Keyword: «discrete lecture»

The relevance of the study is due to a certain decline in the prestige of the lecture as an organizational form of learning in higher education in the last decade and the need to find new, more effective forms of teaching today’s generation of students. Despite the presence of a fairly large layer of research that concerns the problem of the lecture in the domestic and foreign scientific literature, most of them are practice-oriented and do not contain any theoretical analysis of the proposed solutions. Therefore, in accordance with the purpose of the study – the methodological justification of the lecture, which has a modular-discrete structure and uses various interactive and digital technologies, the analysis of pedagogical research on the problem under consideration was carried out, the main disadvantages of the traditional lecture were identified and ways to improve its efficiency were outlined by means of interactive teaching methods and digital technologies. The scientific novelty of the study lies in the substantiation of the methodology for using interactive discrete lectures in higher education, which are created on personality-centered, competence-based and system-structural approaches. The capabilities of this type of lecture are demonstrated in activating the cognitive activity of students, their intellectual and professional development. The theoretical significance lies in the development of the concept of “interactive discrete lecture” and the description of its structural and methodical differences from a traditional type of lecture. In addition, the main theoretical directions for studying lectures in scientific and pedagogical literature were identified, varying in the specific choice of the subject of research. Basing on the principles of historical and personality-centered approaches, it became possible to single out the stages of development of a lecture in the educational process, followed by the use of various technical means and digital technologies, as well as changes in the role of teachers in its implementation and the position of students in the perception of the material. An empirical study conducted during professional development course for university teachers, during which they had the opportunity to listen to different lectures in content and structure – convincingly proved that modern teachers are acutely aware of the need to change the methodology of delivering lectures, but they do not possess theoretical knowledge and methodological recommendations yet.

The need to update the design and delivery methods of lecture as the main organizational form of teaching is recognized by the overwhelming majority of Russian and foreign scientists. However, orienting the academic community towards the introduction of interactive lectures, during which it is planned to use various tasks to enhance the students’ cognitive activity and develop their critical thinking, most researchers limit themselves to considering only the theoretical component of this problem, without offering any methodological solutions. Those publications that contain descriptions of certain techniques cannot claim to provide a systematic solution to the identified problem. The relevance of this study is due to the need of scientific and pedagogical staff of universities for scientifically based and experimentally tested methodological recommendations for organizing interactive discrete lectures. The purpose of the study is to develop methods for delivering an interactive discrete lecture based on the use of modern digital technologies and time management principles. An analysis of scientific and pedagogical literature has convinced us that many scientists today have some experience in using such technologies as “flipped classroom”, “problem-based learning”, etc., as well as various digital programs that provide formative control and feedback from the students during the lecture. However, this material needs to be systematized and transformed into a methodologically sound and experimentally tested system for designing and delivering an interactive lecture in the conditions of the modern university. The recommendations given in this article for the design of the structure of a discrete lecture, as well as the use of digital and problem-based methods in the presentation of educational information, are based on the results of an experimental study, thanks to which it became possible to find the reasons of the rare use of interactive tasks during lectures, the lecturers’ attitude to this problem, as well as the most effective forms of activating the students’ mental processes, allowing to increase students’ attention, and all these factors immediately affected the memorability and application of acquired knowledge to solving practical problems. Methodological recommendations cover such issues as time-management of a lecture, requirements for preparing an electronic presentation, the use of specialized digital programs for organizing formative control, methods of problem-based learning during a lecture, etc.