Abstract
During the period of COVID-19 pandemic when mostly all the universities have transferred to distant learning, the educational effect of many interactive methods partially reduced. However, simulation is underestimated by university professors and scarsely used in the educational process. Despite a profound interest in interactive methods, theoretical and practical issues of simulation still need examination, especially in the context of competence-based education. In present research pedagogical, psychological and linguistic issues of simulation are studied. Though, simulation is often referred to as a method or a game, we consider it to be an educational technology. Contrary to entertaining simulation, educational simulation used as technology usually is more than a case, because it has a structured scenario with a system of rules and prohibitions, which are created with a certain idea of forming specific competences. The practical part of the article contains a description of the empirical study of the simulation technology results used at English lessons at the technical university, which prove a high educational efficiency of simulation technology in the professional development of future engineers of agro-complex.
Highlights
During the period of remote, and in some cases, blended learning, caused by the threat of the spread of the COVID-19 coronavirus infection, which has been lasting for the third semester, university foreign language teachers around the world have felt a decrease in the effectiveness of their classes with students
There is a need to search for such pedagogical technologies, methods and teaching aids that would be available in distance learning mode, could be used both individually and by several students, would contribute to the formation of communicative competence [3; 4], and most importantly, they had a pronounced professional orientation [5], since as a result of distance learning, students of engineering specialties, including agro-industrial ones, are deprived of the opportunity to form many practical skills
The objectives of our research are the following: 1) to study the theoretical issues of simulation as an interactive method of education; 2) to find out psychological, pedagogical and linguistic efficiency of simulation technology, if any; 3) to conduct empirical study of the results of simulation technology being used at English lessons at the technical university
Summary
During the period of remote, and in some cases, blended learning, caused by the threat of the spread of the COVID-19 coronavirus infection, which has been lasting for the third semester, university foreign language teachers around the world have felt a decrease in the effectiveness of their classes with students. There is a need to search for such pedagogical technologies, methods and teaching aids that would be available in distance learning mode, could be used both individually and by several students, would contribute to the formation of communicative competence (including the communicative competence in studied foreign language) [3; 4], and most importantly, they had a pronounced professional orientation [5], since as a result of distance learning, students of engineering specialties, including agro-industrial ones, are deprived of the opportunity to form many practical skills. Of particular interest are the studies of the possibilities of using simulations in the creation of integrated courses and interdisciplinary contents [6−8]; mastering practical skills for dynamic behaviour, collaborative actions and active use of STEM (science, technology, engineering and mathematics) in modern environment of intuitive abstractions [9,10]
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