Distance Learning in Higher Education Institutions: Results of an Experiment

Boris Kireev, Aray Zhundibayeva, Aiman Aktanova


One of the most promising forms of implementing active teaching methods is distance learning, or e-learning. During the last decade e-learning was most often associated with the so-called mass open online courses, the MOOCs. In Russian and Kazakhstan universities, e-learning is often blended with the traditional type of in-class education and is known as "blended learning". A certain lack of research on the use of distance learning in Russian universities determined the topic of this paper. The initial assignment was to launch blended learning in 6 groups of students of general engineering and at the Engineering and Technology Faculty of  Elabuga Institute of the Kazan Federal University, and  Philology disciplines at the Kazakh Philology Faculty of the State university named after Shakarim in Semey city and to study the attitude of students to distance learning during 2017-2018 academic year. Methods of research involve literature review, pedagogical observation, experiment, questioning and theoretical analysis. Results of the research show some interesting observations on the attitude of students and institute professors to the use of e-learning. Also, the research shows positive results of the use of blended learning methodology in studying some general technical disciplines during baccalaureate program



pedagogy; Kazakh Philology; methodology; electronic; presentation; lecture; experiment; survey

Full Text:



  • There are currently no refbacks.

Creative Commons License
All articles published in JSSER are licensed under a Creative Commons Attribution 4.0 International License.

The JSSER is indexed and/or abstracted in: