vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2021-30-6-97-107vovr-2843Research ArticleПЕДАГОГИКА ВЫСШЕЙ ШКОЛЫHIGHER SCHOOL PEDAGOGYЛекция-презентация как инструмент внедрения инноваций в вузеPresentations in Lectures to Prompt Innovations in Higher Educationhttps://orcid.org/0000-0002-4321-2594ОстроглазоваН. А.OstroglazovaN. A.

Остроглазова Наталия Александровна - преподаватель кафедры английского языка

Author ID: 752814

119454, Россия, г. Москва, проспект Вернадского, 76

Natalia A. Ostroglazova – Lecturer of Department of Foreign Languages

76, Prospect Vernadskogo, Moscow, 119454

n.ostroglazova@inno.mgimo.ruhttps://orcid.org/0000-0002-3481-6599СтаростинаН. В.StarostinaN. V.

Старостина Наталья Викторовна - ст. преподаватель кафедры английского языка

Author ID: 680606

119454, Россия, г. Москва, проспект Вернадского, 76

Natalya V. Starostina – Senior lecturer of Department of Foreign Languages

Author ID: 680606

76, Prospect Vernadskogo, Moscow, 119454

n.starostina@inno.mgimo.ruМосковский государственный институт международных отношений (Университет) МИДРоссияMoscow State Institute of International Relations (University)Russian Federation20210807202130697107Copyright © Остроглазова Н.А., Старостина Н.В., 20212021Остроглазова Н.А., Старостина Н.В.Ostroglazova N.A., Starostina N.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/2843

С учётом богатого опыта применения мультимедийных презентаций в качестве учебного инструмента в высшей школе, в целях внедрения новых подходов и разработки методологии назрела необходимость определить сильные и слабые стороны существующих практик, в особенности выявить эмоциональное отношение студентов высшей школы к существующим лекциям-презентациям в учебном процессе и определить соответствующие возможности улучшения практики применения интерактивных и визуальных образовательных инструментов.Эмпирической основой исследования явились результаты анкетирования студентов 2–4-х курсов бакалавриата Московского государственного института международных отношений (Университета) МИД России в 2019–2020 уч. году. В опросе приняли участие 404 респондента. Для обработки полученных данных использовались программы Google Forms и Microsoft Office Excel, общенаучные методы (сравнение, обобщение), методы статистического анализа, а также контент-анализ.Проведённое эмпирическое исследование показало высокий уровень удовлетворённости студентов объёмом и эффективностью применяемых в учебном процессе мультимедийных презентаций, а также подтвердило теоретические представления о преимуществах и ограничениях линейных по форме презентаций, которые доминируют в образовательной среде. Критические замечания включали ошибки дизайна, перенасыщенность визуальным материалом, рассинхронизацию активностей и недостатки в поведении оратора. Среди новых приёмов работы с материалами презентаций было отмечено фотографирование слайдов. Важным наблюдением стал выраженный студентами запрос на самодостаточность визуального ряда и получение доступа к материалам презентации.Были выявлены перспективы и возможности преобразования привычных лекций и учебной среды в целом с учётом существующего опыта проведения презентаций в вузе; предложены пути решения возникающих проблем с восприятием и усвоением материала студентами и даны конкретные рекомендации по организации широкого круга занятий с визуальным и интерактивным компонентами. На сегодняшний день это, в первую очередь, удалённые онлайн-курсы (MOOC, e-learning) и новые формы организации аудиторных занятий (“перевёрнутый класс”).

Considering the rich experience of using multimedia presentations as a teaching tool in higher education, in order to introduce new approaches and develop a methodology, there is a need to identify the strengths and weaknesses of existing practices, in particular to identify the emotional attitude of university students to existing lectures and presentations in the educational process and determine relevant opportunities to improve the practice of using interactive and visual educational tools.The empirical basis of the study was the results of a survey of students of 2–4 undergraduate courses at the Moscow State Institute of International Relations (University) of the Russian Ministry of Foreign Affairs in the 2019–2020 academic year. The survey involved 404 respondents. To process the obtained data, we used the Google Forms and Microsoft Office Excel programs, general scientific methods (comparison, generalization), statistical analysis methods, as well as content analysis.The empirical study showed a high level of student satisfaction with the volume and effectiveness of multimedia presentations used in the educational process, and also confirmed the theoretical ideas about the advantages and limitations of linear form presentations that dominate in the educational environment. Critical remarks included design errors, oversaturation of visual material, activity out of sync, and flaws in speaker behavior. Among the new techniques for working with presentation materials, photographing slides was noted. An important observation was the students’ request for self-sufficient visual materials of lectures and access to them.Prospects and opportunities for transforming familiar lectures and the learning environment as a whole were identified taking into account the existing experience of presentations at the university; ways of solving the problems with students’ perception and acquisition of material are proposed and specific recommendations are given for organizing a wide range of classes with visual and interactive components, today these are, first of all, remote online courses (MOOC, e-learning) and new forms of organization classroom activities (“flipped classroom”).

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The authors declare that there are no conflicts of interest present.