CC BY
7Also, in the framework of this research, methodological recommendations on the use of interactive methods of teaching foreign languages in primary school were proposed.
References
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FEATURES OF TEACHING LECTURE (E-LECTURE) IN THE CONDITIONS OF DISTANCE
LEARNING
Chornenka Zh., Yakovets K., Antoniv A.
Bukovinian State Medical University, Ukraine
Abstract
In our time, the leading value of the information function of the lecture is lost. This is primarily due to the large number of sources of information that are available to students. In this regard, the significance of the orientation function is enhanced. In addition, in connection with the growing role of independent learning, the importance of the methodological function of the lecture increases. Students are increasingly in need of acquiring skills and abilities in how to learn.
Keywords: e-lecture, distance learning, higher education, online-lecture.
The extensive and diverse pedagogical experience of synchronous and asynchronous communication with students in remote learning, accumulated during the coronavirus pandemic, gives university teachers a new look at the possibility of introducing a number of organizational forms, technologies and methods of e-learning into the traditional educational process. Over the past two years, a large number of studies have appeared in the scientific literature, demonstrating both positive and negative aspects of distance learning. However, one thing is certain: every modern teacher needs to expand his methodological arsenal by mastering innovative electronic technologies and thoroughly studying the possibilities of various conference platforms and electronic programs used for educational purposes.
Firstly, the digitalization of education will grow exponentially due to the truly global penetration of information technologies into all spheres of our life and the need to train personnel for the digital economy, and secondly, even when the traditional full-time mode of education is fully restored, there will still be life situations that require a remote form of educational contacts between a teacher and students, which may turn out to
be either the only possible or the most effective, for example:
1) training sessions with students of correspondence courses, as well as master's and postgraduate students, who are more comfortable not to break away from their jobs and their families, and also not incur additional financial costs for transport, rental housing, etc.;
2) the desire of the teacher to use special electronic technologies (game and professional simulators, mental maps (mind maps), etc.), work with which is beyond the scope of training sessions;
3) organization of consultations and verification of homework completion remotely in order to save classroom time, etc.;
4) holding webinars, web conferences, which initially involve a remote form of contact.
Consequently, the task arises of studying a number of theoretical and practical issues related to the new format of distance lectures as the main organizational form of education in the system of higher education.
The purpose of this study is to identify the content, didactic and methodological features of the electronic lecture, due to the use of telecommunication channels,
as well as the psychological and linguistic features of the perception of a remote interlocutor. This goal can be achieved, in our opinion, through the following tasks:
1) to consider the concept of "electronic lecture", to demonstrate its differences from the traditional face-to-face lecture;
2) to identify the features of the perception of educational information in distance learning;
3) develop recommendations on the methodology for organizing and presenting educational material during an electronic lecture.
For almost a thousand years, a university lecture has been the main form of interaction between teachers and students, during which new educational material is introduced, the goals of introducing young people to scientific knowledge are realized, the ideas of pluralism of opinions in the academic environment, the specifics of conducting scientific research, discussions, etc. e. The content of the lecture, the methodology of its delivery changed as new teaching methods appeared and various pedagogical paradigms were introduced. So, in certain periods of the history of higher education, the problematic method of presenting the material, lecture-dialogue, lecture-discussion, visualization of content through computer presentations, etc., gained popularity.
An electronic lecture, which in the future, following the trends of the modern pedagogical thesaurus in the field of e-learning (e-learning, e-library), we will call e-lecture (e-lecture), as an organizational form of the educational process arose in the 2010s. In some
studies, the authors call this type of lectures "digital" lecture, "virtual" and "remote" lecture" (distant lecture), "Internet lecture". We consider the name "e-lec-ture" to be the broadest, since it covers both classes broadcast in synchronous mode, i.e. in real time, and created in the format of online courses, which are usually pre-recorded by the teacher, uploaded to electronic storage (EIOS of the university, cloud services, etc.) and are provided to students for listening at any time convenient for them. However, in some studies, the concepts of "online lecture", "digital" and "electronic lecture" are used as synonymous, although the main difference, as we noted earlier, is the synchronous or asynchronous nature of interaction with the audience. As for the name "digital", the electronic means involved in the playback of the lecture is more important to us than the binary recording system, so we consider this name as a technocratic metaphor. Table 1 shows the results of the analysis of the most important properties that the researchers found in e-lectures.
Approximately 10 years before the coronavirus pandemic, a number of teachers who used e-lectures in their methodological arsenal realized that, using telecommunication channels to communicate with students, they could not continue to present educational material in the way that had been introduced in higher education for a long time many centuries. But in those years, only a few received such work experience, however, after a period of distance learning, the need to develop a new format and pedagogical design of the e-lecture became clear to everyone.
Table 1
Comparison of e-lecture definitions
Author(s) Definition Properties
M. Tomahiv An electronic lecture is any digital resource in lecture format, filmed in a studio or any other suitable place with the necessary equipment that is used for the purpose of engaging students in the process of online learning Remote interaction, fascination, focus on development cognitive students' activity
T. Jadin, A. Gruber, B. Batinik Electronic lecture - a lecture based on media, including audio and video recordings, synchronized slides, content slide classes and any other additional information (for example, Internet links), which allows combine all learning materials in an integrated educational environment Holistic, integrated character use various media teaching aids in lecture content
M.A. Sukhom-linov Virtual Lecture - Transformed Genre traditional academic lecture with the aim increase interactivity Genre change, interactivity
A.I. Matyash-evskaya Internet lecture is characterized by content, combined with its accessibility to the mass addressee and awareness on the part of the addresses the need for active involvement of diverse, but motivated audience in the cognitive process Content, availability, fascination, ability to increase audience motivation
K.S. Octopus Online lecture includes characteristics various synchronous forms of remote remote user interactions in an educational environment, provides two-way visual-auditory communication Complexity, interactivity
We believe that the e-lecture can be characterized as a special organizational form used in synchronous and asynchronous distance learning and expressed in the oral presentation of one or more theoretical sections of the relevant discipline, accompanied by a computer
presentation in the form of slides, video and audio materials and involving interactive participation of students in the cognitive process. It is the more active role of students in the course of an e-lecture than in full-time teaching that can provide effective pedagogical com-
munication, a high level of awareness, and, accordingly, the assimilation of the material - "feedback", thereby contributing to the high quality of education.
The main feature of the e-lecture lies precisely in the fact that it is organized remotely, i.e. in conditions where the usual forms of interaction between the teacher and students in the classroom are replaced by special visual and auditory images, new incentives for verbal and mental operations, perception, comprehension, assimilation and memorization of new material. Along with this, the teacher expands the possibilities of demonstrating various educational and educational materials taken from Internet resources, social networks and hosting, which increases the level of "entertainment" of the presentation and may be more adapted to the interests of modern students.
Thus, if we set ourselves the goal of classifying the differences between an e-lecture and a similar lesson conducted in person, we can distinguish the following features:
- didactic;
- psychological;
- organizational;
- linguistic;
- paralinguistic.
The didactic features of an e-lecture are mainly due to the fact that the addressee may be completely unknown to the lecturer: very often the teacher, when starting a lecture or writing it down, does not know the age, specialization, social composition, interests and other factors that characterize the audience and usually in the traditional teaching, helping the teacher to determine the correct style of communication. In other cases, for example, during synchronous educational contacts, the teacher is forced to overcome the "black screen" paradox and practically read his lecture "into the void", without seeing his listeners, their reactions, not being able to judge the understanding of what they heard by the expression of their faces and eyes, attitude to new information, satisfaction from the past lesson. Therefore, as M.A. Sukhomlinov, the teacher "requires new skills of transferring information aimed at the effective and optimal achievement of the set communication tasks."
The next aspect related to didactic features is the need to use various electronic conference platforms, innovative methods and electronic tools. Naturally, a teacher is expected to have a high level of knowledge of information and communication technologies, but, on the other hand, each teacher must be prepared for the fact that the technique may fail: there may be problems with communication, sound, image, the presentation may "freeze" and etc. Therefore, the teacher should always be ready to replace one means with another or completely dispense with visual supports, relying only on his oral presentation.
Speaking about the psychological characteristics of the perception of an e-lecture, it should be noted that this form of education is more comfortable for students, especially for those who have certain problems in interacting with peers and the teacher. The "anonymity" of attending an e-lecture allows students to be more attentive, focused, and not is distracted by external stimuli.
However, along with the advantages, there are a number of psychological difficulties that arise in the process of e-lecture. To name just a few: for teachers this form of work requires a large amount of preparatory work on the selection, structuring of the material and its technical processing. In addition, communication "into the void" with the students' webcams turned off causes teachers a feeling of disappointment and dissatisfaction. At the same time, students may experience a feeling of losing contact with the teacher, with the university and comrades, of their "invisibility" and "unclaimed" in distance communication.
The organizational features of an e-lecture usually include the holistic nature of the use of audio and video channels, as well as the lecturer's explanations simultaneously with the demonstration of a presentation, text, hypertext, Internet links, etc. Also, among the features of this type of lecture, one can, for example, name a higher the level of interactivity of the audience, expressed in the fact that the teacher is interested in maintaining constant contact with a remote audience instead of "limited involvement of students in the lecture process", manifested in their right to ask questions to the teacher at a limited time. This is done through questions (both verbally and in chat), discussion, virtual voting, giving the student the right to draw on an electronic board or show his presentation (all of these options are included in the conference platform tools).
Perhaps the issues of identifying the specifics and adapting the linguistic genre of a lecture to remote pedagogical interaction are today the most developed direction in the study of e-lectures. The e-lecture is considered as a "new genre of academic discourse", which is characterized by specific linguistic and paralinguistic means of formatting the text of the lecture, as well as a "new way of disseminating knowledge", based simultaneously on visual, auditory sensations and associative reactions. According to M.V. Tomahiv, the genre of video lectures from a linguistic point of view is due to greater freedom in the choice of language structures and simplification of language forms, which makes it possible to achieve clarity in the presentation and explanation of the material.
As for the speech of the teacher, the following paradox sometimes arises here: it is no longer the presentation that is an illustration that complements the speech, but the very manner of speaking in short, well-considered phrases, the desire to reduce speech through the introduction of video images make speech, as it were, "secondary" in relation to the rich video sequence.
If we consider paralinguistic means of communication, which include non-verbal, intonation, pauses, volume, rate of speech and many other means that accompany verbal communication, then they turned out to be the most vulnerable in remote communication.
The most common position of a teacher during an e-lecture - sitting at a table in front of the monitor - significantly reduces the freedom of his movements, whiles the teacher himself, who has the opportunity to see himself on the screen, controls his movements and rarely uses gestures. An unusual situation, a certain ex-
citement due to dependence on technical means is reflected in his voice, does not allow him to relax, therefore, in his speech and in his manners, there is a tightness, tension, which often extends to the audience.
Table 2 summarizes the data of a survey of 54 teachers from 5 universities, who were asked to evaluate the positive and negative phenomena during the e-
lecture (the study was conducted remotely in September 2020 - January 2021). The comparison parameters given in the table most often appeared in the respondents' answers.
Table 2
Features of the e-lecture in the perception of the teacher
Compare parameter Positive traits Negative traits
Student audience Provides opportunities for a large contingent of students (from 10 to 200 people) to attend a lecture There is no way to follow the emotions of a large audience
Technical capabilities During the lecture, there may be recorded, saved to create an electronic methodical library and listened to as students who missed class, as well as a teacher in order to further improvement The teacher sees his own image on the screen and deliberately reduces non-verbal, gestures, facial expressions
Speech technique The teacher does not need strain your vocal cords like this takes place in large lecture halls There is evidence that during remote communication series teachers are overly strain their vocal apparatus; practically absent non-verbal means of communication
Methodical arsenal During the lecture, there are opportunities show different material from the Internet, use innovative digital technologies Technical failures often occur; time allotted for the lecture not enough to study all material
Assimilation control There are possibilities to use various methods of monitoring assimilation: test tasks, case studies, discussions, etc. At the same time, teachers can use the resources of the Internet Reduced ability to follow for the reaction of all students; quite difficult to develop tasks to control mastering, so that students do not have opportunity to take advantage the internet to find answers
The revealed features of the perception of the e-lecture both by the teacher and students allow us to formulate methodological recommendations for its preparation, organization and conduct. As noted above, the main difference between an e-lecture and a full-time lesson should be the increased interactivity of the educational process, which is achieved by the fact that the teacher manages to achieve a combination of special emotionality, communicative involvement of listeners (even in conditions of asynchronous learning), due to which the monologue presentation of the material turns into a mutually enriching process of personal development through the implementation of creative, search, problem tasks.
In terms of organization, in order to receive "feedback" and maintain constant interaction with the audience, it is advisable to break the lecture into several modules in accordance with the intended presentation plan. Each of the modules should have a structure that allows you to draw students' attention to the material being studied, demonstrate the significance of the phenomena under consideration in their future professional activities, provide students with advanced knowledge in the discipline under study, and also stimulate in-depth study of the issues raised.
Since with the remote form of contacts it is difficult for the teacher to determine whether students are taking any notes and notes, in order to enhance their cognitive activity, attract attention, as well as to check the depth of perception of information and even control
the "presence" of students in class, the teacher can at the beginning of the lecture, warn that after each module questions, creative or test tasks will be offered. In the future, with synchronous interaction, the teacher can delegate the function of composing questions and interviewing students to the most prepared students (for example, using the "flipped classroom" technology) or arrange a competition between teams, a competition for the best question to the teacher, filling out a mental map (mind map) etc. Although in the course of a face-to-face lecture, control over the assimilation of the material is usually not carried out, and students take a rather passive position, in an e-lecture, an organized dialogue - in a direct or indirect form of communication - between the teacher and students is simply necessary, because through it provides pedagogical interaction.
If we pursue the goal of activating the attention of listeners during an e-lecture, then it should be noted that the change in visual image gives the greatest effect, namely: when presenting a module, the teacher usually uses a presentation that consists of slides and text (and, if possible, video), and during the poll, stops the presentation and switches the camera to itself. It should be borne in mind here that if the lecture is broadcast from the audience and the teacher has the opportunity to demonstrate not only the image of his face, but also the upper body in a standing position, then this posture creates more favorable conditions for active gestures and facial expressions than the "talking head", respectively, communication in this case will be more natural.
In order to attract the attention of listeners, relieve the likely stress due to the loss of the opportunity to communicate "face to face" and give a more "personalized" tone to communication, it is permissible to ask students personal questions about objects, photos, pictures visible on the screen, the health of parents, pets, sometimes appearing in the room. This helps to fill the feeling of "isolation" from the team, detachment, gives the teacher the opportunity to show a lively interest in the affairs of his pupils.
Conclusion. In this study, we have touched on only some of the factors related to the didactic and methodological features of e-lectures. Special attention should be paid to the study of speech behavior (speed, intelligibility, loudness, the state of the speech apparatus, etc.) and the specifics of the teacher's self-presentation (clothes style, appearance, background, splash screen, etc.) in the course of remote interaction, as well as determining the degree of effectiveness of remote forms classes compared to face-to-face. The most basic thing that a teacher should remember is that you should not chase after momentary electronic effects and turn the learning process at a university into constant entertainment. It is necessary to clearly understand the possibilities of digital technologies and reasonably implement them in the practice of teaching, while not forgetting that we can shift only part of our problems to the computer, concentrating the main efforts on solving the main task - the comprehensive development of the personality of students.
Reference
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6. Osmina K.S. Decree. op.; Jadin T., Gruber A., Batinic B. Learning with E-lectures: The Meaning of Learning Strategies [Electronic resource] // Educational Technology & Society. 2009 Vol. 12(3). R. 282288. URL: https://www.researchgate.net/publica-tion/220374949_learning_with_e-lectures_the_mean-ing_of_learning_strategies (accessed 04/28/2021).
7. Tomakhiv M.V. Op. cit. R. 81.
8. Jadin T., Gruber A., Batinic B. Op. cit. R. 282.
9. Sukhomlinova M.A. Decree. op. S. 177.
10. Matyashevskaya A.I. Decree. op. S. 239.
11. Osmina K.S. Decree. op. S. 178.
12. Sukhomlinova M.A. Decree. op. S. 175.
13. Ibid. S. 174.
14. Matyashevskaya A.I. Decree. op.; Modeling an Online Speaker's Speech ... P. 662.
15. Sukhomlinova M.A. Decree. op.
16. Jadin T., Gruber A., Batinic B. Op. cit.
17. Tomakhiv M.V. Op. cit. R. 81.
MANAGEMENT MEASURES FOR LITERATURE EXPERIENTIAL-ORIENTED TEACHING AT HIGH SCHOOL IN UONG BI CITY, QUANG NINH PROVINCE
Vü Thanh Hoa, Nguyen Thi Gam
Department of Pedagogy Ha Long University, Quang Ninh Province
Abstract
In this article, the authors have presented the measures of managing the Literature experiential-oriented teaching activity at high school in Uong Bi city, Quang Ninh province, which we would like to propose for the purpose of improving the current situation, enhancing the quality of Literature experiential-orientedd teaching, meeting the requirements of educational innovation in Vietnam.
Keywords: experiential-orientedd teaching, high school, activity, Literature, managing.
1. Introduction
Educational innovation in Vietnam in recent years has been marked with the introduction of the general education program 2018. According to the roadmap, this program is being implemented at the high school
level from the academic year 2022-2023 [1]. This is a competency-oriented educational program, focusing on "what students can do" after completing their studies. Experiential-oriented teaching is a form of teaching
