注释,注释: E-learning with its diverse forms and wide-ranging applications has gone forward changing globally teaching and learning strategies in tertiary education. Technology-enhanced learning has progressed both from enhancements of innovative technologies, amendments in educational sphere and integration of international designs in learning environment. The article analyses the interaction of blended learning models aiming to promote the most effective curriculum design to serve the learners’ requirements, their life experiences and the opportunities and limitations of the particular learning setting. The subject of the study is to get the insight of the newly emerged catchword micro-blended learning, which is abundantly used in educational sphere with its interwoven constituent parts. The research is based on empirical studies conducted by contemporary scholars, comparative analyses of diverse modes of teaching and learning and practical implications of micro-blended learning strategies. The study outcomes imply that technological enhancements and inconsistencies in scholastic environment dictate the emergence and evolvement of blended learning styles which pursue the goal to increase the insufficient language practice through informal self-study. The authors assume that the synergistic cycle of micro blended learning applied in the design of in-company produced textbooks suits directly the requirements of undergraduate and postgraduate learners. The research findings can be helpfully applied in educational sphere for designing and introducing e-learning schemes.

注释,注释: The subject of this article is the ever-rising demand for professional development for tertiary teaching faculty dictated by educational evolution and innovative pedagogy in Russia. In their article, the authors substantiated the idea that teacher development is a lifetime process starting from the initial pursuit of this career to retirement. Therefore, this study makes an attempt to review all available internal and external models of further learning, in-service and outside pieces of trainings that possibly will enhance teachers’ productivity and professionalism throughout their vocations. Driven by the consciousness that even the most recent approaches today seem outmoded, the paper aims at illustrating what options are available now in a particular country at a specific time-scale. The research methods used by the authors are the quantitative and qualitative analyses of data collected, which demonstrate a paradigm shift in the urgency of continuous evolvement not only of professional, but also personal competencies mediated either by the administration or individual initiative.

注释,注释: The subject of this article is the ever-rising demand for professional development for tertiary teaching faculty dictated by educational evolution and innovative pedagogy in Russia. In their article, the authors substantiate the idea that teacher development is a lifetime process, starting from the initial pursuit of this career to retirement. Therefore, this study attempts to review all available internal and external models of continuous education, on-job and outside trainings that will potentially enhance teachers’ productivity and professionalism throughout their careers. Driven by the realization that even the most recent approaches today seem outmoded, the paper aims at illustrating what options are currently available in a particular country at a specific timeframe. The authors utilize the quantitative and qualitative analyses of data collected, which demonstrate a paradigm shift in the urgency of continuous evolvement not only of professional, but also personal competencies mediated by either the administration, or individual initiative.

注释,注释: The higher education in Russia is constantly advancing towards the development of mixed learning environment to conform to the world standards. The key trends of today’s education encompass the skills-based approach geared towards students, as well as computerized obtainment of knowledge that lead to gradual transition from the traditional education to self-education. The main objective of the article is to determine the various roles of an educator in managing academic flexibility, development of hybrid curricula with online component, thus encouraging lifelong learning. Main attention is given to identification of the challenges and requirements set before educators that have to effectively meet the needs of the students. The research is based on the empirical studies conducted by contemporary scholars, comparative analyses of diverse learning methods, as well as practical implications of micromixing learning strategies, which trigger the transformation and expansion of the educator’s functions. The scientific conclusions implicate that the technological improvements and modifications within the academic environment dictate the emergence and advancement of the diverse education styles, which pursue the goal to increase the insufficient language practice by means of the informal education. The results of research can be successfully implemented in educational sphere for development and introduction of the e-learning curricula with effective educators.

注释,注释: The higher education in Russia is constantly going towards the development of blended learning environment trying to respond to global standards. The main trends of today’s education encompass skills-based approach, student-centered learning mode and computerized knowledge acquisition which lead to a gradual shift from traditional teaching to self-study. The core objective of the article is to define the educator’s diverse roles in managing academic flexibility, designing hybrid curricula with online component, thus encouraging lifelong learning. The purpose of the article is to reveal the challenges and requirements set before educators who have to cater effectively for meeting all the needs of learners. The research is based on empirical studies conducted by contemporary scholars, comparative analyses of diverse modes of teaching and learning and practical implications of micro-blended learning strategies which trigger the alteration and expansion of teacher’s functions. The study outcomes imply that technological enhancements and inconsistencies in scholastic environment dictate the emergence and evolvement of diverse teaching styles which pursue the goal to increase the insufficient language practice through informal and guided self-study. The author assumes that the research findings can be helpfully applied in educational sphere for designing and introducing e-learning schemes where educators act quite proficiently and knowingly in any teaching role.