New Methods of Teaching at Russian Universities in the Context of Society Digitalization
Abstract
The article provides a classification of new teaching methods used by university teachers in order to adapt students to learn new material in the context of their cognitive activities. In modern conditions of the rapid development of digital technologies, it is becoming increasingly difficult to navigate the growing flow of information, so teachers are faced with the problem of helping students learn more effectively, especially if students lack knowledge of new digital technologies. Therefore, the function of the teacher is changing significantly, and there is a need to use such teaching methods that help students more easily and quickly recognize reliable sources, at the same time acquiring the ability to set the necessary search queries and navigate through digital space. New learning technologies, such as gamification, blended learning, mobile learning, micro-learning, project-based learning and facilitation sessions, contribute to the active teacher-student interaction and the formation of new knowledge and competencies. At the same time, the process of acquiring knowledge becomes secondary, and the acquisition of new competencies that will be necessary in future professional life comes to the fore. The digital educational landscape offers students a greater choice, which actualizes the promotion of new educational technologies in the modern university space.
Keywords: new teaching methods, digitalization, Russian universities, blended learning, gamification
References
[1] Bilenko, P. N., et al. (2020). The Didactic Concept of Digital Vocational Education and Training. Moscow: Pero Publishing House, p. 98.
[2] Bonk, C. J. (2006). The Handbook of Blended Learning: Global Perspectives. Pfeiffer: Christensen Institute 2017, pp. 624.
[3] Vershinina, T. S. and Kocheva, O. L. (2015). Adaptation of Foreign Students to the Learning Environment of Foreign Culture using the Method of Six Hats of Thinking. International educational research, vol. 8, issue 6, pp. 124-131.
[4] Garrison, D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco: Jossey-Bass Publishers, p. 272.
[5] Larionova, O. G. and Rostovtsev, A. N. (2017). Design and Creative Activity of Students in Contextual Learning. Problems of socio-economic development of Siberia, vol. 1, issue 27, pp. 158-164.
[6] Muravyova, A. A. (2010). Principles of Designing and Implementing Higher Education Programs in. Accordance with the Requirements of the Bologna Process. Bulletin of MGOU. Series ”Psychological Sciences.”, vol. 2, issue 2, pp. 31-39.
[7] Rebrin, O. I. (2012). The Use of Learning Outcomes in the Design of Educational Programs, UrFU. Yekaterinburg: LLC Publishing House Azhur, pp. 24.
[8] Sotnikova, E. B. and Morgacheva, N. V. (2016). Project Activities as an Interactive Teaching Method in the School-University System. Modern Problems of Science and Education, vol. 4, pp. 5-13.
[9] Teachingenglish.org.uk. ( January, 2013) Retrieved February 17, 2020 from www.teachingenglish.org. uk/sites/teacheng/files/D057_Blended{%}20learning_FINAL_WEB %20ONLY_v2.pdf.
[10] Oxford-group.com. (2014, January) Retrieved February 17, 2020 from www.oxford-group.com/pdf/ blended-learning-today-2014.pdf.