Аннотация. Введение. В настоящее время наблюдается увеличение спроса на программы дистанционного образования, что актуализирует проб-лемы организации в вузах образовательного процесса с использованием соот-ветствующих технологий.Цель статьи -показать на примере реализации дистанционных обра-зовательных технологий в неязыковом вузе возможный вариант создания единого мультицелевого виртуального образовательного пространства с соб-людением преемственности в образовательной вертикали трехступенчатой системы высшей школы (бакалавриат -магистратура -аспирантура).Методология и методики исследования. Методологической основой ис-следования послужили компетентностный, личностно-ориентированный, пси-ходидактический и акмеологический подходы к непрерывному образованию. В качестве основных методов в работе использовались проблемный, сравни-тельный, качественный и количественный виды анализа, основанного на эм-пирическом наблюдении и полученных в ходе его проведения данных.Результаты и научная новизна. Обозначена роль дистанционных обра-зовательных технологий в обеспечении доступности и конкурентоспособности программ основного и дополнительного образования. С лингводидактических позиций обоснован выбор варианта создания виртуального образовательного пространства в неязыковом вузе. Продемонстрирована взаимообусловлен-ность принципов, подходов и условий формирования такой среды. Описаны модель электронного обучающего комплекса и двухкомпонентная модель учеб-ника как его части. Практическое применение данных моделей позволяет оп-тимизировать самостоятельную автономную учебную деятельность студентов.Практическая значимость. Авторы предлагают принципиально новые средства обучения, базирующиеся на личностно-ориентированном подходе, Abstract. Introduction. The programs of distance education are in a great demand. Therefore, the problems of the organization in higher education institutions of educational process with the use of appropriate technologies have arisen.The aim of the publication is to set an example of introducing distance learning tools into higher education system, which could help to identify possible conditions and ways of creating a virtual educational environment covering in continuity three-cycle structure of higher education, as well as non-degree supplementary educational programs.Methodology and research methods. Basic research methods include comparative analysis, qualitative and quantitative methods based on empirical observation and data processing. The methodological base for the research included competence and student-centered approaches, psycho-didactic and acmeological approaches to lifelong learning.Results and scientific novelty. The role of distance educational technologies in ensuring availability and competitiveness of programs of the basic and continuing © К. Б. Пригожина, К. В. Тростина Образование и наука. Том 19, № 5. 2017/The Education and Science Journal. Vol. 19, № 5. 2017 168 education is emphasized. The alternative choice of creating a virtual educational environment on the basis of di...

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Abstract:The rationale behind this research is based on the claim that the students actively involved in university-geared extra-curricular activities (ECAs) in foreign languages gain higher employability than their uninvolved peers. With the recruitment market toughening and the universities' budgets tightening, the role of ECAs in increasing a student's profile needs revisiting. This paper examines the correlation between participation in free-of-charge and fee-paying ECAs in foreign languages and greater opportunities for better employment. In recognizing the value of extra-curricular input in their future, student's views of themselves are reshaped. This outcome results in an increase in the number of student-led versus teacherinitiated activities, thus developing students' autonomy, critical thinking, and cognitive skills. This article reports on the review and findings of the benefits of ECAs in a Russian economic university. The survey shows that employer-focused ECAs in foreign languages unfailingly provide university graduates with an added edge. The paper concludes with a proposal that inexperienced job-hunters have more confidence to seek better employment when armed with a portfolio of achievements in ECAs and non-degree courses.UDC Classification: 37.07; DOI: http://dx.doi.org/10.12955/cbup.v5.993

Environmental sustainability is a constant concern for educational establishments as it has many vital social, academic and financial implications. The aim of this study is to investigate and compare students’ perceptions regarding their university’s environmental challenges in two geographically distant countries: sampling two economic universities in Russia and Armenia. A survey related to university’s environmental challenges based on 5-point Likert scale was administered to the Bachelor’s and Master’s students at Plekhanov Russian University of Economics (PRUE), Moscow, Russia and Yerevan Gladzor University (YGU), Yerevan, Armenia. The findings revealed that irrespective of geographical location, there are similar notable differences in students’ attitudes towards understanding their own role in their university’s environmental well-being. The data shows that the majority of the students strongly understand the concepts of sustainability, sustainable development, eco-friendliness and eco-tourism. The findings reveal that students’ age and their education level significantly correlate with their general knowledge of sustainability. Senior students have more responsible attitude towards environmental sustainability of their university. The study established that the majority of the students perceive that environmental awareness can improve their university’s facilities, quality and academic development. They understand that they themselves are fully responsible for the university’s environmental welfare. Suggestions by environmentally-conscious students in both universities were summarized in 5Ss: surveying the current state of affairs; sounding out the problems; suggesting improvements; saving university’s resources; sharing the experience. The possible causes of environmental problems in the universities have been analysed and their solutions have been recommended. Including formal training in environmental studies in the curricula is suggested. It has also been advised to practice environmental ethics in the universities. The findings of the research can be used for the benefit of all stakeholders and policy makers in promoting universities’ eco-conscious image, increasing students’ environmental awareness and achieving substantial cost savings.

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