American Journal Of Philological Sciences
43
https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue01 2025
PAGE NO.
43-45
10.37547/ajps/Volume05Issue01-11
Pedagogical Technologies in Online Education (Russian
as a Foreign Language)
Sarymsakova Gulchekhra Muratovna
Senior Lecturer of Nordik International University, Uzbekistan
Received:
26 October 2024;
Accepted:
28 December 2024;
Published:
25 January 2025
Abstract:
The relevance of this issue is due to the fact that organizing educational activities using pedagogical
technologies requires solutions for university education in the country. The leading approaches to the study of
this issue are analysis and generalization. The main methods of distance learning are listed. The materials in this
article may be useful for further research on distance education and its improvement through solving identified
problems.
Keywords:
Digital Uzbekistan 2030, distance learning organization, private, specialized, online classes.
Introduction:
In recent years, measures have been
taken to improve the education system and prepare
modern personnel. By the decree of the President of
the Republic of Uzbekistan, a Comprehensive Program
for the Development of the Higher Education System
for the period of 2020-2024 has been adopted. In the
current year, 13 new higher educational institutions,
including branches of foreign universities, have been
established. The Academy of Sciences and the Ministry
of Innovative Development of the Republic of
Uzbekistan have started working on preparing highly
qualified personnel. [1, p. 20]
Certainly, the attention given to this issue will yield
results in the near future. However, advanced
personnel that meet the demands of accelerated
reforms in all sectors are needed today. [2, p. 8]
The spread of online learning in the modern world
requires a rethinking of approaches to teaching Russian
as a foreign language (RFL). Pedagogical technologies
provide teachers with effective tools to improve the
quality and effectiveness of the educational process.
This article discusses methods for using pedagogical
technologies in online RFL teaching, highlighting their
advantages and providing practical recommendations
for their implementation.
The modern employer is interested in a worker who can
think independently and solve various problems (i.e.,
apply the acquired knowledge to solve them); has
critical and creative thinking; and possesses a rich
vocabulary. Students who successfully master the basic
course of the higher education program will be able to
apply their knowledge in familiar situations, receive
diplomas, but will not be able to work independently
with information and acquire knowledge, which will
hinder their success in the information society of the
21st century.
Thus, a modern university graduate, who will live and
work in the future, must possess certain personality
traits that society demands today:
1.
Be able to adapt to changing life situations,
acquire necessary knowledge independently, and apply
it to solve various emerging problems;
2.
Be proficient in working with information
(collect
and
analyze
facts,
make
necessary
generalizations and comparisons, identify patterns,
make reasoned conclusions);
3.
Be communicative, able to interact in various
social groups, and work collaboratively;
4.
Work independently on the development of
their own intellect and cultural level.
It is important to note that under the traditional
approach to education, it is very difficult to nurture a
personality that meets these requirements. Several
pedagogical technologies for online teaching of Russian
as a foreign language (RFL) can be identified, including:
•
Survey and response systems
: Kahoot!,
Quizlet, Mentimeter, which allow creating quizzes,
American Journal Of Philological Sciences
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American Journal Of Philological Sciences (ISSN
–
2771-2273)
games, and surveys for checking students' knowledge
in an interactive way.
•
Webinars
: Zoom, Google Meet, Cisco Webex,
which are used for conducting online lectures,
seminars, and discussions.
•
Electronic
learning
courses
:
Moodle,
Blackboard, Canvas, which provide platforms for
creating and hosting online courses, including text,
video, audio, and interactive exercises.
•
Learning management systems
Classroom, Microsoft Teams, Schoology, which help
instructors organize the educational process, upload
materials, and communicate with students.
•
Collaboration tools
: Google Docs, Microsoft
OneDrive, Miro, which allow students to collaborate on
documents, presentations, and research projects.
In the existing conditions, the emergence of various
personalized-oriented technologies has become
natural. It should be noted that different types of these
technologies are currently being applied
—
universal,
subject-specific, narrow-specialized, and alternative
(which imply comprehensive education and training
without rigid programs and textbooks, project
methods, and immersion methods, as well as creative
activities
of
students
without
assessment).
Personalized learning involves the use of various forms
and methods of organizing educational activities that
allow the disclosure of students’ subjectivity.
In this context, new tasks arise for instructors:
1.
Creating an atmosphere of interest for each
student in the group work;
2.
Stimulating students to express themselves,
use different ways to complete tasks without fear of
making mistakes or giving incorrect answers.
The methods mentioned above require extensive
experience in implementing different types of
technologies, which is difficult to achieve at the
moment due to the COVID-19 pandemic. The
emergence of alternative personalized technologies
has become inevitable in this context, and distance
education (online classes) has gained prominence.
We know that due to the COVID-19 pandemic in 2020,
around
2
billion
students
worldwide
were
disconnected from education, including over 6 million
students in our country
—
preschoolers, schoolchildren,
university students, and graduates.
It is well known that the future of any country depends
on where the intellectual potential of the younger
generation lies, and this generation holds the future.
As a result of the measures taken in our country in the
field of education during quarantine, students were
quickly returned to the educational process. This is a
significant achievement, with distance education
(online classes) playing an important role in this.
However, this type of teaching is fundamentally
different from traditional classroom learning. In this
situation, the instructor must adapt to virtual
classrooms. I consider it important to focus on the
following:
1.
Thorough preparation for each online class,
including the teacher's speech culture;
2.
Deep knowledge of the theoretical and
practical foundations of the subject;
3.
Sufficient proficiency in modern ICT tools;
4.
The focus of education should be on the
productive use of time and appropriate information.
An online class is typically designed for students, as
they are key to achieving the goal. The focus should not
be on evaluating their performance, but on stimulating
their activity. This situation contributes to the
development of healthy relationships between the
professor and the student, and their mutual motivation
for learning.
This situation has made it possible to conduct online
classes, which are now organized at Nordik
International University for part-time students. Online
sessions are held through video conferencing systems
such as Zoom, and they are scheduled for 40-60
minutes. The faculty developed online classes in the
following format:
1.
Presentation content: a) Introductory part of
the online course: topic, its purpose, its connection to
everyday life, and basic concepts (5-7 minutes); b) Main
part of the online training: description of the topic
based on the presentation (15-20 minutes); c)
Consolidation: listing the basic concepts and
completing the training (5-10 minutes).
When preparing the presentation, the teacher sets
several tasks:
•
Provide a brief and simple explanation of the
basic concepts of the topic in the presentation;
•
Ensure that each idea presented is simple and
clear;
•
Use different color schemes for the basic
concepts in the presentation;
•
Ideally, the entire material should be covered
in the presentation for the students.
In fulfilling these tasks, the principle of didactics from
simple to complex should be followed. This ensures
that the student with a low level of understanding of
the subject will be able to grasp the content
American Journal Of Philological Sciences
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https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
adequately.
In the strategy aimed at students, active use of Internet
resources must be recommended. Email addresses of
existing resources should be provided. This method is
being implemented by the teachers at our university,
who have studied the experience of Finnish and Russian
education systems in-depth.
Based on the experience of Finnish and Russian
education, it can be noted that both countries actively
support distance education, including both state and
private universities, for obtaining qualifications.
It should be noted that Russian universities have been
conducting their lectures online for several years.
According to some Russian universities, simple lectures
are seen as ineffective, as student attendance
decreases, and the time allocated for scientific research
by the professors is reduced due to the small volume of
lessons. [3, p. 11]
It is known that every teacher in a university has an
electronic learning environment for their subject, and
students can easily upload their assignments. However,
according to experts, transitioning to a distance format
will increase student engagement in classes, ease the
workload of faculty members, and simultaneously
improve the quality of education.
Some methods of distance learning include:
•
Learning with technical resources
: This
method increases the need for self-education and
control under the guidance of the instructor;
•
Individualized learning
: Distance education is
provided to each student, which enhances students'
knowledge and optimizes the educational process;
•
Virtual lecture method
: This is carried out
using voice tools like Skype and Viber. The advantage of
this method is that students can record and replay
lectures independently;
•
Method of collective online seminars
: This is
done using voice electronic communication tools, so
students can see and hear each other, not just the
instructor.
Students who have completed a full course in this type
of education show:
•
A high level of personal discipline;
•
Full control over themselves and a sense of
responsibility for their future.
Among the various directions of new pedagogical
technologies, the most adequate for achieving the
goals and most universal are cooperative learning,
project-based methods, gaming technologies, and a
differentiated approach. [4, p. 28]
As a university lecturer, I closely monitor several
distance learning platforms that you may also be
familiar with, and I would like to share my opinion. The
faculty at Nordik International University is doing an
immense amount of work in organizing the educational
activities for distance learning in online classes.
Thus, the use of pedagogical technologies in online RFL
education is an important tool for enhancing the
quality and effectiveness of the educational process.
Teachers can choose from a wide range of technologies
suited for different teaching goals, engaging students
through individualized approaches, collaboration, and
analysis. By implementing pedagogical technologies,
instructors can create more effective and engaging
online Russian language courses that meet the needs of
modern education.
REFERENCES
State Program for the Strategy of Development of the
Republic of Uzbekistan for 2017-2021.
Uzbekistan needs personnel corresponding to the
accelerated pace of reforms, report by Sh. Mirziyoev,
December 18, 2018.
Vasilkova M.V. Use of pedagogical technologies in
online teaching of Russian as a foreign language.
Moscow State Linguistic University Journal, 852, 104-
115, 2021.
Distance learning and Russian realities. Scientific-
Educational Journal "Vestnik", L.I. Ayupova, Kazan,
Russia, 2016, Vol. 18 (9).
Davydova G.A. Pedagogical Technologies in Modern
Language Education: Russian as a Foreign Language.
RUDN Journal, 2019.
Methodology
of
Teaching
Russian
Language,
Akhmedova L.T., Kon O.V., 2013.
Akbarova D.A. Creative Activities as a Form of
Interactive Learning of the Russian Language.
Republican Conference on Current Problems of
Teaching Russian as a Foreign Language, 2023,
Tashkent.
Sarymsakova G.M. Features of Teaching Methodology
for Russian as a Foreign Language. Republican
Conference on Current Problems of Teaching Russian
as a Foreign Language, 2023, Tashkent.
