Keyword: «asynchronous learning»

The search for new educational forms, methods and practices is imperative today in the context of modernization and adaptation of education to new socio-economic and technological realities. The article considers the role of further vocational training in general and the role of further language training in particular as a flexible tool of lifelong learning and continuous education. The key peculiarities of further language education courses are regarded. New foreign concepts of education and self-study (heutagogy) are paid attention to. The article analyses the roles of a teacher and a learner in terms of self-study organization. An individual learning path is viewed as an efficient form of self-study. Various definitions of this term are provided as well as the author’s one. The pedagogical model with the use of individual learning path is presented. The model is based on the combination of invariable and variable modules through the employment of the individual learning path. Pedagogical support complex is an additional element of the model. It is designed to accompany and consult the learners. Awareness is seen as a key feature of self-study and its main characteristics are presented in accordance with psychological research. The notions of synchronous and asynchronous learning are presented and analyzed in the framework of self-study. The hypothesis that an individual learning path results in the synergy of synchronous and asynchronous learning is proved by the experiment.

During the pandemic, teachers had to completely restructure their work, using only distance learning. At that time, many educators came to the conclusion that asynchronous distance learning was much more feasible to use, since hours of video conferencing quickly tire and reduce the degree of perception of the educational material. There is an opinion that in asynchronous format there is no contact between a teacher and students. In our article we refute this viewpoint by revealing the possible forms of communication between teacher and students when using asynchronous form of learning, and offer to consider Padlet virtual whiteboard as one example of interaction. In this program, multiple users can simultaneously modify and add to a page in real time, forming a truly collaborative environment for work and creativity. Padlet and Trello online whiteboards are mainly used in class and class activities, but they can also be used in scientific and educational work, for example, for joint work on a project, creating interactive posters, drawings, various competitions. The article substantiates the relevance of asynchronous learning when using distant technologies in the organization of the learning process, and also examines the features of working with electronic whiteboards, didactic possibilities of their use.