Video lecture as an example of digital technologies implementation in the educational process of the university

Abstract

The active development of digital technologies has had a significant impact on the educational process. Higher education institutions en masse switch to distance learning courses, vlogs, video hosting, popular science educational platforms. All of these platforms provide lectures in various branches of knowledge, regardless the curriculum, level of education, or even professional orientation.
 The development of modern media formats implies the possibility of active interaction with content. Can the format of video lecture meet these requirements? Or does the content consumer remain passive and cant influence anything? How long will such training format exist, and what are its prospects? In such rapidly changing conditions of life, the skills of flexibility and adaptation are applied to the educational process and teaching formats likewise. To improve the efficiency of work, everyone, including teachers, lecturers and students, needs to quickly adjust and adapt.
 The authors of the article attempted to explore the popularity and effectiveness of video lectures, identify the problems related to this form of teaching, and offer some possible solutions to create an educational model of online interaction that would promote the development of communication and learning skills.

Distance Learning: Professional Foreign Language Training at Pedagogical University

“…Since 2000, the pedagogical community has been conducting researches on the distance forms proliferation. Among them, video lectures, communication via social networks, video design, multimedia presentations, web quests and many others (Agaponov et al, 2003;Akhmetova, 2009;Pavlutskaya & Dubitskaya, 2016;Variyasova, Ivanova, & Karnyushina, 2021).…”

Attitude of University Students to the Information Content of Electronic Educational Platforms

“…Ivanova, and V.V. Karnyushina [20] highlight the advantages and disadvantages of using online educational platforms in the educational process of universities; B.T. Dzusova, L.A. Tuaeva [21], and T.N.…”

“…Ruliene [25] study the potential for integration and models of using online courses in the educational process of universities. Based on the generalization of these publications [19][20][21][22][23][24][25], our study systematizes the advantages of online educational platforms, success factors and models for using online courses in the educational process. To do this, it is important to clarify various interpretations of the concepts of the online educational platform (Table 2) and online course.…”

“…The negative characteristics of educational platforms are as follows: typical tasks at the end of the course (tests), the lack of a single standard for organizing a blended learning format using online courses, the difficulty of choosing the right online course, the risk of teacher layoffs and monotony, and the lack of necessary information [9,19,20].…”