Abstract
The article describes the experience of applying distance digital educational technologies in the process of teaching the discipline “Foreign Language” at higher engineering educational institutions, highlighting both the positive possibilities of the digital format and certain limitations related to the organizational, pedagogical, material and technical conditions of its implementation, and the psychological difficulties of the teaching staff and students in switching to a distance learning format. The results are implemented on the example of bachelors’ professional training at the Ukrainian Engineering Pedagogics Academy (Kharkiv). The proposed model of organizing a distance learning course in a foreign language for future engineer-teachers allows to develop and implement a combined model of the foreign language educational process: traditional interaction of students and teachers in combination using online courses with synchronous learning in a distance format provided by digital didactics, create a system of control and monitoring of knowledge in all types of foreign language activities; to improve the quality and effectiveness of the distance learning format, as well as to develop the skills of independent work of future engineers-teachers within the distance course in the discipline ‘‘A Foreign Language’’.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Kim, S.-W.: MOOCs in higher education. In: Virtual Learning. InTech, London (2016)
White, C.J.: Distance language teaching with technology. In: The Handbook of Technology and Second Language Teaching and Learning, pp. 134–148. Wiley, Hoboken (2017)
Shien, H.-Y., Kwok, O.-M., Yeh, Y.-C., et al.: Identifying at-risk online learners by psychological variables using machine learning techniques. Online Learn. 24(4), 131–146 (2020)
Zimmerman, W., Altman, B., Simunich, B., et al.: Evaluating online course quality: a study on implementation of course quality standards. Online Learn. 24(4), 147–163 (2020)
Hew, K.F., Jia, C., Gonda, D.E., et al.: Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. Int. J. Educ. Technol. High. Educ. (17), Article 57 (2020)
Dawes, L.: What stops teachers using new technology? In: Leask, M. (ed.) Issues in Teaching Using ICT, pp. 61–79. Routledge, London (2001)
Chaker, R., Bachelet, R.: Internationalizing professional development: using educational data mining to Analyze learners’ performance and dropouts in a French MOOC. Int. Rev. Res. Open Distrib. Learn. 21(4), 199–221 (2020). http://www.irrodl.org/index.php/irrodl/article/view/4787/5389. Accessed 20 May 2023
Bruff, D., Fisher, D.F., McEwen, K.E., Smith, B.E.: Wrapping a MOOC: student perceptions of an experiment in blended learning. MERLOT J. Online Learn. Teach. 9, 2 (2013)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Trokhymchuk, S., Bryntseva, O., Pasichnyk, M. (2024). Approaches to Foreign Language Teaching of Future Engineer-Teachers in the Context of Digitalization and Distance Learning. In: Auer, M.E., Cukierman, U.R., Vendrell Vidal, E., Tovar Caro, E. (eds) Towards a Hybrid, Flexible and Socially Engaged Higher Education. ICL 2023. Lecture Notes in Networks and Systems, vol 900. Springer, Cham. https://doi.org/10.1007/978-3-031-52667-1_7
Download citation
DOI: https://doi.org/10.1007/978-3-031-52667-1_7
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-52666-4
Online ISBN: 978-3-031-52667-1
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)