- Issue
- Journal of Siberian Federal University. Humanities & Social Sciences. 2025 18 (9)
- Authors
- Vlasova, Natalya M.; Savelyeva, Nelly Kh.
- Contact information
- Vlasova, Natalya M.: Ural Federal University Ekaterinburg, Russian Federation; ; Savelyeva, Nelly Kh. : Ural Federal University Ekaterinburg, Russian Federation
- Keywords
- e-learning; blended learning; foreign language; higher education; Moodle
- Abstract
Modern education has emerged as a crucial sector of development worldwide, with a constant need to adapt teaching methods and practices to be relevant, and in accordance with the requirements of the times and the job market. One method gaining popularity is blended learning in order to enhance and optimize the learning process, especially when it comes to studying foreign languages. The goal of the article is to determine the attitude of students to blended learning of a foreign language, to highlight the problems that arise when implementing this model of learning. To study the problem, an online survey was conducted among first- year undergraduate students, 2022–2023. The experience of blended learning foreign languages during 2015–2023 was analyzed. In the initial stages of the investigation, the hypothesis was that students would positively assess the use of modern interactive technologies in this course. However, the results demonstrate that the students are inclined to prefer traditional classroom activities over the online components of the course. In addition, it is noted that they are open to utilizing the online platform only when it is an essential component of the course, namely, a blended learning format. The content of this article is of interest to higher education researchers, lecturers that employ a blended learning format, and course designers. These findings might aid in refining existing blended learning courses, or in circumventing potential mistakes in the development of new ones
- Pages
- 1694–1702
- EDN
- PPLZUG
- Paper at repository of SibFU
- https://elib.sfu-kras.ru/handle/2311/157333
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).