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24Электронный учебный курс как средство информационно-технологической поддержки процесса обучения в вузе
Ялаева Наталья Вячеславовна,
кандидат педагогических наук, доцент, кафедра русского, иностранных языков и культуры речи, Уральский государственный юридический университет E-mail: [email protected]
Садыкова Наталья Валерьевна,
старший преподаватель, кафедра русского, иностранных языков и культуры речи, Уральский государственный юридический университет E-mail: [email protected]
Жеребцова Евгения Валерьевна,
старший преподаватель, кафедра русского, иностранных языков и культуры речи, Уральский государственный юридический университет E-mail: [email protected]
В условиях пандемии и самоизоляции студентов и преподавателей по всему миру и в РФ все образовательные организации вынуждены организовывать свою деятельность в дистанционном формате. Различные формы дистанционного, электронного и сетевого обучения постепенно замещают традиционное аудиторное обучение студентов вузов. В данной статье описывается опыт применения электронно-образовательной среды Moodle для интенсификации образовательного процесса при реализации учебной дисциплины «Иностранный язык» на уровне магистратуры в юридическом вузе. Выделяются организационно- технологические и дидактические принципы построения учебного курса и структура системы. Эффективность функционирования онлайн курса заключается в подробной и наглядной презентации материалов, а также в создании достаточного количества ресурсов, позволяющих организовать эффективный и быстрый доступ студентов к необходимой информации и сформировать индивидуальную образовательную траекторию. Использование системы Moodle в образовательном процессе позволяет сформировать у обучающихся способность к самостоятельному поиску, непрерывному самообразованию и творчеству. Авторы подчеркивают, что разработка электронного курса носит комплексный характер, сочетающий владение информационно-коммуникационными и педагогическими технологиями, и раскрывают возможности работы с системой на примере собственного опыта.
Ключевые слова: дистанционное обучение, электронные образовательные ресурсы, система Moodle, электронный курс, контроль, взаимодействие.
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In the contemporary world, both technological progress and the opportunities of digitalization dictate the necessity for partial or complete reorientation of the study process to the distance learning. Destabilizing factors of the recent time connected with the pandemics made the participants of the educational process adapt to current conditions as soon as possible. The transfer of law students to distance learning allowed for maintaining the educational process continuous and coordinated. However, in this connection, a need has emerged to urgently develop the e-learning courses that should ensure the planning of independent students' activity, synchronous and asynchronous communication with a teacher, and enough spectrum of controlling activities.
The technologies of e-learning courses development are examined in the works of both Russian (E.V. Dydrina, O.V. Zimina, O.P. Osipova, E.S. Po-lat, A.G. Shabanova, T.N. Shalkina, etc.) and foreign scholars (Denis Cristol, Bruno Devauchelle, M. Warschauer, C. Meskill, I. Jahnke, J. Liebscher).
The lecturers of the Department of Russian, foreign languages and culture of speech working at the Ural State Law University (USLU) also have an experience of implementing e-learning courses for those students who study for the bachelor's degree [1, pp. 169-172]. Currently they also work at the development of "Foreign language" course for those students who study for the master's degree.
According to the approved working program of the discipline, the target setting for the creation of an e-learning course is the development of a foreign language professional business communicative competence of a master student to solve communicative tasks in business environment and in professional, and research spheres [2]. The working program also defines the content, volume, and the rules for study of the educational discipline.
E-learning course represents a complex educational resource. Its creation can include several steps. Some of them belong to the process of the course's management, the other ones relate to identifying the volume and the content of the study material and its organization in the e-resource [3, p.139]. So, while drafting the structure and identifying the content, the authors were guided by the basic principles of course formation that can be divided into two groups: 1. Organizational and technological:
• System-based principle. It implies the detailed development of navigation and interaction between the structural elements of the course.
• Module-based principle. It implies the division of the course into blocks (topics) that have logical
completeness. They are accompanied by the elements controlling students' knowledge and skills in accordance with the planned results. 2. Didactic:
• Principle of professional orientation. It implies the selection of study material aimed at forming the system of professional knowledge and skills of the future lawyers.
• Principle of ergonomics (rational combination) of educational methods. It implies the set of active course elements that give access to theoretical material (texts, audio, multimedia), performance of practical tasks and controlling activities as well as the means helping to communicate with the teacher (feedback).
• Principle of conscientious approach to self-study. It implies the independent work of students with the study information based on the understanding of educational activity aims.
Moodle system (Modular Object-Oriented Dynamic Learning Environment) is a system of education management used for organizing the educational process and interaction between the teacher and students. The main advantages of Moodles ystem are: the ease of use, user-friendly interface; consideration of modern pedagogical achievements; flexibility, i.e. students have access to study materials anytime and anywhere; interaction between a teacher and a student, a student and a student; interactivity, i.e. possibility to make lectures, tests, to use on-line resources: videoclips, photos, books, wiki, dictionaries, etc.; integrated text editor; availability of journal with marks which is accessible to students and teachers.
In Moodle distance educational system information can be represented in the form of resources (Explanations, File, Pages, Folder) and course elements (interactive components of the distance educational system such as Lecture, Test, Assignment, Forum, Chat, etc.).
The elements of the general block include announcements and news forum where the teacher coordinates the work of students and gives general instructions to study the course. Within this block students can become familiar with the evaluation rules connected with the results of the educational process, ask questions on the topics they are interested in, provide feedback about the course, and study the glossary.
The structure of each module includes such elements as lectures, training and controlling tests. Grammar and language material is presented in the form of presentations, videoclips, schemes, and examples. Besides, students are proposed to work with several tests on the topic and fulfil the tasks. For more efficient independent work of students and getting diverse information, after every lecture, they are offered to take a closer look at additional resources such as encyclopedias, dictionaries, and other authoritative sources.
Controlling and training tests include questions with a multiple choice as well as open questions.
According to university requirements, the course that we develop has to contain three types of control: ongoing, interim, and final.
Working with e-learning course, a teacher acquires great possibilities in organizing educational process.
For example, he/she may edit the course and make additions to it at any time. Such element as calendar helps students and teachers plan their time. The teacher may not only follow the progress of each student but control the attendance.
To organize the study work of students the teacher must define the algorithm for them to fulfil the elements of the course. To do this, the teacher sets the limits for access to the elements if the previous ones have not been completed. Control and organization of study and learning activity imply the managerial impact by the teacher on the student. E-learning resource gives a teacher many opportunities for managing and monitoring the study and learning activity of students. With the help of such instruments as "Marks" and "Reports", the teacher has a possibility to control the process of completing the e-learning resource elements, and analyze the statistics, reports and marks of each student. If necessary, the teacher and the students may communicate in chat, forum and by individual messages.
So, the flexibility and multifunctioning of Moodle system allows adequate conducting distance educational process with incorporation of all the educational elements and methods.
The development of distance foreign language learning course represents a complex task. To solve it correctly, the teacher must possess skills of information and communication technologies, and pedagogical technologies. The said would allow implementing the e-course in educational activity [4, p. 6]. The main principle of constructing on-line courses is detailed and illustrative presentation of material fostering independent study in individual as well as creation of enough number of resources allowing to organize efficient and rapid access of students to the necessary information.
Developing e-learning courses, taking into account his/her own experience and the level of students, a teacher can apply different technologies, methods and means of education. In each certain situation, Pa teacher defines the volume of the study material, type of tasks, methods of activating the educational process and its control. A teacher must choose the correct methods, means and technologies, and to form the integrated structure of an e-course with the help of which he/she may achive the final goal, i.e. the development of foreign language professional business communicative competence.
Projecting, design, and placement of study material in Moodle is a very time-consuming process. We should note, that under the content of e-learning course we understood both educational material and resource and activity possibilities. Some authors think that e-learning course is "an open didactic system the functioning of which is based on the author's concept of studying a certain discipline" [5, p. 309].
When creating of e-course the teacher has to be guided by pedagogical provisions used in electronic education, namely:
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• distance learning represents interaction of a teacher and students and students with students during study, learning and creative activities;
• organization of independent (individual or group) work of students in the system of distance education implies the use of pedagogical technologies that account for specifics of this form of education and stimulation concerning the disclosure of each student's abilities and opportunities. We think that the most successful in this connection are research and problem-solving methods (education in collaboration, project method, etc.). It is very important for students to learn independently get the knowledge using various sources of information and having possibility to work in any time which is convenient for them;
• from the very beginning students must be involved in active study and learning activity based on the use of knowledge for solving specific problems and tasks;
• control must be systematic and regular during the whole course of study. The forms of controls can be different, but they should always imply a feedback;
• while making a project of an e-learning coursen, it is necessary to diversify methodical tools and instruments, ensuring the interactivity (instructional situations, discussions, debates, role-plays, project methods, immediate feedback, etc.).
The results of work in the Moodle system allow stating that the system improves the intensification of educational process, increases the efficiency of independent work and the level of students' responsibility for thre results of learning activity.
Литература
1. Ялаева Н.В. Применение LMS MOODLE в обучении английскому языку в юридическом вузе. // Правоохранительные органы: теория и практика. Издательство Уральский Юридический Институт МВД РФ. № 2, 2015. - с. 169172.
2. Рабочая программа дисциплины «Иностранный язык». Основная профессиональная образовательная программа высшего образования - программа магистратуры по направлению подготовки 40.04.01 Юриспруденция (профиль (магистерская программа): Правовое обеспечение экономической деятельности). УрГЮУ, 2019. URL: https://www.usla.ru/upload/ umm/cvhm9ghdz4.pdf
3. Войтович И.К. Специфика создания электронных образовательных ресурсов // Вестник ТП-ГУ. № 1 (153), 2015. - с. 138-143.
4. Проектирование и разработка дистанционного учебного курса в среде Moodle 2.7: учебно-методическое пособие / Рязан. гос. радиотехн. ун-т; сост.: Н.П. Клейносова, Э.А. Кадырова, И.А. Телков, Р.В. Хруничев. Рязань, 2015. 164 с.
5. K Nozawa To moodle or not to moodle: Can it be an ideal e-learning environment, Political Science Vol. 18 (3), 289-312
e-learning course as a means of information
technology support to the learning process in university
Yalaeva N.V., Sadykova N.V., Zherebtsova E.V.
Ural State Law University
In the presence of pandemics and self-isolation of students and teachers around the world and in the Russian Federation as well, all educational establishments must organize their activities in the distance format. Different forms of distance, electronic and network learning are gradually replacing traditional classroom learning of university students. The present article describes the experience of applying Moodle electronic educational environment while realization of academic discipline "Foreign Language" at master's level in a Law school. The authors identify organizational and technological, and didactic approaches to constructing the study course. The structure of the system is also analyzed. The efficient functioning of the on-line course implies the detailed and illustrative presentation of the material as well as the sufficient amount of resources allowing to organize the productive and fast access of students to the necessary information, and to form the individual educational trajectory. The use of Moodle system in the educational process allows forming the students' skill for independent research, continuous self-education, and creativity. The authors stress that the development of an e-course has a complex character combining the knowledge of information and communications as well as pedagogical technologies. They also expose all the opportunities of work with the system by examples from their own experience.
Keywords: distance learning, electronic educational resources, Moodle system, e-course, control, interaction.
References
1. Yalaeva N.V. Use of LMS MOODLE in teaching English language in law school. // Law-enforcement organs: theory and practice. Publishing house of the Ural Law Institute of the Ministry of Internal Affairs of the Russian Federation. No. 2, 2015.
2. Working program of the discipline "Foreign Language". Basic professional educational program of higher education - Master's degree program on the profile of training 40.04.01 Jurisprudence (profile (Master's degree program): Legal ensurance of economic activity). USLA, 2019. URL: https://www.usla.ru/up-load/umm/cvhm9ghdz4.pdf
3. Voitovich I.K. Specifics of developing electronic educational resources // Herald of TPGU. No.1 (153), 2015.
4. Design and development of distance study course in Moodle environment 2.7: classroom guideline / RSRU, compiled by N.P. Kleynosova, E.A. Kadyrova, I.A. Telkov, R.V. Hrunichev. Ryazan, 2015.
5. K. Nozawa. To moodle or not to moodle: Can it be an ideal e-learning environment, Political Science Vol. 18 (3), 289-312.
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