FORMATION OF LINGUISTIC STUDENTS’ EDUCATIONAL AUTONOMY BY MEANS OF MASS OPEN ONLINE COURSES
Petrishcheva Natal'ya Sergeevna, Rybalko Tat'yana Grigor'evna
Nizhny Novgorod Institute of Management (Branch) of the Russian Presidential Academy of National Economy and Public Administration
Submitted: 15.09.2019
Abstract. Developing students’ educational autonomy is a relevant problem under the conditions of transition of the domestic higher education system to the paradigm "education throughout life". The article discusses the use of mass open online courses (MOOC) in professional linguistic education as one of the ways to solve this problem. The analysis of scientific and pedagogical literature shows that this issue is still insufficiently investigated. The study focuses on describing the methodology of using MOOC to form three types of educational autonomy strategies among students. In conclusion, relying on the data of a conducted experiment, the authors identify the basic advantages and shortcomings of using MOOC in professional linguistic education, as perceived by teachers and students.
Key words and phrases: информационно-коммуникационные технологии, массовые открытые онлайн-курсы (МООКи), профессиональное лингвообразование, смешанное обучение, учебная автономия, information and communication technologies, mass open online courses (MOOC), professional linguistic education, mixed-mode learning, educational autonomy
Open the whole article in PDF format. Free PDF-files viewer can be downloaded .
References:
Borshcheva V. V., Grigoryan Ya. G. Razvitie uchebnoi avtonomii studentov v protsesse izucheniya inostrannogo yazyka v neyazykovom vuze // Vestnik Moskovskogo gosudarstvennogo gumanitarnogo universiteta im. M. A. Sholokhova. Pedagogika i psikhologiya. 2014. № 1. S. 43-48.
Bugaichuk K. L. Massovye otkrytye distantsionnye kursy: istoriya, tipologiya, perspektivy // Vysshee obrazovanie v Rossii. 2013. № 3. S. 148-155.
Valeeva N. G., Rudneva M. A. Massovye otkrytye onlain-kursy v obuchenii studentov ekologicheskogo fakul'teta angliiskomu yazyku dlya professional'noi kommunikatsii // Vestnik Rossiiskogo universiteta druzhby narodov. Seriya "Ekologiya i bezopasnost' zhiznedeyatel'nosti". 2016. № 3. S. 99-105.
Kopylovskaya M. Yu. Mezhkul'turnyi digital native / digital immigrant konflikt v sovremennom prepodavanii angliiskogo yazyka // Vestnik Sankt-Peterburgskogo gosudarstvennogo universiteta. Seriya 9. Yazyk i literatura. 2014. Vyp. 1. S. 167-177.
Koroznikova A. A. Sushchnost' ponyatiya "uchebnaya avtonomiya" i obuchenie strategiyam avtonomnoi uchebnoi deyatel'nosti v obrazovatel'nom protsesse po inostrannomu yazyku [Elektronnyi resurs] // Kontsept. 2016. T. 11. S. 761-765. URL: https://e-koncept.ru/2016/86164.htm (data obrashcheniya: 04.10.2019).
Polyankina S. Yu. Model' raboty prepodavatelya inostrannogo yazyka i studentov s MOOK v ramkakh distsipliny "Delovoi i professional'nyi inostrannyi yazyk (angliiskii)" // Informatsionnye tekhnologii v nauke i obrazovanii: materialy Mezhdunarodnoi nauch.-prakt. konferentsii (g. Moskva, mart-aprel' 2014 g.). M.: Izd-vo NOU IKT, 2014. S. 52-55.
Professional'noe lingvoobrazovanie v vysshei shkole: monografiya / pod red. N. L. Uvarovoi. N. Novgorod: Izd-vo Volgo-Vyatskoi akademii gos. sluzhby, 2011. 296 s.
Soldatova G., Zotova E., Lebesheva M., Shlyapnikov V. Internet: vozmozhnosti, kompetentsii, bezopasnost': metodicheskoe posobie dlya rabotnikov sistemy obshchego obrazovaniya. M.: Google, 2013. 165 s.
A Law Student’s Toolkit [Elektronnyi resurs]. URL: https://www.coursera.org/learn/law-student (data obrashcheniya: 15.09.2019).
Agonacs N., Matos J. F. A Self-directed Learning Readiness of Language MOOC Learners [Elektronnyi resurs] // Proceedings of EMOOCs 2019: Work in Progress Papers of the Research, Experience and Business Tracks. URL: http://ceur-ws.org/Vol-2356/research_short1.pdf (data obrashcheniya: 15.09.2019).
An Introduction to American Law [Elektronnyi resurs]. URL: https://www.coursera.org/learn/american-law (data obrashcheniya: 15.09.2019).
Bennett S., Maton K., Kervin L. The "digital natives" debate: A critical review of the evidence // British Journal of Educational Technology. 2008. Vol. 39 (5). R. 775-786.
Chamot A. V., O’Malley J. M. Learning strategies in second language acquisition. L.: Macmillan, 1990. 272 p.
Howe N., Strauss W. Generations: The History of America’s Future, 1584 to 2069. Quill: Harper Collins Publishers, 1992. 538 p.
Kolowich S. The professors who make the MOOCs [Elektronnyi resurs] // Chronicle of Higher Education. URL: http://chronicle. com/article/The-Professors-Behindthe MOOC/137905/#id=overview (data obrashcheniya: 15.09.2019).
Moreno M. A., Jelenchick L., Koff R., Eikoff J., Diermyer Ch., Christakis D. A. Internet use and multitasking among older adolescents: An experience sampling approach // Computers in Human Behavior. 2012. Vol. 28. № 4. R. 1097-1102.
Prensky M. R. From Digital Natives to Digital Wisdom: Hopeful Essays for 21st Century Learning. Corwin: A SAGE Publications Company, 2012. 240 p.
Sparrow B., Liu J., Wegner D. M. Google effects on memory: Cognitive consequences of having information at our fingertips // Science. 2011. Vol. 333. R. 776-778.
Web Applications for Everybody [Elektronnyi resurs]. URL: https://www.coursera.org/specializations/web-applications (data obrashcheniya: 15.09.2019).
Winter R. Are you ready to take a MOOC and succeed? [Elektronnyi resurs]. URL: https://www.classcentral.com/report/ are-you-ready-to-take-a-mooc-and-succeed/ (data obrashcheniya: 15.09.2019).
Русский
