DOI: 10.18413/2313-8971-2022-8-2-0-6

Didactic potential of distance linguistic learning in modern conditions

Introduction. Distance technologies and their use in the field of education are an effective resource for improving the quality of education and the level of digital literacy of the student. At the same time, on the one hand, the problems of scientifically based application of information technologies in the educational process come to the fore, on the other hand, the need to select such tools based on their comprehensive assessment by users: scientists, teachers and students. To achieve the goals set, the following methods were used: an aspect analysis of theoretical studies on the study of modern approaches to linguistic education, educational and methodological materials on the use of distance technologies in teaching, and an empirical method of comparing digital platforms from the perspective of a modern average user. As a result of the analysis of sources (scientific research, educational literature, Internet resources), personal teaching experience, digital educational platforms little known to ordinary users were identified in the majority: Google, Docebo Learning Suite, Canvas LMS, Adobe Captivate (Blackboard Learn), Acorn LMS, Moodle LMS, Thinkific, Absorb LMS, 360 Learning. The undoubted leader identified in the course of our comprehensive analysis is Google Classroom. Any digital platform as a set of interconnected software and hardware tools that allow its owner to shorten the production cycles of new products for the educational market has its own advantages and disadvantages that must be taken into account and improved in educational activities, but, most likely, as an addition to the main ways of obtaining education. especially in the field of language learning.

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