| Форма представления | Статьи в российских журналах и сборниках |
| Год публикации | 2021 |
| Язык | английский |
|
Букина Таисия Витальевна, автор
|
| Библиографическое описание на языке оригинала |
Bukina T.V., Malakhova L.A., Novgorodova E.E., Nelyubina E.N. (2021) CONTENT OF DIGITAL EDUCATIONAL RESOURCES AND STUDENT
INVOLVEMENT IN THE PROCESS OF DISTANCE LEARNING // СОДЕРЖАНИЕ ЦИФРОВЫХ ОБРАЗОВАТЕЛЬНЫХ РЕСУРСОВ И ВОВЛЕЧЕННОСТЬ СТУДЕНТОВ В ПРОЦЕСС ДИСТАНЦИОННОГО ОБУЧЕНИЯ / T. Bukina, L. Malakhova, E. Novgorodova, E. Nelyubina. INTED2021 Proceedings: The 15th annual International Technology, Education and Development Conference (8-9. March, 2021), Valencia, Spain: pp. 2815-2821. ISBN: 978-84-09-27666-0; ISSN: 2340-1079; doi: 10.21125/inted.2021 (0,7 п.л.). |
| Аннотация |
INTED2021 Proceedings |
| Ключевые слова |
: Digital educational resources, distance learning, student involvement, language training, learning
content, linguistics, attendance, assignments |
| Название журнала |
INTED2021 Proceedings
|
| URL |
https://iated.org/inted/publications |
| Пожалуйста, используйте этот идентификатор, чтобы цитировать или ссылаться на эту карточку |
https://repository.kpfu.ru/?p_id=250252 |
Полная запись метаданных  |
| Поле DC |
Значение |
Язык |
| dc.contributor.author |
Букина Таисия Витальевна |
ru_RU |
| dc.date.accessioned |
2021-01-01T00:00:00Z |
ru_RU |
| dc.date.available |
2021-01-01T00:00:00Z |
ru_RU |
| dc.date.issued |
2021 |
ru_RU |
| dc.identifier.citation |
Bukina T.V., Malakhova L.A., Novgorodova E.E., Nelyubina E.N. (2021) CONTENT OF DIGITAL EDUCATIONAL RESOURCES AND STUDENT
INVOLVEMENT IN THE PROCESS OF DISTANCE LEARNING // СОДЕРЖАНИЕ ЦИФРОВЫХ ОБРАЗОВАТЕЛЬНЫХ РЕСУРСОВ И ВОВЛЕЧЕННОСТЬ СТУДЕНТОВ В ПРОЦЕСС ДИСТАНЦИОННОГО ОБУЧЕНИЯ / T. Bukina, L. Malakhova, E. Novgorodova, E. Nelyubina. INTED2021 Proceedings: The 15th annual International Technology, Education and Development Conference (8-9. March, 2021), Valencia, Spain: pp. 2815-2821. ISBN: 978-84-09-27666-0; ISSN: 2340-1079; doi: 10.21125/inted.2021 (0,7 п.л.). |
ru_RU |
| dc.identifier.uri |
https://repository.kpfu.ru/?p_id=250252 |
ru_RU |
| dc.description.abstract |
INTED2021 Proceedings |
ru_RU |
| dc.description.abstract |
During the forced transition from traditional education to distance learning in the conditions of Covid-19 in the
spring of 2020, Russian educational institutions faced a number of problems: digital educational resources
(DER) were not used enough to prepare students «face to face«; the content of DER was fragmentary (in most
cases it was limited to lecture materials and tests / assignments); both teachers and students had no
experience of systematic use of DER. As a result, the initial period of the transition to distance learning was
characterized by violations of the schedule, content, course of mastering disciplines, low student involvement in
the learning process and a general negative attitude towards distance learning.
The relevance of the research is associated with the need to improve the quality of distance learning and the
degree of student involvement in the process of distant learning. The aim of the study is to register changes in
the student involvement in the distance learning while improving the content of DER. The research methods
are: a survey with open-ended questions to collect feedback and reflection from students when they are forced
to switch to distance learning; statistical methods of processing data of students' online classes attendance and
passing tests / assignments on time. The study was conducted from March to May 2020 in groups of students
of the Kazan State Institute of Culture, in the classes of «Foreign language«.
Results. Feedback from students in the context of the forced transition to distance learning (March 2020):
“teachers use various digital educational resources, different software and messengers”, “it is not clear when
classes are held and on which platform; where to watch the lecture when skipping; when, how and which tasks
to perform«. Students' reflection: “I'm afraid to miss a lesson, not to pass an assignment on time, to fall behind
the group”, “It seems that I can skip it and do it later, do my own business, instead of studying; I can be lazy and
then do more assignments. Attendance of online classes (March - April 2020) - 67%, answers to classes - 34%,
delivery of assignments / passing tests on time - 59%.
The authors suggested to choose a single DER (Moodle) for organizing of distance learning. A clear content of
classes / assignments / tests for the whole semester and a schedule of classes / assignments have been
developed and posted in Moodle for the DER. The content of the DER available to students includes: a
thematic plan, a motivating promo video, theoretical and practical materials, video, audio, presentation
materials, interactive elements of knowledge control, blocks of intermediate and final control and specific limited
terms for their completion. Feedback (May 2020): “everything is clear and understandable, there is no need to
disturb the monitor, no need to look for the teachers' contacts, the content of the DER is available and sufficient
for distance learning”. |
ru_RU |
| dc.language.iso |
ru |
ru_RU |
| dc.subject |
: Digital educational resources |
ru_RU |
| dc.subject |
distance learning |
ru_RU |
| dc.subject |
student involvement |
ru_RU |
| dc.subject |
language training |
ru_RU |
| dc.subject |
learning
content |
ru_RU |
| dc.subject |
linguistics |
ru_RU |
| dc.subject |
attendance |
ru_RU |
| dc.subject |
assignments |
ru_RU |
| dc.title |
CONTENT OF DIGITAL EDUCATIONAL RESOURCES AND STUDENT
INVOLVEMENT IN THE PROCESS OF DISTANCE LEARNING |
ru_RU |
| dc.type |
Статьи в российских журналах и сборниках |
ru_RU |
|
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