FOREIGN LANGUAGE TEACHING VIA LMS MOODLE AT THE UNIVERSITY: DIDACTIC APPROACHES TO THE ORGANIZATION OF THE EDUCATIONAL PROCESS

Abstract

The paper analyzes modern pedagogical approaches to foreign language teaching via Moodle learning platform. The approaches studied ensure the effectiveness of foreign language education in the context of new models and forms of pedagogical interaction in the system of higher education. The aim of the study is to examine the implementation and beta-testing of an eLearning course based on LMS Moodle. The course has been designed in compliance with modern didactic approaches to foreign language teaching in an online learning environment of the university. The approaches ensure the effectiveness of modern foreign language education in the context of new models and forms of pedagogical interaction. The authors analyze the didactic approaches used in foreign language teaching via LMS Moodle: personality-oriented, system and activity-based, facilitative, integrated and environmental approaches. Also, the study focuses on the characteristics of the structure and content of the eLearning course for “Foreign Language” discipline, designed on the Moodle platform of Sevastopol State University incorporating the didactic approaches under review. The students learning activities and the forms of pedagogical interaction within the course structure are examined in the article. The theoretical methods of research include conducting comprehensive analysis of scientific, methodological pedagogical literature sources as well as considering pedagogical experience, synthesis and concretization of the concepts. Results: the article also presents the experience of the design and beta-testing of an eLearning course “English” for students of the Bachelor’s degree program, which was created by the lecturers of Foreign Languages Department of the Institute of Social Sciences and International Relations of Sevastopol State University based on LMS Moodle according to the approaches considered. The characteristics of various course tools and elements reflecting the approaches are given in the paper. Practical implications: the research is useful for educators interested in methodological issues of designing “Foreign language” eLearning courses based on LMS Moodle.

Keywords

• личностно-ориентированный подход
• системно-деятельностный подход
• фасилитативный подход
• комплексный подход
• средовой подход
• иностранный язык
• lms moodle