In article reveal the basic provisions connected with realization of competence-based approach at the higher school. Competencebased approach is considered in a complex of the reasons and terms of its development in educational process. There reveals the maintenance of competences, which modern graduates of the higher school have to seize. The unity of educational systems of Europe and Russia in orientation to preparation of higher education institutions graduates -competitive specialists is noted. The separate attention is paid to realization of competence-based approach in the educational environment of pedagogical universities; relevance of realization of this approach in preparation of teachers is emphasized. Besides in article the main advantages of competence-based approach are formulated, which are expressed in orientation of education on the identity of students, their informative activity.
The research purpose is to identify trends, opportunities, and limitations in the use of social media in higher education based on the study of how students and teachers use social networks in distance learning. The study involves 500 students and teachers of Sechenov First Moscow State University and Kuban State Technological University. The research methodology is based on an empirical approach. The study contained the authors’ questionnaire with 25 questions addressed to students and teachers. Respondents answered them using a Likert scale (1 to 5). It has been found that Instagram is the most popular network used by students (90%) which is followed by VKontakte and Facebook used by 81% and 49% of the respondents, respectively. The results show that students are much more active users compared to teachers and are more satisfied with distance learning. The results obtained can be used in international practice to improve the quality of the remote learning process, develop more advanced types of content consumption, and improve the channels of personal communication between the teaching staff and students.
This study describes the use of an electronic educational complex for international engineering students. While doing so, it analyses whether the studied complex can reduce intercultural interaction difficulties and thus become a motivating factor in the educational process as a whole.
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