E-LEARNING IN THE FOREIGN LANGUAGE TEACHING CONTEXT

Authors

  • Veronika Katermina Kuban State University, Krasnodar

DOI:

https://doi.org/10.17770/sie2019vol3.3721

Keywords:

e-learning, new practice, educational process, educational program, independent work of students, students, iSpring software products

Abstract

The obvious trend is the increased use of electronic communication in our daily lives supported through increased access to the Internet via a combination of mobile devices and communication infrastructures, and providing access to a growing library of information in electronic formats. E-learning can be perceived as perpetual, sustained over a lifetime and enacted in multiple, daily occurrences as we search for information to satisfy our learning needs and contribute content that promotes understanding. E-learning can be also regarded as an engaged act created through both technical and social decisions. As it is known within the framework of modern educational programs designed for the training of bachelor students studying foreign language, most of the hours are devoted to self-controlled work. The effectiveness of the work itself, as well as its control, largely depends on the diligence and conscientiousness of the student and the time spent by the teacher to check the tasks. Obviously, spending audit hours on checking is irrational and inefficient. Therefore, the question arises about the creation and usage of interactive courses using iSpring software products that improve the effectiveness of independent work of students and optimize the work of the teacher.

 

Downloads

Download data is not yet available.

References

Anderson, T. (2004). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and Practice of Online Learning (33–60). Athabasca: Athabasca University.

Andrews, R., & Haythornthwaite, C. (Eds.) (2007). The Sage Handbook of E-learning Research. London: Sage.

Haythornthwaite, C., & Andrews, R. (Eds.) (2011). E-learning Theory and Practice. London: Sage.

Katermina, V. (2017). Manipulative Potential of Vocatives in Pedagogical Discourse. In Society. Integration. Education. Proceedings of the International Scientific Conference, Vol.1, May 26th-27th, 2017. Rezekne: Rezekne Academy of Technologies, 228–237. DOI: http://dx.doi.org/10.17770/sie2017vol1.2359

Katermina, V., & Zhestkova, E. (2018). Application of the Web Quest Technology in the Organization of the Independent Work of Students in the Process of Studying Disciplines. In Innovation in Language Learning. Proceedings of the 11th International Conference (Florence, Italy, 8-9 November 2018). Florence: Filodiritto Publisher, pp. 79-83.

Mel'nik, O.G. (2010). Veb-kvest v obuchenii studentov. In Izvestiya Yuzhnogo federal'nogo universiteta. Tekhnicheskie nauki. 2010. Vyp. № 10. Tom 111. Rezhim dostupa: http://cyberleninka.ru/article/n/veb-kvest-v-obuchenii-studentov#ixzz3N03bptTr

Zhestkova, E (2016). Problem Approach to the Study Literary Subjects in Pedagogical High School. In Society. Integration. Education. Proceedings of the International Scientific Conference, Vol.1, May 27th-28th Rezekne: Rezekne Academy of Technologies, 286–295. DOI: http://dx.doi.org/10.17770/sie2016vol1.1494

Zhestkova, E., Gubanichina E., Oparina, S., Sidorskaya, V., & Gusev, D. (2017). Interactive technologies as a means of forming cultural and professional competencies in pedagogical institutes. In Society. Integration. Education. Proceedings of the International Scientific Conference, Vol. 1, May 26th-27th, 2017. Rezekne: Rezekne Academy of Technologies, 454–465. DOI: http://dx.doi.org/10.17770/sie2017vol1.2369

Downloads

Published

2019-05-21

How to Cite

Katermina, V. (2019). E-LEARNING IN THE FOREIGN LANGUAGE TEACHING CONTEXT. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 3, 473-478. https://doi.org/10.17770/sie2019vol3.3721