EVSEEVA A. PEDAGOGICAL CONDITIONS FOR THE IMPLEMENTATION OF EDUCATIONAL COMMUNICATION IN FOREIGN LANGUAGE CLASSES WITHIN BLENDED LEARNING ENVIRONMENT AT TECHNICAL UNIVERSITY. LIFELONG EDUCATION: The 21st Century.
2026. Vol. 14. No. 3. DOI: 10.15393/j5.art.2026.13091


Vol. 14. No. 3.

Innovative approaches to lifelong learning
pdf-version

PEDAGOGICAL CONDITIONS FOR THE IMPLEMENTATION OF EDUCATIONAL COMMUNICATION IN FOREIGN LANGUAGE CLASSES WITHIN BLENDED LEARNING ENVIRONMENT AT TECHNICAL UNIVERSITY

EVSEEVA Arina M.
Senior Lecturer of Department for Foreign Languages,School of Social Sciences
National Research Tomsk Polytechnic University
(Tomsk, Russian Federation)
arevseeva@yandex.ru
Keywords:
foreign language educational communication
blended learning
pedagogical conditions
joint activities
didactic scenario
positions of the teacher and students.		 Abstract: the problem of foreign-language educational communication in a blended learning environment is determined by the processes of informatization and digitalization, the demand for specialists with communicative competence, hard, soft and self-skills. The purpose of this article is to justify the pedagogical conditions for organizing foreign-language educational communication between a teacher and students in a blended learning environment at a technical university. The research considers such pedagogical conditions as changing the position of the teacher and students in educational communication in joint activities, providing different types of teacher presence as his different functions in organizing educational communication, reconstructing methodological tools according to the didactic scenario’s specifics, co-organizing learner autonomy and students’ collaboration in blended learning. The selected pedagogical conditions are based on the principles of the system-activity approach and the concept of pedagogy of joint activities by G. N. Prozumentova and S. I. Pozdeeva. Application of the pedagogical conditions in foreign language classes and extra-curricular activities within a blended learning environment will develop students' hard, soft and self-skills. The practical significance of the research lies in the potential for using the described pedagogical conditions for organizing educational communication in teaching any academic discipline within a blended learning environment at a university.
Paper submitted on: 02/03/2026; Accepted on: 07/09/2026; Published online on: 09/26/2026.

References

  1. Dyomina O. A., Teplenyova I. A. Modifying teaching strategies of university staff. Vysshee obrazovanie v Rossii [Higher Education in Russia]. 2020. No. 7. P. 156–167. DOI: 10.31992/0869-3617-2020-29-7-156-167 (In Russ.)
  2. Bazaeva F. U., Dudaev G. S.-H., Sorokopud Yu. V. Strategy of interaction between teachers and students in blended learning environment. Mir nauki, kul'tury, obrazovaniya [The world of science, culture, and education]. 2025. No. 5 (114). P. 277–280. (In Russ.)
  3. Evseeva A. M. Students' design of assignments as a way of organizing educational communication in foreign language classes. Professional'noe obrazovanie v Rossii i za rubezhom [Professional education in Russia and abroad]. 2025. No. 1. P. 109–116. DOI: 10.54509/22203036_2025_1_109  (In Russ.)
  4. Ippolitova N. V., Sterhova N.S. Analysis of the concept of «pedagogical conditions»: essence, classification [General and professional education]. 2012. No. 1. P. 8–14. (In Russ.)
  5. Volodin A. A., Bondarenko N. G. Analysis of the content of the concept of «Organizational and pedagogical conditions». Izvestiya Tul'skogo gosudarstvennogo universiteta. Gumanitarnye nauki [Proceedings of the TSU. Humanities]. 2014. No. 2. P. 143–152. (In Russ.)
  6. Belikov V. A. Relevance of the study of pedagogical conditions to solve problems of personal education. Vestnik Yuzhno-Ural'skogo gosudarstvennogo gumanitarno-pedagogicheskogo universiteta [Bulletin of the South Ural State University of Humanities and Education]. 2018. No. 6. P. 23–38. (In Russ.)
  7. Andreev V. I. Pedagogicheskaya evristika dlya tvorcheskogo samorazvitiya mnogomernogo myshleniya i mudrosti [Pedagogical heuristics for creative self-development of multidimensional thinking and wisdom]. Kazan, 2015. 288 p. (In Russ.)
  8. Challenges and prospects of digital transformation in education. Moscow, 2019. 344 p. (In Russ.)
  9. Prozumentova G. N.  Pedagogy of joint activity: semantic contexts and educational reality. Shkola sovmestnoj deyatel'nosti: razrabotka obrazovatel'nyh programm v razvivayushchejsya shkole [School of joint activity: development of educational programs in a developing school]. Tomsk, 2010. Book 5. P. 4–16. (In Russ.)
  10. Pozdeeva S. I. The organization of teaching at the university as a joint activity of the teacher and students: a meta-methodological approach. Novye didakticheskie resheniya dlya razvitiya vysshego obrazovaniya v usloviyah cifrovoj transformacii: sbornik nauchno-metodicheskih materialov [New didactic solutions for the development of higher education in the context of digital transformation: Proceedings of scientific and methodological materials]. Yaroslavl, 2023. 122 p. (In Russ.)
  11. Mel'nik A. D. The role of blended learning in higher education: students' «first steps» towards unstable work and life. Integraciya obrazovaniya [Integration of education]. 2023. Vol. 27. No. 3. P.  506–521. (In Russ.)
  12. Davlatova M. A. Blended learning in Russian schools: how the design of the educational process is changing. Pedagogika i psihologiya obrazovaniya. [Pedagogy and psychology of education]. 2022. No. 3. P. 34–54. DOI: 10.31862/2500297X-2022-3-34-54 (In Russ.)
  13.  Pozdeeva S. I. Engagement of students in joint activities as an educational potential of a modern lesson. Vospitanie kak strategicheskij nacional'nyj prioritet: mezhdunarodnyj nauchno-obrazovatel'nyj forum International Scientific and Educational Forum [Education as a strategic national priority: International Scientific and Educational Forum]. Yekaterinburg, 2021. Part 1. P. 202–206. (In Russ.)
  14. The storm of the first weeks: how higher education stepped into the reality of a pandemic. Moscow, 2020. 112 p. (Sovremennaya analitika obrazovaniya. No. 6 (36)). (In Russ.)
  15. Garrison D., Anderson T., Archer W. Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education. 1999. No. 2 (2). P. 87–105. DOI:10.1016/S1096-7516(00)00016-6 
  16. Vaughan N., Garrison D. Creating cognitive presence in a blended faculty development community. The Internet and Higher Education. 2005. No. 8 (1). P. 1–12. DOI: 10.1016/j.iheduc.2004.11.001
  17. Swan K. Developing social presence in online discussions. Learning and teaching with technology: Principles and practices. London, 2003. P. 147–164.
  18. Chowdhury A. T. Fostering Learner Autonomy through Cooperative and Collaborative Learning. Shanlax International Journal of Education. 2021. No. 10 (1). P. 89–95. DOI:10.34293/education.v10i1.4347
  19. Spiridonova S. B., Karpushova O. A. Psychological willingness of students for autonomous and collaborative activities in online learning. Gumanitarnye nauki [Humanities]. 2021. No. 1 (53). P. 145–151. (In Russ.)

 


Displays: 17; Downloads: 2;

DOI: http://dx.doi.org/10.15393/j5.art.2026.13091