DIGITAL TECHNOLOGIES AND THE MODULAR APPROACH IN TEACHING RUSSIAN: DIDACTIC POTENTIAL AND PRACTICAL IMPLEMENTATION
Abstract
This article examines the theoretical, methodological, and practical aspects of integrating digital technologies into higher education, using the teaching of Russian as both a native and a foreign language as a case study. The transformation of the teacher's professional role in a digitalized educational environment is analyzed, and the need to transition from a knowledge-transmission model to a tutor-moderator model is substantiated. Special attention is given to modular technology as an effective form of organizing the educational process that fosters students' independence, critical thinking, and reflective skills. The functional capabilities and didactic potential of the leading Learning Management Systems (LMS) – Google Classroom and Moodle – are examined in detail, and their applicability to Russian language courses is assessed. The article concludes with a set of evidence-based recommendations regarding the principles of selecting and combining digital tools in the context of modular course design.
Keywords
digitalization of education, teaching Russian language, modular learning, LMS, Google Classroom, Moodle, digital educational resources, interactive learning, student independent work, higher education.How to Cite
References
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