E-LEARNING IN THE FOREIGN LANGUAGE TEACHING CONTEXT

Abstract

The obvious trend is the increased use of electronic communication in our daily lives supported through increased access to the Internet via a combination of mobile devices and communication infrastructures, and providing access to a growing library of information in electronic formats. E-learning can be perceived as perpetual, sustained over a lifetime and enacted in multiple, daily occurrences as we search for information to satisfy our learning needs and contribute content that promotes understanding. E-learning can be also regarded as an engaged act created through both technical and social decisions. As it is known within the framework of modern educational programs designed for the training of bachelor students studying foreign language, most of the hours are devoted to self-controlled work. The effectiveness of the work itself, as well as its control, largely depends on the diligence and conscientiousness of the student and the time spent by the teacher to check the tasks. Obviously, spending audit hours on checking is irrational and inefficient. Therefore, the question arises about the creation and usage of interactive courses using iSpring software products that improve the effectiveness of independent work of students and optimize the work of the teacher.