Keyword: «e-learning»

One of the main objectives of improving the process of foreign languages learning in a technical university is to increase the emphasis on the professional training of future specialists who will be able to solve professionally oriented tasks. The relevance of the topic is determined by the possibility of increasing the efficiency of studying foreign languages with the aim of developing professional competence based on the information and communication technologies. The use of ICT in the educational process is considered as a process of organizing computer based educational environment where the main aim of communication is to develop professional competence of students efficiently. The peculiarities of using information and communication technologies in the teaching process of Tomsk State University of Control Systems and Radioelectronics (TSUCSR) Foreign Languages Chair are considered in the article. The research is based on general scientific and theoretical methods that allow analyzing and summarizing the methodological and pedagogical literature of Russian and foreign authors. The article describes the experience of using information and communication technologies in the teaching process of the Foreign Languages Chair (TSUCSR), on the example of one of the courses developed in the educational environment Moodle. As a result of the study, the experience of using the educational environment Moodle was described, which makes it possible for teachers to attain several objectives: a) to use electronic versions of educational and teaching aids; b) to provide additional material; c) to conduct tests and questionnaires; d) to fulfill tasks for training practice-oriented language skills related to production and research activities. In addition, the authors of the article have identified the main goals and objectives for further adjustment and planning of training courses which develop not only linguistic, but also professional competence of future specialists. The article may be interesting for the scientific and pedagogical staff of educational institutions planning to use information and communication technologies in the educational process.

Examination of e-learning potential in present doctoral education is complicated by the Russian Doctoral Program reforms, the conflict between the educational, research and practical components, changing educational strategies and tactics, and epidemiological situation. Currently, there is a lack of works that explain the potential of e-learning in the formation of a new educational model of postgraduate education, which needs to be reformed and diversified. The hypothesis of the study: during the period of extreme (March 2020-July 2020) and post-extreme on-line learning (October 2020-January 2021) doctoral students of the University (1st and 4th years) had already formed sustainable electronic competences to implement independent research activities within modern trends. The tasks of the study: to identify e-learning challenges and to present an educational model with on-line technologies. The study-survey involved 59 doctoral students of the University: 33 students of 1st year and 26 students of 4th year. The purpose is to analyze the level of e-competences during the period of distant learning (DL) and adaptation to this type of learning depending on the specializations (technical specialties (“T”), information technology (“IT”) and social and humanitarian specialties (“SH”)), course, age. 48.48% of the 1st year students, unlike the 4th year students, show a positive-approving reaction to e-learning and DL in Doctoral Program. Only 30.3% of the 1st year students (27.27 “T" + 3.03 “IT”) were satisfied with traditional learning (face-to-face), as opposed to 50% of the 4th year respondents (46.15 “T” + 3.85 “IT”). We interpret the 4th year students` reactions to long-term DL as sharply negative: 100% of respondents answered “NO” to long-term DL. In the study, a model of postgraduate education using distance technologies (on the basis of the respondents` reactions and the impossibility of universalization of e-learning) is proposed. The practical significance of the work lies in the possibility of using a quantitative and qualitative analysis of reactions to a potential educational model using e-learning to further improve the trajectory of doctoral education. The study can be useful within the framework of the theory of organization of higher education, in particular, for studying the process of formation of scientific, practical and professional competences of highly qualified scientific and pedagogical personnel in terms of diversified education.