Использование системы управления обучением (LMS) для организации и проведения контроля при обучении иностранным языкам в неязыковом вузе
The article deals with some tools provided in the Learning Management System (LMS) which allow to carry out different types of monitoring in a foreign language class. Monitoring in teaching foreign languages is one of the prerequisites which contribute to the effectiveness of the whole process. The analysis of the LMS tools has shown that they are appropriate to conduct functional, reliable, valid, hands-on and informative monitoring. The results of the research highlight the potential of the Learning Management System to carry out progress monitoring, continuous monitoring as well as self-monitoring.
The article describes the use of a number of alternative blended learning models based on a mixture of traditional face-to-face classes with some elements of e-learning in the course of “English for Academic Purposes” (EAP) and “English for Specific Academic Purposes” (ESAP) taught to junior and senior undergraduate students of computer sciences in the undergraduate program of Business Informatics and Software Engineering over a period of time from 2009 to 2012 at the National Research University Higher School of Economics (NRU HSE), Moscow, Russia
This book contains abstracts and complete papers of 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017.
The increasing growth of online learning creates opportunities for language learners to improve their academic proficiency. However, quite often, foreign language educators claim that an online learning environment is not suitable for developing students' oral speaking proficiency. This paper is a case study of teaching academic presentation skills using a blended learning format. It takes a closer look at the existing web-based presentation skills pedagogy, discussing the challenges, perspectives of development, and methods of improving online academic presentation teaching through students' reflective learning practices. It is suggested that reflective learning stages applied to an online course design and proper face-to-face instruction mode foster students' academic oral proficiency and makes online learning highly effective.
Learning Management System LMS allows upgrading the educational process at the university, to intensify the independent work of students and increase their interest in the results of ongoing work. The possibilities of using LMS are considered on the example of teaching calculus at the Higher School of Economics A number of outstanding technical and methodological issues is discussed.
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.
Alongside socio-economic development of the Russian Federation, the requirements to the quality of graduates training currently increase. The article brings forward viability of e-tutoring as a teaching aid in a higher school virtual learning environment. Interactive learning is considered as a learner-centered approach.
This empirical research includes questionnaire data of 86 new full-time employees from two companies. Significant differences were observed in self-monitoring and career anchors of three generations: Baby Boomers (1946-1964), Generation X (1965-1983), Generation Y (1984 or later), with younger generations (X&Y) being higher level of expressive controls in order to ensure appropriate or desired public appearances. Significant differences were observed in organizational culture understanding of the various generations during pre-entry as well as at the end of on-boarding period (4-6 work months).
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.