pp. 59-68 | Article Number: iejme.2016.299
Published Online: December 21, 2016
Article Views: 408 | Article Download: 366
The present study investigates the practical solutions to foreign language training courses implemented using distance learning tools. It reveals inefficiency of existing distance learning practice as its main features and tools remain virtually untapped, neither there is an opportunity to achieve the learning outcomes specified by curriculum planning documentation. To ensure an optimal design of this study course it is necessary to consider two interdependent factors: curriculum requirements for learning outcomes (competences developed) and specific features of distance learning tools contributing to the development of these competences. On this basis, the authors design a structure of a foreign language course, providing for the development of all kinds of speech activity, as well as academic skills in the field of information search, analysis and processing, as well as strategic skills in the field of independent research and professional activities. The proposed Learning design (Conceptual map) is in many ways incomplete but the authors suppose that practicing educators may use its separate components to assist with designing and implementing effective teaching and learning activities, where the effectiveness is ultimately measured in terms of learning outcomes rather than teaching inputs. For most educators, this means using a wide range of teaching and learning approaches depending on what is most effective in their context. And to the extent that sharing learning designs helps educators to adopt new, effective teaching and learning methods, then ultimately student learning will improve.
Keywords: Foreign language training courses, distance learning, learning design, design-based research
Agostinho, S., Bennett, S., Lockyer, L., Jones, J. & Harper, B. (2013). Learning designs as a stimulus and support for teachers’ design practices. In: Beetham, H. and Sharpe, R (Eds.) Rethinking pedagogy for a Digital Age: Designing and delivering e-learning (2nd Edition). New York: Routledge, 119–132.
Alipichev, A.Yu. (2015). The specificity and implementation prospects of modular courses in the context of professionally focused foreign language training in universities. Proceedings of the International Scientific Conference "Current problems of linguistics and linguistic education and their solutions in non-linguistic universities, 6(32), 145-151.
Alipichev, A.Yu. (2016). Viable solutions to problems of professionally oriented foreign language distance training in universities. Communication in today's multicultural world: nationally cultural specificity of the discourse construction. Moscow: Pearson, 231-242.
Barab, S. & Squire, K. (2004). Design-Based Research: Putting a Stake in the Ground. The Journal of the Learning Sciences, 13(1), 1–14.
Bennett, S. et al (2016). Investigating University Educators’ Design Thinking and the Implications for Design Support Tools. Journal of Interactive Media in Education, 9, 1–10.
Birova, J., Klimova, I.I. & Kalugina, O.A. (2016). Some Critics on Language Education Assessment. IEJME-Mathematics Education 11(7), 2470-2482
Borisova, O.V., Vasbieva, D.G., Malykh, N.I., Vasnev, S.A. & Bírová, J. (2016). Problem of Using Innovative Teaching Methods for Distance Learning Students. IEJME-Mathematics Education, 11(5), 1175-1184.
Bower, M. (2016). A Framework for Adaptive Learning Design in a Web-Conferencing Environment. Journal of Interactive Media in Education, 11, 1–21.
Britain, S. (2004). A review of learning design: Concept, specifications and tools. Retrieved from: http://www.jisc.ac.uk/ uploaded_documents/ACF83C.doc.
Cobb, P, Confrey, J, diSessa, A, Lehrer, R. & Schauble, L. (2004). Design Experiments in Educational Research. Educational Researcher, 32(1), 9–13.
Conole, G. (2013). Tools and resources to guide practice. In: Beetham, H. and Sharpe, R. (Eds.) Rethinking Pedagogy for a digital age: Designing for 21st century learning. New York: Routledge, 78–101.
Dalziel, J. (2016). The Larnaca Declaration on Learning Design. Journal of Interactive Media in Education, 7, 1–24.
Dinayeva, B.B., Sapina, S.M., Utanova, A.K. & Aitova, N.N. (2016). Application Features of Language Acquisition Assessment System in Kazakhstan: KAZTEST. International Journal of Environmental and Science Education, 11(18), 11351-11360.
Falconer, I. & Littlejohn, A. (2006) Mod4L Report: Case Studies, Exemplars and Learning Designs. Retrieved from: http://mod4l.com/tiki-download_file. php?fileId=2
Fedulova A.N. (2015). Computer technologies in teaching translators in engineering aerospace. Edited volume of teaching staff and students of Foreign language Department of MAI-NRU. Moscow, 227-232.
Fominykh, N., Barsova, O., Zarudnaya, M. & Kolomiytseva, N. (2016). Approaches to Prospective Economists Professional Foreign Language Training in Computer Orientated Language Learning Environment. International Journal of Environmental and Science Education, 11(18), 12067-12083.
Frolova, V.B., Kalugina, O.A., Artamonova, L.S. & Boykov, A.I. (2016). Studying the Practice of Performance Assessment and Rating System Implementation in Higher Institutions. IEJME-Mathematics Education, 11(5), 1185-1193.
Kalimullin, A.M. & Masalimova, A.R. (2016). Editorial: Actual Issues of National Education: Theory and Practice. IEJME-Mathematics Education, 11(1), 1-2.
Kuznetsov, A.N. (2014). Competence capacity of a subject course (as exemplified by the "Foreign Language” educational domain). Monograph. Moscow: MSAU, 47-48.
Laurillard, D., Charlton, P., Craft, B., Dimakopoulos, D., Ljubojevic, D., Magoulas, G., Masterman, E., Pujadas, R., Whitley, E.A. & Whittlestone, K. (2013). A constructionist learning environment for teachers to model learning designs. Journal of Computer Assisted Learning, 29, 15–30.
McAndrew, P. & Goodyear, P. (2013). Representing practitioner experiences through learning designs and patterns. In Beetham, H and Sharpe, R (Eds.) Rethinking Pedagogy for a digital age: Designing for 21st century learning. New York: Routledge, 133–144.
Vasbieva, D.G. & Kalugina, O.A. (2016). An Analysis of Students’ Intercultural Competence Levels in a Non-Linguistic Higher School. XLinguae, 9(3), 58-69.
Vasbieva, D.G. Klimova, I.I., Agibalova, E.L., Karzhanova, N.V. & Bírová, J. (2016). Enhancement of Students' Vocabulary Learning Through a Blended Learning Approach. IEJME-Mathematics Education, 11(5), 1195-1203.
Vasbieva, D.G. (2016). Mobility in learning: electronic language learning on smartphones. Proceedings of the International Scientific Conference “Pearson Solutıons for Enhanced Students' and Teachers' Academıc Mobılıty”. Moscow: Pearson, 44-49.
Zhyltyrova, Z., Makasheva, A., Yersultanova, G. & Kydyrbay, K. (2016). Modern Methods in Training Professional Foreign Language for Students Majoring in Agriculture. International Journal of Environmental and Science Education, 11(18), 12289-12297.