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Kapsargina Svetlana Anatolievna THE USE OF LMS MOODLE ...
pedagogical sciences
УДК 378.1
ИСПОЛЬЗОВАНИЕ LMS MOODLE ДЛЯ ИНТЕНСИФИКАЦИИ САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ ПРИ ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ В НЕЯЗЫКОВОМ ВУЗЕ
© 2018
Капсаргина Светлана Анатольевна, кандидат педагогических наук, доцент, заведующая кафедрой «Иностранный язык» ЦМСиБ Красноярский государственный аграрный университет (660049, Россия, Красноярск, пр. Мира,90, e-mail: [email protected])
Аннотация. В статье рассматривается проблема интенсификации самостоятельной работы студента через электронную образовательную платформу LMS Moodle при обучении иностранному языку в неязыковом вузе. Современная тенденция в образовательных процессах в университетах - это сокращение часов на контактную работу в учебных планах по направлениям подготовки, в соответствии с этим происходит увеличение часов на самостоятельную работу, что подталкивает преподавателей к поиску оптимальных методов и форм организации самостоятельной работы студентов. Внедрение информационно-коммуникационных технологий (ИКТ), в том числе реализуемых на базе электронных платформ, в сферу образования позволило педагогам качественно изменить содержание, методы и организационные формы обучения, интенсифицировать и индивидуализировать подготовку студентов. Современные технологии имеют большой потенциал для более эффективной организации самостоятельной работы студентов (СРС). Использование LMS Moodle для интенсификации самостоятельной работы студентов позволяет сделать данный процесс более эффективным при обучении иностранному языку в неязыковом вузе в условиях ограниченного количества аудиторного времени. В статье представлены результаты практического использования системы Moodle в процессе обучения иностранному языку студентов неязыковых специальностей в Красноярском ГАУ.
Ключевые слова: интенсификация, самостоятельная работа, иностранный язык, студент, неязыковой вуз, информационно-компьютерные технологии, интернет-ресурсы, электронная платформа, электронно-обучающая среда, эффективная организация, смешанное обучение, образовательный ресурс.
THE USE OF LMS MOODLE TO INTENSIFY THE INDEPENDENT WORK OF STUDENTS IN TEACHING A FOREIGN LANGUAGE IN A NON-LINGUISTIC UNIVERSITY
© 2018
Kapsargina Svetlana Anatolievna, candidate of pedagogical sciences, associate professor, Head of the department of "Foreign Language" Krasnoyarsk State Agrarian University (660049, Russia, Krasnoyarsk, pr. Mira 90, e-mail: [email protected])
Abstract. The article deals with the problem of intensification of independent work of a student through the electronic educational platform LMS Moodle in teaching a foreign language in a non-linguistic university. The current trend in educational processes in universities is a reduction of hours for contact work in the curriculum in the directions of training, in accordance with this there is an increase in hours for independent work, which makes teachers to find the best methods and organizational forms of independent work of students. The introduction of information and communication technologies (ICT), including those implemented on the basis of electronic platforms, in the field of education has allowed teachers to change qualitatively the content, methods and organizational forms of education, to intensify and individualize the training of students. Modern technologies have great potential for more effective organization of independent work of students (IWS). The use of LMS Moodle to intensify the independent work of students allows making this process more effective in teaching a foreign language in a non-linguistic university in a limited amount of contact work. The article presents the results of the practical use of the Moodle system in the process of teaching a foreign language to students of non-linguistic specialties in Krasnoyarsk State Agrarian University.
Keywords: intensification, independent work, teaching, foreign language, student, non-language university, information and computer technologies, Internet resources, electronic platform, e-learning environment, effective organization, blended learning, educational resource.
Statement of the problem in general and its connection with important scientific and practical tasks. In the overall structure of the student's educational activity, the share of self-study during one semester accounts for up to 50% of the total educational time. Meanwhile, it is obvious that this time is often used quite irrationally. All this points to the need to find new methods of intensification of independent work of students in the study of a foreign language.
Analysis of recent studies and publications where aspects of the problem are shown. The study of works (A.N. Shchukin [1], A. Sh. Baychurinoy [2], Y. V. Vasilchuk, [3], A. A. Khusainovoy [4], T. V. Kolesovoy [5], M. A. Kuz-minoy [6], M. V. Plekhanovoy, M. V., E. P. Pigarevoy [7]) allows stating the significant role of independent work of students in the foreign language.
The purpose of the article is to consider the possibility of using lMs Moodle to intensify the independent work of students in teaching a foreign language in a non-linguistic university.
Independent work is the work of students performed in extracurricular or classroom time on the instructions and methodological guidance of the teacher, but without his direct participation (with the partial direct participation of the teacher, leaving the leading role at the work of students). The purpose of higher education is not so much
filling the student with a certain amount of information, as the formation of his cognitive strategies of self-learning and self-education as a basis and an integral part of future professional activities. Independent work of students is an important type of educational activity and plays a significant role in modern foreign language teaching of students of non-linguistic specialties. The state standard provides, as a rule, not less than 50% of hours from curriculum on independent work of students.
Independent work is an important element in language learning, as the insufficient number of hours devoted to contact work requires a significant amount of independent work of students. Well-organized independent work contributes to the achievement of educational goals and forms students' skills and abilities to organize their own educational activities, which further gives them the opportunity to self-education and self-improvement [8, 9].
In teaching foreign languages, independent work of students plays an exceptional role, since the ability to communicate orally and in writing in a foreign language to solve problems of interpersonal and intercultural interaction cannot be formed only in practical classes, without additional, independent study of a significant part of the educational material, without the ability to find information independently, to comprehend it critically.
педагогические науки
Капсаргина Светлана Анатольевна ИСПОЛЬЗОВАНИЕ LMS MOODLE ...
Modern man from a fairly early age becomes a user of the computer and the Internet, his life is filled increasingly firmly with technology-oriented communication. In this regard, there is a modification of traditional forms of education in the modern education system, which is focused increasingly on the active use of computer and Internet technologies, including learning shell, teaching and reference portals, online courses and forums. We are talking about changing the traditional pedagogical paradigm, when the teacher was at the head of the corner, the second most important component was a textbook or educational-methodical complex, and as the third element was a student as a consumer of a certain program. Recently, there is an emphasis on changing the trajectory of the educational process in a foreign language in the direction of increasing the share of independent work of students [10, 11].
Among the latest technologies used in the university for the organization of independent work of students, we can distinguish information and communication technologies, which are implemented on the basis of electronic platforms. The introduction of information and communication technologies (ICT), including those implemented on the basis of electronic platforms, in the field of education has allowed teachers to change qualitatively the content, methods and organizational forms of education, to intensify and individualize the training of students. In recent years, the research work notes the great potential of modern technologies for more effective organization of independent work of students [12, 13].
The integration of modern technical means in the process of independent work of students creates favorable conditions for effective learning a foreign language. The teacher has a unique opportunity to manage the process, control it and adapt it to the individual characteristics of students. It is important that the use of information and communication technologies in the teaching of foreign languages must be systematic, because the process of formation of skills requires consistency.
Currently, e-Learning system based on virtual learning environment Moodle (full name - Modular Object-Oriented Dynamic Learning Environment) is widely used in the universities. It is focused on learning technologies in cooperation and allows you to organize training in the process of joint solutions of educational problems, to exchange knowledge. However, in the context of informatization of society in general and higher education in particular, e-learning and information and communication technologies contribute not only to the optimization of the educational process and the intensification of independent work of students, as well as solve the problem of providing them with teaching materials through the electronic environment [12, 13].
Many researchers note the following advantages of this platform: learning at an individual pace (the speed of studying the provided material is set by the student depending on personal circumstances and needs); freedom and flexibility (the student can plan independently the time, place and duration of classes); accessibility (educational resource is available regardless of the geographical and temporal position of the student and educational institution); mobility (effective implementation of feedback between the teacher and the student is one of the main requirements and grounds for the success of the learning process); adaptability (use in the educational process of the latest achievements of information and telecommunication technologies); creativity (creation of comfortable conditions for creative expression of the student [14].
Taking into account all above mentioned we think the intensification of independent work of students in teaching a foreign language will be implemented most effectively in the e-learning environment Moodle and in the context of blended learning, which is a combination of full-time (contact work) and e-learning (independent work). Blended learning involves mandatory "live" communication between
the teacher and students in the classroom [15].
As the researcher S. N. Popova said that «the purpose of blended learning technology is to build the ability of students to plan and organize their learning activities, focusing on the end result. When studying in the framework of blended learning, students develop skills in the information space. Students learn to search, select and analyze information on their own, as well as to present the results of their work using various modern technologies"[16].
In recent years, Krasnoyarsk State Agrarian University has been implementing effectively a comprehensive program of training and use of electronic educational resources in the educational process. The program includes a set of activities aimed at modern provision of students of all forms of education with modern electronic educational resources, their dynamic modernization and updating. In Krasnoyarsk State Agrarian University specialized structures were formed for the construction and administration of the environment of management of electronic educational resources, their production and input into the educational process. All developed electronic educational resources are placed in the university e-learning system LMS Moodle for the organization of centralized management of the educational process.
Next, we consider the example of the organization of the independent work of students in the e-learning environment Moodle in the context of blended learning in the process of teaching the discipline "Foreign language" 1-2 year students of the Institute of international management and education. For the intensification of the independent work of students, we have chosen the model of "Blended learning", in our case it is an electronic course, placed in the e-learning environment Moodle. Since blended learning is a combination of classroom work and e-learning, the e-course "Foreign language" for self-study, hosted on the Moodle platform, was used by us in addition to classroom work. In this course, we have identified tasks for the classroom work and tasks for independent work. The tasks of the course can be performed individually at home or in a computer class. The course is aimed at developing reading and writing skills, expanding vocabulary and includes modules in accordance with the working program of the discipline, consisting of various tasks. Each module ends with a final test. Also in the electronic course there are theoretical materials through the element "lecture" presenting theoretical material on several web pages linked. In each lecture added questions, the correct answer to which is associated with conditional transitions between pages. The most positive results with the use of this tool have been achieved in teaching grammar, where the step-by-step development of educational material is accompanied by questions and practical tasks. In case of a wrong answer to a question or incorrect execution of the task, the student is sent by the program to the previously studied rule on the relevant topic. Students are given clear deadlines for the implementation of a particular task of the course. The element "Task" has a great didactic potential in teaching a foreign language. Teachers of the department" Foreign language" of Krasnoyarsk State Agrarian University use widely this tool of the electronic platform, both during the classroom work of students and for the organization of independent work and homework. The algorithm of work with the element "Task" can be a development of new lexical and grammatical material, reading or listening to original texts on general or professional topics. After reading or listening to the text, students perform a number of exercises of lexical and grammatical material or do tests. In addition, the work on the content is accompanied by communicative exercises, and the result of the work can be the performance of creative tasks (preparation of a presentation, annotation) [17, 18, 19, 20].
Also in the process of creating e-course in a foreign language teachers of the Department "Foreign language" Krasnoyarsk State Agrarian University point out such an element of the structure as "Test". It is important and
Азимут научных исследований: педагогика и психология. 2018. Т. 7. № 4(25)
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Kapsargina Svetlana Anatolievna THE USE OF LMS MOODLE ...
pedagogical sciences
necessary to use the tests not only for control, but also in the learning function in the process of mastering language material, individual skills and abilities by the students. Depending on the function of the test, its settings are also made. The program editor allows you to configure the evaluation scale, the number of attempts, deadlines, time limit and penalties. If the test is of a training type, the authors of the course see it appropriate to specify in the settings that the time of the test is not limited, and provide students with two attempts to solve the test. It will give them the opportunity after the first attempt to analyze the mistakes, to assess the depth of knowledge, to repeat and study more closely the theoretical material and then take the test again. In this case, the average score from both attempts will be posted to the grade journal. Students take the final test once in a limited period of time. Thus, we emphasize that the electronic educational environment Moodle provides control and evaluation monitoring of the educational process. The system of final testing allows students to test their knowledge at the end of the study of each topic, and the tests developed by the teacher, allow you to check quickly the level of assimilation of the material. We can note that the element "Test" allows you to implement the elements successfully of the rating system of training bachelors in a foreign language, as developed by the authors of the course testing system has a level character.
Using the forum (e-course tool), the student can ask the teacher any questions related to the work on the electronic platform, as well as get advice. Control over the implementation of the course tasks is carried out by the teacher online.
The work performed by students on the course in the electronic system, is evaluated by the point system. The threshold score (the minimum required number of points) to get the grade "credited" for the course in the electronic system is 60, the maximum number of points 100 per semester (work for 1-2 module).
Thus, the use of virtual learning environment Moodle to intensify the independent work of students in a non-linguistic university provides a number of advantages over traditional forms and methods of organization of the independent work of students. Among these advantages are the implementation of the principle of individualization of educational and professional activities; the ability to get quick feedback; the ability to visualize the educational material; the variability of independent work; independence and activity. There is no doubt that the electronic environment Moodle contributes to the organization of active independent cognitive activity of students, its optimization, increase the amount of information and increase interest in learning. All of the above helps to get better results in teaching students of non-linguistic universities in comparison with the traditional higher education system. And it is safe to say that the use of LMS Moodle for the intensification of independent work of students contributes to the improvement of the process of training future professionals to their professional activities
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Статья поступила в редакцию 18.10.2018 Статья принята к публикации 27.12.2018
