Some problems of using MOODLE platform when teaching ESL to university students of non-linguistic departments majoring in Education science
DOI:
https://doi.org/10.33910/2686-830X-2021-3-1-97-105Keywords:
distant learning, MOODLE, online, deadline, efficiency, progress, motivation, procrastinationAbstract
This article examines the problems of distance education in teaching students of non-linguistic departments a foreign language. In the realities of our time, this topic is very relevant, because there was no experience of widespread use of online learning before. The article analyzes the views of some researchers on the problem of distance learning. It also provides characteristics of MOOKS (mass open online courses) and the MOODLE in terms of such parameters as the dynamics of attendance and the number of students who completed the course to the end.
It should be noted that the performance of tasks in the MOODLE system at the Herzen State Pedagogical University has been used as a prerequisite for obtaining certification since the spring of 2020. Thus, the main content of the study is the analysis of factors that affect the effectiveness of online academic training in this system. The authors were interested in indicators of academic performance and students ‘ attendance at online classes.
The article analyzes the psychological and psychological-pedagogical impact on the effectiveness of the educational process in the framework of the MOODLE system. Special attention was paid to the conditions for students to enroll in a distance learning course (whether the student signed up or was enrolled in their course by the teacher), the availability of deadlines for completing tasks by students, and the form of final certification. Of the three factors considered by the authors for the effectiveness of an online course, the most significant is the presence of a deadline for completing work, which affects the external motivation of students and thereby increases the discipline of students in passing work.
It should also be noted that groups of students who actively used video chats have higher academic performance.
Based on the research, the authors give recommendations for improving the effectiveness of students’ work in the distance format.
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