Abstract:

Present day educational establishments are facing new challenges under the COVID-19 pandemic, and responses to these challenges bring together educators all over the world. Only two years ago the problems of face-to-face learning, distance learning, blended learning were a matter of theoretical debate, but now they have become a practical necessity. To prevent disruption educators and IT specialists have been working out new approaches to e-learning. This study provides the analysis of the development of active learning methods in teaching foreign languages and cross-cultural studies at the Moscow State Institute of International relations (MGIMO University), the Kosygin State University of Russia, the Moscow Aviation Institute (MAI University) under the condition of the lock-down caused by the COVID-19 pandemic.

Modern digitally networked society still needs social interaction, so does education. Due to prolonged period of lock-down and isolation a great part of educators and learners have testified to the lack of personal involvement in interaction and voted for the return to face-to-face learning which is characterized by a high level of collaboration during classes. Teaching foreign languages and cross-cultural studies at the above-mentioned universities is focused on developing professional competences of students in order to enable them to be relevant to professional needs and competitive at the modern labor market. Thus, foreign language efficiency implies writing, reading and speaking skills applicable for professional use as well as a good command of communication skills in combination with emotional social interaction.

The present study is focused on the changes in collaboration between students and tutors in e-learning environment under the COVID-19 pandemic. Active learning methods in teaching foreign languages and cross-cultural studies used by the tutors at the above-mentioned universities are exemplified in case-studies, role-plays, debate, panel discussions, project work organized and performed under lock-down conditions with the use of available e-platforms.

The study has demonstrated the benefits of role-plays and panel discussions which stimulate students to perform real communication, express opinions and feelings. Motivated students work in a collaborative atmosphere: students may be divided into teams competing for better results in presenting their project, and they practice communication techniques of persuasion and argument when each member of the team is sharing responsibility for the team’s results. On the other hand, their partners learn to react accordingly. The research has demonstrated great interest of students in personalization of their stances and views which enables them to live and analyze collaboration under different social and professional conditions. At the same time the study has testified to a high level of student engagement and academic progress.

Thus, the research has proved the relevance of active learning methods even in e-learning environment as a reasonable solution to the problem of deficiency of social interaction under lockdown conditions. The conclusions may help develop effective instruments of providing collaborative atmosphere under current conditions of virtual or blended learning.

Keywords:

e-learning environment, verbal collaboration, active learning methods, foreign languages, cross-cultural studies.