In this study paper we consider the application of the augmented reality for teaching a foreign language and its influence on the education environment throughout the world since educators are trying to find the relevant methods of teaching to better face the time challenges connected with the expansion of the computer technologies. The given paper aims at validating the idea of the effectiveness of the application of the augmented reality techniques in teaching a foreign language at the University. The survey conducted by the authors comprises 64 participants of the Rostov State Transport University of the HR Department; the scrutiny endorses the proposed hypothesis.

The article touches upon the problem of necessity to change pedagogical methods and technologies in high school education that are determined by the changes in modern society. The authors point out that the up-to-date society is deeply plunged into digital technologies and the reality is that methods being used in education cannot meet the requirements of the present. In this regard the authors speculate that application of digital technologies, namely laboratory facilities of virtual reality in training process of technical university students is able to improve the education quality. The goal of this research is to prove this theory. The authors give a thorough comparative analysis of academic literature that describes the existing virtual reality facilities which are widely used in higher educational establishments of transport abroad as well as in the Russian Federation. The typology of training facilities is given in the article, all advantages and drawbacks of digital technologies concerning the virtual reality on the example of reality simulators railway complexes have been described. With the help of statistic data processing methods that have been obtained by the experimental way the authors have proved that the application of reality simulators laboratory facilities can improve the quality of training at technical higher educational establishments.

Статья посвящена рассмотрению базовых требований к разработке видеолекций по иностранному языку, предполагающих применение педагогических приемов, дидактических средств и методов работы с образовательным контентом, оценку качества усвоения учебного материала обучающимися и экстраполяцию наиболее продуктивных форм работы на образовательный процесс с использованием инновационных технологий с опорой на медиаконтент. Авторами описан положительный опыт апробации разработанного курса видеолекций по английскому языку для специальности 43.03.02 Туризм "Технологии организации экскурсионных услуг" (раздел "Грамматика").

The processes of globalization that have swept the whole world, including Russia, make the modern labor market extremely mobile. It poses a number of tasks for Russian higher school to train highly competent professionals who are fluent in foreign languages. Among many newest pedagogical technologies, the case-study method is viewed as promising and perspective. It appeared at the end of the 19th century in the USA, but became widespread in our country only at the turn of the 20-21 centuries. The analysis of the existing definitions of this concept allowed the authors to formulate their own definition of the term electronic case, which is interpreted as a real situation prepared and loaded by the teacher into the digital learning environment of the university for subsequent comprehensive analysis and finding alternatives to its solution based on group discussions. Along with this, the authors managed to develop methodological requirements for educational electronic cases implemented at foreign language lessons at a university, to determine the range of key skills and abilities formed by the case method, to identify the advantages and disadvantages of public and non-public presentation of the case solution.

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