Organizational and Methodological Aspects of Improving the Quality

of Online Teaching at a University

Petimat K. Almurzaeva

, Nina V. Popova

and Rustam Sh. Abdullakhitov

Kadyrov Chechen State University, Grozny, Russia Federation

Peter the Great St. Petersburg Polytechnic University, St. Petersburg, Russia Federation

Keywords: Online Lecture, Students, Teachers, Interactive Inclusions, Testing, Digital Resources, Quality, Foreign

Language Classes, Video Auditing, Silent and Freeze Video Viewing.

Abstract: Quality of online distance learning in a modern university is evaluated, an overview of the methodological

aspects of online teaching is given with the examples from four universities of Russia. The experience of

using digital resources MS-Teams, Mirapolis, Zoom, Cisco Webex, etc. in teaching is complicated by some

technical shortcomings. Due to that instructors admit that there is an unstable voluntary attention of students,

and there are challenges of providing objective testing and assessment of students in different subjects.

Methodological adjustment of certain aspects of online distance learning in order to improve its quality is

proposed, including interactive inclusions in online classes, individualization of teaching tasks in the

pedagogy of higher education discipline and double mini-testing in higher mathematics contributing to a better

assimilation of lecture material by students. For practical classes in the discipline of foreign language in

professional activity a three-stage technology for students’ independent work was developed using video

auditing and mental mapping to prepare more efficiently for communication during the class work. Silent and

freeze video viewing technology introduced in foreign language teaching is also aimed at enhancing students’

voluntary attention in online classes.

1 INTRODUCTION

Online distance learning at a university became

especially relevant in the spring of 2020 due to the

aggravation of the global epidemiological situation,

when all universities in Russia and abroad were

forced to transfer their students and teachers to self-

isolation. As of July 2020, 98.6% of students

worldwide were affected by the pandemic,

representing 1.725 billion children and adolescents,

from preschool to tertiary education, in 200 countries

(United Nations, 2020). Therefore, to make learning

possible and accessible through distance learning has

become a requirement of the time (Pokhrel, Chhetri,

2021).

The use of such electronic resources as MS-

Teams, Mirapolis, Zoom, Cisco Webex, etc., as based

on our observations of the educational process and the

survey of participants in distance learning, was

positively assessed by the teaching staff of

universities and was recognized as acceptable for

online learning mode. Despite the positive experience

of using these electronic resources in teaching various

disciplines, in the process of university practice, some

shortcomings of e-learning were also identified.

For example, in order to achieve technically

optimal operation of the MS-Teams program, it was

recommended to turn off the visualization of the

lecture participants on the screen, and due to that their

concentration on the content of the lecture and the

intensity of individual participation was very

different. Students whose names were displayed on

the monitor screen at the beginning of the lecture

could then disappear and report in the chat that their

microphone did not work, or inform their fellow

students that their Internet was turned off.

Verification of this information has never been

carried out, and it had to be treated with

understanding, although the teacher may have had

doubts about the reliability of the information

provided by students. The students’ ability and

readiness to follow the course of events, the

information offered during the online class, could

also raise doubts among teachers. The teachers’

attempts to get feedback from students often required

repeated efforts and often remained without response.

Almurzaeva, P., Popova, N. and Abdullakhitov, R.

Organizational and Methodological Aspects of Improving the Quality of Online Teaching at a University.

DOI: 10.5220/0011600600003577

In Proceedings of the 1st International Conference on Actual Issues of Linguistics, Linguodidactics and Intercultural Communication (TLLIC 2022), pages 10-17

ISBN: 978-989-758-655-2

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

Almost all teachers also have problems

conducting tests online. When students are tested

online, teachers do not have complete confidence that

the students perform them completely independently.

In this context, those online resources and specialized

websites, which are created to effectively promote

student learning in cooperation, can play a negative

role. For some students, cheating becomes a common

practice in taking tests, and teachers have to doubt the

objectivity of their assessments. According to our

observations, the number of students’ high positive

assessments for the tests performed online has

increased by about 20%. Satisfactory students’

ratings are virtually non-existent.

In teaching a foreign language online, there are

difficulties in adequately assessing students’ oral

speech. If, for example, a poor student answers the

“topic” well, then the teacher can be sure that he is

using the text as a visual support for the answer. For

an objective assessment, the teacher needs to ask a

few questions on the topic or ask the student to

comment on some of the topic extensions in a foreign

language. With an evident insufficiency of the

students’ oral communicative competence, they can

have a very competent portfolio of written works,

obviously made by other students or simply

downloaded from the Internet.

When setting a semester grade, there is a

dilemma: whether to give a student "satisfactory"

grade due to the fact that the profiling oral-speech

communicative competence is not sufficiently

developed or, for example, a "good" grade taking in

account all the work performed. The criterion of truth,

in our opinion, could only be an off-line interview

with a student, which may not be feasible due to the

regulated conditions of online learning at a particular

university.

The above examples of problems that arise in the

process of implementing online distance learning

indicate a decrease in the quality of this learning

mode compared to the traditional, classroom mode of

conducting classes. The urgent task of educators

today, due to the high likelihood of the pandemic

continuing and returning to online learning in the new

academic year, is to quickly overcome the existing

shortcomings of online learning, improve its

efficiency and the quality of students' knowledge.

The purpose of this article is to review the

scientific and methodological literature on the

problem of improving the quality of online distance

learning at a university, as well as to consider specific

methodological solutions for optimizing online

learning in several Russian universities.

Research methods: monitoring the educational

process online, questioning students and teachers,

comparative analysis of scientific and

methodological literature on online distance learning

in the format of a systematic approach that allows

studying online learning as a system of interrelated

elements, organically included in the electronic

information educational environment of a modern

university. The methodology of the systematic

approach is focused in this study on the analysis of

the organization of practical activities to improve the

widespread online learning. The online learning

system is considered in the dynamics of the many

pedagogically significant factors, such as the quality

of education, methodological techniques for

developing an optimal strategy for students to work

in a digital environment, and electronic resources.

2 LITERATURE REVIEW

Adoption of the Law of December 29, 2012 273-FZ

"On Education in the Russian Federation" Article 16

"Implementation of educational programs using e-

learning and distance learning technologies",

legalized the use of these technologies nationwide

and, thereby, intensified general attention to e-

learning, which received a powerful impetus for the

development in connection with the global

epidemiological situation of 2020-21.

The COVID-19 pandemic has indeed had a major

impact on students, teachers and educational

organizations around the world (Adnan, Anwar,

2020). To provide participants of the educational

process with opportunities for social distancing

(Toquero, 2020) measures were taken everywhere to

switch to online learning, which became an indicator

of the organizational flexibility of universities (Wu,

2020). Academic institutions have focused on the

transfer of educational content to the digital

environment. Successful ensuring the teaching

process with the use of digital technologies required

significant technical and organizational efforts.

However, so far it is hardly possible to give a

reasonable answer to the question of whether it is

possible to ensure the required quality of knowledge

using digital platforms without significant

methodological and structural changes in the

educational material and the learning process. The

Massive Open Online Courses (MOOC) development

example shows the need for fundamental changes in

the teaching strategy, in the structure and processes of

preparing educational material, as well as in the

processes of its application (for example, training

Organizational and Methodological Aspects of Improving the Quality of Online Teaching at a University

materials for MOOCs can be prepared by teams of

specialists, including scriptwriters and

cinematographers).

The main disadvantages of online learning, noted

by students of higher educational institutions, were

the lack of personal interaction with the teacher, the

long response time of the distance learning system to

requests, and the lack of traditional socialization in

the learning process in university classrooms

(Blagoveshchenskaya et al, 2020).

Despite these shortcomings, we must recognize

that online learning, experienced during the pandemic

on a global scale, has become a familiar resource that

can be used as a complementary learning tool.

Currently, most university students in Russia study in

two formats: mixed or hybrid (full-time education +

distance learning) and distance education itself.

According to the new rules, all streaming lectures that

are attended by more than a hundred people are

transferred online, that is, into webinar rooms that are

virtual analogues of a university audience. At the

same time, practical and laboratory classes, master

classes and lectures in small groups are held offline.

Important for our general understanding of the

existing diverse problems in the distance learning

system is the analysis of opinion polls, known to us

from the literature, of students and teachers as

participants of the distance learning process. For

example, the Institute for Social Analysis and

Forecasting of the Russian Presidential Academy of

National Economy and Public Administration

(RANEPA) conducted a survey of teachers and

students on their attitude to distance learning in all

branches of the academy. 12,201 students from 53

branches of the RANEPA (almost a third of all

students of the academy) took part in the opinion poll.

Students were asked to rate the quality of online

learning by answering three questions: whether they

have more free time, how convenient this form of

learning is, and if respondents prefer face-to-face

learning to distance learning.

The answers of the students were compared with

those of 4000 teachers of the academy, who were

surveyed in April 2020 (Lamova, 2020). The results

of the survey are presented in Table 1.

Most students and teachers consider the quality of

distance learning to be lower than that of traditional,

full-time mode, but students, as can be seen from

Table 1, turned out to be much more loyal than

teachers in relation to online learning. Apparently,

this is due to the fact that contemporary young people,

our digital generation, tend to perceive all

technological advances more positively, while the

older generation of teachers is more skeptical about

online distance learning, as this means a change in the

learning format they are used to.

Table 1: Modals Opinions of students and teachers on

online learning.

Assessment parameter Percentage

of students

Percentage

of teachers

Reduction of free time

when switching to

distance learnin

55,4% 87,4%

Distance form of online

learnin

is inconvenient

35,8% 62,1%.

Full-time education is

preferable to distance

learnin

69,6% 85,5%

Speaking about the quality of online distance

learning, we should, first of all, emphasize the

complexity and multidimensionality of this category

of the university educational process. Evaluation of

the quality of online learning is increasingly attracting

the attention of Russian and foreign researchers, such

as G.V. Kuritsyna (2015), Dmitrieva G. G. (2015), A.

A. Karasik et al (2018), A. A. Andreev (2015), E. S.

Polat (2005), E. N. Bubnov et al (2015), I. V. Kiyan

(2012), V. A. Trainev et al (2008), I.A. Kuznetsova

(2011), N.V. Nikulicheva (2016), B.Zh. Zhigalev

(2007), I.K. Voitovich (2014), N.V. Tikhomirova

(2015), Nguyen T. (2015) etc.

In the field of education, the quality of education

means, mainly, the correspondence of the knowledge,

skills and abilities of university graduates to the

requirements of the labor market, and, by and large,

the prestige of the university itself depends on how

they are evaluated on the labor market (Kuznetsova,

2011). From the point of view of general approaches

to assessment and quality control, two main models

of quality management are distinguished: whereas the

first model is associated with the direct control of the

students’ competencies, the second model of

education quality management is based not only on

the control of competencies as the results of

education, but also on the control of learning

processes, their organization and the teaching means

used.

For practical purposes, improving the quality of

education is understood as “changes in the

educational process and the learning environment,

which can be identified as an improvement in the

knowledge, skills and abilities acquired by students

upon completion of a certain stage of education”

(Dmitrieva, Kuritsyna, 2015). According to B.Zh.

Zhigalev, the main didactic tool to guarantee the

quality of education is assessment, since it provides

TLLIC 2022 - I INTERNATIONAL CONFERENCE "ACTUAL ISSUES OF LINGUISTICS, LINGUODIDACTICS AND

INTERCULTURAL COMMUNICATION"

feedback in the educational process, is a confirmation

that the quality requirements are met (or not met)

(Zhigalev, 2007). A particularly important role in the

distance learning system is played by the current

assessment, which enables the teacher and the student

himself to assess the depth of material assimilation,

to outline an individual pace of learning, and to

correct the educational process in a timely manner

(

Voytovich, 2014). It is the current assessment that

creates the best conditions for the operational

adjustment of the learning process in terms of the

content organization, the nature of interaction and the

teaching methods of each discipline (Dmitrieva,

Kuritsyna, 2015).

According to Russian researchers, the concept of

quality assurance implies that quality can be

understood as a kind of “correction of what is

envisaged by the educational institution itself, i.e. that

the tasks set were achieved by the means compatible

with the established quality criteria” (Bubnov, 2015:

532).Ensuring quality improvement in the process of

methodological adjustment of certain online distance

learning aspects seems to us the most efficient way of

introducing positive changes and their subsequent

testing in the process of online learning.

An example of such a targeted improvement in the

quality of online distance learning can be the

principle of information duplication described in the

scientific literature (Blagoveshchenskaya et al, 2020)

in online learning: the implementation of this

principle involves the active use of not only basic,

relatively innovative, electronic resources, such as

MS-Teams, Mirapolis, Zoom , Skype, Google Meet,

Cisco Webex, etc., but also traditional e-mail and

LMS MOODLE virtual platform in the local

informational learning environment of a modern

university (ibid).

Based on the above, due to the limited volume of

the article, we will not consider such basic indicators

of the quality of the university educational process as

curricula and syllabi; educational materials and

practical training opportunities; technical and

organizational support of the educational process. We

will focus on the methodological aspects of

conducting online classes, both lectures and practical

ones, including the use of interactive learning

methods, optimizing student testing, introducing

individualized tasks and structured independent work

in a digital environment.

At the same time, a general psychologically and

physiologically justified recommendation

(Dozhdikov, 2020) for conducting modern online

classes, especially lectures, is to reduce the amount of

theoretical material, provide it in portions of 15–20

minutes to facilitate perception, and in different

formats (Shmurygina, 2020). Changing the material

presentation form contributes to the creation of

polymodality conditions, that is, the combination of

verbal and non-verbal content (text, video, image,

sound), which contributes to deeper assimilation of

the material.

3 RESEARCH RESULTS

Most often, in online mode, teachers read their

lectures on dark monitors with the initials of some

students reflected on them, as a rule, 6-8 people,

while students mainly see and perceive teachers as

"talking heads" conventionally depicted on the

screen. Teachers' attempts to turn their monologues

into meaningful dialogues often did not bring

significant results, since students were not ready for

interactive lectures. The teacher's appeal to students

with questions about the lecture material did not

always meet with a response: some students were

absent for technical or other reasons, some students,

apparently, were distracted and could not answer the

lecturer's questions correctly.

Realizing that technical problems (for example,

disconnection of the Internet, lack of visual

representation of the student and slow connection of

the microphone) cannot be solved overnight, we will

offer our methodological solutions for conducting

lectures and practical classes, which will at least to

some extent compensate for technical problems and

contribute to increasing the students’ attention and

improving the quality of online distance learning.

As a result of the study, we have identified certain

methodological techniques that, according to the

results of pilot testing in several universities,

contribute to improving the quality of online learning

in various disciplines. These techniques, with

indication of the place of testing, are presented below

in Table 2.

Drawing on the results of the pilot survey of our

colleagues, all the techniques we used to teach

undergraduate and graduate students in the formats of

online lectures and practical classes contributed to an

overall increase in their learning activity, as well as a

deeper assimilation of lecture and practical material.

Organizational and Methodological Aspects of Improving the Quality of Online Teaching at a University

Table 2: Methodological techniques for improving the

quality of online distance learning.

The essence of the

methodological

technique

Discipline,

testing mode

Name of the

university

Interactivity of a

general nature

Lectures on

pedagogy of

higher

education for

graduate

students,

classroom work

Peter the Great

St. Petersburg

polytechnic

university

(SPbPU)

Assignment

Individualization

Inclusion of

practical workshop

material into a

lecture

Double mini-

testing

Lectures on

higher

mathematics for

bachelors,

classroom work

Emperor

Alexander I St.

Petersburg state

transport

university

(

SPbGUPS

)

Video auditing and

mental mapping to

prepare for

communication

Practical

classes in the

discipline

"foreign

language in

professional

activity" for

bachelors,

extracurricular

indepen-dent

wor

Bonch-

Bruevich St.

Petersburg

State University

Telecommunica

tions (Bonch)

Silent and freeze

video viewing

technology

Practical

classes in the

discipline

"foreign

language" for

bachelors,

classroom wor

Kadyrov

Chechen State

University

4 DISCUSSIONS

Speaking about the need for interactive lectures, we

mean the use of elements of interactivity in the

educational process. Interactivity means the ability to

interact or be in a conversation mode, a dialogue with

someone (a person) or something (for example, a

computer). Interactive learning is a special form of

cognitive activity organization, a way of cognition,

carried out in the form of a joint activity of students

or students and teachers. All participants interact with

each other (Titova, Avramenko, 2014). exchange

information, jointly solve problems, model situations,

evaluate the actions of others and their own behavior,

immerse themselves in a real atmosphere of business

cooperation to resolve the problem. Students become

equal participants in interaction with the teacher, and

the teacher adheres to a more democratic style of

lectures.

Brainstorming, watching and discussing short

videos on the topic of the lecture, feedback from

students on the content of the lecture, a lecture with

pre-announced errors that students need to detect,

group development of certain tasks for presenting

micromodules of structured educational material, etc.

can be considered as common, or generally accepted

elements of interactivity. It is with the interactive

forms of conducting any classes (Odinokaya, Popova,

2016). that the personal aspects of professional

competencies are formed to a greater extent.

Based on our observations on the educational

process, interactive inclusions in the lecture clearly

contribute to the strengthening of students' voluntary

attention. For a greater pedagogical impact of

interactive elements on students, the teacher needs to

warn students about interactive inclusions and their

occurrence, for example, every 15-20 minutes so that

students' attention does not weaken. It is also possible

to create external motivation factors for students if the

teacher announces additional points for participating

in the interactive activities. Interactive inclusions

were, in particular, positively assessed by SPbPU

postgraduates, who noted an increase in interest in the

lecture material presented in the discipline "Pedagogy

of Higher Education".

We also note that when conducting online lecture

courses, the combined form of lectures with the

inclusion of workshop material has proven to be

efficient. The main principle of conducting such a

lecture, for example, in the course of pedagogy of

higher education (Popova, 2018) is the

individualization of pedagogical tasks that students

must perform on their own or in pairs of like-minded

people or opponents. Whereas like-minded people or

fellow-thinkers should supplement the concept of the

pedagogical aspect developed by them, the opponents

need to oppose their opinions. Paired presentations on

the connections of pedagogy with other sciences, B.

Bloom's taxonomy as a psychological and

pedagogical concept of mastering knowledge on the

example of a special discipline, interdisciplinary

connections and peer review of the articles on

professional education from the journal "Higher

Education in Russia" were quite successful

performances.

An additional means of enhancing the students’

voluntary attention during an online lecture is the

teacher's announcement of a mini-test on the content

of the lecture 10-15 minutes before its end. The

teacher gives a test, which mainly includes questions

on the theoretical aspects of the lecture, its results are

automatically reflected in the electronic environment

of the university and are taken into account by the

lecturer when assessing students. It is important to

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note that the mini-test at the end of the lecture should

not be difficult, since the student after the lecture in

higher mathematics (Blagoveshchenskaya et al,

2022) needs a positive attitude to overcome further

difficulties.

We also note that mini-testing can also be carried

out at the beginning of each lecture to repeat the

previous lecture material, especially if students

completed the practical task in independent work

mode. Mini-tests at the beginning of a lecture can

help students recall what they have learned,

emphasize the relationship between theory and

practice, and focus students on the content of the

upcoming lecture. The teacher, in turn, can make sure

that the previous lecture has been mastered and that

the students have completed the practical task.

This technique of double mini-testing was tested

in teaching higher mathematics at SPbGUPS, and a

preliminary conclusion on the effectiveness of this

technique is the conclusion that online mini-testing

provides a more objective assessment compared to

the evaluation of a large test for an hour and a half.

Unfortunately, when conducting such a “global”

verification campaign, one cannot exclude the

possibility of students’ dishonest work, that is, online

counseling or, put simply, cheating.

As for teaching such an activity-based discipline

as a "foreign language" online, the main difficulties

arise in the organization of students’ oral

communication. The true dialogic communication of

students, when they need to demonstrate their

communicative competence, cannot be evaluated

objectively, since the teacher cannot be sure that

students do not use textual supports. In addition,

when working online in a new group, a foreign

language teacher does not always clearly understand

with whom exactly communication occurs. In order

for the students to be better prepared for the

classroom mode of foreign language communication,

it is proposed to structure their independent work and

strengthen it by introducing video auditing and

compiling mental maps to prepare students for

communication in the classroom mode.

The technology of using audiovisual aids in the

mode of students’ independent work (Stepanova et al,

2021) consisting of three stages, was tested during the

period of self-isolation in 2020 and received positive

feedback from students. The first stage includes a

two-time audition of an advertising professionally-

oriented video material, 3-4 minutes’ long, about the

American computer company CISCO, when students

simultaneously answer the questions about the

content of the video formulated by the teacher.

The second stage includes mind mapping by

means of MindMeister electronic resource to prepare

for rendering the professionally oriented content and

recording it in Speak Pipe format in English. The

mental map (Tsatsulina, 2019) indicates not only the

elements of its content that are important for

rendering the video, but also keywords in a foreign

language. The example of students’ mental map is

shown below, in Fig,1.

Figure 1: Mind map created by a student.

The third stage of the technology is aimed at

students’ recording the content of a professionally

oriented mental map-based audio file in English, with

Speak Pipe audio recording link sent to the teacher for

monitoring. Such an interactive audio report is

necessary to make sure that students do not read the

entire video script, but briefly reflect it using the

mental map they have prepared, which is stimulating

communication during the classroom session. After

receiving and checking student audio reports, the

teacher can identify and control the most problematic

students and, first of all, listen to their dialogical

speech in online mode, which helps to improve the

general quality of online foreign language teaching.

Thus, structuring students' independent work

according to the specified algorithm helps students to

prepare more effectively for the interactive mode of

communication during an online lesson. The creation

of a mental map is an additional step in the

visualization of video content, which is positively

evaluated by students. Drawing up a mental map is a

task that forms the universal learning activities of

students (Kulikova, Popova, 2019), which is

currently considered an important functionality of all

disciplines, in particular, the discipline of a foreign

language. The skills of creating a mental map and

voicing it in a foreign language are important, for

example, for preparing students for presentations in

Organizational and Methodological Aspects of Improving the Quality of Online Teaching at a University

any disciplines, including profile ones, as well as for

their future conference activities.

Silent and freeze video viewing technology

introduced in Kadyrov Chechen State University in

foreign language teaching is one of the classroom

technologies aimed at enhancing students’ voluntary

attention in Cisco Webex online classes. Foreign

language teachers know that sharing a video during

the online class presents a problem for students,

especially for those living in remote settlements, in

terms of simultaneous perception of visual and audio

information, and students often complain that they

can’t do listening comprehension properly for

technical reasons. Even though there are certain

doubts concerning learners’ sincerity, it was decided

to overcome this problem by introducing silent

viewing technology supplemented by freeze-frame

video viewing (Shahani, Tahriri, 2015; Shahani et al,

2014).

If the teacher has enough time for classroom work

with video materials, he / she can have learners watch

a short video of 1-2 minutes long, three times. The

first silent viewing helps students focus on visual

aspects only and form anticipation for audio content

as prompted by preliminary classroom discussion or

questions on the video given in advance by the

teacher. Using the freeze frame function during the

second ordinary viewing allows the teacher to

organize a discussion of students on specific episodes

of the video. The third silent viewing of the video may

be preparatory to its rendering with the emphasis on

the studied grammar and vocabulary.

Taking the educational benefits of video for

granted, the use of silent and freeze video viewing

technology helps to direct students’ attention into

visual and debating activities. According to our pilot

experiment, over 70% of students report the greater

effectiveness of watching videos actively, using

various viewing methods, other than the conventional

passive video viewing in a language class. Therefore,

the proposed original use of video seems to be

prospective in terms of learners’ better focusing on its

content in online classes.

5 CONCLUSIONS

It seems to us that there are no insignificant factors in

the matters related to improving the quality of online

education at a university, and the coverage of

practical aspects in improving quality is no less

important than its assessment on a global scale, taking

into account its multifactorial nature.

In our desire to improve the quality of online

learning at the university, we proceeded from a

systematic approach to the practice of teaching

lectures and practical courses in several Russian

universities and close monitoring of the pedagogical

process. Given the presence of some general technical

shortcomings in the organization of online learning,

we made an attempt to compensate for them by using

certain methodological tools.

The organizational and methodological aspects

of conducting online lecture courses in the disciplines

Pedagogy of Higher Education and Higher

Mathematics were analyzed in SPbPU and

SPbGUPS, respectively. To increase the

concentration of students’ voluntary attention during

lectures, we tested interactive inclusions,

individualized learning tasks, and double mini-testing

to check the assimilation of lecture material and the

correctness of homework.

To increase the effectiveness of students’ oral

dialogue communication in the format of the

discipline "foreign language in professional activity",

a three-stage technology for using professionally

oriented video auditing and compiling mental maps

by students in the mode of extracurricular

independent work was tested. This technology was

used to prepare first-year bachelors of St. Petersburg

Bonch University for communication and turned out

to be quite effective in supporting the dialogue

communication of students, who began to use more

complex lexical-grammatical models more often in

speech using general technical and terminological

vocabulary.

Silent and freeze video viewing technology used

in Kadyrov Chechen State University in foreign

language teaching is an attempt to overcome the

internet faults through the simple methodological

techniques, which are easily accessible for any

teacher. Instead of the commonly used passive video

viewing it is proposed to use active video viewing

with the scaffolding in the forms of preliminary

questions, visual only silent video watching and

freeze frame discussions.

All of our conclusions have been drawn from pilot

studies conducted at four universities and are

therefore preliminary. For a more informed

conclusion on the topical issue of improving the

quality of online learning and the development of

sound recommendations within the framework of the

modern educational paradigm, it is necessary that we

conduct a more extensive study in Russia and abroad.

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REFERENCES

Pokhrel, S., Chhetri, R., 2021. A Literature Review on

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Organizational and Methodological Aspects of Improving the Quality of Online Teaching at a University