Design And Implementation Of Distant Educational Technologies For Bachelors


The article considers distance learning as the most mobile, flexible, democratic form of education, which allows to practically realize the right of everyone to education and information. Learning tools represent the content of learning, control and management of educational and cognitive activities of students. In the traditional educational process, such means are: textbooks, teaching AIDS, reference books, floppy disks with educational information, blackboard entries, posters, movies, videos, as well as the teacher's word. The most common types of distance education involved in the educational process are: videoconferencing-video image exchange, accompanied by sound; audio conferences-audio information exchange; teleconferencing, conducted using a computer; video lectures; classes in chat; web lessons; radio; television channels. Apply these types of training is possible, both individually and in a complex. Distance education is now very common in many educational institutions, both higher education and secondary. There are such pedagogical models of distance education as: correspondence, regulated training, consulting model, case model, radio-television training, network training, model of mobile technologies, etc. However, there is no single generally accepted systematization of distance learning models yet. Nowadays there is a great demand for distance learning the Russian Federation mainly in the regions, as in remote regions the level of educational institutions is much lower than the level of Metropolitan or international higher education institutions. The development of distance education in Russia provides access to quality education and gives an opportunity to get a place in the world market of educational services

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The paper is devoted to the issues of effective organization of training in a foreign community, in particular, the most efficient approaches to prefixal verbs of motion at different stages of training. In the practical course of the Russian language for foreign students, one of the difficult topics is the study of prefixal verbs of motion. The ambiguity of semantic, formal identity of verbs, large quantitative composition of this language group leads to difficulties of studying prefixal verbs and their use in speech. The paper presents the errors from written works of foreign students and gives the analysis of their causes. The paper analyses the possibilities of using various techniques, including the system of training exercises. It considers methodological techniques of dealing with lexical and grammatical units of the studied language at the stages of introducing new educational material, its consolidation and activation in speech, such as the demonstration of a speech model, translation, comment, diagrams, tables, frames, drawings. Besides, the paper highlights the rational combination of systematic performance of training exercises, which lay down a strong language base, and various techniques, which activate the reclusive activity of foreign students, form and develop their speech, help to master such complex and voluminous educational material as prefixal verbs of motion. The provisions set forth in the paper are based on the study of scientific and methodological literature, teaching manuals on Russian language for foreigners, observations in the educational process, as well as personal experience of teaching Russian language to foreign students.

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