience of learning English before the University. Russian and international standards of engineering education are discussed in the article in terms of the communicative competence. We compare the target skills of the Unified State Exam and the English program for non-linguistic universities. The aim of our work is to show that the high requirements for foreign language competence of graduates of non-linguistic universities can be achieved if the English level of the applicants is improved. It is highlighted that the effective use of progressive methods of teaching a foreign language is hampered in multi-level mixed-ability classes. The research sample consisted of 517 students; it was conducted in the Department of Foreign Languages for Aerospace Specialties in Moscow Aviation Institute. The results of the survey illustrate the actual quality of language education of the students and their motivation to learn General, Academic, Business and Aviation English at the university at an upgraded level.
The study substantiates the effectiveness of using distance learning technologies in preparing postgraduate students in technical specialties for candidate minimum examinations in the foreign language during the transition to distance learning in Moscow universities due to the epidemiological situation in 2020-2021. The present study reveals both positive and negative aspects of distance learning and provides an understanding of the key vector in the development of the methodological basis of pedagogical activity. The study emphasizes the special organizational role of a foreign language teacher in distance learning. The empirical section of the study presents the results of a questionnaire survey of postgraduate students in aerospace specialties collecting their opinions on the distance learning format of the “Foreign language” discipline using information and communication technologies (ICT) at the Moscow Aviation Institute (National Research University). Seventy first-year postgraduate students participated in the survey. The study also uses a questionnaire interview of teachers working with postgraduate students. This survey used open-ended questions. Overall, the study demonstrates students’ positive attitude to the distance format of the “Foreign language” discipline. The use of ICT raises interest both in the learning process and the discipline itself.
This paper discusses the problems of working with students of non-linguistic specialties in foreign language classes when switching to distance learning. The tasks have been set to assess the advantages and disadvantages of distance learning. The following has been noted among the aspects that have a positive effect on teaching a foreign language in a distance format: activation of cooperation of teachers to improve the educational process; closer contact between teachers and students; activation of students' independent work; mastering by teachers of the skills of working in the learning management system (Moodle/lms.mai.ru) and the format of video conferencing, etc. It is concluded that the distance format allows improving the learning process. In the future, it is advisable to use the elements of the distance format in combination with the traditional one to optimize teaching a foreign language.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.