Опыт использования трех форматов обучения иностранному языку в вузе (офлайн, онлайн, гибридный): эффективность, проблемы, результаты
This article is devoted to strategies for the effectiveness of three formats of teaching a foreign language at a university: online, offline and hybrid on the example of the implementation of academic disciplines in 2020 and 2021 at the Higher School of Economics. The article shows an unprecedented experience of the forcedly accelerated transfer of teaching an offline discipline to an online format. The research was carried out on the basis of the results of the academic performance of third-year undergraduate students of the NRU HSE in two disciplines. In addition to methods for assessing the effectiveness of teaching, the article uses questionnaire methods, as well as general scientific methods of comparison and generalization. The analysis of the current and final results of the progress of the 3rd year undergraduate students in the disciplines "Practical course of the second foreign language (French)", the research seminar "History and culture of the countries of the second foreign language" (French), as well as the data of the questionnaire survey of students and teachers made it possible to identify the advantages and disadvantages of each learning format - online, offline and hybrid. It is hybrid training that has shown the greatest efficiency. Possessing all the positive characteristics of online and offline education, it requires careful organization and compliance with a number of requirements in order to avoid the problems inherent in online education. In particular, special attention should be paid to the professional training of teachers for the specifics of working online, to develop effective motivational incentives for students, to take into account the individual characteristics and living conditions of each student, the lack of a uniform educational standard for distance learning for all teachers, to organize consistent training. teachers and students with the technical means necessary in the educational process, to improve these means in order to make them an integrated part of the educational process, as well as equip educational institutions with such technical means. All of these problems were clearly and methodically solved at the Higher School of Economics, and the result is an impeccably organized educational process that functions in any format, high student motivation and high-quality learning outcomes.