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Generation Theory And Internet Technologies In Teaching Russian As A Foreign Language

Table 2: Distance learning: adaptation, facilities, difficulties, types of difficulties, distance learning tools (teachers from “baby-boom” generation/ generation X/ generation Y), %

Baseline characteristics Respondents’ replies
Baby-boom generation Generation X Generation Y
Use of online resources before the restrictive measuresYesNo 2179 3862 6931
Adaptation to the new learning conditionsExcellentWellSatisfactorilyBadly 1135522 1253341 455283
Convenience of teaching in distance formatConvenientConvenient, but difficultToo difficultToo easy 1165186 3947113 514351
Motivation level of students in the distance learning processIncreasedUnchangedDecreasedNot sure 1022608 1121599 1121599
Load level of teachers in the distance learning processIncreasedUnchangedDecreased 82612 62299 57358
Load level of students in the distance learning processIncreasedUnchangedDecreasedNot sure 4311424 3325393 3826342
Satisfaction of teaching in distance formatYesProbably, yesProbably, noNo 1541422 2956141 494371
Specific characteristics Baby-boom generation Generation X Generation Y
Distance learning technical difficultiesInsufficient knowledge of PCDifficulties with posting materialsNot clear what to doTechnical interruptions in the processLow internet speed 1427311810 438112020 118113733
Distance learning difficultiesInconvenience of using sites for distance learningPreparation of large amount of materialsChecking large amount of materials 394714 274627 244729
Tools for distance learningTUISRUDN University corporate mailOnline lectures (Youtube)Presentations 663121 523099 49281013
Placement of assignmentsElectronic courses in the TUIS systemSending via mailSending via messengers: Viber, WhatsApp, etc. 78211 591328 561331
Homework receivingVia TUISVia emailvia messengers: Viber, WhatsApp, etc. 76213 681715 651619
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