The “pandemic” period of the education system crisis: peculiarities of the modern telecommunication systems and messenger’s implementation as the alternative didactic platforms for the linguistic disciplines teaching

Abstract

The article aims to highlight the problems of a Higher education during the period of self-isolation caused by the 2019-nCoV (SARS-CoV-2) pandemic in Russia and describe an analysis of a personal pedagogical experience of the authors. It is noted that despite the technical difficulties appeared at the beginning of a transition to a new learning model by the means of online educational platforms, pedagogical activity during the pandemic was an example of a competent organization of the educational process. The article focuses on the positive aspects of distance learning in terms of improving the skills of independent work using telecommunication technologies and messengers, but nevertheless points out some serious drawbacks of online learning. It is emphasized that the quality of classes conducted in distance way was not reduced due to the creative approach of teachers using classical and media-educational technologies as innovative. The results of a distance educational activity during the pandemic are considered as a preparatory stage of a teaching society to overcome the crisis in education by combination of traditional and distance methods of teaching.

Computer-mediated communication in DIY discourse

“…They found out that there was a strict dependence of status and career prospects. Their findings have been proved by A. Reznikova et al [25]. All in all, the researchers claim the paramount importance of the computer skills nowadays and their extreme usefulness.…”

“…As A.Reznikova et al noted, modern communication systems state an alternative for teaching due to their ability to use hybrid polycode texts [25], with written-oral verbal and non-verbal mode of communication. Actually, it is possible to consider 'a recorded mode' that has already been implemented in researches of media discourse as opposite to 'on air'.…”

Moroccan Higher Education in Times of Crisis: a Phenomenographical Analysis of Teachers Experiences with Emergency Remote Teaching

“…In this respect, Rahiem (2020) explains that the primary objective of ERT is to provide immediate access to education during an emergency rather than re-creating a stable educational environment. Similarly, Reznikova et al (2020) see ERT as a kind of a 'shock therapy', thanks to which an educational system was not paralyzed.…”

Psychological and pedagogical aspects of simulation technology at English lessons for future engineers of the agro-industrial complex

“…Due to the technical limitations of the used electronic platforms (Zoom, Microsoft Teams, Skype, etc.) for remote classes, the teaching and developmental capabilities of these interactive teaching methods have reduced, especially in such important areas for mastering a foreign language as the development of extempore speech, speech reaction, modeling of professionallyoriented communication, interpersonal cooperation and team management [1][2][3].…”

“…At the same time, during this period, the students have had more time to devote to independent work on mastering foreign languages [1]. Therefore, there is a need to search for such pedagogical technologies, methods and teaching aids that would be available in distance learning mode, could be used both individually and by several students, would contribute to the formation of communicative competence (including the communicative competence in studied foreign language) [3; 4], and most importantly, they had a pronounced professional orientation [5], since as a result of distance learning, students of engineering specialties, including agro-industrial ones, are deprived of the opportunity to form many practical skills.…”