A. Blagoveshchenskaya 1, I. Ainoutdinova 1, A. Nurutdinova2, E. Dmitrieva3

1Kazan Federal University (RUSSIAN FEDERATION)
2International Academic Centre for Language and Development (RUSSIAN FEDERATION)
3Kazan State Power Engineering University (RUSSIAN FEDERATION)
The COVID-19 pandemic has given a rise to the rapid development of online learning in all fields of education. Nowadays universities are trying hard to accelerate the digitalization of education by stimulating the creation and application of digital educational resources (DER). In general, digital educational resources are aimed at realizing the following goals: on the one hand, to improve the quality of educational process, on the other hand, to form the information technology (IT) competence of students, teach them the skills of using and evaluating the validity and reliability of digital resources for professional needs. The proper use of DER enhances active learning, independent search, logical processing of information as well as it contributes to the development of creativity and critical thinking.

The aim of this paper is to analyze the most common features of digital educational resources, and to show the process of their creation and implementation for university students. For these purposes, during the empirical stage of our research a digital educational resource named “Practical English language course” for students of Kazan University (Russia), majoring in Linguistics, has been created and implemented. The course has a modular architecture. Each unit has a recognizable structure and consists of the following sections: topical vocabulary, reading, listening, grammar study, writing and speaking. The course is supplemented by thematic video, achievement tests, news boards, forums and chats. Experimentally, we produced several game-based assignments using interactive H5P application. The course is deployed on the university e-platform, supported by LMS Moodle, which is rather popular within the Russian academic community.

The methodology of the work is based on the comparative analysis of behaviorism, constructivism and connectivism theories as well as on communicative, collaborative and competence-based approaches. The results of the work can be used by teachers, educators and e-learners.