The article focuses on the positive aspects of online education and discusses the lessons learned and effective practices that can be brought back into conventional face-to-face classes. Unlike numerous studies pointing out disadvantages of distance education, the authors contend that online education during the pandemic was quite efficient, enabling them to take away a lot of useful findings, techniques, and experiences. The paper describes the results of the study conducted among freshmen and sophomores, as well as lecturers of the Department of the English language and the administration of Baikal International Business School of Irkutsk State University. Using student and teacher questionnaires, a dean interview, and observation, the authors collect multiple psychographic, motivational, and behavioral data allowing to find out preferences and opinions of online education. As a result of their research, the authors come to the conclusion that the main outcomes of online teaching are more collaboration for course development and preparation of student assessment, the integration of MOOCS into conventional courses, the use of numerous interactive technologies and videoconferencing platforms for various purposes, more reflection on teaching and student learning, and more opportunities for professional growth. Overall, teachers report becoming more knowledgeable, better equipped, and more competent. Besides professional benefits, after overcoming the challenges of online teaching, the instructors seem to have become more stress-resistant and resourceful.
The article focuses on teaching research academic writing to undergraduates taking a Russian-American dual-degree program offered by Baikal International Business School and its partner University of Maryland Global Campus. As the American program is online, writing courses are mandatory. Being the final course in the writing module, research academic writing is challenging not only for students but also for the instructor. This makes the teacher look for new ways to improve the quality of teaching and to motivate undergraduates. The paper describes action research aiming at introducing simulation games in research academic writing course to engage students in classroom activities, vary practical assignments, and make classes more interactive. Using observation, student questionnaires and interviews, the author compares her class atmosphere and student involvement before and after the intervention. As a result of her research, the author comes to the conclusion that simulation activities, besides other advantages, can be successfully used for teaching academic writing since they increase motivation and student engagement creating a positive learning environment. Moreover, pair or group work can minimize difficulties, which helps to better understand the material. Furthermore, simulation activities have a practical value enabling students to develop skills and competences vital for future managers. Also the paper offers simulation activities developed for the course which are given in the appendices
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